IEP Training Module: Developing IEPs from the Kentucky Curricula Documents

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IEP Training ModuleDeveloping IEPs from the
Kentucky Curricula Documents

• Developed by the Kentucky Special Education
  Cooperative Network and the Kentucky Department
  of Education

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Housekeeping!

• Restrooms
• Cell phones
• Vending
• Lunch!

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Agenda

• Focus questions
• The Process
• Present Levels of Performance
• Goals/Objectives
• Progress Monitoring
• The rest of the story

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Focus Questions

• How do we improve the performance of students
  with disabilities?
• How do we connect the curricular documents and
  IEPs so they work together?
• How will we meet the childs other educational
  needs that result from the disability?
• How will we teach the goals/benchmarks/objectives?
  
• How can we use student data to guide specially
  designed instruction?

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Activity One
I. E. P.
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Nothing worth learning is learned quickly, except
parachuting. David S. Brown
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(No Transcript)
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KY Learner GoalsSchools shall develop their
students ability to
KY School Goals Schools shall

• Have high expectations for all students
• Develop students ability to apply KY Learner
  Goals
• Increase their students rate of school
  attendance
• Reduce their students dropout retention rates
• Reduce physical mental health barriers to
  learning
• Be measured on the proportion of students who
  make a successful transition to work,
  postsecondary education the military

• Use basic communication and mathematics skills
• Apply core concepts and principles from content
  areas
• Become self sufficient individuals
• Become responsible group members
• Think and solve problems in a variety of
  situations
• Connect and integrate experiences and new
  knowledge
• KRS 158.6451, 707 KAR 1290 4,
• 34 CFR 300.305

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Academic Expectations

• Example Learner Goal 1
• 1.1 Students use reference tools to find the
  information they need to meet specific demands,
  explore interests, or solve specific problems.
• Example Learner Goal 2
• 2.7 Students understand number concepts and use
  numbers appropriately and accurately.

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Program of Studies (POS)(Kentuckys Mandated
Curriculum)

• Outlines the minimum content required for all
  students before graduating
• Provides all students with common content and
  opportunities to learn at high levels
• Serves as the basis for establishing and revising
  curriculum at the local level

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Core Content for Assessment4.1

• Is essential for all students to know
• Is included in state assessment
• Addresses the following content areas
• Reading
• Writing
• Social Studies
• Science
• Math
• Practical Living/Vocational Studies
• Arts and Humanities

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Character Education

• This document offers additional instructional
  tools for teaching
• altruism, citizenship, courtesy, honesty, human
  worth, justice, knowledge, respect,
  responsibility, and self-discipline.

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General Education Curriculum
IEP
Learner Goals
LRE
Academic Expectations
Program of Studies
IEP Services
Core Content
Measurable Goals, Benchmarks/STO
Aligned District Curriculum
Standards-Based Instructional Units
Present Levels Affect Statement
Lesson Plan
Transition
Progress Monitoring Data
Special Considerations
Design Down-Deliver Up Model
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Purpose of the IEP

• To support educational performance

707 KAR 1320 5 (7)(b)1 2 34 CFR
300.347(2)(i)(ii)
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The IEP supports educational performance by

• Providing access to the general curriculum.
• Ensuring the student will make progress in the
  general curriculum.
• Addressing the students other unique educational
  needs.
• Preparing the student for further education,
  employment, and independent living.

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IEP Development is a PROCESS not an event!
Special Factors
Transition
Progress Monitoring Data
Remember the flow
IEP Services
Present Levels
Reporting Progress
Annual Goals Benchmarks Short Term Objectives
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Purpose of Data

• Evaluate progress
• Determine the effectiveness of instructional
  services
• Determine if the child continues to need SDI
  and/or related services
• Revise the IEP
• Document implementation of the IEP

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Student Performance Data Sources

• pre-referral intervention results
• work samples (e.g., portfolios, daily
  assignments, etc.)
• behavioral observations
• results of standardized individual assessments
• culminating products/projects

• state and district-wide assessment results
• progress monitoring data (including baseline
  data)
• interviews
• classroom tests
• formal/informal assessment
• journal writing
• ILP (IGP)
• student parent surveys

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IEP DEVELOPMENT CONSIDERATIONS

• The ARC shall consider in the development of an
  IEP
• the strengths of the child
• the concerns of the parents for enhancing the
  education of their child
• the results of the initial or most recent
  evaluation of the child
• the academic, developmental, and functional needs
  of the child and
• as appropriate, the results of the childs
  performance on any general state or district-wide
  assessment programs.

707 KAR 1320 5 (1) 34 CFR 300.346 (a)(1) IDEA
04 614(d)(3)(A)
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Transition
Present Levels Affect Statement
Special Considerations
Goals, Benchmarks/ Objectives
Progress Reporting
Student Performance Data
SDI and Related Services
Progress Monitoring
Daily Lesson Plans
Participation in General Ed
Instructional Planning
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Student Performance Data
Strengthen Instructional Planning
Present Levels
Measurable Goals
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IEP DEVELOPMENT PROCESS

• Consideration of Special Factors
• Post-secondary Transition
• Present Level of Academic Achievement and
  Functional Performance
• Annual Goals, Benchmarks Objectives
• IEP Services
• Participation

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IEP Development is a PROCESS not an event!
Special Factors
Transition
Progress Monitoring Data
Remember the flow
IEP Services
Present Levels
Reporting Progress
Annual Goals Benchmarks Short Term Objectives
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Consideration of Special Factors

