Strengthening Compliant, Results- Driven IEPs

(IEP 101)

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State Support Team, Region 6www.sst6.org

Presented By:

Julie Bertling (jbertling@sst6.org)

Caryn Timmerman (ctimmerman@sst6.org)

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Starts with IDEA

“Access to, participation and progress in general education curriculum”

access-participation in the knowledge and skills that make up the general curriculum

general education curriculum-the full range of courses, activities, lessons, and materials routinely used by the general population of a school

007.07A6 32013-2014

Ties to General Education

• Promotes a focus on high expectations rather than academic deficits.

• Utilizes standards to identify specific content critical to progress in the general ed. curriculum.

• Promotes a single educational system that is inclusive through common language and curriculum.

• Ensures greater consistency across schools and districts.

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Closing the Achievement Gap• Compliance with the IDEA should lead to improved

instructional practices that supports desired outcomes for all learners.

• Office of Special Education Programs (OSEP) Announces New Effort to Strengthen Accountability for Students with disabilities (March 2012)

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Results-Driven IEPs

• Discuss at your table how an IEP is results-driven ?

• Discuss what components of the IEP you think are the most important.

• What are your top two most important IEP components and why?

5 minutes

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The IEP Form - Interaction• Demographic Data• Amendments

1) Future Planning

2) Special Instructional Factors

3) Profile

4) Postsecondary Transition

5) Postsecondary Transition Services

6) Measurable Annual Goals

7) Description of Specially Designed Services

8) Transportation

9) Nonacademic and Extracurricular Services

10) General Factors

11) Least Restrictive Environment

12) State and District Wide Testing

13) Meeting Participants

14) Signatures

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Standards-Based IEPs

• A “standards-based IEP” contains goals based on the academic content standards and the age-appropriate grade-level benchmarks and indicators.

• Goals serve as roadmaps, identifying the necessary learning that a child needs to achieve the grade-level benchmarks and indicators.

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Standards Based IEPs

Ask:•What skill does the child require to master the content of the curriculum?

Not:•What curriculum content does the child need to master?

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Learners on LI Continuum

• The range of physical and cognitive capabilities of our students is varied.

• Therefore we need to vary our materials, instructional strategies and environments throughout our planning and implementation.

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What are Extended Standards?

• Extended or alternate standards are allowable to provide access, participation and progress in the general curriculum.

– aligned with a State’s content standards, – reduced in depth and breadth from the general

standards,– promote access to the general curriculum, and – reflect professional judgment of the highest level of

performance possible.

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What are Extended Standards?

• These extended standards are not statements of what students already know or can do, but are statements of what students CAN learn and will be able to do after instruction.

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Extended StandardsExtended Standards

Academic Content StandardsAcademic Content Standards

Curriculum Instruction and

Practices

Curriculum Instruction and

Practices

Alternate Assessment

Alternate Assessment

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Extended Standards Complexity• Three levels of complexity addressed

for each extended standard.– range from “most complex” to “least

complex”

Most Complex Least Complex

RL.K2.1a Ask and answer who, what, where, when or how questions to demonstrate understanding of text.

RL.K2.1b Ask and answer who, what, where or when questions to demonstrate understanding of text.

RL.K2.1c Answer who or what questions to demonstrate understanding of text.

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IEP Goals and Objectives

•Guide to student access, participation and progress within instructional activities.

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Sections of the IEP

• All sections are critical components in writing a compliant, results-driven IEP.

• The IEP is a written statement between the parent and the district that specifies the specially designed instruction, related services, accommodations, modifications and supports that a school will provide for a student with a disability.

