Writing Compliant Effective Standards- Based IEPs Alabama State Department of Education Special Education Services MEGA Conference – July 2014

Steps to IEP Development Gather Data Recent Evaluation Results Previously Developed IEP’s Parent/Student/Teacher Input Observation Classroom Data Attendance/Discipline Reports Medical Reports

Analyze Data To develop the student profile including general statements regarding: Strengths; needs; parental concerns; student preferences and/or interests; evaluation/assessment data; other – status of prior IEP goals, teacher/parent/student input, transition needs (at least by age 16)

Summarize the Present Level of Academic Achievement and Functional Performance Ask…what have we learned about the student’s strengths and weaknesses? Ask…what is the student capable of doing now? Ask…what prerequisite skills does the student need to close the gap between his/her present level and the grade level content standard/academic achievement or the functional performance?

 S  Specific  M  Measurable  A  Achievable  R  Results-oriented  T  Time-bound

Specially Designed Instruction Adapting, as appropriate, the content, methodology, and delivery of instruction. Describes what you are doing differently than what you would do for ALL students.

Monitor Progress Continual assessment and collection of data to measure student progress. Monitoring progress also includes periodic analysis of student progress to determine if a change in instruction is needed.

The IEP Team is composed of the following: The Parent of the student with a disability Not less than one regular education teacher of the student Not less than one special education teacher of the student A representative of the public agency An individual who can interpret the instructional implications of evaluation results At the discretion of the parent or agency individuals who have knowledge or expertise regarding the student Whenever appropriate, the student with a disability Early Intervention Representatives Secondary Transition Services Participants

subject grade level M : Define rounding. M : Round whole numbers from 100 to 999 using whole numbers from 10 to 99. M : Model rounding whole numbers to the nearest 100. content standard objective Standard M Use place value understanding to round whole numbers to the nearest 10 or 100. [3- NBT1] Content Standard Identifier from Common Core State Standards Curriculum Guide Legend Referencing Standards in Annual Goals

Odd Behavior Student Strengths Family Vocabulary Skills Self- Advocate Student Needs Do not want to be bothered with school Social Skills Parent Concerns Organization Whispering to himself Denial Observations on Behavior Teacher Input Formal Testing

Lack of Concern Student Strengths Reading Student Needs His future plans Parent Concerns Organization D in Math Homework D in Math

Brick Heck 10:00 AM 08/11/2014 Classroom 210 at Elementary School

Brick Heck 10:00 AM 08/11/2014 Classroom 210 at Elementary School Cynthia Mayo /08/2014 Cynthia Mayo Frankie Heck

Brick Heck 10:00 AM 08/11/2014 Classroom 210 at Elementary School Cynthia Mayo /08/ /04/2014 Parent unable to attend-need to reschedule Frankie Heck 08/04/2014 Parent unable to attend-need to reschedule

Brick Heck 10:00 AM 08/11/2014 Classroom 210 at Elementary School Cynthia Mayo /08/2014 Cynthia Mayo Frankie Heck 08/04/2014 Parent unable to attend-need to reschedule

Brick Heck 08/18/14 3:00 PM Classroom 210 at Elementary School Cynthia Mayo New Meeting Notice

Brick Heck 08/18/14 3:00 PM Classroom 210 at Elementary School Cynthia Mayo 08/14/14 Frankie Heck 8/14/2014 Cynthia Mayo 08/11/2014

Brick Heck 08/18/14 3:00 PM Classroom 210 at Elementary School Cynthia Mayo 08/14/14 Frankie Heck Parent attended – meeting held 08/04/2014 Phone call to parent- second notice sent Parent unable to attend-need to reschedule 08/11/2014 Parent attended – meeting held 08/04/2014 Parent unable to attend-need to reschedule Phone call to parent- second notice sent

Brick Heck 08/18/14 3:00 PM Classroom 210 at Elementary School Cynthia Mayo 08/14/14 Frankie Heck Parent attended – meeting held 08/04/2014 Phone call to parent- second notice sent Parent unable to attend-need to reschedule 08/11/2014

Brick Heck /18/ /22/ /16/2008 Brick Heck /18/ /22/ /16/2008

Brick has great reading skills as evidenced by his ability to read on a level that is consistent with a student in the 8 th grade. His expressive vocabulary is reflective of this high level. He is often seen reading a book, and considers other academic subjects a hindrance. His unique personality sets him apart from his peers in that he will state exactly what he is thinking. Observations reveal that he has developed a calming technique that includes bowing his head and whispering the last word or phrase spoken; and his self advocacy is evident as he defends this behavior by stating, “It soothes me.”