• Behavior Concerns
• Limited English Proficiency
• Blind or Visually Impaired
• Communication Needs
• Deaf or Hard of Hearing
• Assistive Technology
• 707 KAR 1320 5 (2)
• 34 CFR 300.346 (a)(2)

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IEP Development is a PROCESS not an event!
Special Factors
Transition
Progress Monitoring Data
Remember the flow
IEP Services
Present Levels
Reporting Progress
Annual Goals Benchmarks Short Term Objectives
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Post-Secondary Transition Needs

• Begins at age 14 (or younger if determined
  appropriate) the IEP includes a statement of
  transition service needs
• The statement Is updated annually
• Focuses on the childs course
• of study

707 KAR 1320 6 (1) 34 CFR 300.347 (b)(1) 34
CFR Appendix A, Q. 11 IDEA 2004 Citation Here?
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Post-Secondary Transition Services

• Beginning at age 16, or younger if determined
  appropriate, the IEP includes a statement of
  needed transition services
• Includes transition services provided by the
  school
• Includes, if appropriate, the interagency
  responsibilities or any needed linkages

707 KAR 1320 6 (2) 34 CFR Appendix A, Q. 12
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Postsecondary Transition Services

• Beginning no later than the first IEP to be in
  effect when the child is 16, the IEP includes
  appropriate measurable postsecondary goals
• Postsecondary goals are updated annually
• Postsecondary goals are based upon age
  appropriate transition assessment related to
  training, education, employment, and, where
  appropriate, independent living skills
• IEP also includes the transition services
  (including courses of study) needed to assist the
  child in reaching those postsecondary goals
• IDEA 04 614(d)(1)(A)(i)(VIII)

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Transition Tips

• The Transition needs of the student must be
  discussed first
• Have the Individual Learning Plan (ILP) at all
  ARC meetings
• Update the transition surveys annually (parent
  and student)
• Review other transition assessments
• Lets remember those Self-Advocacy skills!!!!

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Transfer of Rights

• Beginning at least one year before the age of
  majority
• Statement that the student and their parents have
  been informed of the rights that will transfer to
  the student upon reaching the age of majority
• Upon the students age of majority, parents
  continue to receive Notice

707 KAR 1320 6 (4) 34 CFR 300.347 (c), 34 CFR
300.517 (a) (1) (i, ii) Appendix A Question 4
part 2
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IEP Development is a PROCESS not an event!
Special Factors
Transition
Progress Monitoring Data
Remember the flow
IEP Services
Present Levels
Reporting Progress
Annual Goals Benchmarks Short Term Objectives
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Let the Rabbits Run A Parable
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Present Level of Academic Achievement and
Functional Performance

• A statement of the childs present levels of
  academic achievement and functional performance,
  including
• How the childs disability affects the childs
  involvement and progress in the general
  curriculum as provided in the Kentucky POS or
• For preschool children, as appropriate, how the
  disability affects the childs participation in
  appropriate activities.
• 707 KAR 1320 5 (7)(a)
• 34 CFR 300.347 (a)(1)

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Academic Achievement and Functional Performance
Areas to Consider

• Communication
• Academics
• Social and Emotional
• General Intelligence
• Health, Vision, Hearing, and Motor
• Transition to Post-Secondary
• Functional Vision/Learning Media Assessment

707 KAR 1300 3 (9)
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Progress Monitoring Data
Strengthen Instructional Planning
Present Levels
Measurable Goals
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Activity

• What information would help the ARC develop the
  Present Levels?
• What are some specific sources for this
  information?

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Sources of InformationPresent Levels of Academic
Achievement and Functional Performance may
include information collected about the child
including

• pre-referral intervention results
• work samples (e.g., portfolios, daily assignments
  etc.)
• behavioral observations
• results of standardized individualized
  assessments
• culminating products/projects

• state and district-wide assessment results
• progress monitoring data (including baseline
  data)
• interviews
• classroom tests
• formal/informal assessment
• journal writing
• ILP (IGP)
• student parent surveys

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Initial Present Levels of Academic Achievement
and Functional Performance
Student Performance Data
State Assessment
District Assessment

Individual Assessment Report
Data from referral information
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Annual Present Levels of Academic Achievement
and Functional Performance
Individual Assessment Report
State Assessment
District Assessment
Progress Monitoring Data toward IEP Goals
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How do you write the Present Levels?
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Present Levels Planning Process

• The ARC must know
• What skills the student has and what content the
  student knows (progress monitoring data)
• What students in this grade are expected to know
  and do (from the curricular documents)
• What needs the student has that are not addressed
  through the curricular documents

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Steps to Write the Present Levels

• Locate the students grade level in the Program
  of Studies or district curriculum
• Review the students performance information to
  plot where the student is in the general
  curriculum
• Determine the skills and content the student
  needs to learn from the curriculum
• Determine what the student needs to learn that is
  not addressed through the curricular documents
  (to address the childs other needs)

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STEP 1

• Identify competencies the student needs to
  acquire to be successful in the general
  curriculum.
• STEP 2
• Identify student competencies in relation to the
  Program of Studies/Aligned District Curriculum.

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STEP 3

• Determine
• how the childs disability affects the childs
  involvement and progress in the general
  curriculum.

