I.E.P.’s – Individualized Education Programs Jolee Harney/Jenny Kurzer Marsha Holleman/Nancy Simmons

IEP’s An IEP is a written statement for a child with a disability that is developed, reviewed, and revised in accordance with the federal regulations and policies through which the child receives a FAPE. An IEP is a written statement for a child with a disability that is developed, reviewed, and revised in accordance with the federal regulations and policies through which the child receives a FAPE.

IEP’s… IEP’s run for one year, from the meeting date. IEP’s run for one year, from the meeting date. i.e.: 10/2/13-10/1/14 or 10/5/13- 10/1/14 i.e.: 10/2/13-10/1/14 or 10/5/13- 10/1/14 The parent must receive a copy before the plan is implemented. The parent must receive a copy before the plan is implemented. Check the end dates and plan to meet 3-5 days before the due date! Check the end dates and plan to meet 3-5 days before the due date! Send a draft IEP for parents to Send a draft IEP for parents to review 5 days ahead. review 5 days ahead.

Invitation to Conference Parents must be invited 7-10 days in advance. Parents must be invited 7-10 days in advance. They must receive a written invitation. They must receive a written invitation. If no response, make a 2 nd attempt. If no response, make a 2 nd attempt. A phone message does not count! A phone message does not count! The Handbook on Parent Rights needs to be The Handbook on Parent Rights needs to be given once/school year and documented given once/school year and documented on the log or the IEP Team Minutes. on the log or the IEP Team Minutes. Ask Mary Cameron Best for Parent Handbooks. Ask Mary Cameron Best for Parent Handbooks.

Student Invitations Send a student invitation if they will be 14 or older before the IEP expires, for Transition planning. Send a student invitation if they will be 14 or older before the IEP expires, for Transition planning. There is a separate invitation for students who are 18 yrs. old (Invite their parents, too!) There is a separate invitation for students who are 18 yrs. old (Invite their parents, too!)

DEC 4 – pg.1 Student Profile – Give a good history. (Follow the directions and be sure to review IEP progress.) Student Profile – Give a good history. (Follow the directions and be sure to review IEP progress.) Parent concerns and vision…Do not put incomplete sentences on your draft. You may leave this blank. Parent concerns and vision…Do not put incomplete sentences on your draft. You may leave this blank. Address Consideration of Transition, if applicable. Address Consideration of Transition, if applicable.

Pg. 1 - Special Factors: Special factors – Needs should be addressed through goals, supports, services, and/or accommodations. Special factors – Needs should be addressed through goals, supports, services, and/or accommodations. Contact the hearing impaired teacher for the communication plan. – Heather Mazzolini. Contact the hearing impaired teacher for the communication plan. – Heather Mazzolini. If students have Specially Designed PE”, this must be addressed with goals in the IEP! - Contact Dan Perkins/PT If students have Specially Designed PE”, this must be addressed with goals in the IEP! - Contact Dan Perkins/PT if they have Adapted PE. – Modified PE is different… if they have Adapted PE. – Modified PE is different… Contact Amber Halliburton or Vivian Radford about behavioral concerns. Contact Amber Halliburton or Vivian Radford about behavioral concerns.

Transition planning Invite the student if they will be 14 years old before the IEP expires, for Transition planning! Invite the student if they will be 14 years old before the IEP expires, for Transition planning! Parts A,B, and C are required for students age 14+, and Part D is required for students who will be 16 before the IEP expires. Parts A,B, and C are required for students age 14+, and Part D is required for students who will be 16 before the IEP expires. On Part C, goals should say “John will, not John wants to…” On Part C, goals should say “John will, not John wants to…” Outside agencies providing services on the transition plan must be invited, with parent permission, in writing, on file. Outside agencies providing services on the transition plan must be invited, with parent permission, in writing, on file. Transition assessment – “Dream Sheet”… Transition assessment – “Dream Sheet”… Janet Drum is our Transition Coordinator. Janet Drum is our Transition Coordinator.

Present Level(s) of Academic And Functional Performance(PLAAFP) The PLAAFP is the springboard of the IEP! The PLAAFP is the springboard of the IEP! Addresses academic and functional skills. Addresses academic and functional skills.

