1. Guidance Document for Individual Education Program (IEP) Development 1

2. Purpose of IEP Guidance Document` To provide concise instructions and examples for the process of developing an Individual Education Program To be used in conjunction with local policy and procedures; federal and state law and regulation; and the Compliance Record Review Document; and other KDE guidance documents To address systemic deficits in IEP construction that exist within the state –The expectation from school year 2011-12 was that districts begin implementation of the Guidance Document –Beginning with the 2012-2013 school year, the expectation is that districts fully implement the IEP Guidance Document To provide hyperlinked documents (denoted by blue underlined references) Page 2 2

3. Session Outcomes Facilitate clarity and consistency of IEP development Ensure statewide consistency of training Provide an overview of the process for developing an Individual Education Program Align IEP Development with Kentucky Core Academic Standards (KCAS) Review content of the IEP Guidance Document Provide technical support to districts Clear up any misinterpretations 3

4. Table of Contents Guidance Document for Individual Education Program (IEP) Development 4

5. Aligning the IHE CEC Initial Level Special Educator Preparation Standards and the IEP Process 5

6. IEP Defined “Individual education program (IEP)” means a written statement for a child with a disability that is developed, reviewed and revised in accordance with 707 KAR 1:320. Page 3 6

7. 7 Page 4

8. Student Performance Data Information that demonstrates how the student is performing academically, behaviorally, socially, and functionally. This data assists the ARC in decision- making and development of the IEP for each student. 707 KAR 1:320 § 5 (1), 34 CFR 300.320 (a)(1) 707 KAR 1:300 § 4 (10), 34 CFR 300.304 (c)(4) Page 5 8

9. Present Levels of Performance 9

10. The IEP for each child shall include… A statement of the child’s present levels of academic achievement and functional performance, including how the child’s disability affects the child’s involvement and progress in the general curriculum as provided in the Kentucky Program of Studies, 707KAR3:303, or for preschool children, as appropriate, how the disability affects the child’s participation in appropriate activities. 707 KAR 1:320 §5 (7)(a), 34 CFR 320 (a)(1) Page 7 10

11. Key Present Level Concepts Adverse Effect Baseline Performance Commensurate with Similar Age Peers Educational Performance Needs or Concerns Need Related to the Disability Present Levels of Academic Achievement Present Levels of Functional Performance Relative Strengths Page 7-9 11

12. Page 5-6, 7-9 12

13. 13

14. Preparation for IEP Development Review prior to writing the IEP: definition of disability eligibility criteria characteristics of disability how disability adversely affects performance Page 10 14

15. Steps for Writing Present Levels 15 1. Identify the student's grade level standard Using KCAS 2. Determine the student's current educational performance using student performance and baseline data a. academic performance b. functional performance Using Student Performance Data 3. Check "Performance commensurate with similar age peers" if performing within the peer range 4. Describe: a. relative strengths, b. needs or concerns, c. baseline performance for each need or concern For Each Present Level Area 5. Describe how the student's performance affects involvement and progress in the general curriculum Using the Present Level Statements Page 10-11

16. Practice Present Levels Process 16

17. 1. Identify the student’s grade level standards Using KCAS 17

18. 2. Determine the student’s educational performance using student performance and baseline data a. academic performance b. functional performance Using student Performance Data 18

19. 3. Check “Performance commensurate with similar age peers” if performing within the peer range 4. Describe: a. relative strengths, b. needs or concerns, c. baseline performance for each need or concern For each Present Level Area 19

20. 5. Describe how the student's performance affects involvement and progress in the general curriculum Using the Present Level Statements 20

21. Consideration of Special Factors 21

22. Consideration of Special Factors *Consistent with Present Levels…. 1.Behavior Impedes Learning 2.Limited English Proficiency 3.Blind or Visually Impaired 4.Communication Needs 5.Deaf or Hard of Hearing 6.Assistive Technology 707 KAR 1:320 § 5 (2), 34 CFR 300.324 (a)(2) Page 28 22

23. Behavior Special Factors 23

24. Behavior The student’s behavior impedes his/her learning or that of others This question applies to students with any category of disability Decisions are data-driven Develop strategies to address the behavior Page 28 24

