Writing
a Defendable IEP
MIDWESTERN INTERMEDIATE UNIT IV
TRAINING AND CONSULTATION
Our Goals !
y Improve IEPs so that they are compliant under
IDEA.
y Establish continuity within IU programs.
y Support individual staff members in the
development of a compliant IEP through guided
practice.
y Improve accountability for our districts.
Individualized Education
Program (IEP)
TIMELINES
AND
PARTICIPANTS
IEP Timelines
y IEPs need to be in effect at the beginning of each
school year for every student.
y IEPs need to be developed within 30 days of a
determination that a student needs special education
and related services.
y It has to be within a year of the previous IEP minus
one school day.
IEP Review Time
Check your IEP for questions 257 – 262.
How do I know when and
whom to invite for an IEP?
Student IEP Set Up Form
y This form will be completed by MIU IV classroom
teachers
y To be completed and submitted to the program
secretary :
¾
¾
by end of September unless IEP is due sooner
if information changes
y Supports communication between program staff and
secretaries to ensure compliance
IEP Team Partners
Special
Education
Career & Tech
Education
Physicians &
Specialists
Community
Rehab.
Providers
Parent
Info. & Training
Centers
Psychiatrist
Consumer
Organizations
Psychologist
Independent
Living Supports
WIA
Youth
Student
&
Family
Waiver
Programs
Disability
Support
Services
MR
MH
Voc. Evaluators &
Work Adjustment
Behavioral
Specialist
Vocational
Rehabilitation
Support Groups
Speech
Therapist
Occupational
Therapist
General
Education
8
Required Members
y parents/guardians
y local education agency representative (LEA)
y student age 13 and over (Indicator 13 requirement)
y special education teacher
y not less than one regular education teacher when
the student is or may be participating in the regular
education environment
Other Members
ƒ psychologist
ƒ guidance counselor
ƒ instructional support staff
ƒ transition coordinator
ƒ job coach (if considered)
ƒ employer representative
ƒ community/agency representatives
ƒ relatives/friends/advocate
ƒ career-technical education representative
(if being considered)
Documentation on IEP Team Participation
ƒ Attendance may include participation via telephone
or videoconference. The IEP team may list the
names of individuals who participate via telephone
or videoconference (in the printed name column)
and note how they participated.
ƒ List attempts to contact parent to attend IEP
meeting in the Other Information section of
demographics.
ƒ Written input from team members
IEP Review Time
Check your IEP for questions 263 – 273.
Section I
SPECIAL
CONSIDERATIONS
Special Considerations
y Blind or Visually Impaired
y Deaf or Hard of Hearing
y Communication Needs
y Assistive Technology Devices or Services
y Limited English Proficiency
y Behaviors That Impede His or Her Learning or That
of Others
y Other Special Considerations
IEP Review Time
Check your IEP for questions 274– 280.
Section II
PRESENT LEVELS OF
ACADEMIC
ACHIEVEMENT AND
FUNCTIONAL
PERFORMANCE
To be used only by the
primary teacher if this is
the first IEP being opened
for the student in
IEPWriter
Click on
the pencil
to add
information
to the
current
Present
Levels
Present Levels of Academic Achievement and
Functional Performance (PLAAFP)
It is impossible to write clear and
measurable goals if you don’t have
clear and measurable present levels of
academic achievement and functional
performance.
19
Alignment: Present Ed Levels to Goals
PLAAFP
• Present Levels of Academic Achievement and Functional
Performance : Baseline information that gives a starting point.
Need • Needs: Areas of need that must be addressed in the IEP
s
Grid
• Grid: Services or Activities listed in the Transition Grid that
will help the student to achieve his/her post-secondary goals
• Measurable Annual Goals: Specific areas of skill deficits that
will be targeted for instruction and monitoring
MAGs
Progress
Monitori
ng
• Progress Monitoring: How, and how often, we will monitor
the skill to ensure that student is on track to achieve the goal.
20
Caroline: Math Example
• Now scoring Basic on 4Sight Math. Errors in Algebraic
equations. Currently scores21
13 correct on Algebra Foundations
PLAAF
probes.
P
NEED
• Improve skills with algebraic concepts including
solving equations and inequalities.
• *Improve skills in solving algebraic equations and
inequalities.
GRID
Measurabl
e Annual
Goal
Progress
Monitorin
g
• Given a biweekly Algebra Foundations curriculum-based assessment,
Caroline will solve equations and inequalities, increasing her score from
13 to 22 correct answers per 5 min time period, for three out of five
consecutive probes.
• ES Teacher and Caroline will chart number of correct answers
on each Algebra assessment.
Before you write academic and functional
levels…
22
Introduce the student with a clear statement….
{
{
{
{
{
{
{
{
Student name
Grade attending
School attending
Regular Education involvement
Anticipated year of graduation, if applicable
Services receiving, such as: Speech, OT, PT, PCA/nursing
services, and post secondary goals
Hearing results
Any medical diagnosis(including mental health) and nursing
services
1. Present Levels of Academic Achievement
Include at least three of the four kinds of
assessment and interpret the results:
{ Summative
{ Formative
{ Benchmark
{ Diagnostic
{ What
do you use?
Summative Assessments
ƒ Show progress at the end of a defined
period of instruction
ƒ Provide clear data on the student’s
accomplishments at key points in his or her
academic career
ƒ Includes high-stakes assessments
ƒ PSSA, SAT, PASA, PSSA M
25
Formative Assessments
Classroom based can consist of:
{
{
formal instruments
informal observations
Results should be used to shape teaching and
learning
{
{
{
{
adapt instructional practices
meet individual student needs
provide individual students corrective feedback
"reach" set goals and targets
Formative Assessments
{
{
{
{
{
{
{
{
{
progress monitoring on current IEP goals
formal instruments
curriculum-based measures
observations using checklists, graphic organizers…
warm-up/review checks/ticket out the door checks
questioning strategies, including checks for understanding CFUs
analysis of student performance based on set rubrics,
including homework, worksheets,
tests based on text and lectures,
notebook checks, including specific criteria
Formative Assessments
{
{
{
{
{
{
{
performance in group projects
oral reporting, verbal responses
online products (online posts, blog wiki entries)
presentations, videos, podcasts
participation in class discussion groups
active engagement check-ins, including response cards, white
boards, think-pair-share, popsicle sticks = random selection,
thumbs up/down, red/green–stop & go cards
role plays/skits, human timelines
Diagnostic Assessments
ƒ Identify, prior to instruction, each student's strengths,
weaknesses, knowledge, and skills
ƒ Permit the instructor to provide remediation and adjust
instruction to meet each pupil's unique
needs
ƒ Examples: Current grades, information from ER/RR if
relevant and current(within 1 years time), DRAs, Running
Records, GRADE, GMADE, Key Math 3
Benchmark Assessments
Designed to provide feedback to both the teacher
and the student about how the student is
progressing towards demonstrating proficiency on
grade level standards.