PLAAFP Academic achievement generally refers to a child’s performance in academic areas. Academic achievement generally refers to a child’s performance in academic areas. (e.g. reading, language arts, and math).  Functional performance generally refers to non-academic skills, such as study or work skills, behavior, adaptive skills, social skills, or self help skills.

PLAAFP Both academic and functional skills needs must be addressed with goals, unless you explain why they are not needed in the Present Levels. - For example, you could say: “Functional skills are age- appropriate.” or “Academic skills are on grade level.” Students with OHI, ED or ID will typically have functional goals…

Major Components of the PLAAFP (D-S-N-E) Data-based student information related to current academic achievement and functional performance Data-based student information related to current academic achievement and functional performance Strengths of the student Strengths of the student Needs resulting from the disability Needs resulting from the disability Effects of the disability on involvement and progress in the general education curriculum Effects of the disability on involvement and progress in the general education curriculum

Herbie (Basic Math) Present Level of Academic Achievement and Functional Performance: Based upon informal classroom math assessments, Herbie can count to 50, count objects to 50, recognize and write numerals 0-9, and group objects in sets. He recognizes a line, square, and circle, but not a rectangle or triangle. He cannot add or subtract 2 digit by 1 digit problems without regrouping, These skill deficits impact his ability to apply his knowledge to the third grade curriculum. Based upon informal classroom math assessments, Herbie can count to 50, count objects to 50, recognize and write numerals 0-9, and group objects in sets. He recognizes a line, square, and circle, but not a rectangle or triangle. He cannot add or subtract 2 digit by 1 digit problems without regrouping, These skill deficits impact his ability to apply his knowledge to the third grade curriculum.

PLAAFP Components 1. Data-based student specific information about the student’s current academic achievement and functional performance 2. Strengths of the student 3. Needs resulting from the disability 4. Effects of the disability on involvement and progress in the general education curriculum

Annual goals… The annual goal is a statement that links directly to the areas of need identified in the PLAAFP The annual goal is a statement that links directly to the areas of need identified in the PLAAFP Annual goals describe what the student can reasonably be expected to accomplish within the duration of the IEP, usually one year. Annual goals describe what the student can reasonably be expected to accomplish within the duration of the IEP, usually one year. Measurable–an observable behavior. Measurable–an observable behavior.

Measurable Annual Goals: What does o bservable mean?: Clearly defined Clearly defined Visible Visible Countable behavior Countable behavior

Examples of “observable” behavior Reading orally Reading orally Dressing one’s self Dressing one’s self Speaking to adults without vulgarities Speaking to adults without vulgarities Pointing, drawing, identifying, writing, etc. Pointing, drawing, identifying, writing, etc.

Non-Examples of observable behavior Becoming independent Becoming independent Respecting authority Respecting authority Enjoying literature Enjoying literature Improving, feeling, knowing, etc. Improving, feeling, knowing, etc. John will improve his reading comprehension John will improve his reading comprehension

Measurable Annual Goals Major Components: Any important givens/conditions (when, with what, where)…as applicable. Any important givens/conditions (when, with what, where)…as applicable. A skill/domain area (academic, behavioral, functional). A skill/domain area (academic, behavioral, functional). An observable learner performance (what the learner will be doing, an action). An observable learner performance (what the learner will be doing, an action). Measurable criteria which specify the level at which the student’s performance will be acceptable (e.g., speed, accuracy, frequency) Measurable criteria which specify the level at which the student’s performance will be acceptable (e.g., speed, accuracy, frequency)

G.O.A.L. G – Given or condition O – Observable behavior A – Area or Domain (Reading, Math, etc…) L – Level at which the performance will be accepted or criteria for measurement.

Measurable Annual Goals Criteria for Measurement or Level of Performance (How well the learner must do) Frequently used examples of criteria: in 4 of 5 trials, 9/10 times, in 4/5 instances… in 4 of 5 trials, 9/10 times, in 4/5 instances… for 3 consecutive days for 3 consecutive days with ___% accuracy with ___% accuracy Make sure that your Progress Notes reflect the ways you will measure progress!