Brick’s parents see him as funny, sweet, and a genius. However, they realize he does not fit the mold of other students and lacks some social skills. Mom is concerned about his lack of organizational skills, which have interfered with him keeping up with and completing assignments. She is also concerned about Brick not delivering communication from the school in a timely manner. Dad has expressed his concern about Brick always whispering to himself. Both of them want to be involved more with his school activities but work and a busy home schedule hinders them. They have expressed their desire for him to develop skills that will assist him in the future, especially going to college someday.

Brick’s favorite subject is Reading. He has stated that the extra academic work he is experiencing has interfered with his reading time. Brick would prefer not to be bothered by the increase in school work, which causes a change in his routine. His preference for reading also hinders him from interacting with friends/peers his own age as evidenced at his recent birthday celebration where he was reading a book versus participating in the activities.

Based upon recent achievement evaluations Brick is reading on a level that is consistent with a student in the 8th grade. His math skills are consistent with a student in the 1st grade. Classroom assessments indicate he is struggling with equations involving order of operations. Teacher and parent observations reveal that Brick has a lack of empathy, difficulty initiating conversations and making friends. His parents observed his lack of concern toward those in attendance at his recent birthday party. His odd behavior, pulling his pants down prior to entering the restroom and inappropriately touching his teacher, demonstrates his disregard toward peers and adults. He has also demonstrated a lack of responsibility as evidenced by his neglect of personal property, completing homework assignments, and his indifferent attitude concerning communication between school and home.

Brick needs to develop math strategies to increase his understanding of the properties of operations. His resistance to change limits his understanding and acceptance in this foundational skill impeding his ability to perform on grade level. He needs to develop organizational skills that will improve his performance in classwork and homework. He needs to develop effective communication skills that will enhance his social interactions with peers and develop his understanding of the appropriate time to implement a coping strategy or identify a new one that does not appear odd.

Brick has great reading skills as evidenced by his ability to read on a level that is consistent with a student in the 8 th grade. His expressive vocabulary is reflective of this high level. He is often seen reading a book, and even considers other academic subjects a hindrance. His unique personality sets him apart from his peers in that he will state exactly what he is thinking. Observations reveal that he has developed a calming technique that includes bowing his head and whispering the last word or phrase spoken; and his self advocacy is evident as he defends this behavior by stating, “It soothes me.” Brick’s parents see him as funny, sweet, and a genius. However, they realize he does not fit the mold of other students and lacks some social skills. Mom is concerned about his lack of organizational skills, which have interfered with him keeping up with and completing assignments. She is also concerned about Brick not delivering communication from the school in a timely manner. Dad has expressed his concern about Brick always whispering to himself. Both of them want to be involved more with his school activities but work and a busy home schedule hinders them. They have expressed their desire for him to develop skills that will assist him in the future, especially going to college someday. Brick Heck /18/ /22/ /16/2008 Brick’s favorite subject is Reading. He has stated that the extra academic work he is experiencing has interfered with his reading time. Brick would prefer not to be bothered by the increase in school work, which causes a change in his routine. His preference for reading also hinders him from interacting with friends/peers his own age as evidenced at his recent birthday celebration where he was reading a book versus participating in the activities. Based upon recent achievement evaluations Brick is reading on a level that is consistent with a student in the 8th grade. His math skills are consistent with a student in the 1st grade. Classroom assessments indicate he is struggling with equations involving order of operations. Teacher and parent observations reveal that Brick has a lack of empathy, difficulty initiating conversations and making friends. His parents observed his lack of concern toward those in attendance at his recent birthday party. His odd behavior, pulling his pants down prior to entering the restroom and inappropriately touching his teacher, demonstrates his disregard toward peers and adults. He has also demonstrated a lack of responsibility as evidenced by his neglect of personal property, completing homework assignments, and his indifferent attitude concerning communication between school and home. Brick needs to develop math strategies to increase his understanding of the properties of operations. His resistance to change limits his understanding and acceptance in this foundational skill impeding his ability to perform on grade level. He needs to develop organizational skills that will improve his performance in classwork and homework. He needs to develop effective communication skills that will enhance his social interactions with peers and develop his understanding of the appropriate time to implement a coping strategy or identify a new one that does not appear odd.

