The IEP: Drafting the IEP (Steps 4, 5, and 6) Southwest Ohio Special Education Regional Resource Center Monday, November 13, 2006

Session Objectives To provide tools that will assist in drafting a clear, meaningful and measurable IEP. To provide formatting options and best practice guidance on specific steps of the IEP. To provide time for practical application and feedback.

Session Agenda Drafting Tools Drafting the IEP BREAK Step 4 Identify Measurable Annual Goals Benchmarks or Short-term Objectives BREAK Student Progress Step 5 Identify Services Step 6 Determine Least Restrictive Environment Drafting Series Evaluation

Session Format Drafting discussion/challenge slides will appear like this. At these points, you and your team or group will have time to address discussion questions, challenges, sample IEP items, or other issues relevant to the current “Step” of the IEP.

Drafting Tools (For Steps 4-6) Ohio’s Operating Standards for Schools Serving Students with Disabilities (OS) page 61-74 http://www.ode.state.oh.us/exceptional_children/children_with_disabilities/Operating_Standards/default.asp Smart Sheet (SS) Annual Goal Worksheet Benchmarks and Short-term Objectives Worksheet Writing Measurable Goals and Objectives IEP Table of Generic Device Names

Step 4 Identify Measurable Annual Goals A statement of measurable annual goals related to meeting the child’s needs that result from the child’s disability to enable the child to be involved in and progress in the general curriculum and to meet the child’s other educational needs that result from the child’s disabilities. (OS page 66)

Step 4 Identify Measurable Annual Goals DRAFTING GUIDING QUESTIONS Does the goal flow directly from Step 1, Step 2, and Step 3? Can the goal be accomplished within one year? Does the goal contain general/broad skills (one that has components or subskills)? Does the goal represent a generalization of behavior? Does the goal represent independence?

Step 4 Identify Measurable Annual Goals DRAFTING GUIDING QUESTIONS Is the goal individualized? “The Ohio Academic Content should not serve as a ready made list for IEP goals…” (SS page 4) Does the goal reflect what the student will do (not teachers)? Is there only one goal per page? Is there a general statement of what content areas the goal addresses (or “all areas” if/when applicable)?

Step 4 Identify Measurable Annual Goals DRAFTING GUIDELINES Annual goals must measurable. Who… will do… what… how well… under what conditions? Reveal what to do to measure whether the goal has been accomplished. Yields the same conclusion if measured by several people. Allows for a determination of how much progress it represents. Can be measured without additional information.

Step 4 Identify Measurable Annual Goals (and Benchmarks or Short-Term Objectives) WHO? Always the student! WILL DO… WHAT? (Behaviors/Actions) Observable and measurable skills demonstrated by the student. Target skills that describe something which can be seen or heard by an observer. Have a beginning and an end.

Step 4 Identify Measurable Annual Goals (and Benchmarks or Short-Term Objectives) HOW WELL? (Criteria) Makes the skill measurable. Describes the degree of difficulty or duration. GUIDING QUESTIONS What will convince me the student has acquired the skill? What is reasonable and accurate in terms of data collection? (PERCENTS? DOUBTFUL!) Across all activities, settings, people? For how many days, trials, attempts? What is the classroom schedule like?

Step 4 Identify Measurable Annual Goals (and Benchmarks or Short-Term Objectives) UNDER WHAT CONDITIONS? (Context) The circumstances under which the skills is to be performed or demonstrated. The level of performance (i.e. with verbal prompts, independently, copies, initiates, with a model). The length of time the skill is to be consistently performed (i.e. during 4/5 opportunities, 3 times per week, for 2 consecutive class periods).

Step 4 Identify Measurable Annual Goals (and Benchmarks or Short-Term Objectives) DIMENSIONS OF BEHAVIORS/ACTIONS Frequency (how often) Latency (how long it takes student to initiate behavior/action once a cue/prompt has occurred) Intensity (amount of force with which behavior/action occurs) Duration (length of time behavior/action lasts) Accuracy (extent to which student’s behavior/action conforms to criteria/expectations)

Step 4 Identify Measurable Annual Goals (and Benchmarks or Short-Term Objectives) WHY BE SO SPECIFIC? All team members need to understand what is expected and what progress monitoring reflects. Progress monitoring (data collection) needs to be reasonable and meaningful. The best instructional/service changes are a result of the review of progress data that is REAL, PRECISE, and ACCURATE.