Benchmark Assessments
ƒ Measure the degree to which students have mastered a given concept
ƒ Measure concepts, skills, and/or applications
ƒ Are reported by referencing the standards, not other students‘
performance
ƒ Serve as a test to which teachers want to teach
ƒ Measure performance regularly, not only at a single moment in time
Examples: 4Sight, DIBELS, AIMSweb, Riverside Assess2Know
Additional academic information to include:
ƒ Other measurable data that acts as baseline for current goals
ƒ Include both instructional level AND grade level information
for all areas
ƒ Input from teachers including grades (if relevant)
ƒ Listening comprehension (esp. if reading is an area of need)
ƒ Specially designed instruction that works for the student
ƒ Any assistive technology
ƒ How does academic achievement relate to/ impact reaching
his/her future goals?
(e.g., most recent evaluation of the student, results of formative
assessments, curriculum-based assessments, transition
assessments, progress toward current goals)
2. Present Educational Levels of Functional
Performance
Behavior Information:
y Functional behavioral assessment and relevant
behavioral data
y Social, behavioral skills
Behavior Information
` For ALL students, include general, functional behavior
information:
`
Information on attendance and tardies should be included
`
Include data from Administrative Discipline Referrals
` Includes: problem behaviors, motivation, and consequences as
listed on the ADR form
`
Provide a description of your positive classroom behavior
management system and student specific data from the system
`
Include student’s strengths (at least three)
`
List the strategies that have been tried and their effectiveness
Behavior Information
` If a Functional Behavioral Assessment (FBA) was
completed (if the behavior impedes his/her learning or
that of others):
`
Indicate who completed the FBA and the level of FBA (informal,
simple, or complex)
`
Include a detailed description of the problem behaviors (1-3
behaviors)
`
Summarize any checklist or interview completed by the staff
` Put the checklist name in bold
` State who completed the checklist
` State when the checklist was completed
` Explain the checklist itself
` Explain and summarize the results
Behavior Information
ƒ If a Functional Behavioral Assessment (FBA) was
completed, continued:
à
Include data from direct observations
à
Include the hypothesis statement (antecedent, problem
behavior, function of the behavior)
à
List the replacement behaviors and how they will be taught
to the student
à
Include the new strategies that will be tried to assist the
student
Additional functional information to include:
y Communication, PT, OT, mobility
y Self help, Activities of Daily Living (ADL)
y Organizational skills if not addressed with academics
y Progress monitoring data related to any related goals
y Ecological assessment data
y Recreation, community participation
Additional functional information to include:
ƒ Relevant social information
ƒ Relevant health information
ƒ Agency support if appropriate
ƒ Summary of relevant information from other
agencies
ƒ How does the functional performance relate to the
student reaching his/her future goals?
ƒ (e.g., results from a functional behavioral
assessment, results of ecological assessments,
progress toward current goals)
3. Present Levels Related to Current Post
Secondary Transition Goals
ƒ If the student’s age is 13 or younger if determined appropriate by the IEP
team (e.g., results of formative assessments, curriculum-based assessments,
progress toward current goals)
ƒ Name assessments used
ƒ Describe results of assessments of interests, preferences,
ƒ Describe the student’s goals for each of the three areas:
à
à
à
à
Postsecondary Education
Employment
Independent Living
Agency Involvement
ƒ Remember that if any goal area is not needed, the present
education levels must document WHY.
ƒ Post-secondary goals must be updated each year!
4. Parental Concerns for Enhancing the
Education of the Student
{
Parent transition survey information
{
Other relevant parent information regarding student
strengths, needs
{
Parent concerns
{
Information regarding agency supports, e.g., outside
agencies involved, agencies invited to IEP
5. Strengths and Needs
y Important to build on student strengths
y Examples:
{ Academic strengths
{ Self determination/ self advocacy
{ Work related behaviors
{ Communication skills
Academic, developmental, and functional
Needs related to student’s disability
41
y A prioritized list of the student’s skill deficits that must be
addressed in order to meet the student’s post-secondary
goals (organization, math, reading comprehension,
written language, social/behavioral skills, self
management skills, mobility skills, communication skills,
etc.)
y What other services will the student need?
y If listing additional supports that the student needs, be
sure to list these under specially designed instruction!
Reminder
42
y All Needs must be met through:
ÙMeasurable
Annual Goals
Ù Specially designed instruction
ÙRelated services
ÙTransition services and activities
IEP Review Time
Check your IEP for questions 281 – 287.
Section III
TRANSITION
SERVICES
The Transition Grid
Employment Goal:
Measurable Annual Goal
Yes/No
(Document in Section V)
Courses of Study :
Service/Activity
Location
Frequency
Projected
Beginning
Date
Anticipated
Duration
Person(s)/ Agency
Responsible
Post -Secondary Goals
Based on information gathered on interests and preferences
using the MIU IV Transition Interest Survey
•
Address
•
Ù
Ù
Ù
Post-Secondary Education/Training
Employment
Independent Living
•
Identify where the student will be AFTER high school
•
NOT intended to describe events that occur IN high school
•
NOT the same thing as IEP measurable annual goals
•
Need to be updated annually.
46
Post Secondary Goals
47
•
Used for planning Course(s) of Study
•
Used to design Services and Activities
•
Lead to Measurable Annual Goal(s)
•
Link to agencies/community to support goals
•
Each post-secondary goal area must be addressed by
the IEP team
•
If a post-secondary goal area is not needed, present
education levels should document why.
Sample Post-Secondary Education/Training Goals
____________ has a goal of ________________ after high school.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
2 or 4 year college
Postsecondary vocational training program
Short-term education or employment training program
Community or technical college
Apprenticeship program
On–the-job training
Licensing program (Nursing, Cosmetology, etc.)
