1. IEP Training for ARC Chairpersons
This training component is about your role as ARC chairperson and members in development of an IEP. This is meant to be an overview of the IEP development process. An in-depth training based upon the IEP guidance document is available from your cooperative. As we progress through the training, please stop and reflect on what you are learning and develop questions for clarification, based on your prior experiences. If you have further questions please contact the Special Education Director in your district or the cooperative working with your district.
This presentation is one in a series of trainings for district, school leadership and ARC teams on understanding Special Education. Understanding the basics of special education is one of the targeted goals of these resources. Schools and ARC must understand the core special education legal foundations and entitlements. As we develop quality special education programs, it is not adequate to follow rules without the understanding of the rationale for each of the procedures. Understanding of the true nature of the term individualized instruction is critical to the development of a quality IEP and special education program. This requires understanding that while students may share disabilities they are not all the same and planning for their needs is not a cookie cutter approach. Understanding that special education is not a separate place or program, but a set of services and supports tailored to the needs of individual students is critical to meeting the needs of students. The involvement of all students in the standards, assessments and accountability has, for many, changed the the meaningfulness of special education programs within the school or the district. Schools and leadership must create conditions within their schools that support effective special education practices and integrate special education into all aspects of school improvement.
Creating quality special education programs is based upon the following information:
Students who receive special education are very diverse group. A large number of these students share many characteristics with other low achieving students.
Special education is not a separate program or place- it is a system of supports and services in a school.
Special education practices may vary, but the core principals remain consistent.
The last slide will list resources which may further assist you in your learning.

2. What is an (IEP) Individualized Education Program?
Required for every student with an identified disability
Refers to both the educational program and the actual document
Developed by the Admissions and Release Committee
So, what is IEP?
It stands for Individualized Education Program. IDEA (Special education legislation) requires public schools to develop an IEP for every student with a disability who is found to meet eligibility to receive special education and related services. The IEP describes the student’s needs and strengths, annual goals, specially designed Instruction and supplementary aids and services to address the needs of the student, modifications to the general education program and where and for how long services will be provided to the student in order to achieve goals. The IEP refers to both the educational program to be provided to a child with disability and to the written document that describes their educational program. An IEP is a legal contract between the school district and the the parent or guardian. One of the legal requirements for students with disabilities is the provision of a Free Appropriate Public Education (FAPE). The courts and laws have clarified that FAPE is provided in accordance with the child's IEP AND is “reasonably calculated to confer benefit.” (Board of Education of the Hendrick Hudson School District v. Rowley (1982))
As a school leader your role is to help all ARC members focus on meeting the compliance requirements of the IEP AND development of an individual plan that guides the process for meeting achievement and functional outcomes needed for each student. This process also guides the reducing the gap between the performance of each student and similar age peers. This planning should be a guide for supervision of the learning throughout the school year. Involvement in the ARC also provides you with critical information that guides other leadership functions throughout the school year. The focus on the plan just begins during the ARC meeting!
Throughout this training you will be asked to reference the Candace IEP sample. It is available at the through your coop and is attached to this training. We will pause within each component of the training and ask that you take time to study the Candace IEP before moving forward. We will also ask that you then reflect upon the practices and examples in your experiences. As your think about the sample IEP and your experiences, we will then give you guidance on how to measure progress in the development and implementation of the IEP. This will include looking at the Compliance Record Review Document for this school year. It is also located on the SESC website. To fully measure school improvement, analyzing student growth as it relates to the student’s progress on mastering IEP goals, as well as progress on universal screeners, common assessments and state assessment results of each student. This process will assure all educators are working to meet the needs of each student.

3. What must be included in an IEP?
This graphic represents the IEP process. Notice the focus on the IEP as a process not an event. It is critical for student success that the development of an IEP not be a once a year event to complete the document call an IEP. The development of this document should be beginning of the process of planning and implementing the IEP to accomplish the learning goals for the student.
Notice the connections between the parts of the IEP and the sequence of guiding the discussion around the process. We begin with development of the Present Levels of Educational and Functional Performance. This is the section of the IEP where the ARC will use data from all ARC members to clearly state in measurable terms the current strengths and needs of the student in relationship to the standards and their peers. Present levels then guide the consideration of special factor and the development of annual goals. Annual goals are them the connection to short term objectives or benchmarks, methods of measurement, Specially designed instruction, supplementary aids and services, accommodations and determination of where services are provided.
As an ARC Chairperson or ARC member, each of the components must be discussed and decisions made as to the content of each component. Your guidance to encourage the general education teacher and the parents in discussion at this point will build the foundation for understanding of the student at later stages of the process. It is important to note that this is a process not an event that is completed once the IEP document is written. The process continues through the implementation and monitoring of the IEP. This progress data then become a critical component of the next IEP.