KAR 707 1320 Section 5(7)(a)
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How the disability affects the childs
involvement and progress in the general
curriculum

• 707 KAR 1320 5 (7)(a)
• 34 CFR 300.347 (a)(1)

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Presenting..

• The So What? Factor

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Affect on Involvement and Progress in the General
Curriculum

• Based on the status statements in the Present
  Level
• What are the students challenges related to the
  disability?
• How will the challenges related to the
  disability affect day-to-day life?

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Present Level Statement

• Dustin (Grade 4) uses phonetic clues to pronounce
  one syllable words. He has a sight word
  vocabulary of approximately 150 words, produces
  rhyming words, and uses context clues to
  understand text. He learns best when words are
  paired with visual cues and when information is
  highlighted. He is unable to use text features
  and organizational patterns to distinguish the
  difference between reading for information and
  reading for enjoyment. He cannot interpret the
  authors intent or opinions, or use details to
  support the authors opinions.

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Affect Statement

• Dustins inability to read high-frequency/grade
  appropriate words affects his performance in
  language arts and content areas when given
  grade-level reading materials, written
  directions, completing homework assignments,
  reading for information, answering open response
  requests, and responding to on-demand writing
  tasks.

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• Dustins inability to read high-frequency/grade
  appropriate words affects his performance in
  language arts and content areas when given
  grade-level reading materials, written
  directions, completing homework assignments,
  reading for information, answering open response
  requests, and responding to on-demand writing
  tasks.

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• Dustins inability to read high-frequency/grade
  appropriate words affects his performance in
  language arts and content areas when given
  grade-level reading materials, written
  directions, completing homework assignments,
  reading for information, answering open response
  requests, and responding to on-demand writing
  tasks.

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Present Level Statement

• Tiffany demonstrates above average cognitive
  abilities and below average academic abilities.
  In timed situations, she refuses to complete the
  work and tries to leave class, curses, and will
  bite and kick at the adult, resulting in
  interruptions of learning experiences for herself
  and others. She is more successful at
  interacting with younger students. She enjoys
  working on the computer, games involving
  individual effort, and physical education class.

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Affect Statement

• Tiffanys loss of time in the learning
  environment and unwillingness to complete
  assignments have resulted in the students
  performing below same age peers, and affects her
  ability to progress in the general education
  curriculum by working cooperatively in groups,
  participating in class discussions, completing
  timed assignments, accepting redirection, and
  complying with adult directions.

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• Tiffanys loss of time in the learning
  environment and unwillingness to complete
  assignments have resulted in the students
  performing below same age peers, and affects her
  ability to progress in the general education
  curriculum by working cooperatively in groups,
  participating in class discussions, completing
  timed assignments, accepting redirection, and
  complying with adult directions.

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• Tiffanys loss of time in the learning
  environment and unwillingness to complete
  assignments have resulted in the students
  performing below same age peers, and affects her
  ability to progress in the general education
  curriculum by working cooperatively in groups,
  participating in class discussions, completing
  timed assignments, accepting redirection, and
  complying with adult directions.

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Present Level Statement

• Rob (grade 5) shows an understanding of place
  value of numbers to 1,000 but cannot read, write,
  and model whole numbers to 100,000,000 can add,
  subtract, and multiply without regrouping, but he
  cannot use the skill of regrouping in these
  operations, and cannot do simple division. He
  can use manipulatives to show ½ and ¼ but he
  cannot compare and apply the sizes of common and
  mixed fractions. He cannot collect, organize, or
  display data, or choose an appropriate way to
  collect and represent data.

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Affect Statement

• Robs difficulty in math affects his performance
  in his ability to organize, collect, and
  interpret information to complete content
  assignments to think, predict, and problem-solve
  in content assignments and real-life situations.

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Tips for Writing the Present Levels

• Use information from student performance data
• Describe what the student can and cannot do
• Remember to include an affect statement
• Cite the source of information obtained from
  outside the school (e.g., parent , medical
  information)
• Use parent-friendly language

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Anita
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Prioritizing Student Needs

• Students strengths and weaknesses
• Amount of time left in school
• Skills needed to achieve postsecondary goals
• Behaviors that appear most modifiable
• Parent, teacher and student interests and
  concerns

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IEP Development is a PROCESS not an event!
Special Factors
Transition
Student Performance Data
Remember the flow
IEP Services
Present Levels
Reporting Progress
Measurable Annual Goals, Benchmarks, Short Term
Objectives
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Measurable Annual Goals

• A statement of measurable annual goals, including
  academic and functional goals and benchmarks or
  short-term objectives, designed to
• Meet the childs needs that result from the
  childs disability to enable the child to be
  involved in and make progress in the general
  curriculum and
• Meet each of the childs other educational needs
  that result from the childs disability.

707 KAR 1320 5 (7)(b) 34 CFR 300.347
(a)(2) IDEA 04 614(d)(1)(A)(i)(II)
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What is Measurable?

• Measurable means it must be possible to evaluate
  and document whether the student is making
  progress toward the goal.