25. The ARC develops strategies, including positive behavioral interventions to address this behavior. –Functional Behavior Assessment and Behavior Intervention Plan –behavioral contract –social skills instruction 25 Behavior

26. LEP Special Factors 26

27. Limited English Proficiency For a student with Limited English Proficiency (according to Kentucky LEP Definition), the ARC considersKentucky LEP Definition –the language needs from the student’s English Learner Program Services Plan as related to the student’s disability This question applies to students with any category of disability. This question does NOT pertain to a non- verbal student or a student using a form of sign language Page 28 27

28. Blind or VI Special Factors 28

29. Blind or Visually Impaired Is instruction in Braille needed? Is the use of Braille needed? Will Braille be the student’s primary mode of communication? Page 28-29 29

30. Communication Special Factors 30

31. Communication For students with communication needs, the ARC addresses the student’s language and communication needs in the areas of –stuttering –impaired articulation –language impairment –voice impairment –delayed acquisition of language, or –an absence of language Page 29 31

32. Deaf or HI Special Factors 32

33. Deaf or Hard of Hearing For a student who is deaf or hard of hearing, consider: –the student’s language and communication needs and –opportunities for direct communication (with peers and professional personnel) in the student’s language and communication mode Page 29-30 33

34. Assistive Technology 34

35. Assistive Technology For students who need assistive technology the ARC must determine the type(s) of device(s) and/or amount of services needed. This question applies to students with any category of disability. 707 KAR 1:280 §1 (4), 34 CFR 300.5 Page 30 35

36. Statement of Devices/Services If Yes is marked to any of the special factor questions, include a statement of services and or devices: –Specially Designed Instruction –Supplemental Aids and Services –See Behavior Intervention Plan –Other (Specify) 36

37. Measurable Annual Goals, Benchmarks/Short-Term Objectives 37

38. Annual Goals 38

39. Measurable Annual Goals A statement of measurable annual goals, including academic and functional goals designed to: –Meet 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 as provided in the Kentucky Program of Studies, 704 KAR 3:303. or for preschool children, as appropriate, to participate in appropriate activities; and –Meet each of the child’s other educational needs that result from the child’s disability. 707 KAR 1:320 § 5 (7)(b)(1-2), 34 CFR 300.320 (a)(2)(4) 707 KAR 1:320 § 5 (7)(b), 34 CFR 300.320 (a)(2)(i)(B) Page 31 39

40. Annual goals are statements of anticipated results to be achieved in a calendar year or less as determined by the ARC. Annual goals are not written to restate the content standards, but should specify skills for the student to acquire that will promote accessing the general curriculum and aid the student in meeting achievement standards. The IEP is not intended to reflect the student’s entire curriculum. The IEP should promote learning of skills that students need to develop which will advance greater mastery and understanding of the general curriculum content and build student independence. Annual goals are directly related to the student’s disability and pertain to needs described in the present levels. Goals are focused on bridging the gap from where the student is (baseline) to where the student needs to be (goal) and address both academic and functional skills. Copying and pasting a standard from the KCAS into a student’s IEP without including the components of the goal will not suffice as a measurable annual goal. 40 Page 31

41. Annual goals are statements of anticipated results to be achieved in a calendar year or less as determined by the ARC. Annual goals are not written to restate the content standards, but should specify skills for the student to acquire that will promote accessing the general curriculum and aid the student in meeting achievement standards. The IEP is not intended to reflect the student’s entire curriculum. The IEP should promote learning of skills that students need to develop which will advance greater mastery and understanding of the general curriculum content and build student independence. Annual goals are directly related to the student’s disability and pertain to needs described in the present levels. Goals are focused on bridging the gap from where the student is (baseline) to where the student needs to be (goal) and address both academic and functional skills. Copying and pasting a standard from the KCAS into a student’s IEP without including the components of the goal will not suffice as a measurable annual goal. 41 Page 31

42. Annual Goals AREARE NOT 42

43. Annual Goals ARE Anticipates results in one year Specifies skills Promotes access Promotes learning of skills Advance mastery & understanding of content Relates to disability Link to Present Levels Bridges gap Skills and Strategies ARE NOT Copied and pasted standards The entire curriculum 43