Measurable Annual Goals Use of percentage: Use of percentage: “…We should know not to aspire to have Josh cross the street safely, 80% of the time.” “…We should know not to aspire to have Josh cross the street safely, 80% of the time.” (Excerpt taken from: Writing Measurable IEP Goals and Objectives; Bateman & Herr, 2006)

Measurable Annual Goals “ The use of percentage needs to be carefully limited to a narrow range of goals” *Appropriate use of %: Jane will correctly spell 95% of the 6 th grade spelling words dictated to her. *Inappropriate use of %: Jane will improve her behavior 80% of the time with 90% accuracy.

Annual Goals… Goals should not state that the student will make a certain grade, reach a certain grade level, or reach a certain level in a specific program!

Non-Measurable/Measurable John will use at least two strategies to take responsibility for his anger management with 80% accuracy. Given ten words, Alex shall group letters and pronounce letter sounds in words with 80% accuracy. Given verbal prompts by the teacher, John will display no more than one defiant behavior per day. Given ten unfamiliar, regular CVC words, Alex will decode nine of ten correctly.

Anthony: Present Level of Academic Achievement and Functional Performance – Reading Fluency A review of curriculum based measures indicates that Anthony, a fourth grade student, can read 80 words per minute of connected text with 100% accuracy which is within the range of words per minutes established for typical peers in the second grade. Anthony demonstrates a relative strength in determining the meaning of unknown words by reading words in context and applying word structures (prefix, base words, and suffix). Anthony’s difficulties with reading fluently affect his ability to focus on the details of reading passages/assignments, which affects his ability to comprehend grade level content area subjects. A review of curriculum based measures indicates that Anthony, a fourth grade student, can read 80 words per minute of connected text with 100% accuracy which is within the range of words per minutes established for typical peers in the second grade. Anthony demonstrates a relative strength in determining the meaning of unknown words by reading words in context and applying word structures (prefix, base words, and suffix). Anthony’s difficulties with reading fluently affect his ability to focus on the details of reading passages/assignments, which affects his ability to comprehend grade level content area subjects. Annual Goal: Given a second grade reading passage, Anthony will orally read 105 words of connected text per minute with 100% accuracy.

Annual Goal Components: 1. Given/Conditions (when or under what conditions), as applicable 2. Skill/Curriculum/Behavior Area or Domain (Academic/Functional) 3. Observable Learner Performance (Action) 4. Desired Level of Achievement/Outcome (Measurable Criteria…how well, how many times, over what period of time)

Herbie: Based upon classroom informal math assessments, Herbie can count to 50, count objects to 50, recognize and write numerals 0-9, and group objects Based upon classroom informal math assessments, Herbie can count to 50, count objects to 50, recognize and write numerals 0-9, and group objects in sets. He recognizes a line, square, and circle, but not a rectangle or triangle. He cannot add or subtract 2 digit by 1 digit problems without regrouping, These skill deficits impact his ability to apply his knowledge to the third grade curriculum. in sets. He recognizes a line, square, and circle, but not a rectangle or triangle. He cannot add or subtract 2 digit by 1 digit problems without regrouping, These skill deficits impact his ability to apply his knowledge to the third grade curriculum. Annual Goal: Herbie will correctly mark a rectangle, triangle, cube, and cylinder, 8 of 10 trials. Annual Goal: When directed by the teacher, Herbie will rote count to 100 with no errors. *You may need more than one annual goal for each area. *You may need more than one annual goal for each area.

Annual Goal Components 1. Given/Conditions (when or under what conditions), as applicable? 2. Skill/Curriculum/Behavior Area or Domain (Academic/Functional)? 3. Observable Learner Performance (Action)? 4. Desired Level of Achievement/Outcome (Measurable Criteria…how well, how many times, over what period of time)?

Competency Goals: Competency goals are only required for students who are tested on the NC Extend 2. Competency goals are only required for students who are tested on the NC Extend 2. Only one is required for each grade level that is covered by the IEP. Only one is required for each grade level that is covered by the IEP. These are provided on Easy IEP! These are provided on Easy IEP!

