IEP Training for ARC Chairpersons

1. IEP Training for ARC Chairpersons

2. Whatis 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

4. Whatis 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

5. ARCChairperson Parents Who Developsthe IEP? Students (when appropriate) • ARC Chair PersonThe 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 Regular educator, with knowledge of grade-level curriculum to provide access and progress in the general curriculum is an important team member Special educator, with knowledge of how to educate children with disabilities, are obviously a very important part of a child’s IEP team. Evaluation Specialist 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? Classroom Performance Data Classroom Performance Data District Assessment District Assessment Progress Monitoring Data from Previous IEP State Assessment State Assessment Individual Assessment Report Data from Referral Information Annual IEP Meeting Initial IEP Meeting Click to Return

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) 34 CFR 300.323 (d) (1-2)

8. 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 Student growth measured by school, district and state assessment

9. Annual Goals, STO/Benchmarks and Method of Measurement LRE ESY Accommodations SDI Program Modifications Present Levels Special Factors SAS The IEP Components

10. SDI Program Modifications Present Levels Special Factors Annual Goals, STO/Benchmarks and Method of Measurement SAS Accommodations LRE ESY Present Levels

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

12. Initial IEP Baseline Data Sources • Response to Intervention Data • Classroom-based assessments • Work samples • Classroom observations Baseline Performance Key Points of Definition • Describes the student’s current performance of a skill or strategy • Measurable terms • Starting point for IEP instruction • IQ Scores • Standard scores of achievement • Doctor’s Diagnosis • Non-examples of Baseline Data Sources • IEP Progress Monitoring Data • Work samples • Classroom-based assessments • Annual Review Baseline Data Sources

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.

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? • What are the student’s barriers to college /career readiness?

15. Sample: Affect Statements Present Levels 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. 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. 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.

16. Sample Present Level of Performance

17. SDI Program Modifications Present Levels Special Factors Annual Goals, STO/Benchmarks and Method of Measurement SAS Accommodations LRE ESY Special Factors 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)

19. SDI Program Modifications Present Levels Special Factors Annual Goals, STO/Benchmarks and Method of Measurement SAS Accommodations LRE ESY 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.

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

21. Using the KCAS • Write • Prioritize • Using the Present Levels • 1. Identify the grade level standards that all students are expected to know and be able to do • 4. Write Measurable Annual Goals to include: • a. Audience • b. Behavior • c. Circumstances • d. Degree/Criterion • e. Evaluation/Method • of Measurement • 3. Prioritize the skill area(s) that will have the greatest impact How do we develop an annual goal statement? • 2. Identify the student's current educational performance (baseline instructional level)

22. Measurable Annual Goals

24. Methods of Measure Annual Goals Four general methods of measurement are: • Curriculum Based Measurement • Direct Measures • Indirect Measures • Authentic Assessment

26. SDI Program Modifications Present Levels Special Factors Annual Goals, STO/Benchmarks and Method of Measurement SAS Accommodations LRE ESY 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.

27. Specially Designed Instruction (SDI)

28. SDI Program Modifications Present Levels Special Factors Annual Goals, STO/Benchmarks and Method of Measurement SAS Accommodations LRE ESY Supplementary Aids and Services (SAS) SAS is “what the student needs” in order to attain goals and participate in the general curriculum

29. Supplementary Aides and Services (SAS)

30. SDI Program Modifications Present Levels Special Factors Annual Goals, STO/Benchmarks and Method of Measurement SAS Accommodations LRE ESY 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.

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

32. Testing Accommodations Accommodations Readers Scribes Paraphrasing Use of technology and Special Equipment Extended Time Reinforcement and Behavioral Modifications Manipulative Prompting/Cueing Interpreters

33. SDI Program Modifications Present Levels Special Factors Annual Goals, STO/Benchmarks and Method of Measurement SAS Accommodations LRE ESY Program Modifications and Supports for School Personnel Program Modifications -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)

34. SDI Program Modifications Present Levels Special Factors Annual Goals, STO/Benchmarks and Method of Measurement SAS Accommodations LRE ESY Least Restrictive Environment (LRE) is the maximum extent appropriate, students with disabilities must be educated with children who do not have disabilities.

35. LRE AND SPECIAL EDUCATION AND RELATED SERVICES LRE & General Education • LRE explains the extent, if any, to which the student will not participate in general education. Special Education & Related Services • Service Minutes • Service Frequency • Service Period • Start to End Date • Service Provider • Location

36. Continuum of Services Least Restrictive Environment (LRE) Regular Classes Special Classes Special Schools Home Instruction Hospitals & Institutions

37. Related Services Least Restrictive Environment Transportation Psychological Services Counseling Parent Education Interpreting Orientation and Mobility Physical Therapy Speech and Language Therapy

38. SDI Program Modifications Present Levels Special Factors Annual Goals, STO/Benchmarks and Method of Measurement SAS Accommodations LRE ESY 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

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)

40. Post Secondary Transition Is embedded in ALL components of the IEP

41. Congratulations

42. Resources • What Every Principal Needs To Know About Special Education2nd edition. By McLaughlin, Margaret J., Corwin Press, California • Guidance Document for Individual Education Program (IEP) Development