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Measurable Annual Goals

• Are written to ensure access and enable progress
  in the general curriculum
• Relate to the needs identified in the Present
  Levels
• Include a method of measurement
• Describe performance anticipated within ONE year

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Reporting to Parents

• Parents must be informed of
• How progress toward annual goals is measured
• When periodic progress reports will be provided
• Extent to which that progress is sufficient to
  enable the child to achieve the goals by the end
  of the year

707 KAR 1320 5 (13)(a-b) 34 CFR 300.347
(a)(7)(i-ii) 34 CFR Appendix A, Q. 5, 10
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Reporting Progress

• Has the student been provided access to the
  general curriculum?
• Has the student made progress in the general
  curriculum?
• Has the student made progress toward the goals
  and benchmarks/objectives in the IEP?
• Is the student on target to meet the goal?

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Student Performance Data
Strengthen Instructional Planning
Present Levels
Measurable Goals
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• Developing a System to Drive Progress
  Monitoring

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Collecting Ongoing Progress Monitoring Data

• The purpose of monitoring is
• To provide a means for collecting and analyzing
  data
• To determine if IEP goals and objectives have
  been achieved
• To evaluate progress
• To determine the effectiveness of program of
  services (IEP)
• To determine if the student continues to need SDI
  and/or related services
• To revise the IEP
• To determine if there is a need for Extended
  School Year (ESY) services

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Collecting Ongoing Progress Monitoring Data

• Is a REQUIREMENT both in federal and state
  regulations that address individual education
  programs (IEPs)

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Data Collection System

• At the time an IEP is developed, it must specify
  and document plans for progress monitoring,
  including what will be monitored, who will
  monitor, when and where the monitoring will be
  conducted, and how the data will be reported.
• Etscheidt, Susan K. (2006). Progress monitoring
  Legal issues and recommendations for IEP teams,
  TEACHING Exceptional Children, Jan/Feb 2006,
  56-60.

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Determining Baseline

• Create a Baseline (before SDI)
• Administer multiple probes
• Score the probes
• Plot the scores

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Data Collection System

• In order to collect data that provides evidence
  of student progress, the IEP must also include a
  specific statement of
• What data will be collected?
• When will progress be measured and reported?
• Where will the data be collected?
• Who will collect, compile data, and report
  progress?
• How often will data be collected?
• How will progress be measured and reported?
• What actions should be taken if a student is not
  making progress?

Is the data aligned with the goal?
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How to Collect

• Data is collected by
• Observing student perform the behavior
• (ex. sequencing a story with pictures,
  completing a computation problem, remaining in
  assigned area, etc.)
• Reviewing products the student has completed (ex.
  writing assignment, math probe, etc.)

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When to collect data

• Data are usually collected before, during, and
  after instruction
• Before determines the BASELINE
• During tells the educator whether the student
  PERFORMS the behavior
• (ex. comprehends a reading passage, uses a
  switch, follows directions, solves an algebraic
  equation, etc.) independently or with assistance
• After CONFIRMS the learning by the student and
  effectiveness of the individualized program

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Steps to Progress Monitoring

• Identify the target behavior in the annual goal,
  benchmark/short term objective.
• Select the method of measurement for monitoring
  student progress.
• Implement the IEP.
• Collect the data.
• Analyze the data.
• Report data.

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Methods of Measurement

• Scoring guide
• -holistic -conventional
• -checklist -combination
• Curriculum-based measurement
• - teacher made tests - error analysis
• - running record - task analysis
• - annotations (marker papers)
• Teacher observations
• -anecdotal -intentional

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Scoring Guides

• Used to evaluate performance tasks, events, and
  open-ended responses
• Provide indication of students growth toward
  outcomes
• Ensure high expectations for all students and
  establishes criteria for judging the quality of
  student performance
• Predefines qualities for evaluating performance
  and describes the degrees of success through the
  standards

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DevelopingScoring Guides

• What do we want students to know and be able to
  do?
• How well do we want them to know and be able to
  do it?
• How will we know when they know and can do it
  well?

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Curriculum Based Measurement

• CBM is a simple set of procedures for frequent
  and repeated measurement of student performance
  (probes), which may include
• Teacher made tests
• Error analysis
• Running records
• Annotation

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Annotation

• Analyzing a students work sample
• Making notes on the actual work sample
• The notes are based on expected criteria
• Example from Kentucky
• Marker Papers

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Observations

• Intentional
• Specific behavior related to area of concern
• Setting in which observation occurred
• Time, date, and length of observation
• Criteria against which the behavior is judged
  (i.e., comparison group)
• Data over time (i.e., frequency, duration,
  intensity

• Anecdotal
• Written account of child performance
• Milestones in the childs social, emotional,
  physical, aesthetic, cognitive development
• Objective and factual observation of child and
  his/her work

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To ensure the observation is providing evidence
of the students performance, document

• What you see , hear, or count

NOT your opinion
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Fact or Opinion?
TLC is a slow learner.
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Fact or Opinion?
The majority of the class had completed the five
assigned linear equations in ten minutes. TLC had
finished two, with one being correct.
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Fact or Opinion?
JC reads 5/30 of the vocabulary words from the
curriculum his class is participating.
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Fact or Opinion?
JC struggles with reading.
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Fact or Opinion?
Quentin is disruptive in the classroom.
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Fact or Opinion?
Quentin called out during Independent Work 9
times within a three minute time period.
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How can we write Measurable Goals that access the
General Curriculum?
Curriculum Documents!!
Measurable Goal
Access to the General Curriculum
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Steps to Write Measurable Goals

• Review the prioritized list from the Present
  Levels including the Affect Statements
• Develop the goal, including methods of
  measurement