Short Term Objectives/Benchmarks: Short Term Objectives and/or Benchmarks are only required for students on NC Extend 1. Short Term Objectives and/or Benchmarks are only required for students on NC Extend 1. These should reflect the Extensions of the standard course of study. These should reflect the Extensions of the standard course of study. Google: acre ncdpi extended content standards Google: acre ncdpi extended content standards

Objectives/Benchmarks… Short Term Objectives - intermediate steps toward achieving the annual goal. Short Term Objectives - intermediate steps toward achieving the annual goal. Benchmarks - major milestones the student demonstrates that lead to the annual goal. Benchmarks - major milestones the student demonstrates that lead to the annual goal. Must have at least 2 objectives/benchmarks. Must have at least 2 objectives/benchmarks.

BENCHMARKS (Components & Examples) WHO (Student) WHO (Student) Bill Bill WHAT (Target Behavior) WHAT (Target Behavior) Use decoding strategies with words in isolation, phrases, and sentences. Use decoding strategies with words in isolation, phrases, and sentences. WHEN WHEN Bill will use decoding strategies with words in isolation, phrases and sentences by 6/1/13. Bill will use decoding strategies with words in isolation, phrases and sentences by 6/1/13.

Short-Term Objectives (Components & Examples) WHO (Student) WHO (Student)Bill WHAT (Target Behavior) WHAT (Target Behavior) Identify a (appropriate) decoding strategy CONDITIONS/CIRCUMSTANCES – WHEN NEEDED CONDITIONS/CIRCUMSTANCES – WHEN NEEDED Given one syllable words CRITERIA (Level To Indicate Attainment) CRITERIA (Level To Indicate Attainment) 8 of 10 trials * Bill will identify an appropriate decoding strategy, given one syllable words, in 8/10 trials.

Related services Check with related service providers ahead of time and invite them to the meeting. Check with related service providers ahead of time and invite them to the meeting. IEP’s should not be finalized until you have all info! IEP’s should not be finalized until you have all info! If the student has counseling or nursing as a related service, they must have goals in the IEP. If the student has counseling or nursing as a related service, they must have goals in the IEP. If goals are integrated”, both will report on progress If goals are integrated”, both will report on progress

Classes and Activities Accommodations/Modifications Check all classes the student has, including lunch... Check all classes the student has, including lunch... Check “List Accommodations” and/or “Custom Accommodations” for each class. – Be careful to choose only what the student needs! Check “List Accommodations” and/or “Custom Accommodations” for each class. – Be careful to choose only what the student needs! Be specific under Implementation Specifications. Be specific under Implementation Specifications. Notify teachers of accommodations/modifications at the beginning of the school year or semester. Notify teachers of accommodations/modifications at the beginning of the school year or semester.

NC Testing Accommodations/Modifications: Only use “List Accommodations” for State Tests! Only use “List Accommodations” for State Tests! Implementation Specifications are required for test accommodations that tell you to “Explain”. For others you may restate the accommodation/modification. Implementation Specifications are required for test accommodations that tell you to “Explain”. For others you may restate the accommodation/modification. Give the Accommodation Review Sheet to your data manager and notify your test coordinator about test modifications and changes throughout the year! Give the Accommodation Review Sheet to your data manager and notify your test coordinator about test modifications and changes throughout the year! Students must receive the modifications and/or accommodations on a regular basis in the classroom! Students must receive the modifications and/or accommodations on a regular basis in the classroom!

IEP… III.) – “District-Wide Assessments” currently defaults to N/A in Easy IEP. This will change… III.) – “District-Wide Assessments” currently defaults to N/A in Easy IEP. This will change… IV.) Address alternate assessment justification for NCExtend 1 and NCExtend 2 and tell why! IV.) Address alternate assessment justification for NCExtend 1 and NCExtend 2 and tell why! V.) A. – Enter the time served and location. V.) A. – Enter the time served and location. B. – Address related services… B. – Address related services…

IEP… If you add or delete a related service, you must do a Reevaluation, even for counseling and transportation! If you add or delete a related service, you must do a Reevaluation, even for counseling and transportation! C. – Nonacademic Services – time spent away from regular students - must be factored into the % of services or continuum. (ie: lunch) C. – Nonacademic Services – time spent away from regular students - must be factored into the % of services or continuum. (ie: lunch) VI.) Continuum – Easy IEP will calculate the % of the school day for you and let you know if there is a discrepancy. This is based on your bell to bell schedule. VI.) Continuum – Easy IEP will calculate the % of the school day for you and let you know if there is a discrepancy. This is based on your bell to bell schedule.