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Sections of the IEP

•Section 1: Address the student’s and family’s preferences and interests in the Future Planning section

•Section 2: Special Instructional Factors

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Sections of the IEP

Section 2: Special Instructional Factors

•Behavior•Limited English Proficiency•Visual Impairments•Communication•Deaf or Hard of Hearing•Assistive Technology Services and Devices•Physical Education

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Sections of the IEP

• Section 3: Profile. Provide meaningful information about the student’s strengths, interests, assessment data and the concerns of the parent in the Profile Section

• Section 4: Postsecondary Transition

• Section 5: Postsecondary Transition Services

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Sections of the IEPSection 6:

Develop Present Levels of Academic Achievement and Functional Performance (PLOP)-•Identify needs that require specially designed instruction

Identify measurable goals, including academic and functional goals-•Measurable benchmarks or measurable short-term objectives•Student Progress

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Sections of the IEP

• Section 7: Identify Services

• Service(s)• Initiation Date• Expected Duration• Frequency

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Sections of the IEP

• Section 8- Transportation as a Related Service

• Section 9- Nonacademic and extracurricular activities

• Section 10- General Factors

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Sections of the IEP

• Section 11: Determine least restrictive environment – determine where services will be provided

• Section 12: Statewide and District Wide Testing

• Section 13: Meeting Participants

• Section 14: Signatures

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Technical Assistance Examples

The intention of the examples that will be presented today is to provide a format demonstrating the interrelationship between critical components in the IEP.

Peer Review Process Handout

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Profile• BIG PICTURE information found in the

profile should focus on impact on ability to access curriculum

• Should be brief. However, make sure all points in IEP Compliance Checklist are addressed.

• If you put something in the Profile, it doesn’t need to be duplicated later in the PLOP.

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The Profile • Interests• Learning Styles• Strengths & Weaknesses• Needs in the ETR NOT

addressed in the IEP summarized

• Special Instructional Factors that are noteworthy

• Needs considering typical child development

• Medical and Safety Information• Information about all

developmental areas (Preschool)

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Profile - Interaction

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Child’s Profile

Now it’s your turn!

What are evidence sources for the Profile?

Review: IEP Compliance Handout, p. 2 Peer Review Process

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Postsecondary Transition

• See IEP Compliance Checklist, pgs. 3-8

• Check on SST 6 website for training dates

• SST Contact Person:– Bill Nellis (bnellis@sst6.org)

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IEP Goal

Background/Parent Concerns/Relevant medical and safety

information/Performance Data as appropriate

How characteristics of disability will affect

progress

Strengths/interests of the Child

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Present Levels of Performance - PLOP

• Academic achievement and functional performance.• Provide the foundation and support for developing goals, objectives and

determining services.• Provide supporting detailed data/evidence that clearly establishes a baseline

data related to the area of needs to set targets. • Identify student’s needs and align the corresponding goal to the content

standards. • Compare to same grade level and age level nondisabled peers (typical peers).• Provide specific levels of academic and functional performance in the area of

need within the general curriculum.

34 C.F.R. §300.320(a)(1)(i) OAC 3301-51-07(H)(1)(b) page 126

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Present Level Example - Interaction

K.D. cannot decode words quickly or automatically and relies heavily on her sight word vocabulary. K.D. can read 100/220 of the Dolch sightwords. She can read sight words and comprehends stories that are written at a second grade readability level as measured by the Fry Readability Test.

K.D. showed a growth rate of 1.5 words per week on the Dolch sight words during the last school year. Students are expected to demonstrate fluent oral reading, using sight words and decoding skills by the end of third grade. Fifth graders are expected to use word origins to determine the meaning of unknown words and phrases. K.D.’s reliance on sight words affects her comprehension of written text in all academic content areas.

PLOP Slide HandoutIEP Compliance Checklist, pg. 92013-2014 32

Present Levels of Performance – What Causes Compliance Errors

• Lack of sufficient data and information:• Quantitative (numerical) and/or• Qualitative (Can do – cannot do) and• Typical peer data (Should be able to do).

• Data is not current or time referenced.• PLOP is not linked to needs or goals.• PLOP does not indicate how the disability has an impact

in making progress in the general education curriculum.

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PLOP

• Peer Review Process

• Use Highlighters and

IEP Compliance Checklist

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Measurable Annual Goals and Measurable Short-Term Objectives

• Address the student’s needs that result from the disability and are aligned with the present levels of performance.

