Individual Education Programs: Individuals with Disabilities Education Improvement Act 2004 & the Federalization of WI Ch. 115 Barbara A. Van Haren, Ph.D. Director of Special Education Services CESA #1 Modified for WAWM January, 2008 in-service L. Drexler, K. Duersteler, K. Lauritzen, R. Kassulke

Contents Slides 4-8 PLAAFP Slides 9-13 Annual goal Slides Short-term objectives Slides ER-2 Slides IEP page review Slides Transition

IEP Components Present level of academic achievement and functional performance (PLAAFP) Statement of measurable annual goals How and when progress of goal will be reported Special education, related services, beginning date, frequency, location & duration of services Statewide assessment participation Substantiation of LRE

Present Level of Academic Achievement and Functional Performance- PLAAFP A written, narrative statement describing how the child’s disability affects the child’s involvement and progress in the general education curriculum For preschool children, as appropriate, how the disability affects the child’s participation in age appropriate activities.

Present Level of Academic Achievement and Functional Performance- PLAAFP Written in objective, measurable terms (#s) Used to determine annual goals Describes the student’s level of functioning in the skill areas affected by the disability Describes how the student’s disability affects his/her involvement and progress in the general curriculum (tied to state/district standards/benchmarks)

Present Level of Academic Achievement and Functional Performance-PLAAFP Written for academic and nonacademic areas (daily living skills, social/emotional behavior, and vocational areas) Is based on formal and/or informal assessment results, including family, student, and staff interviews and observations Addresses each area of need and annual goal

Present Level of Academic Achievement and Functional Performance- PLAAFP Includes areas of interests and learning style Based on data naturally collected within classroom (annual) Uses same type of measurement in goal

Annual Goals A statement of measurable academic and functional goals The PLAAFP and goal should use the same standard of measurement

Three parts of an Annual Goal 1. Direction of the behavior (increase, decrease, or maintain) 2. Area of need (reading, social skills, transition, communication, etc.) 3. Level of attainment (with only one prompt, by nine months, etc.) Remember it should be measurable and reasonable to attain in nine months time Direct correspondence to PLAAFP

Reminders for Writing Annual Goals All three parts must be recorded for each goal Add specificity such as conditions: materials prompts instructions assistive technology time limits Match the criteria to the behavior Use jargon-free terminology

Annual Goal Procedures for measuring the student’s progress toward the annual goal anecdotal records observations/charting pre/post testing, chapter tests review of daily point sheets work samples, running records checklists (standards/benchmarks) functional assessments

Progress Toward Meeting Goals A description of when periodic reports on the progress the child is making toward meeting the annual goals will be provided Quarterly or semester reports Other periodic reports Concurrent with the issuance of report cards

Short-term Objectives and Benchmarks No longer required, but permissive Our district is requiring at least 2 Required for children with disabilities who take alternate assessments aligned to alternate achievement standards, (extended grade bands) a description of benchmarks or short-term objectives

Short Term Objectives A description of the behavior we want the student to be able to perform The criteria for mastery The conditions under which the student will be expected to perform the behavior materials-prompts instructions-assistive time limits technology

ER-2 SLD Documentation form A. Child Specific- appropriate core curriculum provided, attended regularly, performance data from standardized tests-whole grade and disaggregated B. repeated assessments-might be “insufficient data”, could use running records, it is NOT chapter tests or MAPs

ER-2 SLD Documentation form continued C. Information to Parents D. Observation-how behavior relates to academic functioning E. Relevant medical findings F. Student Achievement- grade level standards G. Student Progress OR *Strengths and Weaknesses

IEP pages I-1- INVITE (2 pages)  Check Parent Rights brochure  14 during length of IEP must be on invite I-2 Participant not required to attend  Notify of absence PRIOR to meeting  Bring blank form  Parent must sign

 IEP pages- cont. I-3 Cover Page I-4 PLAAFP  Curriculum, not place or location  Participation in assessment  14 during IEP, must include interests I-5 Special Factors