4. What is the Purpose of an IEP?
To Support Educational and Functional Performance by:
Providing access to the general curriculum
Ensuring the student will make progress in the general curriculum
Addressing the child’s other unique needs
Preparing the student for further education, employment and, if necessary, independent living
The purpose of the IEP is to support educational performance of students with disabilities. It does this by providing students with disabilities: access to the general curriculum, ensuring that they will make progress in the general curriculum, addressing the student's other unique needs, and by providing the student with transition services needed to assist the student in reaching postsecondary goals related to training, education, employment and, if necessary, independent living.
It should again be noted that IEP is a PROCESS, not an event. Frequent and varied progress measures should be gathered to determine the effectiveness of the process and of student growth.

5. The IEP Team (called the ARC in Kentucky)
Who Develops the IEP?
ARC Chairperson
Parents
Students (when appropriate)
ARC Chair Person The IEP team must also include a representative of the school system, who has the authority to commit agency resources.
Parents of the child with a disability are vital members of the IEP team, with an expertise to contribute like no one else’s.
Of course, the student with a disability might have something to say about his or her own education!
The IEP Team (called the ARC in Kentucky)
Special Education
Teachers
General Ed. Teachers
Special educator, with knowledge of how to educate children with disabilities, are obviously a very important part of a child’s IEP team.
Regular educator, with knowledge of grade-level curriculum to provide access and progress in the general curriculum is an important team member
Evaluation Specialist
The IEP is developed by the ARC that consists of a team of individuals, including key school staff and the student’s parents. The team meets, reviews the assessment information available about the student, and designs an educational program (IEP) to address the student’s educational and functional needs relevant to the disability.
IDEA, the law that requires and outlines the special education process, describes the IEP team as including the following members:
the parents of the student; (parent input must be considered in IEP development and revision)
not less than one regular education teacher of the student; (should be a regular education teacher who works with the student in the general education courses or one who can provide information about general curriculum for same age peers)
not less than one special education teacher of the student; (dually certified teachers in grade K-12 may not serve multiple roles). For example, a special education teacher who is also certified in regular education cannot serve as the special education teacher and the regular education teacher. Preschool teachers who are Interdisciplinary Early Childhood can serve a dual role as the special education teacher and the regular education teacher.
a representative of the school district who is qualified to provide, or supervise the provision of specially designed instruction to meet the unique needs of students with disabilities; is knowledgeable about the general education curriculum; and is knowledgeable about the availability of resources of the public agency; ( this is usually a school leader like a Principal, counselor or other person given the authority to expend funds and assign staff) This role can not be a dual role for a person meeting one of the other assigned roles.
an individual who can interpret the instructional implications of evaluation results, when appropriate; ( this may be a dual role)
other individuals who have knowledge or special expertise regarding the student, including related services personnel, as appropriate; and
the student with a disability, when appropriate.
ARC membership is measured by matching the roles on the invitation to the signatures of those in attendance on the conference summary. ARC meeting should not be held without a fully constituted ARC.
A good IEP can take time and requires good data and good communication. Your role in this is to ensure that time for development of the IEP is arranged, that data is available to the ARC members and communication is open and beneficial to the process.
Related Services Providers
Either the parent or the school system may invite others to join the team, if they have knowledge or special expertise about the child. This can include related service providers.
Evaluation Specialist can interpret the child’s evaluation results and discuss what they mean in terms of instruction.

6. What Data do we use in IEP Meetings?
Initial IEP Meeting
Individual Assessment Report
Data from Referral Information
State Assessment
District Assessment
Classroom Performance Data
Progress Monitoring Data from Previous IEP
Annual IEP Meeting
State Assessment
District Assessment
Classroom Performance Data
Data is critical to the development of an IEP. Data varies based on the type of IEP meeting. The two types of ARC meetings are the initial and annual review meeting. The annual review meeting is where the initial IEP is developed. The annual review meeting is the meeting that is held within one year, based upon the end dates for the current IEP. In this meeting the current IEP is reviewed and the new IEP is developed. Data used for each meetings varies.
The initial IEP meeting is pretty straightforward. It is the first meeting after the child has been determined eligible for special education and permission for specially designed instruction has been obtained from parents . During the initial meeting the ARC considers all current data in their decision-making. Only current data should be utilized by the ARC to making decisions for individual students program at all times. The ARC must provide an explanation of the data that describes relative strengths, need or concerns, and baseline data which would include information about how the student learns. This data is used to guide the ARC in present level performance development.
In an initial ARC meeting the IEP is developed based up data from all of the areas noted above. The majority of the data will be located within the integrated assessment report and consist of the RTI data used as a basis for referral and the individual assessments report. However, the ARC should also have access to other data such as classroom performance data like examples of informal observations, district assessment data and state assessment data.
Each year, after the initial meeting (within 364 days) there must be an annual review meeting. During this meeting the ARC will still consider the assessment report, district assessments, state assessments, however; the progress monitoring data of the IEP will carry more weight because it is the most recent and directly tied to student progress. .
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7. How is the IEP Managed?
The child’s IEP is accessible to each regular teacher, related services provider, and other service providers who are responsible for its implementation;
Prior to the implementation of the IEP, each implementer is informed of his specific responsibilities related to implementing the child’s IEP; and
The specific accommodations, modifications, and supports are provided for the child in accordance with the IEP.
707 KAR 1:320 Section 1(6) CFR (d) (1-2)
Finally, the district must ensure that the IEP document and resources are accessible to everyone who provides an instructional service to the student and that the IEP is being implemented. The ARC develops the IEP, ensures IEP implementation, reviews progress toward the annual goal at least every 12 months, and revises the IEP as appropriate. The ARC Chair directs and monitors individuals in implementing and monitoring the students progress toward the IEP goals. This discussion should be clearly discussed and documented within the IEP and conference summary.
If others are to work with the student, who were not in attendance at the ARC meeting, it is important to share this information and confirming that they understand their role in IEP implementation.

