Developing Quality IEPs Part 4: IEP Implementation, Review, and Revision 1 All special education and related services (including transition services), accommodations, program modifications, and supports identified on the student’s IEP are implemented with fidelity. The IEP team regularly monitors student progress and revises the IEP based on changes in student performance data.

You Will Learn to… uMake the IEP a reality äPlan and implement the IEP äMonitor student progress and use results to make decisions äReport progress to parents äReview and amend the IEP uIdentify IEP resources in Florida 2

Using the Problem-Solving Process 3 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?

Understanding Responsibilities uTeachers and other service providers must be informed of specific responsibilities related to the student’s IEP. uEach general education teacher, ESE teacher, and other service provider who works with the student must have access to the student’s IEP. 4

Who Will be Responsible for… uPlanning the intervention for the annual goals? uImplementing the intervention with integrity? uMonitoring student performance and reporting progress to parents? uInterpreting student performance data and making decisions concerning effectiveness of the intervention? 5

Implementation with Fidelity uRequires advance planning uStaff may require professional development and coaching äHow to implement the instructional procedures, accommodations, etc. äAssistance with data collection and progress monitoring uInvolves collaborative planning 6

Implementing with Fidelity uWas the intervention provided in the way it was designed or intended? äKey aspects – materials, instructional approach äInstructional procedures used systematically äAccording to documented “level of intensity” uVerified through direct observations, self- reports, and student products 7

Monitoring Student Progress Identify the measurement procedures uCheck the annual goals äWhat conditions are required? äWhat specific assessment methods/tools will be used? äWhat are the mastery criteria? uMake a plan äWhen will student be assessed? äWho will interpret results? 8

What Evidence Should Be Collected? By Whom? uGiven a travel checklist, Stuart will independently use the city bus to travel to his work site, completing all of the steps in five consecutive opportunities over a week. äWhat is the behavior? äWhat are the conditions? äWhat is mastery? äHow often to assess? äWhat assessment tools may be used? äWho is responsible? 9

If the Response Has Been Positive… Possible Actions:  Continue services and supports with current annual goal.  Continue services and supports and increase annual goal.  Gradually fade services or supports to determine if the student can perform independently. 10

If the Response Is Questionable… Possible Actions: Determine if the services and supports were implemented as intended.  If not, improve implementation of services and supports.  If yes, increase intensity of current services and supports and assess impact. If rate doesn’t improve, return to problem solving. 11

If the Response Has Been Poor… Possible Actions: Determine if the services and supports were implemented as intended.  If not, improve implementation of services and supports.  If yes, return to problem solving. 12

Reviewing the IEP uThe IEP must be reviewed at least annually and revised to address äAny lack of progress toward annual goals or in the general curriculum äResults of reevaluation äInformation about the student provided to or by parents äStudent’s anticipated needs äOther 13

It’s Important to Stay Informed! Florida Department of Education Bureau of Exceptional Education and Student Services Project 10: Transition Education Network Technical Assistance and Training Systems (TATS) for prekindergarten programs 14

Local Resources/Supports uFDLRS uDistrict ESE Department uDistrict Website 15

Today You Learned How to… Follow a systematic problem-solving process to develop and implement a quality IEP. A Quality IEP Is there any other kind? 16