2. Quality IEP’s Cornerstone of Access to the General Curriculum

3. Nothing worth learning is learned quickly, except parachuting. David S. Brown

4. Academic Expectations Course of Study NGSSS/Access Points Approved District Curriculum Lesson PlansPresent Levels & Affect Statement Special Factors Measurable Goals, Benchmarks/STO IEP Services LRE Design Down-Deliver Up Model Transition Progress Monitoring & Evaluation Data IEP General Education Curriculum Strengths & Student/Parent Input

5. Purpose of the IEP The cornerstone of access to the general curriculum.

6. The IEP provides access to the general curriculum by: Ensuring the student will make progress in the general curriculum. Addressing the student’s other unique educational needs. Preparing the student for further education, employment, and independent living, if needed.

7. Who contributes to the IEP? General Education teacher Special Education teacher Parents Student, when appropriate Evaluation specialist Related service providers Agency representative (What should each member bring to the meeting?)

8. The team shall consider in the development of an IEP: a)the strengths of the child; b)the results of the initial or most recent evaluation of the child; c)the concerns of the parents for enhancing the education of their child; d)the academic, developmental, and functional needs of the child; and e)as appropriate, the results of the child’s performance on any general state or district-wide assessment programs. IEP DEVELOPMENT CONSIDERATIONS

9. IEP Development is a PROCESS not an event! Annual Goals Benchmarks Short Term Objectives IEP Services Transition Present Levels Reporting Progress Special Factors Student Performance Data

10. Student Performance Data Sources Pre-referral intervention results (RtI) Work samples (e.g., portfolios, daily assignments, etc.) Behavioral observation Results of standardized individual assessments Culminating products/projects Formal/informal assessment State and district-wide assessment results Progress monitoring data (including baseline data) Graphical representation of data Interviews Classroom tests Student & parent surveys

11. Transition Student Performance Data IEP Development is a PROCESS not an event!

12. Transition Considerations Part C (Infant/Toddler) to Part B (IDEA) Different levels (pre-k to elementary; elementary to middle; middle to high; high to post- school) Different building (physical access issues, building layout) Different program (pull-out setting to general ed setting)

13. By age 14 or in 8 th grade Transition Needs Develop a multi-year course of study Begin interest surveys/ interviews Embed results in the present levels and/ or annual goals Determine the need for self-determination instruction or information.

14. By age 16 Secondary Transition Goals/ Services Based upon education/training, employment and if appropriate independent living skills needs Determine transition services: instruction, related service, community experiences, development of employment objectives, development of post-school adult living objectives; if appropriate provision of functional vocational evaluation, and acquisition of daily living skills. Develop measurable annual goal(s) to enable reaching the post secondary goals through person centered planning. How can teachers/ specialists facilitate on-going transition assessments?

15. Transition Present Levels Student Performance Data IEP Development is a PROCESS not an event!

16. 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; or –For preschool children, as appropriate, how the disability affects the child’s participation in appropriate activities. Present Level of Academic Achievement & Functional Performance

17. Academic Achievement & Functional Performance Areas to Consider Communication Academic Performance Social and Emotional Independent Functioning Skills Health, Vision, Hearing, and Motor Transition to Post-School Learning Style

18. Initial Present Levels of Academic Achievement & Functional Performance Reinforcers Student work samples Interests & Preferences Additional evaluation data RtI Data

19. Annual Present Levels of Academic Achievement & Functional Performance Progress Monitoring Data & Progress Toward Annual Goals FCAT & EOC CBAT & FAIR Report cards & Midterms

20. Steps to Write the Present Levels 1.Review student’s performance data. What can the student do? 2.Determine the benchmark standards/ access points the student is working toward. 3.Determine the skills/content the student needs to be successful in mastering the standards/ access points. 4.Determine what additional needs the student demonstrates that are not addressed in the curriculum. (What are the barriers the student must overcome to be successful?)

21. Barriers the student may encounter Communication –Asking for help –Following directives –Initiating communication –Responding to systematic/ movement cues –Orienting to sound and /or speaker –Communicating for various purposes (for needs, wants, expressing opinions, commenting) –Attending to others

22. Barriers the student may encounter Problem-solving –Attention and focus –Making a choice among items –Making associations –Matching –Cause/effect –Patterning/sequencing –Demonstrating 1:1 correspondence

23. Barriers the student may encounter Resource access and utilization –Using the internet to access information –Checking out books/DVD’s/CD’s from the library –Using information booth in public areas –Identifying and access resource personnel

24. Barriers the student may encounter Linking and generating knowledge –Utilizing library resources to gather information –Using assistive technology –Checking out books/DVD’s/CD’s from the library –Using information booth in public areas –Identifying and access resource personnel

25. Barriers the student may encounter Citizenship –Following rules- participating in society/ school/ community classroom –Participating in clubs and committees –Self-advocating –Expressing opinions, making choices, making requests, asking questions –Responding to greetings –Sharing materials –Responding to others request for help

26. Barriers the student may encounter Citizenship –Acknowledging others –Participating in co-operative learning groups –Attending school –Holding a job –Accessing public facilities –Sharing materials –Responding to others request for help

27. Prioritizing Student Needs Student’s strengths and weaknesses Amount of time left in school Skills needed to achieve postsecondary goals Behaviors that appear most modifiable Parent, teacher and student interests and concerns (These are the springboard to determining measurable annual goals.)