Adult continuing education courses
Adult Training Facility
Adult center program
Adult in-home program
Other training program - please describe: _________________
The IEP team has determined that this goal area is not applicable
48
Post Secondary Education/Training:
Sample Statements
y LeToyia’s goal is to attend a four year college to pursue
her interest in working with persons with hearing loss.
y Jen has a goal of attending a training program for
nursing assistant after high school.
y Rick’s goal is to attend a 2-4 year college.
y Caroline has a goal of enrolling in postsecondary training
in the area of cosmetology or a related field.
y OR: The IEP team has determined that this goal area is
not needed for the student at this time.
49
Sample Post-Secondary Education
and Training Goal: Phillip
Postsecondary Education and Training Goal:
Phillip has a goal of enrolling in
postsecondary training in the area of
automobile repair or a related field.
Measurable
Annual Goal
Yes/No
(Document in
Section V)
Courses of Study :
Service/Activity
Location
Frequency
Projected
Beginning
Date
Anticipated
Duration
Person(s)/
Agency
Responsible
50
Employment: Sample Goal Areas
_________ has a goal of______________ after high school.
1.
2.
3.
4.
5.
6.
Competitive employment
Military
Supported employment (paid work in a community setting
for those needing continuous support services)
Sheltered employment (where most workers have
disabilities)
Employment that allows for technological and medical
supports
OR: The IEP team has determined that this goal area is
not needed for the student at this time.
51
Employment: Sample Statements
52
y
y
y
y
y
y
Phillip has a goal of working in an auto repair shop
after high school.
Andre plans to seek employment in Video
Production after graduation from college.
Cindy has a goal of working in the area of food
service after high school.
Lee plans to enlist in the Army after High School.
Mark’s goal is to work full time after graduation.
OR: The IEP team has determined that this
goal area is not needed for the student at this
time.
Sample Employment Goal: Phillip
Employment Goal:
Phillip has a goal of competitive employment
in the area of auto body repair or related
field.
Measurable
Annual Goal
Yes/No
(Document in
Section V)
Courses of Study :
Service/Activity
Location
Frequency
Projected
Beginning
Date
Anticipated
Duration
Person(s)/
Agency
Responsible
53
Independent Living: Sample Goal Areas
_________ has a goal of___________ after high school.
1.
2.
3.
4.
Independent Living
Family Support
Agency Support
OR: The IEP team has determined that this
goal area is not needed the student at this
time.
54
Independent Living: Sample Statements
55
•
•
•
•
•
Caroline’s goal is to live independently.
Zack’s goal is to live with his family. He will
need supports to access community resources.
Greg’s goal is to live with friends in a
supervised community setting.
Jenny’s goal is to live in an apartment in the
community and to access community resources
a and programs with supports.
Or: The IEP team has determined that an
independent living goal is not needed for
LeToyia at this time.
Sample Independent Living Goal: Phillip
Independent Living goal:
The IEP team including Phillip and his
parents has determined that a goal is not
needed for Phillip in this area at this time.
Measurable
Annual Goal
Yes/No
(Document in
Section V)
Courses of Study :
Service/Activity
Location
Frequency
Projected
Beginning
Date
Anticipated
Duration
Person(s)/
Agency
Responsible
56
Sample Present Education Levels:
Phillip’s Functional Performance
y Phillip is independent in daily living skills, and plans to
eventually live on his own once he is earning a living. He
passed his driver’s exam last spring, and drives to his part time
job at Pizza Hut. He likes his job, his attendance at work is
good, and he reports getting along well with his co-workers and
his shift manager. He recently used his earnings to buy a used
car, which he enjoys working on.
y An informal parent survey, as well as the Comprehensive
Informal Inventory of Knowledge and Skills for Transition,
were given by the district, and indicate that Phillip is self
sufficient and age appropriate in all areas of independent
living.
57
Shawna’s Post Secondary Goals
y Postsecondary Education and Training Goal:
{
Shawna has a goal of attending an employment training
program.
y Employment Goal:
{
Shawna has a goal of employment in a clerical or related
field.
y Independent Living Goal:
{
Shawna’s goal is to live in an apartment in the community
and access community resources and programs with
appropriate supports.
Post-Secondary Goals and the Grid
59
y IEP must address each post-secondary goal area.
y “N/A”, “none” or leaving area blank is not acceptable.
y If a post-secondary goal area is not selected, present
education levels should use data to document why.
y If there are discrepancies within the team
regarding post-secondary goals, address in present
education levels.
y Use ongoing assessment and data to work through
“unrealistic” goals.
Updating Post-Secondary Goals
y Post-secondary goals must be updated each year!
y This means that assessment data must be updated
(formally or informally)and reviewed each year.
y Post-secondary goals may not necessarily change from
year to year, but Present Education Levels must be
updated to reflect that the team reviewed the goal.
For example, in 8th grade, Jack indicated that he
expressed interest in working in the area of
architecture. Further assessment in 9th grade
indicates that Jack is now interested in carpentry, and
plans to attend the CTE program for carpentry.
Courses of Study
Employment Goal:
Measurable Annual Goal
Yes/No
(Document in Section V)
Courses of Study :
Service/Activity
Location
Frequency
Projected
Beginning
Date
Anticipated
Duration
Person(s)/ Agency
Responsible
Courses of Study
y Part of the “coordinated set of activities” that help
y
y
y
y
y
student move from high school to identified postsecondary goals
Support academic and functional achievement
Should promote graduation by meeting district
standards
List courses by name- not “functional curriculum” or
“college prep”
Reflect current year’s courses.
NOTE: If courses will change during the duration of
the IEP, be sure to update or clearly identify the school
year or time period
Courses of Study
Measurable
Annual Goal
Yes/No
(Document in
Section V)
Post-secondary Education and Training Goal:
Courses of Study : 2011- 2012: Algebra 1, Biology, American Lit, Resource Room, PE, Home-Ec.
2012 -2013: Algebra 2, Chemistry, History, English, Art, PE, Resource Room
Service/Activity
Location
Frequency
Projected
Beginning
Date
Anticipated
Duration
Person(s)/
Agency
Responsible
63
Let’s Take another Look….
Are your Courses of Study:
y Listed under each area
Post Secondary Education
Ù Employment
Ù Independent Living
Ù
y Listed by the specific course name
y Show any changes in schedule?
