FACILITATIVE IEP LOGISTICS • WELCOME / INTRODUCTIONS • OUTCOMES • GROUND RULES • AGENDA OVERVIEW • UNDERSTANDING FUNCTIONS and ROLES • DATA and EVIDENCE • DEBRIEF • ACTION PLAN
CREATING AN AGENDA • LOGISTICS –Welcome/Outcomes/Agenda Overview/Ground Rules • Strength and Challenges • Annual IEP • BREAK • Data and Evidence • Debriefing • Action Plan
DAY 2 AGENDA DAY 1 • Welcome/Introductions • Logistics • Compliance Updates • Quality IEP • MTSS • Student Performance Indicators • Assessments • Summative • Formative • PLEP • Strengths • Affect of Disability • PENS • Debrief • PLEP Recap • Measurable Annual Goals/Benchmarks • Alignment of PLEP and Goals/Benchmarks • Activity • Supports and Services • IEP Implementation/Review • Debrief
OUTCOMES Follow a systematic problem-solving process to: • Write the major components of a quality IEP • PLEP • Measurable Annual Goals and Benchmarks • Special education services and supports • Plan for quality implementation, progress monitoring, and revision of the IEP
GROUND RULES • Take responsibility for your own learning • Honor time limits • Participate by sharing your own experiences • Listen and consider the opinion of others • Be willing to experiment with new ideas and techniques • Be respectful and keep your texting to a minimum
COMPLIANCE UPDATES 2014-2015
M-DCPS POLICY 8390 SERVICE ANIMALS ON SCHOOL PROPERTY
Equine Service Animals Canine • “Service animal” pursuant to 28 C.F.R. §3S.104, means any dog that is individually trained to do work or perform tasks for the benefit of an individual with a disability, including a physical, sensory, psychiatric, intellectual, or other mental disability. • The work or tasks performed by a service animal must be directly related to the individual's disability. • Other species of animals, whether wild or domestic, trained or untrained, are not service animals for the purposes of this definition. • The Americans with Disabilities Act (ADA) defines a miniature horse as a service animal if it has been individually trained to do work or perform tasks for the benefit of the individual with a disability. • Inaddition to training, health and safety considerations, the following additional considerations must be given before approval: • the type, size and weight of the horse and whether the facility can accommodate those features • whether the handler has sufficient control of the horse • whether the horse is housebroken • whether the horse's presence in a specific facility compromises legitimate safety requirements that are necessary for safe operation
Examples: • assisting individuals who are blind or have low vision with navigation and other tasks • alerting individuals who are deaf or hard of hearing to the presence of people or sounds • providing non-violent protection or rescue work • pulling a wheelchair • assisting an individual during a seizure • alerting individuals to the presence of allergens • retrieving items such as medicine or the telephone • providing physical support and assistance with balance and stability to individuals with mobility disabilities • helping persons with psychiatric and neurological disabilities by preventing or interrupting impulsive or destructive behaviors.
Service Animals for Students • The student's need for and use of the service animal must be documented in writing in the student's: • Individual Educational Plan (IEP) • Section 504 Plan • Cumulativefile
Required Documentation • Prior to a service animal being allowed to accompany a student the following is required: • Written determination that the student will be allowed a service animal in school by IEP / 504 team in current IEP or Section 504 Plan, or in student's cumulative file by a school staff team designated by the Principal if the student does not have a current IEP or 504 plan • Current satisfactory health certificate or report of examination from a veterinarian for the service animal • The school shall not, however, require documentation that the animal has been certified, trained or licensed as a service animal • Level II criminal background check for the handler pursuant to Policy 8475 if the handler is not the student.
Florida College System institutions will establish a collegiate high school program Senate Bill 850 Florida Personal Learning Scholarship Accounts Program CAPE -Standard Diploma with Scholar or Merit designation -Certificate of Completion -Deferment of receipt of standard diploma FCS Middle grades requirements /Early Warning Indicators PLSA Overview for the 2014-2015 school year implementation FTC Career and Professional Education Diploma Options Strengthen accountability and delivery of services EWS Florida Tax Credit Scholarship Program Juvenile Justice
Diploma Options STANDARD DIPLOMA (SCHOLAR OR MERIT) CERTIFICATE OF COMPLETION • A student who does not meet the requirements for a standard high school diploma will be awarded a certificate of completion. • A parent of a student with a disability, in collaboration with the IEP team, must declare by the age of 14 and no later than the first IEP to be in place when the student attains the age of 16 intent to pursue a standard diploma and a Scholar or Merit designation or a certificate of completion.
SENATE BILL 1108 JULY 1st, 2013
Senate Bill 1108 This bill provides mechanisms for increased parental involvement and specifies school and program accountability requirements.