8. Student is College and Career Ready
Student progress monitoring shows growth of IEP goals
Compliance Record Review Document shows that all components are developed appropriately
How do we know if the ARC is developing and implementing an IEP that guides student outcomes?
Student is College and Career Ready
How do we know if the ARC is developing and implementing an IEP that guides student outcomes?
To measure the legal and procedural development of an IEP, one tool is the use of record reviews to determine compliance. The current year Compliance Record Review document is available to show the criteria for compliance of each step of due process. The section of IEP development clarifies if the document is adequate to meet requirements. This tool is located on the KDE website and further training is available from your district or cooperative.
You can measure the students progress on IEP goals by reviewing the progress data collected. It is critical that the review of this data be ongoing and that the data be used to drive instruction. If a student is not making progress toward goals and the changes to the instructional methods is not working, an ARC may need to convene to revisit the appropriateness of the IEP.
Student growth should also be measured as part of school wide procedures for evaluating all student progress. When universal screeners, district or school wide common assessments and state assessment data is used to guide continuous growth, students with disabilities should be included in this process. This allows for analysis on varying levels to calculate the degree of access to general curriculum and measures the reduction of the gap between this student and peers.
Measures of readiness for success in preparation for college and career success is critical to the future of all students. This may include many area of functional need as well as academic focus.
These measures assist ARC’s in looking at the student’s progress in discrete ways as well as long range. They also assist the ARC in fulfilling their responsibilities.
Student growth measured by school, district and state assessment
NM Cadre—Transition IEPs—April 27-28, 2006

9. The IEP Components
Present Levels
Special Factors
Annual Goals, STO/Benchmarks and Method of Measurement
SDI
SAS
Accommodations
ESY
LRE
Program Modifications
The remainder of the section of the IEP module of the ARC Chairperson training will focus on the components that must be included in an IEP.
As we proceed through this training we will use the tabs at the top of the page to assist you in visualize the IEP development process we will follow as we walk you through each step.
At this time please have a copy of the completed Candace IEP available for review.

10. Present Levels
Present Levels
Special Factors
Annual Goals, STO/Benchmarks and Method of Measurement
SDI
SAS
Accommodations
ESY
LRE
Program Modifications
The form on the screen is a blank form for documenting the present level of academic achievement and functional performance. Looking at the forms’ organization guides the ARC through a thorough summary of the student descriptors.
The present levels of the academic achievement and functional performance are the foundation of the IEP. Present levels are the first things you see when viewing the IEP. When developing the IEP present levels, the ARC must consider the strength of the student, the concerns of the parents, the results of recent evaluations, as appropriate, the results of the student's performance in general or district wide assessment, or functional need of the student.
The Present Levels of Academic Achievement and Functional Performance are a summary of information and data of what the student currently knows and is able to do in the following areas:
Communication
Academic Performance
Health, Vision, Hearing and Motor Abilities
Social Emotional Status
General Intelligence
Transition Needs
Functional Vision/Learning Media Assessment
Present levels of academic achievement describes the student’s most recent performance in skills and strategies related to reading, math, and written language. The description includes the student’s ability to generalize his/her learning.
Present levels of functional performance means activities and skills that are not considered academic and are used in the context of routine activities of everyday living. This information may be documented in a variety of Present Level areas including Communication Status; Health, Vision, Hearing and Motor Status; Social and Emotional Status; Transition Needs; and Functional Vision and Learning Media Assessment.
General intelligence is included as it relates to academic achievement and functional performance. Therefore, present levels are individualized, specific and measurable.