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Remember the flow
Develop the Present Level including the Affect
Statement
Prioritize Needs related to the childs disability
Develop Annual Goals
Add methods to make measurable
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Remember the flow
Johnny can use visual strategies to understand
words within a text. He can apply phonetic
principles by sounding out letters within a word.
Johnnys difficulty with identifying words
immediately within a passage will affect reading
grade level content...
Present Levels
Identified Need
Increase fluency through word identification.
Annual Goal
AE 1.2 Johnny will make sense of a variety of
materials he reads
Methods of Measurement
as measured by the increased number of words read
within a reading passage.
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Remember the flow
Verbally and in writing, Anitas ideas are
expressed by completing simple sentences due to
her limited vocabulary. Anita lacks the skills
for interviewing, writing resumes, and completing
applications that will be required for post
secondary training or placement.
Present Levels
To develop skills for transitional writing.
Identified Need
AE 2.38 Anita will demonstrate skills such as
interviewing, writing resumes, and completing
applications that are needed to get a job
Annual Goal
Methods of Measurement
as measured by performance based on criteria
established within rubrics to assess her job
portfolio and interviewing skills.
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Sample Goals and Short Term Objectives for
Preschool Age Student With Significant
Disabilities (DD-likely FMD non-verbal)

• Goal Marsha will increase her abilities to
  understand use language to communicate
  information, experiences, ideas, feelings, needs,
  questions for other varied purposes as
  assessed using a discrete trial format on data
  sheet. HSCOF
• Objectives
• Upon seeing and wanting a particular item, and
  with a picture of that item in reach, Marsha will
  pick up the picture, reach to person holding the
  item, and release the picture into that person's
  hand.
• Upon seeing and wanting a particular item, and
  with a picture of that item alone on a
  communication book within reach, Marsha will
  remove the picture from the book, go to the
  communicative partner, and give picture.
• Upon seeing and wanting a particular item, and
  with a picture of the item alone on a
  communication book, Marsha will go to the book,
  remove the picture, go to communicative partner,
  and give picture.
• Upon seeing and wanting a particular item and
  with the communication book available with
  corresponding picture and picture of a distracter
  item on it, MARSHAX will request that item by
  giving communicative partner the correct picture.
  

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Specially Designed Instruction for Marsha

• verbal cues, hand over hand assistance, system
  of least prompts, visual cues, immediate
  reinforcement for correct responses

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Sample Goals and Short Term Objectives for
Elementary Age Student With Significant
Disabilities (multiple-OHI, FMD)

• Goal
• Sherida will demonstrate skills and work habits
  that lead to success in school and work by
  increasing her on task behaviors ( attention to
  instruction, following directions and task
  completion) as assessed by scoring guide. A.E.
  2.37
• Objectives
• Sherida will attend to 1-1 instruction in a
  variety of structured settings and increase the
  number of instructional tasks he completes during
  given work time (i.e. 5 minutes on task,
  increasing by 1 minute intervals as her attention
  to tasks increases/ begin with 2 tasks at a time
  and increase by 1 as needed).
• Sherida will demonstrate independent work habits
  by completing a variety of familiar, structured
  tasks throughout the day.
• Sherida will participate in a variety of small
  group activities with increased independence by
  orienting to adult directive demonstrating joint
  attention to task upon request and completing
  pre-taught instructional activity.
• Sherida will participate in a variety of large
  group activities with increased independence by
  orienting to an adult directive, demonstrating
  joint attention to task upon request and
  completing pre-taught instructional activity with
  assistance as needed.

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Sheridas Specially Designed Instruction

• Visual cues, visual work system, first___,
  then___ visual support, system of least
  prompts/cueing, modeling, guided practice, direct
  instruction, peer support, frequent reinforcement
  for appropriate attention and completion of tasks

101
Sample Goals and Short Term Objectives for Middle
School Student With Significant Disabilities
(multiple-OHI, physical, low MMD)

• Goal Tiffany will demonstrate her ability to
  become a responsible member of a group at home or
  in the community by effectively using
  interpersonal skills to initiate various social
  interactions as assessed by interpersonal
  communication checklist. (A.E. 4, 4.1)
• Objectives
• Tiffany will demonstrate her ability to use
  effective interpersonal skills by initiating or
  responding to a greeting from a peer or adult.
• Tiffany will demonstrate her ability to use
  effective interpersonal skills by initiating a
  simple conversation (2 exchanges) with a familiar
  peer or adult on a topic of her choice with
  minimal cueing.
• Tiffany will maintain conversation with familiar
  peer or adult on preferred topic for a minimum of
  4 exchanges.
• Tiffany will terminate a conversation
  appropriately by offering an age appropriate
  salutation (i.e. bye, goodbye, see you later, see
  ya, etc.)