28. Annual Goals Benchmarks Short Term Objectives Transition Present Levels Student Performance Data IEP Development is a PROCESS not an event!

29. Measurable Annual Goals A statement of measurable annual goals, including academic and functional goals and benchmarks or short-term objectives, designed to: –Meet the child’s needs that result from the child’s disability to enable the child to be involved in and make progress in the general curriculum; and –Meet each of the child’s other educational needs that result from the child’s disability.

30. What is Measurable? Measurable means it must be possible to evaluate and document whether the student is making progress toward the goal.

31. Measurable Annual Goals Written to ensure access and enable progress in the general curriculum Relate to the needs identified in the present levels/ priority needs Include a method of measurement Describe performance anticipated within one year For students 16 years and older, determine which post secondary goal(s) are supported by the measurable annual goal.

32. Measurable Annual Goal

33. ACTIVITY REFER TO SAMPLE IEP GOAL PAGES

34. Sample Goals for Special Diploma Students When working with an adult, Student will remain actively engaged in a teacher directed activity for __ consecutive minutes a day in 4 out of 5 days for 15 consecutive days. During functional and academic activities, Student will respond, request, and/or initiate using a variety of communication modalities (verbalization, communication device, pictures) 5 out of 6 times over a 30 minute period. When presented with a picture or object, Student will choose the corresponding word card presented in a display of four word cards in 4 out of 5 trials for 5 consecutive recording periods. When riding on the school bus to and from school, student will demonstrate sitting quietly and following safety rules 100% of the given opportunities. Given pictures of common objects, student will point to the named object 90% of the given opportunities.

35. Sample Goals for Special Diploma Students When asked to point to pictures of everyday objects in his environment, student will correctly point to at least 50. Given pictures of _(dangerous animals), each with four distracters, student will point to or name the (dangerous ones) with 100% accuracy. Given four daily classroom routines, student will correctly perform them by imitating classmates with no more than one verbal prompt by the teacher over a consecutive nine week period. Given picture symbols with Velcro and daily schedule, Student will independently turn picture symbols over to indicate completion of task 80% of the given opportunities.

36. Benchmarks and Short Term Objectives Milestones for measuring progress Identify, practice, apply Written for each annual goal

37. Annual Goals Benchmarks Short Term Objectives Transition Present Levels Special Factors Student Performance Data IEP Development is a PROCESS not an event!

38. Consideration of Special Factors 1.Behavior Concerns 2.Limited English Proficiency 3.Blind or Visually Impaired 4.Communication Needs 5.Deaf or Hard of Hearing 6.Assistive Technology 7.ESY

39. Special Factors Activity: – Record the discussion you may have to determine which special factors will be evident in the IEP and how each could be documented.

40. Annual Goals Benchmarks Short Term Objectives Transition Present Levels Reporting Progress Special Factors Student Performance Data IEP Development is a PROCESS not an event!

41. Progress Monitoring Scoring guide - rubric - checklist Curriculum-based measurement - teacher made tests - error analysis - running record - task analysis - annotations (marker papers) Teacher observations -anecdotal -intentional Use naturally occurring opportunities for evaluation

42. Parents must be informed of: How progress toward annual goals is measured When periodic progress reports will be provided Reporting to Parents

43. Annual Goals Benchmarks Short Term Objectives IEP Services Transition Present Levels Reporting Progress Special Factors Student Performance Data IEP Development is a PROCESS not an event!

44. What’s Special about Special Education? IEP services address unique needs: –Specially-designed instruction –Supplementary aids and services –Related services –Supports for school personnel –State & district-wide assessment program –Additional accommodations

45. 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.

46. Supplementary Aids and Services Aids, services, and other supports that are provided in general education classes or other education-related settings to enable children with disabilities to be educated with non-disabled children to the maximum extent appropriate.

47. Related Services Transportation Psychological services Counseling Interpreting Orientation and mobility Occupational therapy* Physical therapy Speech and Language

48. Support for School Personnel Support to meet the unique needs of the child Consultation Collaboration Co-teaching Support facilitation Training

49. Accommodations Presentation Responding Scheduling Setting Assistive Technology In order to justify appropriateness of accommodations for state and district-wide assessments, the testing accommodations listed should be used consistently within the student’s academic program throughout the school year.

50. Accommodations Activity: –How are accommodations determined? Record guiding questions to determine which accommodations are necessary. –Generate appropriate accommodations for your student.

51. State & District – Wide Assessment Testing accommodations: Paper/pencil vs. computer-based Presentation Extended time Homebound Refer to Memo dated 10/29/2010 and Guide to FCAT and FCAT 2.0 Accommodations for Students with Disabilities.

52. State & District – Wide Assessment If the IEP team determines that the student will take an alternate assessment, the IEP includes a statement of why.

53. Making Service Decisions Consider general education classes FIRST Remove from general education only when the nature and severity of the disability cannot be accommodated for the student’s success, even with the use of supplementary aids and services

54. Continuum of Placement Options The continuum shall include the alternative placements of: –Instruction in Regular Class; –Resource Room; –Separate Class –Special Day School; –Instruction in home or hospitals. LREFAPE

55. Writing the IEP is the beginning — not the end!

56. Nothing worth learning is learned quickly, except parachuting. David S. Brown

57. For Sale: Parachute Used Only Once Never Opened Small Stain