Making our ieps compliant and well written a shift in thinking
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Gold Star. Making our IEPs Compliant AND Well Written: A Shift in Thinking. SST 13 Deb McGraw & Sean Riley. Gold Star. How can well written IEPs increase student performance and close the gap?. Goals for Today.

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Making our ieps compliant and well written a shift in thinking

Gold Star

Making our IEPs Compliant ANDWell Written: A Shift in Thinking

SST 13

Deb McGraw & Sean Riley

Gold Star


How can well written ieps increase student performance and close the gap

How can well written IEPs increase student performance and close the gap?


Goals for today

Goals for Today

  • Identify the elements that are needed to write a compliant present level of performance (PLOP), goals, and specially designed Instruction sections of an IEP.

  • Work together to write “good” present levels, specially designed instruction and goals for an IEP.


Section 3 profile

Section 3: Profile

Foundation of IEP – Connection to ETR

  • Explanations of Connection to the ETR:

    • Why you aren’t addressing a certain need area (i.e. not priority, already addressed and mastered, especially for adaptive skills when a child is MD and behavior when a child is ED or it was marked in special factors)

    • Why you are addressing a new need area that isn’t in the ETR (i.e. “all needs identified in ETR 3/5/2011 have been mastered, new data indicates needs in ….”)

  • Explanations of Missing Components:

    (i.e. Assistive Technology assessment was done but why the student doesn’t have AT on the IEP , Dismissal from a related service, Why accommodations are needed (i.e. dictation)


Other items in profile

Other Items in Profile

  • Where the BIP and Individual health plan can be found (don’t attach)

  • Parent concerns

  • What works/doesn’t work

  • Results of Past IEPs

  • OAA/OGT subscales

  • Justifications leading towards LRE you choose


Section 6 measurable goals

Section 6: Measurable Goals

Present Levels of Performance

Goals

Objectives/ Benchmarks


Plop what ode looks for when doing an onsite review

PLOP – What ODE Looks For When Doing an Onsite Review…

  • DS-1 How the disability affects involvement in general curriculum

  • DS-2PLOP that address the needs

  • DS–3 Goals address academic needs

  • DS-4 Goals address functional needs


A present levels of performance

A. Present Levels Of Performance

  • Are the baseline for the goal – where the student is now

  • Have a direct relationship between the ETR, PLOP, and benchmarks/objectives

  • Includes specific Data

  • Use the same unit of measure as the PLOP (%, __out of 5) – it is a way to measure progress.

    • Hint: copy and paste the goal in the PLOP and put where the child is functioning now.

  • Also includes how the disability has an impact in making progress in the general ed curriculum

    • Hint: compare to typical peers


Present levels of performance

Present Levels of Performance

  • Must be linked to ETR or based on new assessment information from Profile

  • Must be a baseline measurement of the goal – it must match!

  • Must be a very specific measurement

  • Should be a measurement that is in the same format as the goal i.e. %tage on __ of __ opportunities (ability to compare apples with apples)


Plop what else causes compliance errors ode s comments

PLOP – What else causes compliance errors? ODE’s comments…

  • Lacks baseline data

  • Doesn’t state where she is performing right now

  • Doesn’t state specifically what she can and cannot do and at what level

  • PLOP does not establish a specific gap with baseline data -explain what the child can and cannot do- not just test scores

  • Doesn’t compare to general ed students

  • PLOP is not linked to ETR, and or Goals

  • PLOP does not have the same unit of measurement as is in goals/objectives/needs (can’t tell amount of progress)

  • Scores are provided but does not tell what he can and cannot do nor is there any explanation of the scores

  • PLOP does not indicate how the disability has an impact in making progress in the general education curriculum


Bad plop example

BAD PLOP Example

Anthony’s ETR data, collected November 2012, indicates that his performance in the area of Reading Comprehension is below average with 40% accuracy.