Brick Heck

9 9

Curriculum Guide to the Alabama Course of Study: Mathematics 31

Brick Heck 3

STRENGTHS: Recent achievement testing indicates that Brick is performing math functions on a level that is consistent with a student in the first grade. Recent classroom assessments indicate Brick’s ability to add and subtract one and two digit numbers. He completes assignments with precision taking time to ensure each number is lined up correctly and in the proper order.

NEEDS: However, his need to have a fixed order in math hinders him from performing on grade level. Classroom observations and assessments reveal his lack of understanding the order of operations. He needs to increase his understanding and acceptance of this foundational skill.

HOW THE DISABILITY AFFECTS PERFORMANCE IN THE GENERAL EDUCATION CURRICULUM : Brick’s limited understanding of the properties of operations emphasized by his resistance to accept change affects his educational performance in the general education curriculum in the area of Math.

Brick will increase his understanding of the properties of operations and apply these strategies to add, subtract, multiply and divide (M ) Through teacher led instruction and practice with 90% accuracy by the end of the 4 th nine weeks

MEASURABLE ANNUAL GOAL: Through teacher led instruction and practice, Brick will increase his understanding of the properties of operations and apply these strategies to add, subtract, multiply, and divide with 90% accuracy by the end of the 4th nine weeks. (M )

Recent achievement testing indicates that he is performing on a level that is consistent with a student in the first grade. Recent classroom assessments indicate Brick’s ability to add and subtract one and two digit numbers. He completes assignments with precision taking time to ensure each number is lined up correctly and in the proper order. However, his need to have a fixed order in math hinders him from performing on grade level. Classroom observations and assessments reveal his lack of understanding the order of operations. He needs to increase his understanding and acceptance of this foundational skill. Brick’s limited understanding of the properties of operations emphasized by his resistance to accept change affects his performance in the general education curriculum in the area of Math. Through teacher led instruction and practice, Brick will increase his understanding of the properties of operations and apply these strategies to add, subtract, multiply, and divide with 90% accuracy by the end of the 4th nine weeks. (M ) Brick Heck Math

STRENGTHS: Based upon parent and teacher observations Brick’s primary interest is in reading. Recent assessments indicate he is reading and comprehending on a level that is consistent with a student in the 8 th grade. He has been observed reading advanced texts that include reference books and classical literature.

NEEDS: However, his desire to read has interfered in the development of his social skills. Based upon teacher observation and recent social skills assessments Brick’s needs include a lack of communication skills such making eye contact, responding to others, showing empathy, and communicating effectively with adults.

HOW THE DISABILITY AFFECTS PERFORMANCE IN THE GENERAL EDUCATION CURRICULUM : This lack of social skills has interfered with his ability to make and keep friends among his peers and caused him to appear odd to his teachers.

Brick will improve his ability to make eye contact, show concern for others, and respond appropriately to peers and adults Through participation in a social skills group with 80% accuracy on a teacher made rubric by the end of the 4 th nine weeks.

MEASURABLE ANNUAL GOAL: Through participation in a social skills group, Brick will improve his ability to make eye contact, show concern for others, and respond appropriately to peers and adults with 80% accuracy on a teacher made rubric by the end of the 4th nine weeks.