Post -Secondary Goals
Employment Goal:
Measurable Annual Goal
Yes/No
(Document in Section V)
Courses of Study :
Service/Activity
Location
Frequency
Projected
Beginning
Date
Anticipated
Duration
Person(s)/ Agency
Responsible
Transition Service / Activity
•
•
Action steps – both activities and services
Services include instructional services to
address skill deficits (e.g., reading, writing,
behavior, organization, etc.), supported by
Measurable Annual Goals
•
Slated to occur during current IEP
•
Lead to achievement of post-secondary goal
•
Put all together from 1st year to final year of
transition planning = coordinated set of activities
66
Sample Services…
Sample Activities…
…ADDRESS SKILL DEFICITS AND
LEAD TO MEASURABLE
ANNUAL GOAL & PROGRESS
MONITORING
y Developing reading
y
y
y
y
y
comprehension
Travel training
Language therapy to
improve oral
communication
Community based
instruction
Social skills training
Improving functional math
skills: budgeting, measuring
to the inch, etc.
y
y
y
y
y
…DO NOT NEED A
MEASURABLE
ANNUAL GOAL
Visit a college fair
Complete a virtual tour
Compile list of pros &
cons of working right
after HS
Meet with guidance
counselor to determine
schedule
Group meeting with
OVR counselor
67
Sample Activities and Services to Support
Post-secondary Education/Training
68
y Note taking
y Organizational skills
y Time management
y Self-disclosure
y Request accommodations
y ASVAB
y PSAT/SAT
y College fairs
y College/facility tour
y Application
y Financial Aid
y Hiram G. Andrews
information
Sample Activities and Services to Support
Employment
69
y Career exploration (software programs, guest
y
y
y
y
speakers, graduation project)
In-school work experience
Community service or volunteering
Job shadowing
Community-based instruction
Sample Activities and Services to Support
Employment
70
y Work experience
y Vocational-technical school tour
y Co-op job placement (career-tech centers)
y CareerLink
y DPW Employment Program referral
y Agency referral: OVR, MH/MR office, etc
Sample Activities and Services to Support
Independent Living
71
y Meal and/or snack preparation,
y Personal Care: dressing, grooming and hygiene
y Maintaining clothing: Laundry, dry-cleaning
y Making medical and dental appointments, etc.
y Following through with prescriptions and
medical care
y Home responsibilities
y Open case with MH/MR Base Service Unit
y Community-based instruction
Sample Activities and Services to Support
Independent Living
72
y Transportation
y Voter registration
y Selective service
y Jury duty information
y Court system / obeying the laws
y Hobbies
y Clubs
y Social activities
y Service organizations (Lions Club, Kiwanis,etc)
y Church groups
Listing Services and Activities in the Grid
y List all services being provided to the student in all
environments they participate in.
y Give credit for what’s done in general education, e.g.,
{
{
{
Career portfolios
Senior project
Career exploration
y When listing instructional services (e.g., reading, math,
behavior, communication, and any other related services)
in the grid, do not word as a measurable annual goal– but
DO indicate what need is being addressed
y Don’t need to list a service under more than one postsecondary goal area
73
High Quality Services and Activities
Standards-based instruction that addresses:
y Academic skills in the context of real life
experiences
y Self determination and self advocacy skills
y Social skills for school, work, and community living
y Learning strategies and study skills
y A progression of career awareness, career
exploration, career preparation
y Work related skills and behaviors
And, flexible pathways to graduation
74
Person(s)/Agency Responsible
Employment Goal:
Measurable Annual Goal
Yes/No
(Document in Section V)
Courses of Study :
Service/Activity
Location
Frequency
Projected
Beginning
Date
Anticipated
Duration
Person(s)/ Agency
Responsible
Word of Caution!
Never commit an agency or
an individual for a service or
activity without their full
knowledge and participation!
76
Sample Service / Activity : Shawna
Postsecondary Education and Training Goal:
Shawna has a goal of attending an employment
training program for clerical or related skills.
Measurable
Annual Goal
Yes/No
(Document in
Section V)
Courses of Study: Functional reading, consumer math, travel training, self advocacy
skills, Horticulture, Family & Consumer Science, Physical Education
Service/Activity
Location
Frequency
Projected
Beginning
Date
School and monthly 9/20/20
Explore
community
09
employment
training programs. programs
* Develop
working
vocabulary of
sight words in
community
77
School and During
community the
school
day
9/20/20
09
Anticipated
Duration
Person(s)/
Agency
Responsible
9/19/2010
LEA/
Counselor,
family
9/19/2010
LEA/ Special
Education
teacher
Employment Goal:
Shawna has a goal of employment in a clerical or
related field.
Measurable Annual
Goal
Yes/No
(Document in
Section V)
Courses of Study: Paid Work Experience, Functional reading, consumer math, travel training,
self advocacy skills, Horticulture, Family & Consumer Science, Physical Education
Service/Activity
Location
Frequency
Projected
Beginning
Date
* Develop skills in Comm 3
following 2-3 step unity days/w
setting k.
directions in
work settings
9/20/20
09
Anticipated
Duration
Person(s)/ Agency
Responsible
6/1/2010
LEA
*Travel training
for public
transportation
School
and
comm
unity
Weekly
During
second
semest
er
1/20/201 6/1/2010
0
LEA
Explore employment
options via job
shadowing
Commu
nity
setting
3
days/wk.
9/20/20
09
LEA
9/19/2010
78
Independent Living goal:
Shawna’s goal is to live in an apartment in the
community and access community resources and
programs with appropriate supports.
Measurable Annual
Goal
Yes/No
(Document in Section
V)
Courses of Study: Functional reading, consumer math, travel training, self
advocacy skills, Horticulture, Family & Consumer Science, Physical
Education
Service/Activity
Location
Frequency
Projected
Beginning
Date
Anticipated
Duration
Person(s)/ Agency
Responsible
* Improve
accuracy with
use of cash for
purchases
commun
ity
2 times
/wk.
30-60
min.
9/20/20
09
9/19/2010 LEA
*Improve skills
with calculating
and managing
time
classroom
, school,
communit
y
During
the
school
day
9/20/20
09
6/1/2010
Investigate waiver
funding
Home,
school,
communit
y
LEA
79
During
the
school
d
9/20/20
09
6/1/2010
MR coordinator,
family; LEA
support
Transition Grids
y To be compliant you need:
9 You are completing the post secondary goal areas
based on student interest and needs but remember
you need at least 1 of the 3 post secondary goals
areas/transition grid areas completed.