102
Tiffanys Specially Designed Instruction

• positive practice across social settings, peer
  modeling of appropriate conversational skills,
  simplified verbiage, prior teaching/preparation
  of topic with rehearsal, video self modeling as
  applicable, modeling, system of least
  prompts/cues, scripting, social stories, comic
  book conversations, direct social skills
  instruction

103
Sample Goals and Short Term Objectives for High
School Student With Significant Disabilities
(Multiple-OHI medically fragile, FMD)

• Goal
• Cheryl will use the verbal, reading and writing
  processes to communicate ideas and information
  for a variety of purposes as assessed using
  running record observation record.
• Objectives
• Cheryl will use combinations of pictures,
  symbols, letters and words to convey meaning as
  she constructs sentences with increasing
  complexity across various content areas.
• Cheryl will interpret specialized vocabulary
  (words and terms specific to understanding the
  content) found in practical workplace passages
  including recipes, houselhold labels, newspapers,
  forms, applications, etc.)
• Cheryl will use correct and appropriate spelling,
  punctuation grammar and capitalization, as she
  constructs sentences or sentences she is given to
  edit
• Cheryl will write transactive pieces (writing
  produced for authentic purposes and audiences)
  that demonstrate self-sufficiency and practical
  living skills observed in the practical workplace
  (i.e. forms, applications, letters resume, etc.)
• Given weekly vocabulary words from various
  content areas that are practicably applicable,
  Cheryl will be able to match the appropriate
  words to the correct picture and identify at
  least one practical application for each using
  words, pictures, photos etc.

104
Cheryls Specially Designed Instruction

• One to one instruction, pictorial graphic
  organizers, pictures, objects, pictorial word
  processor (fading physical and verbal prompts,
  pictorially supported reference guides, community
  referenced activities, modeling, system of least
  prompts, keyboarding instruction including use of
  spell check, and other editing devices, guided
  practice,

105
Sample Goals and Short Term Objectives for High
School Student With Significant Disabilities (
Multiple-low FMD, physical, OHI, VI)

• Goal
• David will identify and apply a variety of
  appropriate reading strategies to make sense of a
  various print and non print texts as assessed by
  reading scoring guide.
• Objectives
• David will recognize from two, through eye gaze
  or switches, familiar vocabulary to make sense of
  texts.
• Using eye gaze or switches, David will make
  choices from two and interpret pictures and terms
  specific to understanding various content found
  in practical settings including recipes,
  household labels, newspapers, form, applications,
  other texts, etc.

106
Davids Specially Designed Instruction

• One to one instruction, print enlarged to 24 pt.
  font, presentation of materials at a proper
  height and distance with head positioned
  correctly, physical assist as needed, touch
  response, switches as appropriate, Yes/No
  boards(pictorial), pictorial supports for choices

107
Tips for Writing Annual Goals

• May use vocabulary from the Curricular Documents
• Consider adding demonstrators as demonstrated
  by or as evidenced by to make it measurable
  (seen, heard, measured, counted)
• Thoughtfully consider which method of evaluation
  will relate to the goal
• Consider naturally occurring opportunities for
  evaluation

108
Anita
109
Benchmarks and Short Term Objectives

• milestones for measuring progress
• written for each annual goal

110
Short Term Objectives

• Audience
• Behavior
• Circumstances
• Degree
• Evaluation

111
By the end of the second grading period, Jake
will provide a written interpretation of the
authors intent for a minimum of 8 personally
chosen reading selections. He will include the
written interpretive pieces in a working
portfolio and the teacher will evaluate the
pieces using a scoring guide.

• Audience
• Behavior
• Circumstances
• How/with what
• Where
• When
• Degree
• Target Score, Percent, Length of Time
• Number of times
• Evaluation
• Documentation

112
Jake will provide a written interpretation of the
authors intent for personally chosen reading
selections.

• Audience
• Behavior
• Circumstances
• How/with what
• Where
• When
• Degree
• Target Score, Percent, Length of Time
• Number of times
• Evaluation
• Documentation

113
Benchmarks/Short Term Objectives

• One Way
• By October, when presented with appropriate
  materials, John will use a picture board to relay
  three messages daily with 80 accuracy as
  indicated in staff observations and recorded by
  the teacher.
• Another Way
• John will sequence pictures to relay a message or
  retell a story.

114
Benchmark STO Tips

• Refer to the Annual Goals for specific skills
• Use curricular documents to guide the
  benchmark/STO
• Use appropriate grade level expectations
• Ensure the benchmark/STO matches the goal

115
Johnny

• Present Level Johnny can use visual strategies
  to understand words within a text. He can apply
  phonetic principles by sounding out letters
  within a word. Johnnys difficulty with
  identifying words immediately within a passage
  will affect reading grade level content...
• Annual Goal AE 1.2 Johnny will make sense of a
  variety of materials he reads as measured by the
  increased number of words read within a reading
  passage.
• Benchmarks
• 1. Johnny will apply word recognition strategies
  to determine pronunciation of words in a
  passage. (CCA- RD-EP-1.1)
• Johnny will read high frequency/grade appropriate
  passage with automaticity (immediate recognition)
  (POS).
• Short Term Objective
• 1. Given a 100 word reading passage, Johnny will
  read 95 of the words correctly within one minute.

