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Developing Quality IEPs Update for Administrators

Developing Quality IEPs Update for Administrators. Accommodations and Modifications for Students with Disabilities Project Learning Systems Institute, Florida State University. MTSS Problem-Solving Steps. Problem Identification: What’s the problem? Problem Analysis:

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Developing Quality IEPs Update for Administrators

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  1. Developing Quality IEPsUpdate for Administrators Accommodations and Modifications for Students with Disabilities Project Learning Systems Institute, Florida State University LCS

  2. MTSS Problem-Solving Steps • Problem Identification: What’s the problem? • Problem Analysis: Why is it taking place? • Intervention Planning and Implementation: What are we going to do about it? • Response to Instruction/Intervention: Is it working? LCS

  3. Alignment with IEP Components MTSS IEP • Step 1. Problem Identification • What’s the problem? • Step 2. Problem Analysis • Why is it taking place? • Present Level of Academic Achievement and Functional Performance • Step 3. Intervention Planning andImplementation • What are we going to do • about it? • Measurable Annual Goals • Special Education Services and Supports Step 4. Response to Instruction/Intervention Isit working? • IEP Implementation, Review, and Revision LCS

  4. IEP Team Membership and Roles • Parent or guardian • General education teacher - • Special education teacher or service provider • LEA – administrator or his/her designee • Individual who can interpret the instructional implications of the evaluation results • Student, as appropriate • Others, as appropriate LCS

  5. General Education teacher Caution: • Parents may give prior consent for the gen. ed. teacher not to attend if the teacher provides written input for the IEP meeting. • It should not be a school wide practice to get parents to give this consent and to have only input from the general education teacher. LCS

  6. The IEP Team Process • Preparing for the IEP meeting • Gathering relevant data to share • Drafting selected parts of the IEP • Pending Approval IEPs should be given to program specialists two weeks prior to meetingsso that they can be reviewed for QIEP and compliance before the teacher meets with the parents. • Preparing parents and student for participation – the pending approval IEPs can/should be shared with parents prior to the meeting • Active involvement and collaboration at the meeting • Alternatives to parent attendance • Procedural safeguards LCS

  7. IEP Components In a quality IEP, all components are clearly aligned. LCS

  8. Present Level of Academic Achievementand Functional Performance Present level statements contain comprehensive and understandable information about the student's needs related to the disability that is based on data from a variety of sources across applicable domains/transitionservice areas. LCS

  9. Present Level of Academic Achievement and Functional Performance • The student's strengths • What the student currently can do • Baseline data on specific skills • How the disability affectsthe student's involvement and progress in the general curriculum or participation in appropriate activities • The student's educational needs

  10. Alignment with IEP Components MTSS IEP • Step 1. Problem Identification • What’s the problem? • Step 2. Problem Analysis • Why is it taking place? • Present Level of Academic Achievement and Functional Performance • Step 3. Intervention Planning andImplementation • What are we going to do • about it? • Measurable Annual Goals • Special Education Services and Supports Step 4. Response to Instruction/Intervention Isit working? • IEP Implementation, Review, and Revision LCS

  11. Step 1: What's the Problem? • Determine the gap between what is expected of a student at a current age or grade level and the current performance of the student. • Review information about student progress to identify general areas of concern and strengths. • In relation to what is expected of general education students at the same grade level. • ESE teachers need to have an understanding of general education requirements • Then investigate each area of concern to pinpoint specific needs. LCS

  12. Effect of Disability • Educational Need Step 2: Why Is It Taking Place? Determine the effects of the disability and identify educational needsresulting from the disability. Example: LCS

  13. Quality Indicator: Annual Goals Measurable annual goals describe the behaviors and skills that will enable the student to achieve in the general education curriculumor participate in age-appropriate activities, based on the student's need(s) reflected in the present level statement.

  14. Measurable Annual Goals: Three Parts • Observable behavior: An explicit, observable statement of what the student will do • Conditions: The tools, situation, or assistance to be provided • Mastery criteria: Acceptable performance (how well the student must perform) includes frequency and schedule for data collection LCS

  15. Developing Quality IEPsPart 3: Services and Supports The services and supports included in the IEP are what the individual student needs to attain annual goals and be involved and make progress in the general curriculum in the least restrictive environment.

  16. Tier 3 vs. ESE • Tier 3 is not synonymous with ESE services • ESE services are those specialized instructional services the student requires to access and make progress in the general education curriculum. • ESE services should never be less intensive than the Tier 3 interventions the student receives in general education. LCS

  17. Understanding Responsibilities • All teachers and other service providers involved with the student must be informed of specific responsibilities related to the student’s IEP. • Each general education teacher, ESE teacher, and other service provider who works with the student must have access to the student’s IEP. LCS

  18. Who Will be Responsible for… • Planning the intervention for the annual goals? • Implementing the intervention with integrity? • Monitoring student performance and reporting progress to parents? • Interpreting student performance data and making decisions concerning effectiveness of the intervention? LCS

  19. Implementation with Fidelity • Requires advance planning • Staff may require professional development and coaching • How to implement the instructional procedures, accommodations, etc. • Assistance with data collection and progress monitoring • Involves collaborative planning LCS

  20. Implementing with Fidelity • Was the intervention provided in the way it was designed or intended? • Key aspects – materials, instructional approach • Instructional procedures used systematically • According to documented “level of intensity” • Verified through direct observations, self-reports, and student products LCS

  21. Monitoring Student Progress Identify the measurement procedures • Check the annual goals • What conditions are required? • What specific assessment methods/tools will be used? • What are the mastery criteria and schedule? • Make a plan • When will student be assessed? • Who will interpret results? LCS

  22. Reporting Progress to Parents • Indicate what data were collected, with a description of the student’s progress. • Goal met • Excellent, anticipate goal will be met • Satisfactory, anticipate goal will be met • Insufficient, at risk of not meeting goal LCS

  23. If the Response Has Been Positive… Possible Actions: • Continue services and supports with current annual goal. • Continue services and supports and increase annual goal. • Gradually fade services or supports to determine if the student can perform independently. LCS

  24. If the Response Is Questionable… Possible Actions: Determine if the services and supports were implemented as intended. • If not, improve implementation of services and supports. • If yes, increase intensity of current services and supports and assess impact. If rate doesn’t improve, return to problemsolving. LCS

  25. If the Response Has Been Poor… Possible Actions: Determine if the services and supports were implemented as intended. • If not, improve implementation of services and supports. • If yes, return to problem solving. LCS

  26. Alignment with IEP Components MTSS IEP • Step 1. Problem Identification • What’s the problem? • Step 2. Problem Analysis • Why is it taking place? • Present Level of Academic Achievement and Functional Performance • Step 3. Intervention Planning andImplementation • What are we going to do • about it? • Measurable Annual Goals • Special Education Services and Supports Step 4. Response to Instruction/Intervention Isit working? • IEP Implementation, Review, and Revision LCS

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