• The annual goals need to address the child’s unique needs resulting from the disability and enable the child to be involved in and make progress in the general curriculum.

• The annual goals must meet the academic, developmental and functional needs of the child and must provide linkage to the content standards.

• The annual goals and short-term objectives should be supported by baseline data in the PLOP using the same unit of measurement, e.g., if WPM was used in the PLOP for fluency then this should be used in the goal.

• Use an “action word” 34 C.F.R. §300.320(a)(2)(i) O.A.C. 3301-51-07(H)(1)(c)

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Annual Goals and Short-Term Objectives

• Set expectations for levels of academic and functional achievement in one year. Achieving these goals and objectives will enable the student to make progress in the general education curriculum.

• The IEP must state how the goals and objectives will be measured.

• Can the goals and objectives be measured and replicated by someone who does not know the student?

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The Six Components of a Measurable Goal

• Who? • Does what? • To What Level or Degree? • Under What Conditions? • In what length of time? • How will progress be measured?

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Component One

Who?

Relates to the student.

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Component Two

Does What?

•Observable behavior describing what the student will do to achieve the goal/objective.

•Action words.

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Component Three

To What Level or Degree?

•This relates to criteria and mastery of the goal.

•Criteria states how many times the behavior must be observed for the goal to be considered completed.

•Mastery states the level of achievement required.

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Component Four

Under What Conditions?

Conditions that describe the situation, setting, or given material that will need to be in place for the goal to be completed.

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Component Five

In What Length of Time?

This is the time frame in which the goal is completed.

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Component Six

How will progress be measured?

•Method for Measuring the Child’s Progress towards the Annual Goal- must have data.

•Method and frequency of reporting progress.

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Annual Goals and Short-Term Objectives – Measurability

Appropriate application of different types of measurements.

• Accuracy refers to number of times a behavior or skill occurs.

• Duration refers to length of time and event.• Rate refers to number of times within timed

period.• Cumulative counts refer to number of times.

without a time reference.• Measurable Verbs Handout

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Use Your Skills - Interaction• 1. Given a writing prompt, David will write a three-paragraph essay and

score a minimum of 56 on the “Correct Word Sequence Grade 8 Assessment,” for three out of four prompts.

• 2.David will verify and interpret results using precise mathematical language, notation and representations, including numerical tables and equations and formulas, charts, graphs and diagrams, as evidenced by increasing to 90% accuracy using probes every two weeks.

• 3. When given 20 new words selected from classroom curriculum based materials once every two week period, David will demonstrate increased vocabulary acquisition skills by using the words in a contextually correct sentence with 90% accuracy in four out of five assessed trials.

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Annual Goals and Short-Term Objectives – What Causes

Compliance Errors?

• Using “increase”, “decrease” or “improve” without a baseline and target.

• Using grade scores like A or B, 75 or 90.• Stand alone percentages (80%) may not be appropriate.• Inappropriate measurement or not compatible to baseline

measurement in PLOP. • Too many variables and/or incompatible variables are included in

the goal (“kitchen sink” approach).• Goal or conditions surrounding goal are vague.

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Annual Goals and Short-Term Objectives – Ineffective Use of Percentage

and Compliance Errors

Ineffective use of percentage

• Behavior does not lend itself to measurement by percentage.

• Vague statements of measurement using percentages that are not clear to all parties.

• 80% is often attached indiscriminately to goals and objectives without regard to the measurability.

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Positive Examples• Look at your IEP

• Make sure any student identifying information is redacted

• Evaluate your annual measurable goalsIEP Compliance Handout, pg. 10

Peer Review Process

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Summary of Specially Designed Instruction and

Related Services• Lists all the types of supports and services that may be provided

to children with disabilities to support their acquisition of the goals listed in the IEP.

• Also lists the supports and services for the goals – the beginning and end dates– the amount of time– the provider and location– the accommodations– any supports for school personnel needed to provide the services.

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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 Services

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•BE SPECIFIC – PROVE YOUR DEGREE !!• What is the specially designed instruction?

•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)

A. Specially Designed Instruction

What is the knowledge/ skills you

have that are needed???

