IEP Training for Kansas Schools

1. IEP Trainingfor Kansas Schools IEP Boot Camp Kansas State Department of Education TASN - Technical Assistance System Network 2013 – 2014

2. Agenda • Preparing for the IEP meeting • Content of IEP: • PLAAFPs • Measurable Annual Goals • Short-term Objectives/Benchmarks • Services • Other Considerations www.ksdetasn.org

3. Preparing for the IEP

4. Preparing for the IEP requires the right mix of…

5. Gathering Information • Results of most recent evaluation • Results of current assessments • Progress monitoring data • Samples of student work • Behavioral observations • Impact of instructional or behavioral strategies • Impact of accommodations and modifications • Reports from parents

6. Required Members of the IEP TEAM • Someone to interpret evaluation results • Student, when appropriate • Others with special knowledge or expertise about the child, including related services personnel as appropriate and transition services (e.g., outside agency) participants where relevant • Parents/education advocate • Not less than one regular education teacher of the child, if the child is or may be participating in the regular education environment • Special education teacher • Qualified LEA representative

7. Excusals from the IEP Meeting Required Members of the IEP team may be excused: • When the member’s curriculum area or related service IS being discussed, if 1) the parent and the LEA consent in writing to the excusal AND 2) the member submits written input to the parent and the IEP team prior to the meeting OR • When the member’s curriculum area or related service IS NOT being discussed, if 1) parents and agency agree in writing that the member’s attendance is not necessary because that member’s curriculum area or related services is not being discussed

8. Written Consent for Excusal is Needed Only for Required Team Members • Regular education teacher • Special education teacher • LEA representative • Individual to interpret evaluation results

9. Preparing Notice of Meeting • Provide 10 calendar day notice • Date, Time, Location of meeting • Purpose of meeting • Titles or positions of people who will attend • Inform Parent of right to invite individuals whom parents believe to have knowledge or special expertise about their child

10. Who can give consent for educational decisions? Parent is available: • Natural (biological) parent(s): Notify both parents unless a court order precludes this from happening. Consent from one parent is sufficient. • Adoptive parent(s): If adoption is not final, an education advocate is needed; • Guardian: “Letters of Guardianship” issued by a court. Parent is unknown or unavailable (Person acting as a parent): • Person Acting as a Parent: A person other than a parent who is legally responsible for the welfare of a child. • Education Advocate: Appointment as education advocate completed • Foster parent: If appointed as education advocate • The student at age 18: At age 18 the student becomes his/her own educational decision-maker unless otherwise determined by a court

11. Developing a Vision for the Student There must be documentation that the parent’s concerns were considered when planning the IEP. For students who need secondary transition planning, the students’ strengths, needs, preferences, and interests must be considered in the development of the IEP

12. CHECK IN Preparing for the IEP

13. Present Levels of Academic Achievement and Functional Performance (PLAAFPs) • 3 types of information needed: • Current performance • Impact of the exceptionality • Baseline data for identified need(s)

14. PLAAFPs Present Levels of Academic Achievement & Functional Performance (PLAAFPs): a) are the way you identify and prioritize needs and • establish baseline performance in order to develop an individualized and meaningful plan. • identify degree of match between skills & environment Purpose

15. PLAAFPs Must Include BROAD CURRENT PERFORMANCE IMPACT OF EXCEPTIONALITY BASELINE DATA FOR IDENTIFIED NEED SPECIFIC

16. PLAAFPs Must BROAD (AND other performance skills) • CURRENT PERFORMANCE SPECIFIC

17. Examples BROAD • CURRENT PERFORMANCE Learning Strengths Strengths and Weaknesses Standardized Assessments Vocational/Career Interests Instructional Preferences Skills related to Interests Learning Rate Independent Living Skills Social/emotional Issues SPECIFIC

18. PLAAFPs Must BROAD 2) IMPACT OF EXCEPTIONALITY SPECIFIC

19. Examples BROAD 2) IMPACT OF EXCEPTIONALITY Which Standards are Appropriate Birth-6 Curriculum Measures Instructional Level Routines-Based Assessments Reading Level District Assessments State Assessment Performance on Classroom Tests How Behavior affects ability to progress or access general curriculum SPECIFIC