MAZE reading comprehension data, collected in September 2013, records a score of 13. The benchmark for 19th grade, fall semester, is 28+


Bad plop example1

BAD PLOP Example

Devin reads 101 words per minute on 5th grade material. On indicator assessments, Devin scored 70% or above on figurative language, character, and point of view. He scored 30% on his setting assessment. He is slowly making progress with identifying the main idea with 2 supporting details, sequencing events, and summarizing text.

Goal:

Given grade level text, Devin will answer literal and inferential questions about what he has read, and/or had been read aloud with 75% accuracy.


Plop checklist

PLOP Checklist


What does ode look for ds 5 goals measurable b measurable goals

What does ODE look for???DS–5 Goals Measurable?B. Measurable Goals

  • Are the roadmap from where the child is currently performing to where they need to be (ACS).

  • Specify how the team will determine that the student has met the goal – give a clear picture

  • Are individualized

    • Not an ACS for same grade?

    • Is it what student will do – not teacher?

  • Are prioritized and accomplished in 12 months

  • Meet the stranger test – no confusion as to when the goal has been met


Measurable goals include what does ode look for

Measurable Goals Include:What does ODE look for??

Now only 3* elements are needed:

  • Who

  • *Will do what (be sure simplify)

  • *To What Level and degree (include BOTH criteria and mastery)

  • *Under what conditions

  • In what length of time (i.e. by the end of the IEP)

  • How will Progress be measured (put what is in the check box in words)


1 will do what

1. Will Do What?

  • Measurable and observable behavior.

  • It is expressed as an action word (verb).

  • What it looks like when student has mastered it.


Measurable verbs

Measurable Verbs

Also see http://www.adprima.com/examples.htm


2 to what level or degree

2. To What Level or Degree

  • Includes Criteria- how many times the behavior must be observed/measured before it is considered to be mastered

    • Frequency

      • ___ times weekly

      • in ___out of ___ attempts/opportunities

      • ___ consecutive trials/weeks

    • Duration

      • For __ minutes/repetitions

    • Accuracy

      • _____% accuracy

      • ___ out of ___ trials

    • Latency/Speed

      • within ___ minutes

      • with less than ___ errors per minute/paragraph

    • Intensity

      • With __intensity so _ can be heard


Include both criteria and mastery

Include BothCriteria and Mastery

Both must be present to be compliant

1. Criteria - examples:

  • __% accuracy, __ out of __ occasions

  • __ duration/minutes,

  • rate/wpm

  • Cumulative counts (--

    2. Mastery – how many times before the skill is considered mastered – examples:

  • __ out of 5 trials/documented occasions

  • on __ consecutive sessions/days

  • This same criteria should be what is reported for progress reports.


  • Bad examples criteria and mastery without both will you know what it looks like when mastered

    Bad Examples Criteria and Mastery without both will you know what it looks like when mastered?

    • Carter will correctly answer targeted wh questions on 4 out of 5 trials.

    • Spencer will correctly perform double-digit multiplication problems with 80% accuracy.

    • Mandy will keep her hands to herself in the classroom during 3 out of 5 academic classes.

    • Jason will use his self-help skills throughout his school day.


    Bad examples incorrect usage of tage

    Bad Examples – Incorrect usage of %tage

    • Billy will correctly cross the street 80% of the time….

    • Jake will initiate involvement in peer group activities by an increase of 20 % over baseline.


    3 under what conditions

    3. Under What Conditions

    • Situation (during circletime, given a familiar object/ experience, when student’s hand is placed on the switch, with hand over hand support

    • Setting (Small group, classroom, 1:1, on the playground)

    • Required Material, Given… (an auditory/visual/ written prompt, graphic organizer, teacher notes, a topic, given 5th grade vocabulary words)


    What else causes compliance errors with goals ode s comments

    What else causes compliance errors with Goals? ODE’s comments…

    • Not including both criteria and mastery

    • Doesn’t include all elements

    • Isn’t clear – what grade level? What mathematical operations?, doesn’t say will solve the problem accurately

    • Using vague terms “increase”, “decrease” or “improve” without a baseline and target, "participate", "reasonable amount", "ask for help when needed”, “acceptable level of performance”, using grade scores (A, B, 75 or 90)

    • Inappropriate measurement or not compatible to baseline measurement in PLOP

    • Goal is more related to a score achieved on an AIMSweb CBM Math Concepts and Applications. The achieved score is meaningless as to specific skills.