44. . Annual goals Goals focus on bridging the gap from where the student is (baseline in present levels) to where the student needs to be (goal) relative to identified KCAS academic skills and the appropriate functional skills 44 Page 31

45. Steps for Writing Measurable Goals Page 34 -35 45 1. Identify the grade level standards that all students are expected to know and be able to do Using the KCAS 2. Identify the student's current educational performance (baseline instructional level Using the Present Levels 3. Prioritize the skill area(s) that will have the greatest impact Prioritize 4. Write measurable annual goals to include: Audience Behavior Circumstance Degree/ Criterion Evaluation/ Method of Measurement Write

46. Components of an Annual Goal AudienceBehaviorCircumstance Degree/ Criterion Evaluation/ Method of Measurement Components of Measurable Annual Goals 46 Page 31-32

47. 47 Page 31-32

48. Annual Goal Template AudienceBehaviorCircumstanceDegree/CriterionEvaluation/Method of Measurement Student’s nameObservable – See, Hear, Count, TimedDescription of instructional materials or circumstances used to teach and eventually assess/measure stated behavior How well the student must perform the skill, and the frequency student will be assessed. How the implementer measures student progress (ex. tool, resource, assessment). ABCDE Goal Statement: 48

49. Example 1 - Joey AudienceBehaviorCircumstanceDegree/CriterionEvaluation/Method of Measurement Student’s name Observable – See, Hear, Count, Timed Description of instructional materials or circumstances used to teach and eventually assess/measure stated behavior How well the student must perform the skill, and the frequency student will be assessed. How the implementer measures student progress (ex. tool, resource, assessment). ABCDE Joeywill produce the /s/ and /z/ phonemes When reading aloud a 3 to 5 word phrase, using words selected from his classroom curriculum Correctly In all positions of words 8 out of 10 trials for 3 consecutive weekly therapy sessions. Direct Measure Frequency count within conversational speech sample Direct Measure Probes – accuracy rate - pronunciation following prompt Goal Statement: Joey will correctly produce the /s/ and /z/ phonemes in all positions of words when reading aloud a 3-5 word phrase using words selected from his classroom curriculum in 8 out of 10 trials for 3 consecutive weekly therapy sessions.

50. Example 2 - Sam AudienceBehaviorCircumstanceDegree/CriterionEvaluation/Method of Measurement Student’s nameObservable – See, Hear, Count, Timed Description of instructional materials or circumstances used to teach and eventually assess/measure stated behavior How well the student must perform the skill, and the frequency student will be assessed. How the implementer measures student progress (ex. tool, resource, assessment). ABCDE Samwill construct a sentence When given a picture prompt by touching the correct words/pictures on a touch screen computer Relevant to a given topic With at least 3 words 80% accuracy across 3 out of 5 sessions Direct Measure: Checklist, Anecdotal Recording Authentic Assessment: Compilation of work samples Goal Statement: Given a picture prompt, Sam will construct a sentence, relevant to a given topic, with at least three words, by touching the correct words/pictures on a touch screen computer with 80% accuracy across 3 out of 5 sessions.

51. Example 3- Roland AudienceBehaviorCircumstanceDegree/CriterionEvaluation/Method of Measurement Student’s nameObservable – See, Hear, Count, Timed Description of instructional materials or circumstances used to teach and eventually assess/measure stated behavior How well the student must perform the skill, and the frequency student will be assessed. How the implementer measures student progress (ex. tool, resource, assessment). ABCDE Rolandwill write a paragraphWhen given a writing promptClear, coherent with appropriate punctuation and verb tense to the proficient level on 3/5 assignments Indirect Measure - scoring rubric Authentic - Portfolio Goal Statement: When given a writing prompt, Roland will write a clear, coherent paragraph with appropriate punctuation and verb tense to the proficient level on 3/5 assignments as measured by the scoring rubric.

