COMPLIANT IEPs: Using Data and the IEP Process to make Appropriate Placement Decisions Cobb County School District DaVida Alston, Lisa Geiger, D’Nena Mock November 15, 2013

Essential Questions  How do we effectively utilize the IEP process to make appropriate placement decisions?  How do we use data to guide current functioning, goals and objectives, and placement?

PLACEMENT WHAT DRIVES IT….  Current Functioning  Goals and Objectives  Supportive Aids and Services  Data  Academic  Behavior  Formative and Summative Assessments  Progress on Goals and Objectives

What does not drive it….  Eligibility alone does not drive placement  Not based on parent request  A scheduling convenience PLACEMENT

SUPPORTIVE AIDS & SERVICES GOALS & OBJECTIVES TRANSITION SPECIAL CONSIDERATIONS CURRENT FUNCTIONING IEP Process Visual Representation EMTurnage©2012

Current Functioning

Current Functioning: Giving your data a voice  You MUST address the areas specific to the student. This is done by entering both quantitative and qualitative data into the appropriate areas. Your current functioning should provide a clear picture as to how the student is performing academically, socially, emotionally, behaviorally, and functionally.

Current Functioning: Correlation Between Data and the Impact of Disability  Clear data helps define the adverse impact on the student’s educational performance  Provides specific characteristics of the disability and impact on performance  Makes the link between the student’s eligibility and the specialized instruction the student may require

Current Functioning: Giving your data a voice  Sources of Data:  DRA  Benchmark Data  Formative and Summative Assessments  SRI  Pre-Tests  Checklist  Observations  Work Samples

DATA Collection Repeat after me…Data is my friend!  Data provides the foundation for the IEP process  Data collected without fidelity might as well not be collected  Data signals the possible initiation of an IEP  Progress on Goals/Objectives  Data Collection is part of the educational record  Data collection is NOT an annual event Review and Revision of IEPs Review the child’s IEP periodically, but not less than annually, to determine whether the annual goals for the child are being achieved; and revise the IEP as appropriate to address any lack of expected progress toward the annual goals and in the general education curriculum, if appropriate

FAQ  Do we have to probe objectives?  YES! According to IDEA, we are required to report progress on goals/objectives on the same reporting schedule as general education students.  How often do we probe goals/objectives?  Best practice would suggest that you have 1-2 data points per week. In the District, specific disciplines, such as AU, require more data points. Please consult your local school district policies for specifics.  How should data be recorded?  Both qualitatively and quantitatively. Data should be recorded in both the progress report and current functioning.  Percentages or “quantitative” information will measure “how well” the student is performing.  Words or “qualitative” information will describe the student’s performance and include relevant prompts and supports if appropriate.  Data collection table with dates and percentages or data points.

Calculating the progress: Why we need several data points o The more data you have, the more valid, relevant and reliable it becomes o Takes opinion out of the equation to focus on facts o Parents can easily understand how and why their child is performing a certain way  Data points: 30% 73% Average: 51.5%  Data points: 30% 60% 55% 73% 82% 78% 80% Average: 65% Minus lowest/highest: 69%

Using data in the IEP  Add it to current functioning  Review the last progress report  Use data to update objectives if not mastered  Use data to write new objectives  Use data to drive instruction

Goals and Objectives

Goals and Objectives:  Use data from Current Functioning to drive new goals and objectives  Should address deficit areas noted in current functioning  Each goal is based upon the student’s deficit and the skills needed to move them toward the grade level standards  Be SMART—Specific, Measurable, Attainable, Relevant, and Time bound.  Should NOT be repeated year after year  Grade level standards should NOT be used as goals

Goals and Objectives S.M.A.R.T. GOALS/OBJECTIVES S = Specific M = Measurable A = Achievable R = Relevant T = Time-bound

Specialized Instruction

What is specialized instruction? o In the law, the term “specially designed instruction” means adapting as appropriate to the needs of an eligible student : o The Content o The Methodology or o The Delivery of Instruction o To Address the unique needs of the student that result form the student’s disability and o To ensure access of the student to the general curriculum.

What is the difference between an accommodations and an instructional strategy ? Accommodations/Strategies Are actual teaching supports and services that the student may require to demonstrate learning Should not change expectations to curriculum grade levels Accommodation Are the skills or techniques used to assist in learning Are individualized to suit the student’s learning style and developmental level Strategies

Is it Specialized Instruction? Activity

Placement

Placement Rationale  Must be based on current functioning  Should include data (from current IEP and current classroom data)  Should be based on goals and objectives  Rationale should include information regarding accommodations

Placement Rationale Cont’d  In-depth placement discussion which is student specific  Should include discussion on the continuum of services (team should consider all services on the continuum and provide rationale for rejecting certain placement options)

Placement Options  General Education no Support  General Education with Support  Service Models  Additional Support  Consultative  Collaboration  Co-Taught  Small Group  Separate Day School or Program  Home-based  Residential Placement  Hospital Homebound  Preschool Models

Factors to consider when making placement decisions: Additional Support Student  Requires accommodations and strategies  Does not require direct specialized instruction Teacher Instruction/Environment  Provides support and assistance to student  One teach/One Assist Model  Assist with accommodations and strategies for student

Factors to consider when making placement decisions: Collaborative Student:  Student does not require direct instruction for the full segment Teacher Instruction/Environment  special education personnel work in the student’s classroom for at least 50% of the segment  Special Education teacher will collaborate with general education teacher to ensure supports are in place for student  Flexible grouping

Factors to consider when making placement decisions: Co-Taught Student  Requires specialized instruction  Direct instruction Teacher Instruction/Environment  Specialized instruction  Flexible grouping  Differentiation based on student needs  special education personnel work in the student’s classroom for at least 100% of the segment  Specialized programs:

Factors to consider when making placement decisions: Small Group Student:  Should be performing at least 2 years below grade level  Require intensive specialized instruction Teacher Instruction/Environment  Content expert  Specialized instruction  Specialized Programs

Data and Placement Activity