    • Goals which are content standards (should be skills leading to)

    • No behavior goal but it is marked in special factors or ETR


    Bad goal example 1

    BAD Goal Example #1

    When given a 10th grade reading probe, Anthony will apply reading comprehension strategies, such as skimming, scanning, highlighting, visualizing, predicting and questioning, to demonstrate knowledge of the text, by answering comprehension questions with 89% accuracy.

    • Need criteria and mastery – how many times till you say it is mastered

    • What type of comprehension questions (literal, inferential, analysis, synthesis….)


    Bad goal example 2

    Bad Goal Example #2

    Given a reading passage, Adrianna will increase her phonemic awareness, word recognition, and comprehension with 80% accuracy.

    • What is the culminating skill?


    Bad goal example 3

    Bad Goal Example #3

    Mark will improve his fluency of basic math skills, increase his ability to solve word problems independently and increase his math reasoning skills so that he can perform grade level work.


    Breaking down goals

    Breaking Down Goals


    Goals checklist

    Goals Checklist


    But there is more than compliance

    But there is more than compliance!!

    You can have a bad compliant goal


    What are bad goals

    What are Bad Goals?

    • Goals that don’t lead to the most important skill to move the student ahead- they are so what? Goals.

    • Goals that have multiple skills in one ( i.e. reading decoding and comprehension).

    • Goals that are so complicated you don’t know what it is about.

    • Goals that somebody who is dead could accomplish.


    So what goals n ot about skills or a skill that will move the student the farthest

    “So What” Goals – Not about skills, or a skill that will move the student the farthest

    • Tara will complete noun/verb worksheet with 90% accuracy.

    • Billie will pass all classes with a “B” grade or higher.

    • Present Level: While student turns in most of his assignments on time, he frequently fails to fill out his assignment notebook. Goal: Student will fill out assignment notebook 100% of the time.


    Mixing skills in one goal can t measure progress

    Mixing Skills in one Goal – can’t measure progress

    • Austin will improve his fluency and comprehension to increase his reading level from level “h” to level “l”

    • By June 2014 Tammy will tell time to the half hour using an analog and digital clock with 80% accuracy


    So convoluted its hard to figure out what it is addressing

    So convoluted- Its hard to figure out what it is addressing.

    By December 2014, Todd will use strategies to follow classroom routines and meet classroom expectations in 4 out of 5 instances. He will follow three step directions given to him by his teacher. He will demonstrate behavior that causes peers and teachers to react in a positive manner to him. Todd will accept consequences and direction from adults


    Dead goals

    “Dead Goals” -

    • Tammy will complete all bathroom tasks with hand over hand assistance.

    • Todd will not swear at peers in his classes on 3 of 5 days. (vs. will talk to peers without swearing….)


    Clue now that you have your goal

    Clue: Now that you have your goal…

    Go back to your PLOP and be sure to have the baseline measurement that matches your goal. It will have a lesser level of achievement but this statement MUST be in the PLOP.


    C objectives benchmarks

    C. Objectives/Benchmarks

    • Make the plan to reach the goal.

    • Need the same elements as a measurable goal

    • If the student is not achieving them- Revise them.

      • Reconvene the IEP team to revise the goals/objectives

      • Reevaluate the specialized services and/ or instruction


    How will progress be measured

    How will progress be measured?

    Be selective

    • Selected from the list, or write your own in the text box (Methods)- but be sure to write it in the goal.

    • Whatever you choose you must have data for ALL methods


    Goal development practice

    Goal Development Practice

    • With an “elbow partner” look at the IEP that you brought. First determine what the skill is.