52. Methods of Measurement 52

53. Process for Selecting Methods of Measurement Methods of Measurement is how the implementer measures the student progress toward each goal. Provide date of measurement Provide objective measurement or description of the behavior(s) or skill(s) Provide for regular and frequent data collection Require a short amount of time for recording information Promote analysis of performance over time Provide for individual student data collection May involve student in data collection and analysis 53 Page 36-37

54. Methods of Measurement Four general methods of measurement used for Progress Monitoring are: –Curriculum Based Measurement –Direct Measures –Indirect Measures –Authentic Assessment 54 Page 36-37

55. Benchmarks and Short Term Objectives 55

56. Benchmarks and Short Term Objectives Benchmarks are increments of learning which demonstrate progress toward the annual goal. Short Term Objectives are intermediate steps which break annual goals into discrete skill components. Like an annual goal, a short term objective consists of five components: –Audience –Behavior –Circumstance –Degree/Criterion –Evaluation/Method of Measurement Page 39 56

57. Construction of Benchmarks and Short Term Objectives Subcomponents of the whole Discrete skills within the whole Gradual increase in level of mastery or competence Gradual increase in complexity of circumstance Gradual decrease in supports 57 Page 39-40

58. Practice Writing Annual Goals Benchmarks/Short-Term Objectives 58

59. 59 1. Identify the grade level standards that all students are expected to know and be able to do Using the KCAS

60. 2. Identify the student's current educational performance (baseline instructional level) Using Present Levels

61. 3. Prioritize the skill area(s) that will have the greatest impact Using Curricular Documents

62. 4. Write Measurable Annual Goals to include: a. Audience b. Behavior c. Circumstances d. Degree/Criterion e. Evaluation/Method of Measurement Using the prioritized sub-skill areas

63. Annual Goals Related to Transition 63

64. Annual Goals related to Transition Service Needs For students who are 16 or older, the ARC must determine which postsecondary goal, (as written on the transition page of the IEP), the annual goal supports: Mark “Education/Training” if the annual goal will enable the student to meet the postsecondary goal for education/training Mark “Employment” if the annual goal will enable the student to meet the postsecondary goal for employment Mark “Independent Living” if the annual goal will enable the student to meet the postsecondary goal for independent living 707 KAR 1:320 § 7 (2)(a)(1-2), 34 CFR 300.320 (b) Page 42 64

65. Reporting Progress to Parents 65

66. Progress Report to Parents An IEP shall include a statement of: When periodic reports on the progress the child is making toward meeting the annual goals, (which may include the use of quarterly or other periodic reports concurrent with the issuance of report cards) will be provided. 707 KAR 1:320 § 5 (13)(b), 34 CFR 300.320 (a)(3)(ii) Page 43 66

67. Specially Designed Instruction 67

68. Specially Designed Instruction Specially-designed instruction (SDI) means adapting, as appropriate, the content, methodology, or delivery of instruction to address the unique needs of the child with a disability and to ensure access of the child to the general curriculum included in the Program of Studies. 707 KAR 1:002 § 1 (58), 34 CFR 300.39 (b)(3) 707 KAR 1:320 § 5 (8), 34 CFR 300.320 (a)(4) Page 44 68

69. Supplementary Aids Services 69

70. Supplementary Aids and Services Are… Aids, services, and other supports that are provided in regular education classes or other education-related settings to enable children with disabilities to be educated with non- disabled children to the maximum extent appropriate 707 KAR 1:002 § 1 (61), 34 CFR 300.42 707 KAR 1:320 § 5 (8), 34 CFR 300.320 (a)(2)(4) Page 45 70

71. IHE Linking the SDI/SAS, Annual Goal and Present Level Activity 71

72. Assessment Accommodations 72

73. Assessment Accommodations Regulation Revision Until 703: KAR 5:070 Inclusion of Special Populations in State Required Assessment and Accountability Programs is revised and approved, districts continue to use the regulation and training materials dated February 12, 2009.regulation and training materials Page 46 73

74. Program Modifications Support for School Personnel 74

75. Program Modifications Support for School Personnel Support to meet the unique needs of the child may include… Specialized Training ◦ Use and maintenance of specialized equipment Use of school time ◦ Shared planning time Use of school staff ◦ Additional adult supervision (note when & where) Page 48 75