Step 4 Identify Measurable Annual Goals Drafting Challenge Use the drafting guidelines and questions for Step 4 to evaluate this annual goal:

Step 4 Identify Measurable Annual Goals Drafting Challenge Now use the same guidelines and questions to evaluate this annual goal:

Step 4 Identify Measurable Annual Goals Drafting Challenge Use the Step 4 guidelines and questions, Annual Goal Worksheet and Writing Measurable Goals and Objectives to develop an annual goal from the identified need in Step 3 that you aligned with ACS (last week!).

Step 4 Identify Measurable Annual Goals Drafting Discussion Critique Step 4 (Annual Goal) of the IEP brought by your team/group. Are all the “pieces” there? (who… will do… what… how well… under what conditions) What changes need to be made? (if any)

Step 4 Benchmarks or Short-term Objectives A statement of measurable annual goals, including benchmarks or short-term objectives related to meeting the child’s needs that result from the child’s disability to enable the child to be involved in and progress in the general curriculum and to meet the child’s other educational needs that result from the child’s disability. (OS page 66)

Step 4 Benchmarks or Short-Term Objectives Describes the amount of progress the student is expected to make within a specified time segment of the year to attain the annual goal Not a description of the Benchmarks in the ACS 3-6 month skill Major milestones SHORT-TERM OBJECTIVES Describes the small, intermediate steps or components needed to achieve the goal Discrete skills Typically hierarchical Likely a different behavior

Step 4 Benchmarks or Short-Term Objectives DRAFTING GUIDING QUESTIONS What are the steps needed to achieve the goal? Are these steps a logical breakdown of the major components between Present Levels of Performance and Annual Goals? Are there 2-3 benchmarks or short-term objectives that serve as milestones for measuring progress for each annual goal?

Step 4 Benchmarks or Short-Term Objectives DRAFTING GUIDING QUESTIONS Are the benchmarks or short-term objectives focused on specific knowledge or skills needed in order for the student to progress toward meeting grade level indicators? (if you’ve documented the alignment between the student’s need and ACS in Step 3 then the answer is YES!)

Step 4 Benchmarks or Short-Term Objectives DRAFTING NOTES Benchmarks are the same behaviors/actions that have been “time stamped” with successively higher criteria (i.e. reading fluency). Short-term objectives should not be time stamped but listed in hierarchical order, if applicable (i.e. cursive handwriting).

Step 4 Benchmarks or Short-Term Objectives DRAFTING NOTES Complete a task analysis of the annual goal to determine benchmarks or short-term objectives. Use the same components to draft benchmarks or short-term objectives that were used to draft annual goals. Who… will do… what… how well… under what conditions?

Step 4 Benchmarks or Short-Term Objectives Drafting Discussion Use the guiding questions and notes for Benchmarks or Short-Term Objectives to evaluate Josh’s Step 4.

Step 4 Benchmarks or Short-Term Objectives Drafting Challenge Using the annual goal you drafted for “Olivia” complete a task analysis on the Benchmarks or Short-Term Objectives Worksheet. Use the Benchmarks or Short-Term Objectives Worksheet to draft TWO benchmarks/objectives for “Olivia.”

Step 4 Benchmarks or Short-Term Objectives Drafting Challenge Critique Step 4 (Benchmarks or Short-Term Objectives) brought by your team/group. Are the skills benchmarked or broken into objectives appropriately in consideration of the goal? Do the benchmarks/objectives contain all components? (who… will do… what… how well… under what conditions) What changes need to be made? (if any)

BREAK 5 minutes

Step 4 Student Progress A statement of how the child’s progress towards the annual goals will be measured and how the child’s parents will be regularly informed (through such means as periodic report cards), at least as often as parents are informed of their non-disabled children’s progress… (OS page 66)

Step 4 Student Progress …in regard to Their child’s progress towards the annual goals, and The extent to which that progress is sufficient to enable the child to achieve the goals by the end of the year. (OS page 66-67)

Step 4 Student Progress DRAFTING GUIDING QUESTIONS How will the progress be measured? (How will data be collection be documented?) Data sheets, observations, checklists, work samples, reading probes, interviews Attach ALL data collection instruments that are specific to the goal, benchmarks, or short-term objectives to the IEP and note “see attached”

Step 4 Student Progress DRAFTING GUIDING QUESTIONS With what frequency will the progress be measured? (How often will data be collected?) Daily, weekly, monthly, two times a month… This is NOT how often progress will be reported to parents. Who is responsible for measuring progress (Who is going to collect, compile, and report the data?) Usually special education teacher Sometimes regular education teacher Sometimes related service provider or support service provider

Step 4 Student Progress DRAFTING GUIDING QUESTIONS How will parents be informed of progress? During quarterly IEP meetings, with quarterly academic grade reports, with interim grade reports This is not how often, however, making a statement ofwhen avoids team member misunderstanding and confusion between data reporting data collection frequency.