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Specially Designed Instruction- Example

Decoding – Intervention Specialist

• Direct instruction (with a multisensory approach) 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.

T. J - ODE2013-2014 52

• Intervention in the area of reading to include:– Modeling,– Corrective feedback, – Repeated practice, and– Comprehension skills development

(Decoding – Intervention Specialist and Reg. Ed.)

T. J - ODE

Specially Designed Instruction- Example

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What are the components of Specially Designed Instruction?

SST #132013-2014 54

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Service – What Causes Compliance Errors?

• Service is written as a place, person, disability category. • Service is written as an accommodation or modification. • Service is written as “and/or.”• Service is written “as needed” or “at the discretion …”• Service lacks a description or is vague.• Services is written as consultation.• Multiple services that are not clearly defined by

description, provider, frequency and LRE for the same goal.

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Frequency – What is Needed?• Each service will need a frequency that is specific and

appropriate to that particular service to implement the goal(s) and objective(s).

• Frequency needs to be stated in terms that indicate both:

1. Amount of time (e.g., minutes, hours) and2. Frequency of the service (e.g., daily, weekly,

monthly)• Frequency needs to be stated in a manner that is

clear to all parties- No Ranges!!!

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Frequency – What Causes Compliance Errors?

• Ranges that create variable times are not clear to all parties (e.g., 30 to 60 minutes, three to four times a week, three to five periods a week).

• When the conditions are not clear (e.g., as needed, when needed, as requested, at the discretion).

• Combining frequencies for different services (e.g., 60 minutes of small group and/or one-on-one instruction, 30 minutes of direct speech and language services and consultation).

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Related Services

A statement of the special education and related services and supplementary aids and services, based on peer-reviewed research to the extent practicable, to be provided to the child, or on behalf of the child, and a statement of the program modifications or supports for school personnel that will be provided to enable the child—

(i) To advance appropriately toward attaining the annual goals;(ii) To be involved in and make progress in the general education

curriculum in accordance with paragraph (a)(1) of this section, and to participate in extracurricular and other nonacademic activities; and

(iii) To be educated and participate with other children with disabilities and nondisabled children in the activities described in this section… 34 C.F.R. §300.320(a)(4).

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Related Services - Interaction

• Means transportation and such developmental, corrective and other supportive services as are required to assist a child with a disability to benefit from special education

34 C.F.R. §300.34 OAC 3301-51-01(B)(52) page 30

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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 can 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…

• Be sure to describe what you intend to do – so it is clear to all.

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

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C. Assistive Technology

Edyburn (2004) Retrieved from: https://pantherfile.uwm.edu/edyburn/www/RethinkingAT.pdf

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AT services may include:

– Evaluation of AT needs, including a functional evaluation in the child’s customary environment,

– Purchasing, leasing, or providing for acquisition of AT

– Selecting, designing, fitting, customizing, adapting, applying, maintaining, repairing, or replacing AT devices

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AT services may include: – Coordinating and using other therapies,

interventions, or services with AT devices such as those associated with existing education and rehabilitation plans and programs;

– Training or technical assistance for professionals (including individuals providing education and rehabilitation services), employers or others(s) who provide services to employ, or are otherwise, substantially involved in the major life functions of that child.

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Consideration Questions

Team members who are considering AT should examine available data and observations about the student, and ask whether the student may need assistive technology:

– to receive instruction within the least restrictive environment (LRE)

– to meaningfully participate in the general curriculum – to participate in academic or functional activities – to access textbooks and other educational/print materials– to access auditory information – for written communication and/or computer access – for expressive communication – to participate in state and local assessments

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Should AT be considered?

A 13-year-old student with learning disabilities is able to write assignments.

However, because of severe spelling and grammar errors, most of his written work is

unacceptable. What are the expectations for this student to correct spelling and grammar

in all assignments?

Q& A Handout

In addition to Section 7 (aligned with Section 3 and/or 6), where else might AT devices and services be documented in the IEP?