9 Under each goal/grid area that there is a need you
must have at least 1 service and 1 activity.
(Our SPOC strongly recommends to have 3-5
services and activities total under each goal area)
Agency Involvement in Transition
y Agency invitation is based on individual
needs.
{
{
{
Younger students may be limited unless have MH-MR
supports or foster care , disability-related need (e.g.,
epilepsy, autism services).
OVR may not be involved till 11th or 12th grade.
Agency involvement may vary by region.
y Parent understanding leads to parent consent.
y Document agency invitation on IEP Invite.
81
Helping Parents Manage Transition
y Introduce concept of transition planning early
y Offer parent trainings around transition
y Help parents promote
{ Independence
{ Self
advocacy
y Share information among team members
y Build trust and foster ongoing
communication
82
MIU IV Transition Staffings
y It is recommended to have a transition staffing in the
fall of the student’s senior year
y All agencies involved or who should be involved need
to be present so that collaboration can take place
y Parent and student need to be present
IEP Review Time
Check your IEP for questions 288 – 292C.
Section IV
PARTICIPATION IN
STATE AND LOCAL
ASSESSMENTS
State Assessments
y Documentation is present of IEP team decision
y
y
y
y
regarding participation in statewide assessments
(PSSA , PSSA M, or PASA) for grades 3 through 8
and 11 in content areas of reading, math, and science.
Decision regarding participation with or without
accommodations is present
Explanation of why the student cannot participate in
the PSSA
Explanation of why the PASA is appropriate
How the student’s performance will be documented
on the PASA(video tape or written narrative)
Local Assessments
y Indication of IEP team decision regarding
participation in local assessments (local or
alternative local)
y If the student will participate in local assessments,
indication of IEP team decision regarding
participation with or without accommodations
y If the IEP team indicates the student will participate
in an alternative local assessment, explanation why
the student cannot participate in the regular
assessment and why the alternative assessment is
appropriate.
IEP Review Time
Check your IEP for questions 293 – 301.
Section V
ANNUAL GOALS
AND OBJECTIVES
Measurable Annual Goals (MAG)
Build skills (identified in needs and skill
deficits)
• Prioritized: 3-5 goals for most
• Communicate expectations-projects student
performance at the end of one year of
instruction
• Begin from baseline of skill (present levels)
• Contains measurable, countable data.
y Are written to include progress monitoring.
•
90
Short Term Objectives (STOs)…
91
**Required for students within MIU IV programs
Short term objectives are either:
‰ Sequential/Hierarchical
• Skills that build upon each other
• Must be taught in order
‰ OR, Component Skills
• Can be taught simultaneously; do not have
to be accomplished in sequence
• Related, but not dependent upon each other
Measurable Annual Goals and Objectives
92
What they are NOT
y NOT curriculum
y NOT grade averages
y NOT activities such as visiting a college fair or job
shadowing
y NOT for subject areas
y NOT passing a course
y NOT specified as “transition goals”
y NOT the same as post-secondary goals
Measurable Annual Goals Must Be
Skill-Building
93
In order that the student is able to
y Access, participate, and make progress in the
general curriculum and the life of the
school/community,
y AND progress towards his/her post-secondary
goals…
y A measurable annual goal (and short term
objectives) must build skills.
y Goals must focus on an area of need that will
make the biggest difference to the student.
SKILLS that might be needed for
students
y Organizational skills
y Social Skills
y Time Management Skills
y Dexterity Skills
y Communication Skills
y Self Help Skills
y Travel Skills
y Mobility Skills
y Workplace Values
y Self Determination and Self Advocacy
Skills
y Academic Skills
94
Steps for writing a standards-aligned IEP
goal:
95
1. Review Present Levels of Academic Achievement
2. Identify student needs (academic and functional skills)
3. Prioritize student needs as skills to be developed
4. Determine the PA standard (anchor, or element from the
Curriculum Framework)that correlates with each need (may
already be identified within Present Levels)
5. After considering the above, write the goal and include the
clearly defined action/behavior, condition, and performance
criteria
Measurable Annual Goals
Four required parts:
1. Condition
2. Student’s Name
3. Clearly Defined Behavior
4. Performance Criteria
Adapted from Strategies for Writing Better Goals and Short Term Objectives or
Benchmarks by Benjamin Lignugaris/Kraft Nancy Marchand-Martella and
Ronald Martella Sept/Oct 2001 Teaching Exceptional Children
96
1. Condition
y Describes the situation in which the student will
perform the behavior (e.g., accommodations,
assistance provided prior to or during assessment)
y Describes material that will be used to evaluate
the learning
y May describe the setting for evaluation
y Examples:
During lunch breaks on the job …
Ù Given picture checklists to follow …..
Ù Using graphic organizers for writing assignments…
Ù Using grade level passages…
Ù Given a two step direction…
Ù Given a grocery list and $20…
Ù Using the alarm feature on his cell phone…
Ù
97
2. Student Name
98
y Should not be a problem!
y Caution if using “copy/paste”
{ Names
{ Pronouns (she/he and him/her)
98
3. Clearly Defined Behavior
99
y Use PA Academic Standards/Anchors or
Curriculum Framework as basis
y Describe the behavior in measurable, observable
terms
y Ask yourself…what will the student actually DO?
{
Examples:
{
ÙSay, print,
Non-examples:
write, read orally, point to, solve…
ÙUnderstand,
know, recognize, behave,
comprehend, improve…
Standards Aligned System
100
y Once the student’s skill
need is determined,
refer to the standards
and anchors by:
{ Using language from
the Anchor or
Standard, or
Curriculum
Framework
{ May also reference
the standard/ anchor
number
www.pdesas.org
4. Performance Criteria
101
3 Parts of the Performance Criteria:
1.
Criterion Level
Ù
2.
Number of Times Needed to Demonstrate Mastery
Ù
3.
How well- the level the student must demonstrate for mastery
How consistently the student needs to perform the skill(s) before
it’s considered “mastered”
Evaluation Schedule
Ù
Ù
How frequently the teacher plans to assess the skill
HOW progress will be monitored (Note: On the IEP form, this is
placed in the column to the right of the goal.)