      • Why the student is on an IEP

      • The most important skill to close the gap

      • Can be accomplished in a year

      • Is there more than one skill? If so which is the highest? The other will be accomplished if the highest is met (i.e. inferential/literal)


    2 clarify the skill

    2. Clarify the Skill

    • Include the Condition

      (i.e. given __ grade material, in 3 minutes, with a topic sentence/2 supporting details and a conclusion, using a 3+ word sentence….)

      AND

      B. Make it specific

    • Ask yourself What kind?

    • Think of the variety of students who do this skill (highest and lowest)… how can you clarify what your target is?

      (i.e. double digit problems with regrouping, inferential questions, finding the main idea within the text read by the student…)


    3 add the criteria and mastery

    3. Add the Criteria and Mastery

    • Criteria –

      (i.e. %tage, __documented occasions, __ times in science class, …)

      B. Mastery – how many times does the student have to do it, for you to consider it mastered?

      (i.e. 3 consecutive sessions/days, __ out of __ documented occasions/opportunities, at least__ times a day…)


    4 add the time and how it will be measured

    4. Add the Time and How it will be Measured

    • By the end of this IEP

    • Matching to the box to the right (i.e. observation, checklists, …)

      *We think this is not needed in the goal but was part of the original 6


    5 copy the goal and paste into the plop

    5. Copy the goal and Paste into the PLOP

    • Change the criteria and mastery levels to what the student can do now.

      B. Mention how this compares to typical peers

    • Now you KNOW the PLOP will match the goal


    6 write your objectives or benchmarks

    6. Write your Objectives or Benchmarks

    • DON’T write your objectives until after you write the goal!

    • A frequent mistake of many is that their objectives are measureable, clear, and specific but the Goal is NOT.

    • These are the steps to get to the goal


    Goals critical friends

    Goals – Critical Friends

    • Write your goals on the poster paper.

    • Every 3 minutes we will rotate groups and your friends will write constructive feedback on your goals.

    • We will rotate 4 times.


    Exit ticket

    Exit Ticket


    Section 7 specially designed services

    Section 7: Specially Designed Services

    • A clear description of specially designed instruction, related services, AT, Accommodations, Modifications, Supports for school personnel and Medical

    • Synthesized services by:

      • provider,

      • location,

      • amount of time

      • and frequency (i.e. daily, monthly)


    Specially designed services

    Specially Designed Services

    • You need a new set of boxes if there are any changes in:

      • the specially designed instruction

      • provider

      • location (resource room, general ed classroom..)

      • amount of time or frequency

        • DETERMINED BY NEED (not all identical)


    Specially designed instruction

    Specially Designed Instruction

    • Describe the instruction- that can’t be provided in the general ed class by the teacher on a regular basis. (This is the foundation for LRE)

      • SDI and related services are direct instruction with the child- what you are going to do to reach the goal (i.e. teach __ strategies, give placement cues of how to produce an “r”, model, repeated practice, etc….)

    • Put only 1 location per box – if it is 2 use 2 boxes

    • Put only 1 provider per box unless co-teaching


    A specially designed instruction

    A. Specially Designed Instruction

    Frequent feedback and checks of understanding

    • What the child needs that a regular education teacher can’t provide

    • PROVE YOUR DEGREE !!

      • BE SPECIFIC –

      • Describe what the instruction is

      • How it is to be delivered

      • What group size (i.e. individual, small group),

      • Type of service (i.e. direct only)

      • Conditions (i.e. using__ grade)

    What is the knowledge/ skills you have that are needed???

    Breaking down tasks

    Guided practice

    Simplify vocabulary- examples/pre-teach


    Sdi what ode looks for when doing an onsite review

    SDI–What ODE Looks For When Doing an Onsite Review…

    • DS–6 SDI addresses needs

    • DS–7SDI location

    • DS–8 SDI time and frequency

    • DS-9 Identify Related Services

    • DS–10 Location of Related Services

    • DS–11 Time/Frequency of Related Services

    • LRE–1 Identify Assistive Technology

    • LRE-2 Identify Accommodations

    • LRE–3 Identify Modifications

    • LRE–4 Supports for School Personnel


    Specially designed instruction example

    Specially Designed Instruction- Example

    Direct instruction with a multisensory approach -using visuals and kinesthetic (touch- tracing letters, and movement) in basic reading skills, to include:

    • Phonics,

    • Vocabulary,

    • Analysis of the structure of words,

    • Contextual analysis to determine the meaning of new words, and

    • Guided repeated oral reading practice.