AT devices and services may be appropriately documented in the IEP in a number of areas: •Special Considerations (Section 2)•Transition Services (Section 4 and 5)•Present Levels (Section 6)•Annual Goals (Section 6)•Program Modifications and Specially Designed Instruction (Section 7)•Related Services (Section 7)•Supports for Personnel (Section 7)•Participation in State and Local Assessments (Section 12)

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10 Assistive Technology Realities

1- Determining when a device is needed for FAPE is no easy task.2- There is no cookbook for including AT in the IEP3- There are no IDEA exemptions for personal use devices4- The difference between ‘medically necessary’ and ‘educationally

necessary’ is clear as mud5- If it is in the IEP, the school must make sure the device is available and

functioning properly regardless of who paid for it or owns the device6- If you name a specific brand name device in an IEP, that is the device

the school is obligated to provide7- Schools cannot limit AT to in-school use, but not all devices available to

school must go home8- A computer (or iPad) is not the answer to every AT need.9- There is no magic wizard with all the AT expertise and certainly no

assistive technology credential that makes someone an expert in all areas of AT

10- Knowledge is protection against litigation, and knowledge helps you do what is right for kids

(Diane Golden, Missouri AT Project, Kansas City, MO)

Accommodations– What is NeededAn Accommodation means making changes in the way materials are presented or in the way students respond to the materials, as well as changes in setting, timing and scheduling, with the expectation that the student will reach the standard set for all students.

Accommodations such as, but not limited to, the following:• Presentation of material; • Alternate response modes; • Setting/Timing/Scheduling; • Conditions/Criteria for implementation; and • Needs to be consistent with Statewide and District wide tests.

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AccommodationsYou need to indicate :

•Which tests

•Of what length

•In what areas

•Who will provide that service,

•Where, and

•How often

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Accommodation- Examples

• 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

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

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Considerations When Choosing and Using

Accommodations• What kinds of instructional strategies (i.e. visual, tactile, auditory,

combo) work best for the child?• What accommodations have worked well and in what situations?• What accommodations does the child prefer?• What accommodations has the child tried in the past?• What accommodations increase the child’s access to instruction

and assessment?• Are there ways to improve the child’s use of an accommodation?• Does the child still need an accommodation?• How can actual use of accommodations be documented?

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Modifications – What is NeededModifications, per the aforementioned reference, means changesmade to the content that students are expected to learn whereamount or complexity of materials is significantly altered from gradelevel curriculum expectations.

Modifications such as, but not limited to, the following: • Modifications that effect content; • Delivery of services; • Selection of key concepts to be taught; • Modifications to instruction;• Alteration of evaluation material and criteria; and • Alteration of performance criteria.

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Accommodations/Modifications – What Causes Compliance Errors

• Conditions and/or criteria that are vague to when an accommodation occurs (e.g., “extended time” – how much, under what circumstances; “scribe” – when, all written responses)(other e.g, when needed, as needed, at the discretion of the teacher).

• Accommodation or modification is not consistent with service and student need (e.g., calculator for writing goal).

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Support for School Personnel• Provide support to school personnel who may need

assistance in implementing the child’s IEP

• The IEP team decides those specific supports or training necessary for school personnel to provide a free appropriate education to the child with a disability

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E. Support for School Personnel/Medical Needs

• Support for School Personnel:•CPI Training, 1:1 aide, resource materials, equipment, consultation with other professionals… • Specify who is getting and who is giving the training- where and when

• Services to Support Medical Needs:• Medical services child needs to receive FAPE, • May or not be tied to goals• Individual Health plan vs. on the IEP

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Work with Aide

• If the student needs:– Practice on concepts,– Pre-teaching vocabulary, – Redirection during work assignments,– Transition assistance, etc…

Anything that will be delivered by an Aide should be documented under Support for School Personnel

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Specially Designed Instruction

• Activity

IEP Compliance Handout, pg. 11-15Peer Review Activity

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Transportation as a Related Service

• Section 8 of the IEP form addresses transportation as a related service.

• This section requires the IEP team to consider factors related to the needs the child with a disability may have that require special transportation.