101
Sample Language for Performance Criteria
“How Well?”
102
___% of time
___% accuracy
__ out of ___ times
with _# correct
with ___or fewer errors
with __ out of __ points
on rubric or checklist
ƒ words/digits/ correct
per minute
ƒ
ƒ
ƒ
ƒ
ƒ
ƒ
ƒ with no more than
___ occurrences of…
ƒ with an ___or better
on skill specific rating
scale
ƒ earning __% of
possible points per
day
ƒ with “x” movement on
a prompting hierarchy
ƒ independently
102
Sample Language for Performance Criteria
Times to mastery
“How Consistently?”
ƒ3 of 5 random trials
ƒ5 consecutive trials
ƒ4 out of 5 trials
103
Evaluation Schedule
“How Frequently will we
monitor progress”
ƒDaily (seldom used for
progress monitoring because
instruction needs to occur
between monitoring
opportunities)
ƒ2 times per week
ƒWeekly
ƒEvery Friday
ƒBiweekly
ƒTri-weekly
Reminder: Measurability
104
y Measurable Annual Goals (and Objectives if
required) must pass the “Measurability” test
y Working Definition of Measurability - A goal is
considered measurable if it contains all four
required components of a goal and responds to a
“Data Collection Strategy.”
Planning for Measurability
105
y As the Measurable Annual Goal is developed, the Team
must begin to discuss what Data Collection Strategy
will be used to measure the progress toward reaching
this goal.
y The discussion should answer:
‰
‰
‰
‰
What data will be collected?
What is the source of the data?
What is the data collection schedule?
Who will collect the data?
Looking at all the parts……
106
Example
Shawna’s Goal for Reading
Shawna’s Measurable Annual Goal: Reading
y Given 10 randomly selected signs from a list of 50
functional signs found in the community, Shawna
will read and explain each in her own words with
100% accuracy as measured by a vocabulary rubric
(0,1,2) for 6 consecutive trials.
Reading Writing, Speaking and Listening Standards
(alternate):
y 1.1.11.E. Establish a reading vocabulary by identifying and
correctly using new words acquired through their relationship to
other words. Use a dictionary or other reference.
Condition
y Given 10 randomly selected signs from a
list of 50 functional signs found in the
community, Shawna will read and explain each
in her own words with 100% accuracy as measured
by a vocabulary rubric (0,1,2) for 6 consecutive
trials.
y NOTE: Signs should be presented in multiple
formats—on cards, using various fonts, in books
or magazines, and in the community, to
promote generalization.
Clearly Identified Behavior
y Given 10 randomly selected signs from a list of 50
functional signs found in the community, Shawna
will read and explain each in her own words
with 100% accuracy as measured by a vocabulary
rubric (0,1,2) for 6 consecutive trials.
Reading Writing, Speaking and Listening
Standards:
y 1.1.11.E. Establish a reading vocabulary by identifying and
correctly using new words acquired through their relationship to
other words. Use a dictionary or other reference.
Performance Criteria
y Given 10 randomly selected signs from a list of 50
functional signs found in the community, Shawna
will read and explain each in her own words with
100% accuracy as measured by a
vocabulary rubric (0,1,2) for 6 consecutive
trials.
Shawna’s Measurable Annual Goal for Reading
MEASURABLE ANNUAL GOAL
Include:
Condition, Name, Behavior, and Criteria
(Refer to annotated IEP for description of these
components.)
Describe HOW the
student’s progress
toward meeting this
goal will be
measured
Describe WHEN
periodic reports
on progress will
be provided to
parents
Given 10 randomly selected
signs from a list of 50 functional
signs found in the community,
Shawna will read and explain
each in her own words with
100% accuracy as measured by
a vocabulary rubric (0,1,2) for 6
consecutive trials.
Weekly data
collection
rubric with
results for
each trial
charted.
Twice per
quarter
Report of
Progress
1.1.11.E. Establish a reading vocabulary by identifying and
correctly using new words acquired through their relationship to
other words.
111
Shawna’s Short Term Objectives for Reading
Given 8 randomly selected signs from a
list of 20 functional signs found in the
community, Shawna will read and explain
each in her own words with 80%
accuracy as measured by a vocabulary
rubric (0,1,2) for 6 consecutive weekly
trials.
2. Given 10 randomly selected signs
from a list of 40 functional signs found in
the community, Shawna will read and
explain each in her own words with 90%
accuracy as measured by a vocabulary
rubric (0,1,2) for 6 consecutive weekly
trials.
112
SampleSample
Data Format
Collection
Tool for
Shawna’s
Reading
for Progress
Monitoring
--- Shawna
113
Shawna’s Progress on Reading Goal
1st progress report (Sept) : Shawna has been working on indoor signs.
She is able to read 20 signs and define 9 of the signs in her own words.
2nd progress report (Oct.) : Shawna is reading indoor and outdoor
signs. She reads 31 signs and defines 19 of the signs in her own words.
3rd progress report (Nov): Shawna has made minimal progress. She
reads 33 signs and defines 22 in her own words. We are practicing using
a variety of formats in the community.
4th progress report (Dec.): Great improvement. Now reads 46 signs
and consistently defines 38.
5th progress report (Jan.): Now reads 50 signs and consistently defines
43. On track to master the goal.
114
Measurable Annual Goals at a Glance
Condition
Describe the situation
in which the student
will perform the
behavior.
Materials, settings,
accommodations?
Examples:
Given visual cues…
During lectures in
math…
Given active response
checks…
Name
Clearly Defined
Behavior
Describe behavior in
measurable, observable
terms. Use action vebs.
What will s/he actually
DO?
Examples:
Locate
Name
Point
Separate
Rank
Choose
Remember--Academic
Standards, Big Ideas,
Competencies from the
Standards Aligned
System (SAS) provide
the content for goals.
Performance Criteria
The level the
student must
demonstrate
for mastery:
Number of times
needed to
demonstrate
mastery:
How well?
How consistently?
Examples:
How consistently
will the student
need to perform the
skill(s) before
considered
“mastered?”
% of the time
#times/# times
With the # or
% accuracy
“X” or better
on a rubric or
checklist.
Evaluation
Schedule:
How often?
How often will the
student be
assessed?
AND : What will be
the method of
evaluation?