116
Suzie

• Present Level Suzie can add, subtract, and
  multiply without regrouping, but she cannot use
  the skill of regrouping in these operations, and
  cannot do simple division.
• Annual Goal AE 2.7 Suzie will understand number
  concepts and use numbers appropriately and
  accurately as demonstrated by achieving a score
  of 80 on textbook chapter and teacher-made
  tests.
• Benchmarks
• 1. Suzie will develop and apply computational
  procedures to add, subtract, multiply, and divide
  whole numbers using basic facts and technology as
  appropriate. (POS 5th grade, Number Operations)
• 2. Suzie will analyze real-world situations to
  identify the appropriate mathematical operations,
  and will apply operations to solve real-world
  problems by adding, subtracting, multiplying, and
  dividing whole numbers less than 100,000,000.
  (CC MA-05-1.3.1)

117
Anita

• Present Level Verbally and in writing, Anitas
  ideas are expressed by completing simple
  sentences due to her limited vocabulary. Anita
  lacks the skills for interviewing, writing
  resumes, and completing applications that will be
  required for post secondary training or
  placement.
• Annual Goal AE 2.38 Anita will demonstrate
  skills such as interviewing, writing resumes, and
  completing applications that are needed to get a
  job as measured by performance based on criteria
  established within rubrics to assess her job
  portfolio and interviewing skills.
• Benchmarks
• Anita will apply skills for writing a resume to
  seek a job/career (CCA 4.1 PL-HS-4.3.3).
• Anita will complete a job application within the
  area of her job/career interest with 90
  accuracy.
• Anita will demonstrate effective speaking and
  listening skills used in a job interview (ex.,
  friendly greeting, maintain eye contact,
  responding positively) (CCA 4.1 PL-HS-4.3.3).

118
Anita
119
Student Performance Data
Strengthen Instructional Planning
Present Levels
Measurable Goals
120
Step 3 - Progress Monitoring Implement the IEP

• Goals, benchmarks/objectives
• Specially designed instruction
• Supplementary aids and services
• Research based instructional practices
• Related services

121
Whats Special about Special Education?

• IEP services address unique needs
• Specially-designed instruction
• Supplementary aids and services
• Related services
• Program modifications
• Supports for school personnel

122
Specially Designed Instruction, Related Services,
Supplementary Aids and Services, Program
Modifications and Supports for School Personnel

• Services are provided to the child or on behalf
  of the child
• to advance appropriately toward attaining annual
  goals
• be involved and progress in the general
  curriculum and to participate in extracurricular
  and other nonacademic activities and
• to be educated and participate with other
  children with disabilities and nondisabled
  children. 707 KAR 1320 Section 5 (8)

123
SDI The Definition

• Specially-designed instruction (SDI) means
  adapting, as appropriate, the content,
  methodology, or delivery of instruction to
  address the unique needs of the child with a
  disability and to ensure access of the child to
  the general curriculum included in the Program of
  Studies.

707 KAR 1280 1 (51) 7 KAR 1280 1 (51) 34 CFR
300.26 (b)(3)
124
Activity

• Brainstorm several different forms of specially
  designed instruction.

125
Examples of SDI

• Oral presentation of printed material
• Paraphrasing strategies
• Use of talking calculator
• Procedural prompts
• Use of Visual cues
• Multi-sensory approach to reading
• Use of Reinforcement strategies

• Instruction in the use of
• Text/Screen readers
• Advanced organizers
• Signed instruction
• Word identification strategies
• Use of talking calculator
• Manipulatives

126
Supplementary Aids and Services Are

• Aids, services, and other supports that are
  provided in regular education classes or other
  education-related settings to enable children
  with disabilities to be educated with
  non-disabled children to the maximum extent
  appropriate.
• 707 KAR 1280 1 (54)
• 34 CFR 300.28
• 34 CFR Appendix A, Q. 1

127
Activity

• Brainstorm several different types of
  supplementary aids and services

128
Examples of Supplementary Aids and Services

• Manipulatives
• Calculators
• Extra time
• Preferential seating
• Adapted test format
• Behavior contracts
• Shortened assignments

• Use of computer
• Text/Screen readers
• Enlarged text
• Self-monitoring
• Augmentative communication
• Scribe

129
Program Modifications Support for School
Personnel

• Support to meet the unique needs of the child may
  include
• Specialized Training
• Use and maintenance of specialized equipment
• Use of school time
• Shared planning time
• Use of school staff
• Additional adult supervision (note when
  where)

707 KAR 1320 5 (8) 34 CFR 300.347 (a)(3) 34 CFR
300.346 (d)
130
Assessment Accommodations and Modifications

• Related to verified disability (with evaluation
  data to support it)
• Documented as a part of the IEP
• Part of regular instructional routine
• Purpose of accessing general curriculum
  (demonstrating what student knows)
• 703 KAR 5070
• 707 KAR 1320 5 (10)
• 34 CFR 300.347 (a)(5)(i)
• 34 CFR Appendix A, Q.1

131
Alternate Assessment

• If the ARC determines that the child shall take
  an alternate assessment on state or district-wide
  assessment, a statement of why
• The child cannot participate in the regular
  assessment and
• The particular alternate assessment selected is
  appropriate for the child.

IDEA 04 614(d)(1)(A)(i)(VI)(bb)
132
Related Services

• Transportation and such developmental,
  corrective, or supportive services as are
  required to assist a child with a disability to
  benefit from special education.
• 707 KAR 1280 1 (46)
• 34 CFR 300.24

133
Related Services...

• facilitate provision of specially designed
  instruction
• facilitate participation in the regular education
  program
• need to be provided in school facilities
• facilitate access to public school
• are not needed solely for aesthetic, medical, or
  health reasons

134
Activity

• In small groups, brainstorm a list of related
  services

135
Examples of Related Services

• transportation
• psychological services
• counseling
• parent education
• interpreting
• orientation and mobility

• occupational therapy
• physical therapy
• recreational therapy
• speech and language therapy
• 707 KAR 1280 1 (46)
• 34 CFR 300.24