Based upon teacher observations Brick’s primary interest is in reading. Recent assessments indicate he is reading and comprehending on a level that is consistent with a student in the 8 th grade. He has been observed reading advanced texts that include reference books and classical literature. However, his desire to read has interfered in the development of his social skills. Based upon teacher observation and recent social skills assessments Brick’s needs include a lack of communication skills such making eye contact, responding to others, and showing empathy. He also needs assistance in organization and communicating effectively with adults. This lack of social skills has interfered with his ability to make and keep friends among his peers and caused him to appear “odd” to his teachers. Brick Heck Behavior Through participation in a social skills group, Brick will improve his ability to make eye contact, show concern for others, and respond appropriately to peers and adults with 80% accuracy on a teacher made rubric by the end of the 4th nine weeks. Teacher made rubric

STRENGTHS: Based upon parent and teacher observations Brick is a very bright child. His primary interest is in reading as evidenced by him always carrying a book, even on family outings.

NEEDS: However, his desire to read has created an attitude of indifference toward other academic subjects. When given the option to read once classwork is complete Brick stops working and begins reading. He needs to develop organizational skills that will assist him in developing a schedule to follow in completing assignments.

HOW THE DISABILITY AFFECTS PERFORMANCE IN THE GENERAL EDUCATION CURRICULUM : His lack of organizational skills has interfered with his ability to complete assignments in a timely manner causing him to fall behind in other grade level academics.

Brick will organize his materials and bring assignments to and from school Given a binder and school agenda with 80% accuracy as measured on a teacher made rubric for binder/agenda checks by the end of the 4 th nine weeks.

MEASURABLE ANNUAL GOAL: Given a binder and school agenda, Brick will organize his materials and bring assignments to and from school with 80% accuracy as measured on a teacher made rubric for binder/agenda checks by the end of the 4th nine weeks.

Based upon parent and teacher observations Brick is a very bright child. His primary interest is in reading as evidenced by him always carrying a book, even on family outings. However, his desire to read has created an attitude of indifference toward other academic subjects. When given the option to read once classwork is complete Brick stops working and begins reading. He needs to develop organizational skills that will assist him in developing a schedule to follow in completing assignments. His lack of organizational skills has interfered with his ability to complete assignments in a timely manner causing him to fall behind in other grade level academics. Brick Heck Organization Given a binder and school agenda, Brick will organize his materials and bring assignments to and from school with 80% accuracy as measured by a teacher made rubric for binder/agenda checks by the end of the 4th nine weeks. Teacher made rubric

Brick Heck

through repeated practice the special education teacher will work with Brick to remediate his deficits in order of operations After whole group instruction

Brick Heck 2 x Weekly MATH 30 08/18/2014 to 05/22/2015 General Education Classroom After whole group instruction, the special education teacher will work with Brick to remediate his deficits in order of operations through repeated practice.

through role-playing activities The special education teacher to improve his conversational turn-taking skills and social interactions in all environments will work with Brick in a small group setting

2 x Weekly The special education teacher will work with Brick in a small group setting to improve his conversational turn taking skills and social interactions in all environments through role- playing activities /18/2014 to 05/22/2015 Resource Room BEHAVIOR

will provide Brick direct instruction The special education teacher in organization systems using color/tactual coding in a one-on-one setting.

Daily The special education teacher will provide Brick direct instruction in organization systems using color/tactual coding in one –on-one delivery setting /18/2014 to 05/22/2015 General Education Classroom ORGANIZATION

The following accommodations will be used in all subject areas to improve Brick’s organizational skills: dividers and organizers, color-coded assignment notebook, and a day calendar/planner /18/2014 to 05/22/2015 General Education Classroom Daily

The following accommodations will be used in math: manipulatives; mnemonic strategies, cue card with examples or models 52 Daily 08/18/2014 to 05/22/2015 General Education Classroom

Brick Heck

Brick’s need for small group instruction in the area of social skills is best delivered in the resource classroom to allow him a non-threatening environment for instruction and practice of role playing activities % to 80% of the Day Inside The Regular Education Environment