TAP -2013 Legislation – Senate Bill 1108 • Section 1002.20, Florida Statutes (FS), K-12 student & parent rights • Section 1003.57,FS, Exceptional students instruction • Section 1012.585, FS, Process for renewal of professional certificates • Section, 1003.5715, FS, Parental Consent • Section 1003.572, FS, Collaboration of public & private instructional personnel • Section 1008.212, FS, SWD, extraordinary exemption
New Compliance Documents • FM #6881 – Parental Consent for Alternate Assessment and Access Point Curriculum • FM #7054 – Parental Consent to Place a Student in an Exceptional Student Education Center • FM #7513 - 1002.20F.S., Prohibiting School District Personnel from Discouraging Parents/Guardians from Inviting Another Person of their Choice to a Meeting – • FLDOE State Appropriation for Full-Time Student (2014-2015)
QUALITY IEP JULY 1st, 2013
A reference for all who participate in the IEP process • Required and suggested practices for IEP development and documentation
Quality IEP Manual • Chapter Elements • Organization of Content • Quality Indicators • Requirements • Compliance Self-Assessment Standards • Explanations, Suggested Practices, and Examples • Additional Information and Resources • Appendices • Rules and Statutes, Domain Descriptors, Sample IEPs
What is a Quality IEP? • A Quality IEP (PAGES 9-11) • Is in compliance with all requirements of federal, state, and district laws and regulations • Reflects decisions based on active and meaningful involvement of members of the IEP team • Provides a clear understanding of • Student educational needs and expected outcomes • Special education services and supports
IDEA Requirements • Schools must provide each eligible student with a disability anindividualized educational program that: • Is designed to meet the unique educational needs of the student • Addresses academic performance and functional needs • Enables the student to be involved and make progress in the general curriculum
Florida’s Multi-Tiered System of SupportsRtI Model ACADEMIC SYSTEMS Tier 3: Intensive, Individualized Monitoring Students who need individualized interventions. Tier 2: Targeted, Supplemental Monitoring Students who need more support in addition to the core curriculum. Tier 1: Core, Universal Monitoring All students, including students who require curricular enhancements for acceleration. BEHAVIOR SYSTEMS Tier 3: Intensive, Individualized Monitoring Students who need individualized intervention. Tier 2: Targeted, Supplemental Monitoring Students who need more support in addition to school-wide positive behavior program. Tier 1: Core, Universal Monitoring All students in all settings.
MTSS 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
IEP Components In a quality IEP, all components are clearly aligned
STUDENT INFORMATION STRENGTHS & CHALLENGES Individual Educational Portfolio
Student Performance Indicators (SPI) Demographic Information Attendance/ Tardy History Grade History Previous Schools Test Data/Comparison Data
Assessment in the Age of Accountability SUMMATIVE FORMATIVE • Cumulative • Florida Comprehensive Assessment Test (FCAT 2.0) • Florida Alternate Assessment (FAA) • Achievement of Student • Achievement of Populations • Periodic • Monitoring • Curriculum Based Assessment • Checklists
Sources of Information • Academic Achievement • State assessments (FCAT, FCAT 2.0, FAA) • End-of-Course (EOC) Assessments • District achievement assessments • Report cards and progress reports • Curriculum-based and progress- monitoring assessments(RtI) • Diagnostic assessments • Work samples and observations • Functional Performance • Discipline and attendance records • Functional behavioral assessments • Reports of motor and sensory proficiency • Speech and language evaluations • Observations/anecdotal records • Interviews with teachers, parents, and the student Use current, objective data from a variety of sources
Adding Assessments Developing Quality IEP Ch.4 Pg: 50-51 Click Assessments tab (Blue bar) Click Add Assessment (Bottom of page)
Customized Assessment Scroll down to Custom Assessment and type in the name of the tool used. In the Subject Area, type in Behavior, Academics etc.
Assessments • Click “Text Description” under the Scores Recorded column. • Click on Update the Database • Then go to Assessments tab again (Blue bar) • Find the assessment entered and click on Log. • Input the date it was administered and the score/text description. • Click on update and return to IEP Process
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. • Then investigate each area of concern to pinpoint specific needs.
What is the Format? • Strength Statement • Related to the area of concern and domain • Current student performance based on data • Overall statement ("Based on…") • Followed by supporting statements with specific information and sources • Name the assessments and dates • Effect of disability/needs Statement • How disability affects learning and behavior • Need for special education services and supports
PLEP Click here to begin the self-directed Quality IEP
Present Levels of Academic, Development and Functional Performance Developing Quality IEP Ch.2 Pg: 14 Parents have a number of roles in the IEP process. Parents can provide first hand information about the strength of their child.
Step 2: Why Is It Taking Place? • For each area of concern, analyze factors that may be affecting student performance • Curriculum and instruction (standards, instructional methods and materials) • Environment (barriers and supports) • The effect of the student's disability
Educational Need Step 2: Why Is It Taking Place? Determine the effects of the disability and identify educational needsresulting from the disability. • Effect of Disability
Affects of the Disability Strengths and Abilities • Make sure it is individualized • Interpret provided data • State what the student is currently able to do in: Reading, Math and Written Communication • Written in understandable language, include words that are measurable and be instructionally relevant. • Make sure it is individualized • Interpret provided data • State what the student is currently unable to do in: Reading, Math and Written Communication • Written in understandable language, include words that are measurable and be instructionally relevant.