76. Least Restrictive Environment 76

77. Least Restrictive Environment Least Restrictive Environment is the maximum extent appropriate, students with disabilities IEP “extent to which the student will not participate in regular education” the “location” of the special education and related services Conference Summary/Action Notice acceptance or rejection of placement options Considered and Reasons for Acceptance and Rejection potential harmful effects 707 KAR 1:350 §1(2)(3) 34 CFR 300.115 Page 49 77

78. Special Education Services 78

79. Special Education Services An IEP shall include the projected date of the beginning of the services and modifications listed on the IEP and the anticipated frequency, location (whether regular or special education), and the duration of the services and modifications. 707 KAR 1:320 § 5 (12), 34 CFR 300.320 (a)(7) Page 51 79

80. Related Services 80

81. Related Services (on the IEP) Related services are those transportation and developmental, supportive, or corrective services which are needed by a student with a disability to benefit from special education. Related services complement and supplement the Specially Designed Instruction provided to the student. 707 KAR 1:002 § 1 (51), 34 CFR 300.34 707 KAR 1:320 § 5 (12), 34 CFR 300.320 (a)(7) Page 53 81

82. Examples of Related Services Transportation Psychological services Counseling Parent education Interpreting Orientation and mobility Occupational therapy Physical therapy Recreational therapy Speech and language therapy Travel training 707 KAR 1:002 § 1 (51), 34 CFR 300.34 707 KAR 1:320 § 5 (12), 34 CFR 300.320 (a)(7) 82

83. ESY 83

84. Extended School Year Services Specially designed instruction and related services that are provided to a child with a disability beyond the normal school year in accordance with the child’s IEP at no cost to the parents. 707 KAR 1:280 §1 (26) 34 CFR 300.24 Page 55 84

85. Postsecondary Transition 85

86. Postsecondary Transition In the child’s 8 th grade year or when the child has reached the age of 14, and in alignment with the child’s Individual Learning Plan (ILP), or earlier if determined appropriate by the ARC, the IEP for a child with a disability shall include a statement of the transition service needs of the child under the applicable components of the child’s IEP that focus on the child’s course of study The statement is updated annually Focuses on the child’s course of study 707 KAR 1:320 §7 (1) Page 57-60 86

87. Postsecondary Transition Services By the child’s 16 th birthday, the IEP includes appropriate measurable postsecondary goals Postsecondary goals are updated annually Postsecondary goals are based upon age appropriate transition assessments related to training, education, employment, and, where appropriate, independent living skills IEP also includes the transition services (including course of study) needed to assist the child in reaching those postsecondary goals Includes transition services provided by the school Includes, if appropriate, the interagency responsibilities or any needed linkages 707 KAR 1:320 §7 (2)(4)(5) Page 57-60 87

88. Age of Majority 88

89. Age of Majority At least one year prior to the student reaching the age of majority, the IEP includes a statement that the student and parent have been informed of the student’s rights and that the rights will transfer to the student upon reaching the age of majority. Enter the date that the student and parent were informed, making sure to do so at an ARC meeting at least one year prior to the student’s 18 th birthday. 707 KAR 1:320 § 5(14), 34 CFR 300.320 (c) Page 61 89

90. Progress Reporting 90

91. Purposes of Progress Reporting Measure and report progress toward goals Guide instructional decisions and make adjustments Provide data on student performance Determine the effectiveness of instructional services Determine current level of learning/behavior/performance Provide data for the reevaluation process Determine if the student continues to meet eligibility for special education AND need specially designed instruction 91 Page 62

92. Progress Reporting Data Collection Cycle Initial Eligibility Development of IEP IEP Implementation Continuous Progress Monitoring 92 Page 62

93. Data Collection System Essential Elements 1.Review annual goals and benchmarks/short- term objectives 2.Transfer information from the IEP Goals to the monitoring system 3.Draw an aim line from the baseline to the criterion 4.Collect Data 5.Analyze Data 6.Make data-driven adjustments, as needed 7.Communicate progress 93 Page 63

94. IEP Examples Activity Putting It All Together 94

95. 95 Next Steps