11. How to complete Present Levels of Academic Achievement and Functional Performance documentation?
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
While ARC Chair may not be actually the one writing the present levels, it is important that they understand the process and know how to access the IEP Guidance Document for more detailed information. This document can be found on KDE’s website. Guiding the discussion to clarify these steps involves all parties in the development of the present levels.
The process includes:
  In step 1 Identify the standards for the grade level of the student. What are all students expected to know and be able to do?
Step 2 Using the student performance and baseline data, determine the students educational performance in academic and functional areas.
For each area in the present level of performance determine If the student is performing within the range of academic and functional performance of nondisabled grade and age peers, and indicate that the student is commensurate with similar age peers and no additional information is needed. If the ARC wants to provide additional information, this may be documented in the Present levels or Conference Summary/Action Notice.
Step 4 uses the word “describe.” The ARC must describe relative strengths, need or concerns, and baseline data for each need or concern for any area that is not marked as commensurate with similar age peers. What does that mean? It means that we need more than just numbers. The ARC needs to provide an explanation of the data to provide a foundation for the other components of the IEP. So the Present Levels should include information about how the student learns.
Step 5 is about the impact of the disability on the student’s involvement and progress in the general curriculum. Describe how the students’ performance interferes with learning in each area of concern.
Review Candace’s Present level of performance and determine that all areas are marked as commensurate with similar age peers or that the information provided includes baseline data that describes the students current status and the impact on the student’s involvement and progress in the general education curriculum. If you need more clarification, reference item 33 of the record review document.

12. Key Points of Definition Initial IEP Baseline Data Sources
Describes the student’s current performance of a skill or strategy
Measurable terms
Starting point for IEP instruction
Initial IEP Baseline Data Sources
Response to Intervention Data
Classroom-based assessments
Work samples
Classroom observations
Baseline Performance
IEP Progress Monitoring Data
Work samples
Classroom-based assessments
Annual Review Baseline Data Sources
IQ Scores
Standard scores of achievement
Doctor’s Diagnosis
Non-examples of Baseline Data Sources
We have mentioned baseline data as a requirement for a present level of performance statement. Let’s define and clarify this very important term.
In the first box, baseline performance describes the student’s current performance of a skill or strategy in measurable terms (e.g., words per minute, %
correct in 3 out of 5 trials, # minutes to sustain a behavior, level of prompts necessary to sustain a behavior). The baseline serves as a starting point for IEP
instruction.
The second box shows examples of baseline data for an initial IEP is based on student performance data, research based intervention data and instructional data within
the integrated assessment report.
Examples of baseline data for subsequent IEPs is based on IEP progress monitoring as described in the third box.
Non-examples of baseline data may include:
IQ Scores
Standard scores of achievement
Doctor’s Diagnosis
While the non-examples are may be included in present level information they are not baseline data and cannot generate goals.

13. Present Levels of Educational and Functional Performance
Anna: Present Level Statement
Anna uses phonetic clues to pronounce one syllable words. She has a sight word vocabulary of 150 words, produces rhyming words, and uses context to understand text. She learns best when words are paired with visual clues and when information is highlighted. She is unable to use text features and organizational patterns to distinguish the difference between reading for information and reading for enjoyment. She cannot interpret the authors intent or opinions, or use details to support the author’s opinions.
Present Level information should clearly communicate the students strengths and concerns. The example above is written clearly and the use of baseline information clarifies one areas of concerns and guides the next steps of IEP development and discussion.
Locate the baseline data. (pause) Anna has a sight vocabulary of 150 words
What other data should be included above? (pause)
To develop the present level to communicate more than a need for sight vocabulary, measures of which phonetic cues and how frequently she uses them is needed. Clarification of the use of context clues must be clearly defined and measured.

14. Determining Affect… “So What?”
How does the student’s disability affect the student’s involvement and progress in the general curriculum?
How does the disability impact the student’s ability to demonstrate knowledge and reasoning of grade level standards?
One of the most difficult parts of the present levels is determining how the disability affects the child's involvement in the process of general curriculum. This is sometimes referred to as "so what" or the adverse affect factor because, even if a student has a disability - that does not mean that disability has an affect in the involvement of progress of the general curriculum.
For example, Jose age of 16 cannot read. So what is an affect of his ability to read in post secondary transition areas such as work or home living or an achievement of his life goals?
Beginning when the student is in 8th grade or has reached the age of 14 (whichever comes first) the transition needs area focuses on the needs related to the student’s planned course of study.
By age 16, the focus is also on the transition services which assist the student in reaching postsecondary goals.
Transition must include one or more of the following areas:
Instruction
Related services
Community services
Development of employment
Post school adult living objectives
Acquisition of daily living skills:
If appropriate, provision of a functional vocational evaluation
For preschool children it means how the disability affects a student’s participation in the appropriate activity. The ARC writes affect statement only in areas where the student is not commensurate with peers.
What are the student’s barriers to college /career readiness?

15. Present Levels Sample: Affect Statements
Anna’s inability to read high- frequency/grade appropriate words affects her performance in language arts and content areas when given grade-level reading materials, written directions, completing homework assignments, reading for information, answering open response requests, and responding to on-demand writing tasks.
George’s reading and writing deficits could pose difficulties in post secondary education and any career choice that requires much reading or writing such as health services and life sciences. It could also pose problems when completing applications (e.g. job, bank, voting). His deficits will not affect his emancipation at age 18, or loving independently.
Susie’s ability to play with other students without hitting contributes to her not making friends or working in a group setting. This affects her learning.
Review the affect examples above and see if they clearly express the affect of the disability on the progress and learning of the student.