115
Caroline’s Measurable Annual Goal - Writing
MEASURABLE ANNUAL GOAL
Include:
Condition, Name, Behavior, and Criteria
(Refer to annotated IEP for description of
these components.)
Given a three minute writing
prompt and use of a
computer for word
processing, Caroline will
increase her writing fluency
by writing at least 23 words
per minute on four out of five
consecutive weekly probes.
Standards addressed:
1.5.11.B. Write using well developed content
appropriate for the topic
Describe HOW the
student’s progress
toward meeting this
goal will be measured
Words written per
minute tracked on
progress
monitoring graph
Describe WHEN
periodic reports
on progress will be
provided to
parents
Report of
Progress
Report sent
home twice per
nine weeks
-----------Additional data
gathered from
classroom formative
assessments (e.g.,
writing assignments,
written responses)
116
Caroline’s Measurable Annual Goal - Budget
MEASURABLE ANNUAL GOAL
Include:
Condition, Name, Behavior, and Criteria
(Refer to annotated IEP for description of
these components.)
Given a monthly budget format
and the use of a calculator,
Caroline will calculate
expenses against income to
determine a monthly balance
with 100% accuracy for three
out of four consecutive
biweekly assignments.
Describe HOW the
student’s progress
toward meeting this
goal will be measured
Biweeekly data
collection form
-----Also will provide
representative
work samples.
Describe WHEN
periodic reports
on progress will be
provided to
parents
Report of
Progress
Report sent
home twice
per nine
weeks
Standards addressed:
13.3.11 D: Develop a personal budget
based on a career choice
117
Measurable Annual Goals & Short Term
Objectives
` If a student has a Positive Behavior Support Plan,
they will need a Measurable Annual Goal in the
area of behavior
` Use the information from the Present Levels of
Functional Performance
`
`
`
`
Condition → Techniques listed to help support the
replacement behavior, consider antecedent events
Student Name
Clearly Defined Behavior → Replacement Behavior
Performance Criteria → consider baseline from data and
how the data will be collected (ex: classroom behavior
management system)
Caroline’s Measurable Annual Goal - Behavior
MEASURABLE ANNUAL GOAL
Include:
Condition, Name, Behavior, and Criteria
(Refer to annotated IEP for description of
these components.)
Given a daily self monitoring
checklist, and two times
daily “check in” with the ES
teacher, Caroline will work
successfully on assigned
tasks in Biology, English,
and History classes, with no
inappropriate verbalizations
gestures, or refusals,
earning at least 83% of
possible points each day for
twenty consecutive days.
1.6.11.A Listen critically and respond
to others in small and large group
Describe HOW the
student’s progress
toward meeting this
goal will be measured
Daily selfmonitoring
checklist, with
teacher
verification.
(see attached
sample)
Describe WHEN
periodic reports
on progress will be
provided to
parents
Report of
Progress
Checklist
summary sent
home weekly,
graph sent
home twice
per nine
weeks.
119
Caroline’s Measurable Annual Goal - Organization
MEASURABLE ANNUAL GOAL
Include:
Condition, Name, Behavior, and Criteria
(Refer to annotated IEP for description of
these components.)
Describe HOW the
student’s progress
toward meeting this
goal will be measured
Using a daily self monitoring
checklist, Caroline will bring
needed materials and
assignments to each class,
earning 90% of possible “Yes”
ratings each day for fifteen
consecutive days.
Daily selfmonitoring
checklist, with
weekly summary,
compared with
teacher reports.
(same checklist as
Behavior)
Describe WHEN
periodic reports
on progress will be
provided to
parents
Report of
Progress
Report sent
home weekly
13.3.11 A: Evaluate personal attitudes
and work habits that support career
retention and advancement
13.3.11 E: Evaluate time management
strategies and their application to both
personal and work situations
120
What’s the problem with this goal?
y “Given an instructional level comprehension
prompt in the ES classroom, Evie will use
appropriate sentence structure to define key
concepts in order to demonstrate comprehension.”
Standard 1.4.
121
Let’s Look at Your Measurable Annual Goals
122
IEP Review Time
Check your IEP for questions 302 – 306.
Section VI
PROGRAM MODIFICATIONS AND
SPECIALLY DESIGNED INSTRUCTION
RELATED SERVICES
SUPPORTS FOR SCHOOL PERSONNEL
GIFTED SUPPORT SERVICES
EXTENDED SCHOOL YEAR
Program Modifications and Specially
Designed Instruction
y Special education means specially designed
instruction (SDI):
¾
¾
provided at no cost to the parents
to meet the unique needs of a student with a disability.
y Specially designed instruction means:
¾ Adapting, as appropriate, the content
¾ Methodology or delivery of instruction to address the unique
needs of the student that result from the student’s disability
and to
¾ Ensure access of the student to the general education
curriculum so that he or she can meet the educational
standards.
Supplementary Aids and Services:
y Aids, services, and other supports that are provided in
regular education classes, other education-related
settings, and in extracurricular and nonacademic
settings, to enable students with disabilities to be
educated with nondisabled students to the maximum
extent appropriate.
y Supplementary aids and services include modification to
the general curriculum.
y Develop specially designed instruction from the
assessment information in consideration of the student’s
specific needs and the PA academic standards.
Types of Supplementary Aids and
Services:
y Collaboration
y Instruction and Assessment
y Social/Behavior
y Environmental
Program Modifications & Specially Designed
Instruction
` The following items must be included in the
Program Modifications and Specially
Designed Instruction for students with a Positive
Behavior Support Plan:
`
`
`
`
Antecedent strategies (can include what will be done to help
teach/increase the use of the replacement behavior,
strategies to help with skill deficits, strategies used to
prevent the problem behavior, etc.)
Replacement behavior (remember to choose a behavior that
is effective and efficient for the student to use)
Consequences for when the student performs the
replacement behavior (how the student will be reinforced)
Consequences for when the student performs the problem
behavior (the responses to the problem behavior, including a
crisis plan if needed)
Merging the ER/RR and IEP
y Using the student’s most recent ER/RR did the IEP
team address those recommendations in
development of this IEP:
¾
¾
¾
Modifications and accommodations
Related services
Supports for School Personnel
ESY
Extended School Year services are special
education and related services provided to
students with disabilities beyond the regular
180-day school year.
Why have ESY?