IEP pages- cont. I- 6 ANNUAL GOAL  Must relate to PLAAFP  Our district requires at least 2 benchmarks/objectives  DO NOT USE “ as measured by benchmarks below”

IEP pages- cont. I-7 Statewide Assessment  Use DPI accommodations checklist  Applies ALL year  WAA/ELL-include proficiency levels  “Alternate Assessment” statement needed I-7A WAA checklist

IEP pages- cont. I-8 Summary of transition services  14 during IEP MUST have this page  Details in transition section at end of PowerPoint  Jackie Jacoby-district contact I-8 A Course of Study  Middle School 2 year plan  High School 4 year plan

IEP pages- cont. I-9 PROGRAM SUMMARY (3 pages) Section I. Special Education Services Special Education- WHAT they are taught Always start with “Specialized instruction in..” Goals must match PLAAFP Curriculum altered to meet individual needs Skills (not courses) needed to advance toward goals

IEP pages- cont. I-9 PROGRAM SUMMARY (3 pages) Section I- continued DO NOT use “daily” or “as needed” List classes such as “science” DO Use specific amount and frequency 30 min/2x week Use specially designed instruction in essential vocabulary for every new science unit

IEP pages- cont. I-9  Section II. Related Services Speech and Language  Section III. Supplementary Aids and Services Accessing general education - Shortened assignments - Using word processing for written assignments - Using calculator in math - Communication board NOT specialized instruction

Areas of Consideration for Supplementary Aids and Services Delivery of instruction Assignments and tests Personalized assistance Schedules and routines Assessment Behavior management Student groupings Planning and monitoring Assistive technology Environmental changes

I-9 cont. Section IV.Program Modifications or Supports for School Personnel Program modifications Shortened day Modified grading Supports needed by school personnel Weekly consultation IEP modifications given to staff involved with student Inservice Training of a paraprofessional by a therapist.

IEP pages- cont. P-1 ONLY initial placement P-2 Continuing placement-ONLY annuals

TRANSITION

P-3 Notice of Graduation (2 pages) SENIORS only P-3 Summary: Must have accommodations Must match PLAAFP Use WKCE or standardized Achivement tests

IEP cont. P-3 Notice of Graduation Functional behavior: What can they do?  Live on their own?  Drive a car?  Have a job? Postsecondary goals:  Speak with counselors at university  contact Goodwill

Transition Planning at Age 14  Unique to Wisconsin  Beginning not later than the first IEP to be in effect when the child is 14 (13) and updated annually thereafter,

Transition Planning at Age 14  Appropriate measurable postsecondary goals based upon age appropriate transition assessments related to training, education, employment, and where appropriate, independent living skills  Transition services (including courses of study) needed to assist the child in reaching those goals

Measurable Postsecondary Goals A statement that articulates what the student would like to achieve after high school Based on student’s strengths, preferences, and interests, Becomes progressively more specific as age increases Failure to meet the goal is not the LEA’s responsibility

Measurable Postsecondary Goals Must be written for the following areas: Training/Education Employment Independent Living (optional)

Training Specific vocational or career field, independent living skills training, vocational training program, apprenticeship, on-job- training, Job Corps, etc. Examples I will be enrolled full-time in an on the job training program. I will be enrolled full-time in a plumbing apprenticeship program.

Education 4 year college or university Technical college 2 year college, etc. Examples I will be enrolled full-time at a technical college or university. I will be enrolled full-time at UW Oshkosh in the teacher education program.

Employment Paid (competitive, supported, sheltered) Unpaid employment (volunteer, training) Military Examples I will work full-time. I will work full-time for a construction company.

Independent Living Adult living, Daily living, Independent living, Financial, Transportation, etc. Examples I will live with my parents at home. I will live with adult assistance in a group home.

Measurable Postsecondary Goals Consider where the students hopes to be approximately one year after high school Use descriptors such as Full-time Part-time Use results-oriented terms such as Enrolled in Work Live independently