16. Sample Present Level of Performance
Take time to look at the present level of performance for Candace.
Do you see good examples of statements of performance and measures of baseline?
Can you locate the affect statements?
Does the present levels clearly define the strengths and concerns of Candace?
Does the present level guide you as an educator and parent to next steps in assisting Candace's learning?
How will this learning impact future IEP development?

17. Special Factors Behavior English Language Proficiency Communication
Present Levels
Special Factors
Annual Goals, STO/Benchmarks and Method of Measurement
SDI
SAS
Accommodations
ESY
LRE
Program Modifications
Special Factors
After the present level is completed, comes the consideration of special factors component . This page of the IEP document is relatively straightforward.
Special factors has questions specific to behavior, English language proficiency, blind or visually impairment, communication, deaf or hearing impairment and assistive technology.
The bottom line is that the ARC must address each question and considers these issues in the development of the IEP. Information within the present levels statement must supports that a special factor exists. The needs or concerns described in Present Levels must align with the special factors as addressed.
For example, let's assume that the child is eligible to receive services for emotional or behavioral disorders. The box under the question asking if the child's behavior impedes his or her learning or the learning of others would need to be checked.
Behavior
English Language Proficiency
Communication
Blind or Visually Impaired
Deaf or Hard of Hearing
Assistive Technology

18. Special Factors Statement of Devices or Services
Specially Designed Instruction Supplemental Aids and Services Behavior Intervention Plan Other (you must specify)
 Lastly, the bottom of the special factors page contains the statement of devices or services section. Any questions that were answered with Yes, requires a statement of services and devices to be provided and must be included. You must check a box to tell where the statement is located.
Your options include:
Specially designed instruction,
Supplemental aids and services,
Behavior intervention plan or
Other.
If you mark other you must specify where this information is located.

19. What is a Measurable Annual Goal?
Present Levels
Special Factors
Annual Goals, STO/Benchmarks and Method of Measurement
SDI
SAS
Accommodations
ESY
LRE
Program Modifications
What is a Measurable Annual Goal?
Written to enable progress in the General Ed. Curriculum as well as remediation of skills
Relate to the needs of the student as evidenced in the Present Levels
For student age 16 & older, are developed to reasonably enable the student to reach his/her post secondary education
Measurable goals are written so that the behavior can be seen, heard, or counted
Include a method of measurement
Describe performance that will reasonably occur within one year.
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 into a student’s IEP without including the components of the goal will not suffice as a measurable annual goal. 
Measurable annual goals assist the IEP implementers in setting targets for instruction and enables students to access and to make progress in general education curriculum. Annual goals should be based upon the information in the present levels of performance. When designing measurable annual goals, the ARC must ensure that the goal are:
Written to enable progress in the General Education Curriculum as well as remediation of skills
Relate to the needs of the student as evidenced in the Present Levels
For student age of 16 and older, are developed to reasonably enable the student to reach his/her post secondary goals
Measurable Annual Goals are written so that the behavior can be seen, heard, or counted
Annual Goals must include the method of measurement.
And finally, annual goals describe the performance that will reasonably occur within one year. This does not guarantee that the student will accomplish the goal.

20. Measurable 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
Annual goals are statements of anticipated results to be achieved in a calendar year or less.
A goal relates directly to the student’s disability and pertains to needs described in Present Levels of Performance.
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.

21. How do we develop an annual goal statement?
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:
a. Audience
b. Behavior
c. Circumstances
d. Degree/Criterion
e. Evaluation/Method
of Measurement
Write
Steps for Writing Annual Goals
The steps for writing standards-based goals are:
Using the KCAS, identify the grade level standards that all students are expected to know and be able to do, for example, if the student is in the 5th grade use the fifth grade KCAS; if the student is in the 10th grade use the 10th grade KCAS.  
Using the Present Levels, identify the student’s current educational performance or baseline instructional level.
Determine the student’s current academic performance by stating current baseline instructional level from KCAS.  As needed, consider prior grade level standards to identify prerequisite skills and content needed by the student.   
Determine the student’s current functional performance by stating current baseline instructional level.  Reference additional curricular tools as appropriate such as KCAS, Kentucky Practical Living/Vocational Studies, Character Education Document, Syracuse Community Reference Curriculum Guide, Expanded Core Curriculum for Visual Impairments. 
Prioritize the skill area(s) that will have the most powerful impact on accelerating student performance from his/her instructional level toward the identified age and grade level standards. 
What skill area(s) does the student need to improve in order to access and progress in the general curriculum?
What skill area(s) warrant remediation in order to advance the student toward grade level standards as well as promote access and progress in the general curriculum?
What other factors influence the prioritization of annual goals, such as the number of years left in school?
What behavior is most modifiable?
What are parent and student interests, such as toileting skills or leisure activities that have a positive impact on the family?
Write measurable annual goals to address the prioritized skill area(s).  Include the following components in each goal:
Audience
Behavior
Circumstance
Degree/Criterion
Evaluation/Method of Measurement
Districts have a dual responsibility to address access to and progress in the general curriculum and remediate skills that are below grade level.