¾ In some cases, interruptions in the school
schedule, such as summer break, will result
in children with disabilities losing many of
their basic skills and taking a long time to
get those skills back once school begins
again.
¾ ESY services are provided during breaks in
the educational schedule to prevent this loss.
Which students are eligible for ESY?
All students with
disabilities must be
considered for ESY
services each year.
Armstrong Target Group
¾ Students with severe
disabilities:
ƒ
ƒ
ƒ
ƒ
ƒ
Autism/PDD
Serious Emotional
Disturbance
Severe Mental
Retardation
Degenerative
Impairments with
mental involvement
Severe multiple
disabilities
What ESY is Not
¾ The desire or need for day care or respite care
services.
¾ The desire or need for a summer recreation program.
¾ The desire or need for other programs or services
that while they may provide educational benefit, are
not required to ensure the provision of a free
appropriate public education.
Factors
to help
Determine Eligibility
for
ESY
Considering ESY Services
¾ There are seven factors, which may be
considered to determine if a student is
eligible for ESY services.
¾ No single factor will be considered
determinative.
Factors
1. Regression – whether the student
reverts to a lower level of functioning as
evidenced by a measurable decrease in
skills or behaviors which occurs as a
result of interruption in educational
programming.
Factors
2. Recoupment – whether the student
has the capacity to recover the skills
or behavior patterns in which
regression occurred to a level
demonstrated prior to the
interruption of educational
programming.
Factors
3. Whether the student’s difficulties
with regression and recoupment
make it unlikely that the student
will maintain the skills and
behaviors relevant to IEP goals
and objectives.
Factors
4. The extent to which the student has
mastered and consolidated an
important skill or behavior at the
point when educational
programming would be interrupted.
Factors
5. The extent to which a skill or behavior is
particularly crucial for the student to
meet the IEP goals of self-sufficiency and
independence from caretakers.
Factors
6. The extent to which successive
interruptions in educational
programming result in a student’s
withdrawal from the learning process.
Factors
7. Whether the student’s disability is
severe, such as autism/PDD,
developmental disorder, serious
emotional disturbance, severe mental
retardation, degenerative impairments
with mental involvement and severe
multiple disabilities.
Decision Making
Process
and
Timelines
Basic Steps ESY Decision Process
Step One: Gather information regarding student
progress ( especially after breaks in the school
schedule)
Step Two: Make the determination regarding
ESY eligibility at an IEP team meeting
Step Three: Document the ESY determination on
the IEP format
Step Four: Issue the Notice of Recommended
Educational Placement ( if appropriate)
Gathering Information
¾ Reliable sources :
¾ Progress on goals in consecutive IEPs
¾ Progress reports maintained by educators,
therapists, and others having direct contact with the
student before and after interruptions
¾ Reports by parents of negative changes in adaptive
behaviors or in other skill areas
¾ Medical or other agency reports indicating
degenerative-type difficulties, which become
exacerbated during breaks in educational services
¾ Results of tests
IEP Meeting
¾ For students in the Armstrong Target
Group, the IEP meeting must be held by
February 28 to determine if ESY services
are needed.
( severe disabilities)
¾ For all other students with disabilities, the
meeting must be held annually.
Eligibility Decision on IEP
y If the student is eligible for ESY, check the first
option and note the data used in the review for the
decision making.
y If the student is no longer eligible, check the second
option and note the data used in the review for the
decision making.
y If the student is receiving ESY, the third box must be
completed with the goal/objectives that are being
used for ESY.
IEP Review Time
Check your IEP for questions 307 – 319.
Section VII
EDUCATIONAL
PLACEMENT
Questions for IEP Team
y 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 student to make
progress on the goals and objectives (if applicable) in this IEP in the
education class.
y What benefits are provided in the general education class with
supplementary aids and services versus the benefits provided in the special
education class?
y What potentially beneficial effects and/or harmful effects might be
expected on the student with disabilities or the other students in the class,
even with supplementary aids and services?
y To what extent, if any, will the student participate with non-disabled peers
in extracurricular activities or other nonacademic activities?
Participation
The difference between “regular education CLASS” and “general
education CURRICULUM”
y Regular education class refers to the educational
environments where students without disabilities receive
instruction and participate in activities throughout the school
day. It includes instruction that occurs outside of the actual
‘classroom’, such as within the school or community where
interaction occurs with persons without disabilities.
y General education curriculum refers to the content of the
instruction that is to be taught to students in each grade and
subject area. In Pennsylvania, general education curriculum
must follow the content of the PA State Standards.
Type and Location of Supports
y Check the box that appropriately indicates the total
amount of special education support a student
receives during an average school day.
y Type(s) of special education supports are provided to
a student based on the learning needs.
y Special education support(s) may differ from the
disability category used for determination of
eligibility.
IEP Review Time
Check your IEP for questions 320 – 326.
Section VIII
PENN DATA
How do we calculate Penn Data?
y Section A is completed when the student is educated in a
y
y
y
y
regular school building with nondisabled peers.
Section B is completed only for students educated
outside regular school buildings for more than 50% of
the day. Select one of the locations listed in Section B
and indicate the name of the school or facility on the line
corresponding with the appropriate selection. If the
student spends less than 50% of the day in one of these
locations, complete Section A.
Use a calculator!
Based on building and student schedules.
Take credit for what's being done
Step 1
y Identify the number of hours the student spends in the
regular classroom per day (column 1). Time spent in the
regular classroom includes:
¾
¾
¾
¾
¾
Instruction in an educational environment where students without
disabilities are receiving instruction
Instruction that occurs outside the classroom, such as within the
school or community where interaction occurs with persons without
disabilities and includes nondisabled peers and community members
Time spent outside the regular classroom receiving services
unrelated to the student’s disability (e.g., time receiving ESL
services)
Time spent in age-appropriate community-based settings that
include individuals with and without disabilities (e.g., college
campuses, vocational sites)
Lunch, recess and study periods
Step 2
y Identify the total hours in a typical school day, including
lunch, recess, and study periods (column 2).
y The team then divides the total hours the student spends
in the regular classroom per day (column 1) by the total
hours in a typical school day (column 2), and multiplies
that number by 100 to get the percentage of time the
student spends inside the regular classroom (column 3).
y Using this percentage (column 4), the IEP team selects
the appropriate percentage category (column 5).
IEP Review Time
Check your IEP for questions 327.