      Intervention in the area of reading to include:

    • Modeling,

    • Corrective feedback,

    • Repeated practice, and

    • Comprehension skills development


    Time on the iep

    Time on the IEP

    Time:Should be in minutes/hours

    • ONLY THE TIME THE SPECIALIZED INSTRUCTION IS (possibly NOT the whole bell, class) (i.e. modeling 3 word sentences= 30 min daily- ECIS teacher)

    • The time you spend in modifying assignments, (i.e. creating vocabulary lists and other supports) does NOT go on the IEP – this instead is part of your workload – like lesson planning.

      Frequency: Should be per day/week/month/quarter

    • May specify “trigger events” that trigger more or less service


    What causes compliance errors for time frequency

    What Causes Compliance Errors for Time/Frequency?

    • Ranges of time (i.e. 30-60 min.) without a justification of student need

    • Conditions are not clear (ie. As needed, when needed, as requested, at the discretion…)

    • Combining frequencies for different services (i.e. 60 min. of small group and/or 1:1 instruction, 30 min. direct speech and language services and consultation.)

    • Obvious bell units (i.e. 47 min/day)


    What causes compliance errors for location

    What Causes Compliance Errors for Location?

    • Locations are not separated for different services

    • Using vague terms such as “and/or”, “as needed”, etc…

    • Locations are not specific


    Making our ieps compliant and well written a shift in thinking

    B. Related Services

    • OT, PT, VI, Deaf Hard of Hearing, SLP, Orientation and Mobility, etc…

    • Be specific as to what you are going to do, where, how frequently, etc…

    • If providing multiple

    • environments you must make a new box- so it is clear (Locations)

    • Can have a range – shouldn’t always be the minimum

    All the same elements as SDI


    Specially designed instruction example1

    Specially Designed Instruction- Example

    Speech and Language:

    • Direct speech and language therapy in a small group setting to provide modeling, prompting, expansion, shaping and feedback for language skills.

    • Direct individual speech and language therapy to teach strategies to reduce dysfluencies (i.e. easy speech, easy onset, pull outs, breathing exercises).


    Sdi is not consultative services

    SDI is NOT…Consultative Services

    • Consultative services where the provider is meeting with the teacher can ONLY be included on an IEP in the “Supports for School Personnel” section.

    • Consultative services by a provider, should only be included on an IEP if there is also a direct service to the student. This might include checking in with the student, reviewing strategies, etc…

    • Consultative services with a minimum amount of direct services should only be for short term.. And NOT year after year.

    • If consultation is the only service needed the student should be on a 504 not an IEP.


    Sdi what else causes compliance errors ode s comments

    SDI–What else causes compliance errors? ODE’s comments…

    • SDI must be clearly defined in terms of content, methodology or delivery of instruction

    • Specially designed instruction describes the nature of the instruction and is aligned with the individualized needs of the student. There must be some type of SDI for each goal

    • Aides and consults can not be listed in SDI instead support for school personnel, indirect service is not SDI

    • Do not use vague terms :"Special Reading Program", "direct services", "Math Instruction", "available intervention services necessary to meet goals", " behavior modification", "speech /language services", "social skills", "multi sensory approach"

    • Listed modifications not instruction


    C assistive technology

    C. Assistive Technology

    • AT Devices:

      • “Any item, piece of equipment or product …that is used to increase, maintain, or improve the functional capabilities of a child with a disability.”

      • “The term does not include a medical device that is surgically implanted, or the replacement of such device.”