22. Measurable Annual Goals
Reflect on the annual goal for Candace.
Notice the (A)audience is Candace, the (B) behavior is follow directives, the (C) circumstances are verbal, regarding basic concepts of attribute, space and category and the (D) degree or criteria is 80% accuracy over three consecutive sessions. The (E) evaluation method is below the annual goal .
Reflect on the IEP from your experiences. Can you identify the required components of an annual goal? Can you guide the ARC to include all parts of the annual goal?

23. Inferential comprehension questions
When given a reading passage on her instructional level (kindergarten), Candace responds to literal questions at 70% (main idea, key details, retell story), and inferential questions (e.g. – making predictions, making connections between events, characters, ideas) at 40%.
Present Levels
Inferential comprehension questions
Identified Need
Given a controlled text reading passage at her instructional level (kindergarten), including literature and informational texts, Candace will independently read the passage and respond orally to inferential questions (why, how) with 80% accuracy over 3 out of 4 reading assignments.
Proposed Annual Goal
In this example, you can identify baseline data within the present level statements and how it guides the ARC to determine needs. The baseline data included in the present level is data about literal questions at 70%, made up of answering main ideas, key details and retelling of stories and inferential questions at 40% made up of making predictions and connections between events, characteristics and ideas.
This helps to structure the annual goal by clarifying the audience, which is Candace (A), the (B) behavior, which is reading a passage and answering questions. The (C) circumstances of a controlled text passage, Candace's instructional level, the types of text, independently reading the passage and orally responding to questions are written into the goal. The (D) degree or criterion is 80% accuracy over 3 out of 4 assignments.

24. Annual Goals Methods of Measure
Four general methods of measurement are:
Curriculum Based Measurement
Direct Measures
Indirect Measures
Authentic Assessment
As mentioned, goals and benchmarks must be measurable and written so behavior can be seen or counted. In addition, to make sure they are written appropriately, the IEP must include how they will be measured.
In general, the more specific the method of measurement the better.
Four general methods of measurement used for Progress Monitoring are:
Curriculum Based Measurement is an approach using probes to measure growth of student proficiency
Direct Measures involves direct observation of performance and recording of student response
Indirect Measures involves using scoring criteria to review performance of student
Authentic Assessment measures a student’s performance in tasks and situations that resemble real-life situations and real-life tasks

25. Inferential comprehension questions
When given a reading passage on her instructional level (kindergarten), Candace responds to literal questions at 70% (main idea, key details, retell story), and inferential questions (e.g. – making predictions, making connections between events, characters, ideas) at 40%.
Present Levels
Inferential comprehension questions
Identified Need
Given a controlled text reading passage at her instructional level (kindergarten), including literature and informational texts, Candace will independently read the passage and respond orally to inferential questions (why, how) with 80% accuracy over 3 out of 4 reading assignments.
Direct Method of Measurement - Checklist
Proposed Annual Goal
In the example of Candace, the method of measurement described was a direct measure. This would require a check list or frequency count as a method of collecting the data.
The ARC should be clear on how Candace’s progress will be measured and by whom.
This then guides to development of short term objectives or benchmarks. Review Candace’s IEP and note the ways that these are developed.
It is a decision of each district as to whether they will develop annual goals or benchmarks, or just develop annual goals. Check with your districts policies and procedures for this information. Federal laws requires that students on alternate assessment are required to develop short term objectives or benchmarks.

26. Specially Designed Instruction
Present Levels
Special Factors
Annual Goals, STO/Benchmarks and Method of Measurement
SDI
SAS
Accommodations
ESY
LRE
Program Modifications
Specially Designed Instruction
Specially Designed Instruction (SDI)
in its simplest form is
“what the teacher does”
to instruct, assess, and re-teach the student.
The SDI describes what the teacher does, as appropriate, to adapt the content, the methodology, or the delivery of instruction.
SDI is based on peer-reviewed research to the extent possible.
Until now we were focused on the needs of the child in the present level section and setting the direction for meeting those needs in the measurable annual goal section. Now we will begin focus on services for the student.
Specially Designed Instruction (SDI) in its simplest form is “what the teacher does” to instruct, assess, and re-teach the student.  
Specially designed instruction is:
Systematically designed and implemented to address the assessed need(s) of the student
Necessary for the student to make progress toward the annual goal, rather than merely beneficial
Planned, designed and initially delivered by a special education teacher
Not available regularly in general education to the degree or intensity needed by the student
The ARC selects specially designed instruction according to the unique needs of the student. For additional examples, see the “IEP and Lesson Plan Development Handbook”. This document can be found at under special education.

27. Specially Designed Instruction (SDI)
Lets look at the SDI for Candace and reflect on how they connect to the annual goals.
As you visit classrooms look for the specially designed instruction as matched to the goal being taught to ensure implementation of the IEP.
Reflect on the IEP for Candace and the variety of SDI provided,:
How does the SDI matches to each annual goal and
SDI is not a huge unfocused list of items, but those instructionally chosen because they are positively impacting to the learning of the specific student.
The effect of SDI on learning should be observed and measured as the goals are progress monitored.