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Nonacademic and Extracurricular Activities

• Section 9 of the IEP addresses the opportunities that the student with a disability has to participate in nonacademic and extracurricular activities

• The form requires a description of the ways the student will participate; and

• An explanation is required if the student will not have an opportunity to participate.

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General Factors and the IEP• Section 10 of the IEP form documents the consideration

of: – the strengths of the child; – the concerns of the parent for the child;– the results of initial or most recent evaluations of the

child;– as appropriate, the results of performance on any

state or district-wide assessment;– the academic, developmental and functional needs

of the child; and– the child’s need for extended school year services

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Extended School Year (ESY)

• Special education and related services that are identified as necessary for the child to meet specific goals in the IEP.

• ESY differs from the regular school year program because it is to prevent the loss or regression of specific skills that may occur during school breaks, such as over the summer.

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ESY on the IEP

• Check the box that the child will receive ESY services.

• Then list the goals and objectives/benchmarks that require the extended service over the summer or holiday breaks.

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Least Restrictive Environment

The IEP must include:• An explanation of the extent, if any, to which

the child will not participate with non-disabled children in the regular class

• Removal from the regular education environment shall occur only when the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily

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Least Restrictive Environment – What is Needed?

• Each service needs an explanation why the child will not participate with nondisabled children.

• Account for the location/setting for each service when there are multiple services.

• If the service occurs in the general education setting then the statement “General education setting” is sufficient.

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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.

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Least Restrictive Environment - What causes compliance errors?

• Using EMIS codes that create a range e.g., (210013 spec. ed. outside the regular class < 21% of the day).

• Using the disability category as the rationale i.e., (ED therefore self-contained).

• Using pre-set criteria as the rationale e.g., (scored 360 on the O.A.T. in reading as the rationale).

• Failure to state why the child is not in the general education setting.

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Statewide and District Wide Testing

• Will the child participate in classroom, district wide and statewide assessments with accommodations?

• If the answer is “yes” complete the grid for each area where accommodations will be provided.

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Statewide and District Wide Testing

In testing situations, accommodations are changes in: • format • response, • environment, • timing or scheduling

that do not alter in a significant what the test measures or comparability of the scores.

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Statewide and District Wide Testing

Remember:

There can be no accommodations for state tests that are not provided regularly in the classroom

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Statewide and District Wide Testing

School districts, through the IEP team, may excuse a student from the consequences of not passing one or more of the Ohio tests for graduation (OGT) if:•The student’s curriculum is significantly different or•The student requires accommodations beyond those allowable

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Draft IEP’s• It is OK to share draft copies ahead of time

but be sure you mark as “draft”

• Do NOT predetermine services, LRE, etc..this is a team decision

• Don’t blame the IEP software program from making the errors (i.e. drop down boxes for content standards)

From Most Common Complaints to ODE- OAPSA Meeting 2/11

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The IEP: Other Concerns

• Section 13 addresses IEP team meeting participants

• Section 13 also addresses people not in attendance at the IEP team meeting who provided information and recommendations

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The IEP and Signatures

This section addresses the signatures that are required for the following:

•To give consent to initiate special education and related services for an initial IEP;•To give consent for a change of placement; •To indicate attendance/participation at the IEP team meeting; and •To revoke consent for all special education and related services.2013-2014 94

Prior Written Notice- PR-01

Provide after the IEP meeting if Parents do not agree or do not attend the meeting.

34 C.F.R. §300.5033301-51-05(H) page 69

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The IEP and Signatures

• The transfer of rights at majority is on the signature page;

• The requirements related to providing a copy of the procedural safeguards and a copy of the IEP are also on this page.

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Other Compliance Errors

• Poorly developed PLOP. • Statements in the IEP that are not clearly written.• Lack of documentation related to parent involvement.• Lack of individual student data in the Prior Written

Notice. • Lack of data in progress reports.• Lack of consistency from PLOP through LRE

components.

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Questions and Reflections

• Does anyone have any questions or information that they would like to share?

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