    • AT Services:

      Any service that directly assists in the selection, acquisition or use of an assistive technology device. The term includes:

      • The evaluation of the needs…

      • Purchasing, leasing, or otherwise providing for the acquisition of assistive technology devices …

      • Selecting, designing, fitting, customizing, repairing, … assistive technology devices;

      • Coordinating and using other therapies, …

      • Training or technical assistance for a child and family…

      • Training or technical assistance for professionals ,employers, or other individuals who provide services to, employ, or are otherwise substantially involved in the major life functions of that child.

    • If you checked AT on the special factor page – you should have information here

    • Time for programming/customizing can be documented here (LRE 01)


    D accommodations modifications

    D. Accommodations/Modifications

    • Accommodations: Does Not alter the amount or complexity of the information

    • Should be used on ALL assessments

    • Should contain a logical justification for what is indicated

    • Must be specific

      • Modifications: Alters the amount or complexity of the materials or performance expected.

      • Must be specific


    Specific accommodations

    Specific Accommodations

    You need to indicate :

    • Which tests

    • Of what length

    • In what areas

    • Who will provide that service,

    • Where, and

    • How often

      Be as specific as possible!!

    New


    Accommodation examples

    Accommodation- Examples

    IEP specifies when, where, how and under what conditions accommodations will occur..

    • Extended time when over 4 pages, not to exceed 2 hrs.

    • Read aloud written material which is above first grade readability via technology or a person

    • Scribe for written work when over 2 pages

    • Large print (24 font size) for all reading material (textbooks and tests)

    • Braille edition of all textbooks and classroom materials

    • Graphic organizers to mind map before writing

    • Visual schedules for all classes and visual mini schedules for tasks within classes

    • Use of slant board for all written work

    • Access to a portable electric spell checker for all classes


    What causes compliance errors for accommodations modifications

    What Causes Compliance Errors for Accommodations/Modifications?

    • When conditions/criteria are vague (i.e. extended time, scribe, at the discretion of the teacher, “as needed”, “may”)

    • Accommodation or modification is not consistent with service the student needs/justification (i.e. calculator for writing goal)

    • Mismatch between section 7 and 12 (testing)


    E support for school personnel

    E. Support for School Personnel

    Goal, Time , Frequency and Location is not required

    • Aide

    • Consultation with other professionals

    • Training…(i.e. CPI, Boardmaker)

    • Specify:

      • who is getting and

      • who is giving the training-

      • where and when


    Support for school personnel

    Support for School Personnel

    • Aide service can NOT be in the top SDI/Related service Instruction Areas it must be in support for school personnel.

    • Any services that is adult to adult are called consultative and belong in support for school personnel

      • If you are working with the student (even once a quarter) it belongs in the top instructional part (SDI or Related Services)


    Work with aide

    Work with Aide

    • If the student needs:

      • Practice on concepts,

      • Pre-teaching vocabulary,

      • Redirection during work assignments,

      • Transition assistance, etc…

        Which will be delivered by an Aide – it should be documented under Support for School Personnel

        Cannot appear in the Specially Designed Instruction section


    What are the components of specially designed instruction

    What Are the Components of Specially Designed Instruction?

    Notice, no indirect services; such as adapting materials and meetings are on an IEP, they are part of your workload.

    SST #13


    Sdi checklist

    SDI Checklist


    Sdi bad examples

    SDI Bad Examples-

    • Speech and Language Therapy

    • Preschool

    • Reading Instruction


    Sdi bad examples location

    SDI Bad Examples- Location


    Sdi bad examples provider

    SDI Bad Examples- Provider


    Sdi questions

    SDI Questions


    Sdi development practice

    SDI Development Practice

    • Have an “elbow partner” look at the IEP that you brought, and use your tools to determine if it is compliant and good or not.

    • Using the tools you were given… rewrite the SDI so that it is compliant and good.


    Sdi critical friends

    SDI –Critical Friends

    • Write your SDI on the poster paper.

    • Every 3 minutes we will rotate groups and your friends will write constructive feedback on your SDI.

    • We will rotate 4 times.