28. Supplementary Aids and Services (SAS)
Present Levels
Special Factors
Annual Goals, STO/Benchmarks and Method of Measurement
SDI
SAS
Accommodations
ESY
LRE
Program Modifications
Supplementary Aids and Services (SAS)
SAS is “what the student needs” in order to attain goals and participate in the general curriculum
Supplementary Aids and Services (SAS) is what the student needs in order to attain goals, and make progress in the general curriculum, to participate in extracurricular and other nonacademic activities, and be educated and participate with other students with and without disabilities. SAS includes strategies, aids, and services. The decisions for SAS are supported by student performance data and are based on needs related to the disability in order to make progress toward annual goals.
The ARC identifies the specific materials, resources, aids, strategies or services the student requires in the general education environment or other education related settings to gain access to the general curriculum, indicated by student performance data. SAS are based on peer-reviewed research to the extent practicable. Given the adverse effect or the “so what statement”, Every student with a disability requires Supplementary Aids and Services.

29. Supplementary Aides and Services (SAS)
Notice the example of Supplementary Aids and Services selected for Candace

30. Present Levels
Special Factors
Annual Goals, STO/Benchmarks and Method of Measurement
SDI
SAS
Accommodations
ESY
LRE
Program Modifications
Accommodations
The ARC may identify assessment accommodations to participate in state or district-wide assessment if they are used consistently as a part of the student’s routine instruction and classroom assessment.
Assessment Accommodations
The ARC may identify assessment accommodations to participate in state or district-wide assessment if they are used consistently as a part of the student’s routine instruction and classroom assessment. Decisions concerning the use of assessment modifications are supported by student performance data and the IEP (Present Levels, Annual Goals, Short Term Objectives or Benchmarks, Specially Designed Instruction, Supplementary Aids and Services, and Related Services) and documented as Specially Designed Instruction or Supplementary Aids and Services.
Prior to entering the decisions on the IEP, the ARC may complete the Accommodations Determination Form in Infinite Campus to document the appropriate accommodations necessary for the student.
For students who are eligible for Alternate Assessment, the ARC must provide a statement of the decision and reasons for the decision, to determine the student met all criteria for “Eligibility for Alternate Assessment”. This decision is reviewed annually and documentation is completed at every annual review meeting KAR 1:320 § 5 (11), 34 CFR (a)(6)(ii)
Accommodations should be considered temporary strategies and be faded when appropriate as the student gains skills and knowledge. Accommodations shall be individualized and specifically designed to aid the student as the student learns, and faded and/or reduced as the student gains/demonstrates increased skill and greater independence.

31. Accommodations
Based on the individual needs of the student and not on a disability category
Supported by evaluation information or data
Part of the student’s ongoing instructional program
Relate to the IEP (Present Levels, Annual Goals, SDI and SAS)
Allow access to the general curriculum while providing a way to demonstrate what students know
Shall not inappropriately impact the content being measured
Should not reduce learning expectations
Are part of the student’s regular instructional routine and are NOT introduced just for state assessment
Accommodation are:
Based on the individual needs of the student and not on a disability category
Supported by evaluation information or data
Part of the student’s ongoing instructional program
Relate to the IEP (Present Levels, Annual Goals, SDI and SAS)
Allow access to the general curriculum while providing a way to demonstrate what students know
Shall not inappropriately impact the content being measured
Should not reduce learning expectations
Are part of the student’s regular instructional routine and are NOT introduced just for state assessment

32. Testing Accommodations
Readers Scribes Paraphrasing Use of technology and Special Equipment Extended Time Reinforcement and Behavioral Modifications Manipulative Prompting/Cueing Interpreters
Possible testing accommodations are listed on the screen.
Extended time must now be documented as time and a half or double time.

33. Program Modifications
Present Levels
Special Factors
Annual Goals, STO/Benchmarks and Method of Measurement
SDI
SAS
Accommodations
ESY
LRE
Program Modifications
Program Modifications
Program Modifications and Supports for School Personnel
-Bus Drivers -Paraprofessionals -Administrators -Related Service Providers -Cafeteria Staff -General Education Teachers -Special Education Teachers
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)
The ARC identifies program modifications and supports for school personnel that are to be provided on behalf of a student to meet the unique needs of the student. This includes specialized training, use of school time, or use of school staff, and may involve specialized training for any staff who come in contact with the student, including bus drivers, paraprofessionals, general and special education teachers, related service providers, and cafeteria workers.
Program modifications are supports for school personnel.
Bus Drivers
Paraprofessionals
Administrators
Related Service Providers
Cafeteria Staff
General Education Teachers
Special Education Teachers
If the student is receiving services through a co-teaching model, teacher needs are described here.

