Developing Quality IEPs 1 Accommodations and Modifications for Students with Disabilities Project Learning Systems Institute, Florida State University

Before We Begin uWhat do you already K now? uWhat do you W ant to know? uLater… What did you L earn? 2

You Will Learn to… Follow a systematic problem-solving process to: uWrite the major components of a quality IEP äPresent levels of academic achievement and functional performance statement äAnnual goals and short-term objectives or benchmarks äSpecial education services and supports uPlan for quality implementation, progress monitoring, and revision of the IEP 3

Florida’s Multi-Tiered System of Supports 4 ACADEMIC SYSTEMS Tier 3: Intensive, Individualized Monitoring Students who need individualized interventions. Tier 2: Targeted, Supplemental Monitoring Students who need more support in addition to the core curriculum. Tier 1: Core, Universal Monitoring All students, including students who require curricular enhancements for acceleration. BEHAVIOR SYSTEMS Tier 3: Intensive, Individualized Monitoring Students who need individualized intervention. Tier 2: Targeted, Supplemental Monitoring Students who need more support in addition to school-wide positive behavior program. Tier 1: Core, Universal Monitoring All students in all settings.

MTSS Problem-Solving Steps 1.Problem Identification: What’s the problem? 2.Problem Analysis: Why is it taking place? 3.Intervention Planning and Implementation: What are we going to do about it? 4.Response to Instruction/Intervention: Is it working? 5

Alignment with IEP Components 6 Step 3. Intervention Planning and Implementation What are we going to do about it? Measurable Annual Goals Special Education Services and Supports Step 4. Response to Instruction/Intervention Is it working? IEP Implementation, Review, and Revision Present Level of Academic Achievement and Functional Performance MTSSIEP Step 1. Problem Identification What’s the problem? Step 2. Problem Analysis Why is it taking place?

What is a Quality IEP? uA quality IEP äIs in compliance with all requirements of federal, state, and district laws and regulations äReflects decisions based on active and meaningful involvement of members of the IEP team äProvides a clear understanding of l Student educational needs and expected outcomes l Special education services and supports 7

IDEA Requirements uSchools must provide each eligible student with a disability an individualized educational program that: äIs designed to meet the unique educational needs of the student äAddresses academic performance and functional needs äEnables the student to be involved and make progress in the general curriculum 8

Major Components of the IEP uPresent levels of academic achievement and functional performance uMeasurable annual goals uShort-term objectives or benchmarks, if applicable uSpecial education services and supports uMake sure all components are aligned! 9

General Considerations uThe student’s äStrengths äAcademic, developmental, and functional needs äResults of evaluation (initial or most recent) äPerformance on state and district assessments uThe parents’ concerns for education of their child 10

Special Considerations uNeed for behavior strategies or supports uLanguage needs of English Language Learners uNeeds of students who are blind or visually impaired for instruction in braille uCommunication needs of all students with disabilities uLanguage and communication needs of students who are deaf or hard-of-hearing 11

Other Special Considerations uNeed for assistive technology (AT) devices and services uExtended school year (ESY) services beyond the 180-day school year 12

IEP Focus Annual Goals 13 Postsecondary Goals

IEP Team Membership and Roles uParent or guardian uGeneral education teacher (if…) uSpecial education teacher or service provider uRepresentative of the school district uIndividual who can interpret the instructional implications of the evaluation results uStudent, as appropriate uOthers, as appropriate 14

The IEP Team Process uPreparing for the IEP meeting äGathering relevant data to share äDrafting selected parts of the IEP äPreparing parents and student for participation uActive involvement and collaboration at the meeting äAlternatives to parent attendance uProcedural safeguards 15

Using Domains to Organize the IEP uDomains are used to structure information äCurriculum and Learning Environment äSocial and Emotional Behavior äIndependent Functioning äCommunication äHealth Care uAddress each domain where student has educational needs 16