    Section 11 least restrictive environment

    Section 11: Least Restrictive Environment

    • Check if the child will attend the school, participate in the environment if they were NOT disabled

    • If you check “NO” – you must justifyWHY


    Lre what ode looks for when doing an onsite review

    LRE – What ODE Looks For When Doing an Onsite Review…

    • LRE-5 -IEP Includes An Explanation Of The Extent To Which The Child Will Not Participate With Nondisabled Children In The Regular Education Classroom.


    Making our ieps compliant and well written a shift in thinking

    LRE

    • Why can’t the child have services and supports in the general ed environment?

    • LRE needs to be about instruction and not testing. 


    Justifying why

    Justifying WHY??

    • You need at least a paragraph or two.

    • You need to say the regular ed setting with supplementary aids and service was considered and WHY it was ruled out

    • Why the setting you chose is the BEST CHOICE

    • Parents should be able to read the LRE section and totally understand WHY their child is being educated outside their regular education environment


    Factors to consider

    Factors to Consider:

    • What supplementary aids and services were considered?

    • What supplementary aids and services were rejected?

    • Explain why the supplementary aids and services will or will not enable the child to make progress on the goals and objectives (if applicable) in the regular education class.

    • Can the child receive FAPE if placed in the regular education class? Why?/Why not?

    • What potentially beneficial effects and/or harmful effects might be expected for the child with disabilities and other children in the regular education class if the child with disabilities is placed in the class with supplementary aids and services?

    • To what extent, if any, will the child participate with nondisabled peers in extracurricular activities or other nonacademic activities?

    From Annotated IEP Guide


    Making our ieps compliant and well written a shift in thinking

    The purpose for reviewing and discussing these questions is to:

    • Ensure that the IEP team (including the parent), prior to considering removal from the regular education classroom, has given adequate consideration to placement of this child in the regular education classroom with supplementary aids and services.


    Section 11 lre special ed with non disabled peers

    Section 11: LRESpecial Ed With Non Disabled Peers?

    • Is this the school they would attend if non disabled?

      • If not justify WHY

      • 2. Does the child receive all special education services with non- disabled peers? If not justify WHY

    • There should be written discussion with pro’s and con’s of each possibility and why the team choose what they did.

    • Begin with services in the regular ed environment with supplemental aides and supports was considered and rejected because…..

    • This requires more than a sentence.

      • Indicate what the student will participate in with non disabled peers


    Lre smartsheet

    LRE Smartsheet


    Lre what else causes compliance errors ode s comments

    LRE–What else causes compliance errors? ODE’s comments…

    • There is no justification for removal.

    • Does not indicate the characteristics of the child that require removal from general ed class/peers

    • Wrong Box is checked for LRE

    • "medical reasons" not documented for home instruction; nothing to support a need for home instruction

    • Does not explain why he cannot stay in the gen edclass

    • Doesn’t tell why he takes assessments in a separate classroom

    • Uses Vague terms such as: As needed, might be necessary, below peers when doing classroom work, In the comfort of the resource room, Where he doesn’t feel self-conscious about asking for help, Taking longer than the regular edstudent

    • EMIS code 21% doesn’t explain why he can’t be educated in the general education environment.

    • Section 7 and 11 don’t match


    Bad lre examples

    Bad LRE Examples

    • Devote may be in the resource room for intensive individualize instruction based on his IEP goals.

    • Mary will be pulled into the resource room for instruction in an environment free from distractions.

    • Kim is learning at a level that is more than 3 years behind her peers.


    Lre development practice

    LRE Development Practice

    • Have an “elbow partner” look at the IEP that you brought, and use your tools to determine if it is compliant and good or not.

    • Using the tools you were given… rewrite the LRE so that it is compliant and good.


    Goals critical friends1

    Goals –Critical Friends

    • Write your LRE on the poster paper.

    • Every 3 minutes we will rotate groups and your friends will write constructive feedback on your LRE.

    • We will rotate 4 times.


    How will you change your practices in developing ieps

    How will you change your practices in Developing IEPs?


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