136
Anita
137
Beginning Date, Frequency, Location, Duration

• Stated for services modifications
• Anticipated frequency how often
• Anticipated duration anticipated amount of time
  beginning date
• Location
• 707 KAR 1320 5 (12)
• 34 CFR 300.347 (a)(7)(i)
• 34 CFR Appendix A, Q.35

138
Participation in the General Education Program
139
Physical Education

• The district shall make available to every child
  with a disability
• physical education services, specially designed
  if necessary or
• the opportunity to participate in the regular
  physical education program available to children
  without disabilities unless
• the child is enrolled full time in a separate
  facility in which case the agency responsible for
  the education of the child in that facility shall
  ensure the child receives appropriate physical
  education or
• the child needs specially designed physical
  education as prescribed in the childs IEP.
• 707 KAR 1290 6

140
Making a Placement Decision

• Review the services in the IEP
• Consider placement in general education classes
  FIRST
• Remove the student from general education only
  when the nature and severity of the disability
  cannot be accommodated for the students success
  in general education classes, even with the use
  of supplementary aids and services

141
Implementation
34 CFR Appendix A, Q.20
142
These decisions must be made by the ARC, the
district, or the school?

• Who will collect the data?
• Where will data be collected?
• How often will data be collected?
• How will data be recorded?
• Where will progress data be kept?
• What actions should the teacher take if a student
  is not making progress?

143
Step 4 - Progress MonitoringCollect Data

• Progress Monitoring Data is collected
• In an on-going manner
• At least as often as indicated in local
  procedures
• According to the frequency of the services
• With indicators of date and criteria of work
  completed

144
Prior to Instruction

• Collect baseline data
• Ensure the behavior (social or academic) is
  observable - See it, hear it, or count it.

145
Progress monitoring is essential to evaluating
the appropriateness of a childs program yet
there is less compliance with this required
component of the IEP than any other.
Etscheidt, S. K. (2006) Progress monitoring
Legal issues and recommendations for IEP teams.
Teaching Exceptional Children 38(3), 55-60
146

IEP Development is a PROCESS not an event!
Special Factors
Transition
Progress Monitoring Data
Remember the flow
IEP Services
Present Levels
Reporting Progress
Annual Goals Benchmarks Short Term Objectives
147
Step 5 Progress Monitoring Analyze the Data
148
Step 5 Progress MonitoringAnalyze the Data

• The ARC compares and contrasts the data with the
  baseline and goals in the IEP to
• -Determine progress toward the goals
• -Assist in determining if the instruction is
  effective
• -Drive instructional decisions and modifications
  in the classroom

149
Progressing greater than the goal Increase the
goal
trend-line
goal-line
150
Not making Progress Change instructional program
trend-line
X
X
X
goal-line
151
Using Progress Monitoring to Guide Instruction

• Using the data points, compare the trend line
  against goal line
• If the trend line is steeper than the goal line,
  raise the goal
• If the trend line is below the goal line, modify
  instruction
• If the trend line is at the goal line, the
  student is making sufficient progress to meet the
  annual goal

152
Stages of Progress

• Inadequate progress - rate of actual progress
  falls below rate of expected progress
• Adequate progress - student is progressing as
  expected
• Acquisition - student achieves goals/objectives/be
  nchmarks
• Maintenance - skill/behavior is maintained
  without instruction
• Generalization - acquired skill/behavior is
  transferred to new environments

153
Data CollectionHelpful Hints

• No reform will be effective without good solid
  data
• Without a focus, you may address the wrong
  problems
• Analyze the data and look for patterns
• From data analysis, develop a validated
  intervention
• If data shows the problem increasing, give the
  intervention time and allow 2 weeks

154
Tips for Teachers

• Keep data collection forms and IEPs in a
  convenient place
• Organize the data for ease of collection and
  reporting
• Use natural products and opportunities for data
  collection
• Goals, Benchmarks Objectives determine the
  frequency and type of the data collection

155
Writing the IEP is the beginning not the end!
156
Progress Monitoring Process
Student Folder with IEP Goals Methods of
Ongoing Measurements of Progress
Benchmarks/STO SDI/SAS
Preparing For ARC
At Grading Periods

• Review all Progress Monitoring Data
• Identify student work that demonstrates
  progress, or lack of, toward the goal
• One piece of documentation per grading period
  (minimum) to support data
• Summarize analysis of student work in written
  form
• Prepare recommendations

• Analyze Progress Monitoring Data
• Is the student making progress?
• Document on IEP

• Scoring Guides
• Curriculum Based Assessment
• Observations
• Student Work Samples

157
Reflect on the IEP

• Can you articulate this to staff and parents?
• Do you know what it means?
• Do you know how to teach it?
• Does it clearly explain what you are going to
  work on?
• Do you know how to evaluate it?
• Can you teach this tomorrow?

158
Focus Questions

• How do we improve the performance of students
  with disabilities?
• How do we connect the curricular documents and
  IEPs so they work together?
• How will you meet the childs other educational
  needs that result from the disability?
• How will you teach the goals/benchmarks/objectives
  ?
• How will you know that the students have learned
  what has been taught?

159
Nothing worth learning is learned quickly, except
parachuting. David S. Brown
160
Contact us!!!!

• West KY Educational Cooperative
• Tiffany Sanders, Ed Consultant
• mtsanders_at_brtc.net
• Sherida Gentry, Ed Consultant
• Sherida.gentry_at_wkec.org