20. Linking to Standards BROAD 2) IMPACT OF EXCEPTIONALITY Describe the degree of match between the student’s performance and the expectations of the standards. This has to be determined for each academic domain: Reading, Math, Written Language, Science and Social Studies. For preschool, this will include information related to development. SPECIFIC

21. PLAAFPs Must BROAD 3) PROVIDE BASELINE DATA FOR EACH IDENTIFIED NEED SPECIFIC

22. Examples BROAD 3) PROVIDE BASELINE DATA FOR EACH IDENTIFIED NEED Words Read Correctly Mean Length of Utterances Correct Responses Percent Correct Number of Times Behavior Occurs Correct Math Problems Correctly Answered Questions Running Records Error Analysis REFLECTIVE OF SKILLS ADDRESSED IN STANDARDS SPECIFIC

23. Evaluating PLAAFPs ACTIVITY

24. Revising Your PLAAFP ACTIVITY

25. Check In PLAAFPs: Present Levels of Academic Achievement and Functional Performance

26. Measurable Annual Goals

27. There are many ways within the IEP to address needs identified in the PLAAFPS • Non-Special Education Supports • Program Modifications • Supports for School Personnel • Assistive Technology • Supplementary Aids & Services • Positive Behavioral Supports • Transition Services • Related Services • Measurable Annual Goals for specially designed instruction

28. Measurable Annual Goals Measurable Annual Goals describe the anticipated progress that will result from specially designed instruction the student will receive. Purpose

29. Measurable Annual GoalCharacteristic #1 Based on data contained in the PLAAFP

30. Measurable Annual GoalCharacteristic #2 Has 4 Components: • Behavior • Conditions • Criteria • Timeframe

31. Measurable Annual GoalCharacteristic #3 Can pass the “Stranger Test”

32. Measurable Annual GoalDevelopment Step 1 Identify and select a need from the PLAAFP.

33. Measurable Annual GoalDevelopment Step 2 Consider the general education standards and curriculum for the student’s grade level and age/grade expectations for other performance skills.

34. Measurable Annual GoalDevelopment Step 3 Identify the performance to be measured. (Behavior)

35. Measurable Annual GoalDevelopment Step 4 Specify how the progress toward the goal will be measured. (Condition)

36. Measurable Annual GoalDevelopment Step 5 Determine to what level the behavior must occur. (Criteria)

37. Measurable Annual GoalDevelopment Step 6 Specify amount of time that will be required for the student to attain the criterion. (Timeframe)

38. Goal: By April 30, 2014, given a mixed 4th grade level math calculation probe of 25 problems, Jeff will correctly solve 95% of all problems presented. Activity • What’s the behavior? • What’s the criteria? • What’s the condition? • What’s the timeframe?

39. ACTIVITY What’s Missing?

40. ACTIVITY Writing a Measurable Annual Goal

41. Check In Measurable Annual Goals

42. Short-Term Objectives/Benchmarks

43. Consider and document on the IEP which state assessment the student will take • Student participation in the alternate assessment is determined by the IEP team • A student that takes the alternate assessment must take the alternate assessment in all content areas • Alternate Assessment participation criteria: • The student has a significant cognitive disability • The student is learning content linked to (derived from) the KCCRS • The student requires extensive direct individualized instruction and substantial supports to achieve measurable gains in the grade-and age-appropriate curriculum

44. Short-Term Objectives and Benchmarks • Required only for those students taking the Kansas Alternate Assessment and DLM • ALL goals on an IEP for a student taking the Kansas Alternate Assessment must include benchmarks or short term objectives

45. Short-Term Objectives and Benchmarks • For a student taking the Kansas Alternate Assessment, all goals on an IEP must include benchmarks or short term objectives • Note: the indicators chosen for the KAA do not have to be listed on the student’s IEP

46. Short-Term Objectives and Benchmarks Specify intermediate progress toward the goal that allows you to determine whether progress is sufficient to meet the goal. Purpose

47. Short-Term Objective:Characteristic #1 • Is a sequential, progressive, intermediate measureof progress toward theannual goal.

48. Short-Term Objective:Characteristic #2 • Is a restatement of the goal with a different criterion.

49. Benchmark:Characteristic #1 • Are milestones that describe content to be learned or skills to be performed.

50. Benchmark:Characteristic #2 • Are distinct skills that are often independent of each other but must be combined to meet the measurable annual goal.