Brick Heck Brick’s need for small group instruction in the area of social skills is best delivered in the resource classroom to allow him a non-threatening environment for instruction and practice role playing activities % to 80% of the Day Inside The Regular Education Environment 08/25/ /04/2014

Brick Heck Brick’s need for small group instruction in the area of social skills is best delivered in the resource classroom to allow him a non-threatening environment for instruction and practice role playing activities % to 80% of the Day Inside The Regular Education Environment 08/04/ /25/2014 Doris Rinsky Cynthia Mayo Rachel Baker Cynthia Mayo Mike Heck 08/18/14 Frankie Heck Doris Rinsky Cynthia Mayo Rachel Baker Cynthia Mayo Mike Heck 08/18/14

Brick Heck Brick’s need for small group instruction in the area of social skills is best delivered in the resource classroom to allow him a non-threatening environment for instruction and practice role playing activities % to 80% of the Day Inside The Regular Education Environment 08/04/ /25/2014 Doris Rinsky Cynthia Mayo Rachel Baker Cynthia Mayo Mike Heck 08/18/14 Frankie Heck

Brick Heck 08/20/14 10:00 AM Classroom 110 at Middle School

Cynthia Mayo Brick Heck 08/20/19 Cynthia Mayo 10:00 AM Classroom 110 at Middle School Cynthia Mayo 08/18/ /13/14 Cynthia Mayo Frankie Heck Parent attended – meeting held 08/13/2014 Personal Invitation 08/13/2014 Frankie Heck 08/13/2014 Parent attended – meeting held 08/13/2014 Personal invitation

Cynthia Mayo Brick Heck 08/20/19 Cynthia Mayo 10:00 AM Classroom 110 at Middle School Cynthia Mayo 08/18/2014 Frankie Heck Parent attended – meeting held 08/13/2014 Personal Invitation 08/13/2014

Brick Heck PM

Brick Heck

PM Parent Interview

Brick Heck Parent Interview

Brick Heck Parent Interview PM

Brick Heck PM Parent Interview

STRENGTHS: Based upon parent and teacher observations Brick has developed good social skills. Observations and data collection reveal his ability to initiate conversations and join in activities allowing him to develop friendships with his peers. His organizational skills and study habits have improved as evidenced by his performance on classroom assessments.

NEEDS: However, as he has gotten older he has not developed proper hygiene skills. His parents have expressed their concern in this area and have even tried to assist him. He needs to recognize his need for appropriate hygiene and develop routines for a variety of settings.

HOW THE DISABILITY AFFECTS PERFORMANCE IN THE GENERAL EDUCATION CURRICULUM : His lack of appropriate grooming habits has interfered with his ability to meet new people and maintain close friendships with his peers.

Brick will preview videos demonstrating personal grooming appropriate for school and home and develop a checklist to use (TS.DL9.3C) Using a computer based social skills program with 100% accuracy by the end of the 4 th nine weeks

MEASURABLE ANNUAL GOAL: Using a computer based social skills program, Brick will preview videos demonstrating personal grooming appropriate for school and home and develop a checklist to use with 100% accuracy by the end of the 4th nine weeks. (TS.DL9.3C)

Based upon parent and teacher observations Brick has developed good social skills. Observations and data collection reveal his ability to initiate conversations and join in activities allowing him to develop friendships with his peers. His organizational skills and study habits have improved as evidenced by his performance on classroom assessments. However, as he has gotten older he has not developed proper hygiene skills. His parents have expressed their concern in this area and have even tried to assist him. He needs to recognize his need for appropriate hygiene and develop routines for a variety of settings. His lack of appropriate grooming habits has interfered with his ability to meet new people and maintain close friendships with his peers. (TS.DL9.3C). Brick Heck Personal Management (PM) Using a computer based social skills program, Brick will preview videos demonstrating personal grooming appropriate for school and home and develop a checklist to use with 100% accuracy by the end of the 4th nine weeks.. Student Developed Checklist

Crystal Richardson Alicia Hodge Curtis Gage Kemeche Green Cynthia Mayo