34. Least Restrictive Environment (LRE)
Present Levels
Special Factors
Annual Goals, STO/Benchmarks and Method of Measurement
SDI
SAS
Accommodations
ESY
LRE
Program Modifications
Least Restrictive Environment (LRE)
is the maximum extent appropriate, students with disabilities must be educated with children who do not have disabilities.
Least Restrict Environment (LRE) is an entitlement of special education law. IDEA requires that students with disabilities be educated with their nondisabled peers to the "maximum extent appropriate.” Students should not be removed from this setting unless the nature or severity of the disability is such that education in regular class cannot occur even with the use of supplementary aids and services. District must make available a continuum of placements as part of LRE requirements. Inclusion begins with the belief that every student is a member of a general education classroom.
A foundation for determining LRE begins with an appropriate educational plan (IEP) for the student. Once the ARC completes the instructional planning and services needed sections of IEP, the ARC members determine where the IEP services will be implemented. LRE explains the extent, if any, to which the student will not participate in general education.
Look at Candace’s IEP. Notice how the LRE is described in the LRE and the IEP Special Education and Related services section. LRE discussions and decisions are also documented in the conference summary.

35. LRE AND SPECIAL EDUCATION AND RELATED SERVICES
Special Education & Related Services
Service Minutes
Service Frequency
Service Period
Start to End Date
Service Provider
Location
LRE & General Education
LRE explains the extent, if any, to which the student will not participate in general education.
The ARC documents the LRE in multiple locations. The first location is in the IEP LRE section, this is where we document the extent, if any, to which the student will not participate in general education. The second location is in the IEP Special Education Services and Related Services sections. These sections contain projected date of beginning and ending services, anticipated frequency, duration, and location of the services. LRE is also documented in the ARC Conference Summary Action Notice.

36. Least Restrictive Environment (LRE)
Continuum of Services
Regular Classes
Special Classes
Special Schools
IDEA requires that the school district must have available a continuum of educational placements and ARC determines the appropriate placement based upon the individual needs of the child. The continuum of placement must include:
The regular education classroom
The special education classroom
Special schools
Home instruction
Hospitals and Institutions
Specifically, the law states that a child with disability shall not be removed from education in age appropriate regular classrooms solely because of needed modifications in general curriculum. It is clear that modifications are expected to be made in general education classroom.
Home Instruction
Hospitals & Institutions

37. Least Restrictive Environment
Related Services
Transportation Psychological Services Counseling Parent Education Interpreting Orientation and Mobility Physical Therapy Speech and Language Therapy
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. A partial list of related services is on the slide.
LRE is also determined for related services.

38. EXTENDED SCHOOL YEAR (ESY)
Present Levels
Special Factors
Annual Goals, STO/Benchmarks and Method of Measurement
SDI
SAS
Accommodations
ESY
LRE
Program Modifications
EXTENDED SCHOOL YEAR (ESY)
Beyond the district’s normal school day, week, or year
At no cost to parents
In accordance with the student’s IEP
Extended School Year (ESY) means 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.
ESY is provided on an individual student basis for the purposes of maintaining a student’s current skill level which, without continued instruction, would be lost or would require an inordinate time to regain as compared to similar age peers who are not disabled and who experience the same lapse in instruction. ESY services are not designed to teach new skills, to prevent natural amounts of regression, nor to assist the student to make additional progress in a skill. Rather, ESY is designed to maintain a student’s present level of performance and thus prevent an excessive period of recoupment. ESY is not limited to a particular category of disability. Further, a district may not unilaterally limit the type, amount or duration of the services. Local district procedures provide guidance for ARC determination of ESY services.

39. ESY A process for determining the need for ESY services may include:
IEP implementer(s) collects progress data before and after a school break
ARC considers progress data and applies criteria for ESY services
ARC determines regression and recoupment through analysis of data
If the need for ESY is determined, the ARC assigns ESY services for the specific IEP goal(s)
Data is critical for determination of ESY services. If the district does not have data (e.g., transfer student, summer to fall regression data is not available, student transitioning from Part C program with an IFSP), the need for ESY may be established by expert opinion based on assessment of the individual child regarding whether the child is projected to regress and fail to recoup previously attained skills within a certain period of time.

40. Post Secondary Transition Is embedded in ALL components of the IEP
Beginning in the student's 8th grade or when the student reaches the age of 14, transition must be considered by the ARC.
Transition information is located in the present level, annual goals and the transition section of the IEP.
Please refer to the Post Secondary Transition Training for more details.
Post Secondary Transition
Is embedded in
ALL
components
of the IEP

41. Congratulations
Congratulations you have completed the IEP overview for ARC members. Refer to the Guidance Document for Individual Education Program (IEP) Development dated May 21, for detailed information concerning the IEP process. REMEMBER that IEP development is a PROCESS not an EVENT!
Your role in the development of an IEP is important. The knowledge about student needs gathered from your involvement in the ARC process provides the foundation to support the monitoring and guidance of high quality special education services that benefit our learners.

42. Resources
What Every Principal Needs To Know About Special Education 2nd edition. By McLaughlin, Margaret J., Corwin Press, California
Guidance Document for Individual Education Program (IEP) Development