LRE Statement If the student will be removed at all, tell WHY….

Example: “Even with modifications, Tony has not been successful in the regular classroom. He is functioning 3 years below grade level in math and he has difficulty concentrating in a large class. He will be removed for one 90 min. period each day for support instruction in the areas of math and social skills in a small group setting. As he improves, Tony will be moved to a less restrictive setting.” “Even with modifications, Tony has not been successful in the regular classroom. He is functioning 3 years below grade level in math and he has difficulty concentrating in a large class. He will be removed for one 90 min. period each day for support instruction in the areas of math and social skills in a small group setting. As he improves, Tony will be moved to a less restrictive setting.”

IEP… VIII. - Progress will be reported with issuance of report cards, as stated on Easy IEP. VIII. - Progress will be reported with issuance of report cards, as stated on Easy IEP. Use Easy IEP Progress Reports and include a narrative. Use Easy IEP Progress Reports and include a narrative. IX. See the ESY worksheet for eligibility criteria. IX. See the ESY worksheet for eligibility criteria. Be sure to review if you set a future date for ESY determination. Be sure to review if you set a future date for ESY determination.

Progress Notes –Elementary: Goal: Tony will increase reading skills in the area of decoding and word recognition by reading words on the primer word list at 90% in 4/5 trials.. October- We reviewed the pre-primer list and he was able to read these words at 93%. He can read 5 words on the primer list. Dec.- Tony read 12/30 words on 3 different trials. And could read an additional 4 words when asked to look again.

Progress Notes –Elementary: March- Tony has made significant progress this 9 weeks. He can read 22/30 words which is 73%. He does better when assessed later in the week rather that on a Monday or Tuesday. June- Tony has met this goal. He read 28/30 words on 5 different trials.

Progress Notes for Secondary: Goal: Given multi-step word problems with money and measurement, Tony will solve 8/10, in 5 trials. January- Tony was able to complete assignments involving money problems, at an average of 70% correct. Measurement problems were not addressed this 9 weeks. January- Tony was able to complete assignments involving money problems, at an average of 70% correct. Measurement problems were not addressed this 9 weeks. March- Tony completed class assignments at an average of 74% correct involving money problems and at 60% average with problems involving measurement. March- Tony completed class assignments at an average of 74% correct involving money problems and at 60% average with problems involving measurement..

Progress Notes for Secondary: June – Tony completed class assignments at an average of 82% with money problems. He has met criteria for this. He averaged 76% in problems with measurement. He will need refreshers in August and should meet the goal by the annual review date. June – Tony completed class assignments at an average of 82% with money problems. He has met criteria for this. He averaged 76% in problems with measurement. He will need refreshers in August and should meet the goal by the annual review date. October- Tony has regained money skills at a 83% average. He averaged 78% in measurement skills. This goal will be continued on his next IEP. October- Tony has regained money skills at a 83% average. He averaged 78% in measurement skills. This goal will be continued on his next IEP..

DEC 5 – “Prior Written Notice” A DEC 5 is required for all meetings. This is the document most used for litigation! A DEC 5 is required for all meetings. This is the document most used for litigation! Address all proposals and refusals and Address all proposals and refusals and explain under sections I. and II. explain under sections I. and II. The parent must receive a copy before the decision can be implemented… The parent must receive a copy before the decision can be implemented…

CECAS Complete a CECAS Student information form after all IEP meetings and any meeting that affects the headcount. Complete a CECAS Student information form after all IEP meetings and any meeting that affects the headcount. This should be done within 24 hrs. of the meeting. This should be done within 24 hrs. of the meeting. The form is on the EC website. The form is on the EC website.

That’s all folks! Questions??? Questions???