Step 4 Student Progress Drafting Discussion Compare the following statements of student progress for Josh’s organization/ work completion goal and objectives using the Step 4 Student Progress guiding questions.

Step 4 Student Progress Drafting Challenge Draft a statement of student progress for one of the objectives you developed for “Olivia.”

Step 4 Student Progress Drafting Discussion Critique Step 4 (Student Progress) of the IEP brought by your team/group. Is it clear how and how often data should be collected? Is there a statement of how parents will be informed of progress? What changes need to be made? (if any)

Step 5 Identify Services The IEP must include a statement of special education and related services and supplementary aids and services to be provided to the child, or on behalf of the child, and a statement of the program modifications or supports for school personnel that will be provided for the child… (OS page 67)

Step 5 Identify Services To advance appropriately towards attaining goals; To be involved and progress in the general curriculum in accordance with the present levels of performance and to participate in extracurricular activities and other nonacademic activities; To be educated and participate with other children with disabilities and non-disabled children in activities; To establish high expectations for academic performance. (OS page 67)

Step 5 Identify Services DRAFTING GUIDING QUESTIONS What is the service needed for the student to progress towards the goal and benchmarks or short-term objectives? Specially designed instruction Adapted content/program Supplementary Aids (CAUTION: See IEP Table of Generic Device Names) When will the service be initiated and what is the duration (not to exceed one year) of the service? Record day/month/year that services start and day/month/year services will end “In accordance with district calendar,” “Per adopted school calendar”

Step 5 Identify Services DRAFTING GUIDING QUESTIONS What is the frequency and duration needed of each service provided to the student for each goal area? 30 minutes, 2 times per week 120 minutes per month 45 minutes per day How will the service be provided? Direct/indirect/consultation Large group/small group/individual Who will provide the service? Special education teacher Speech and Language Pathologist Mental Health Staff

Step 5 Identify Services DRAFTING NOTES Ensure that all team members understand the specific service to be provided by recording a clear description of the service. EXAMPLE What does that mean? Service may be more clearly stated:

Step 5 Identify Services DRAFTING GUIDING QUESTIONS What accommodations and modifications are needed? Accommodations Do not change intent of class, assignment, test Alterations in environment, procedures, materials Modifications Do change the intent of class, assignment, test Alterations in work, skill requirements

Step 5 Identify Services Drafting Discussion Evaluate the services statement for Josh’s organization/work completion goal and short-term objectives. Can all of the guiding questions for Step 5 be answered?

Step 5 Identify Services Drafting Challenge Using the goal and benchmarks or short-term objectives you drafted for “Olivia,” as well as the guiding questions and notes for Step 5, draft a services statement.

Step 5 Identify Services Drafting Discussion Critique Step 5 of the IEP brought by you/your team. Can you answer all of the guiding questions for Step 5? What changes need to be made? (if any)

Step 6 Determine Least Restrictive Environment Included in the IEP should be an explanation of the extent, if any, that the child will not participate with non-disabled children in the regular class. (OS page 67) A child with a disability cannot be removed from education in age appropriate regular classrooms solely because of needed modifications in the general curriculum… (OS page 86)

Step 6 Determine Least Restrictive Environment DRAFTING GUIDING QUESTIONS Where will the service be provided? Regular education classroom Special education classroom Speech and language therapy office If the service will not be delivered with non-disabled peers in the general classroom, why? To provide an area with reduced distraction To provide individualized instruction To provide material modified in pace and content To provide additional practice on previously introduced concepts and a modified pace

Step 6 Determine Least Restrictive Environment DRAFTING NOTES Make the statement of least restrictive environment REAL; just document why the student is not participating with non-disabled peers for the specific service. However, if it is difficult to come up with a reason why… then perhaps the student should not be receiving the services outside of the general classroom.

Step 6 Determine Least Restrictive Environment Drafting Discussion Review Step 6 for Josh. Is the LRE statement adequate?

Step 6 Determine Least Restrictive Environment Drafting Challenge Complete Step 6 for “Olivia” using the guiding questions and notes based on the services you drafted for her in Step 5

Step 5 Identify Services Drafting Discussion Critique Step 6 of the IEP brought by you/your team. Is the LRE statement adequate? What changes need to be made? (if any)

Drafting Series Evaluation and Closing Notes SERRC Evaluation Closing Notes Thank you for your participation in discussion, feedback, and your dedication to providing the best services and support to students with disabilities.