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M I D W E S T E R N I N T E R M E D I A T E U N I T I VT R A I N I N G A N D C O N S U L T A T I O N
Writing a Defendable IEP
Our Goals !
Improve IEPs so that they are compliant under IDEA.Establish continuity within IU programs.Support individual staff members in the development of a compliant IEP through guided practice.Improve accountability for our districts.
IEP Timelines
IEPs need to be in effect at the beginning of each school year for every student.IEPs need to be developed within 30 days of a determination that a student needs special education and related services. It has to be within a year of the previous IEP minus one school day.
Student IEP Set Up Form
This form will be completed by MIU IV classroom teachers To be completed and submitted to the program secretary :
by end of September unless IEP is due soonerif information changes
Supports communication between program staff and secretaries to ensure compliance
IEP Team Partners
Student&
Family
SpecialEducation Career & Tech
Education CommunityRehab.
ProvidersParent
Info. & TrainingCenters
ConsumerOrganizations
WIA Youth
MR
MH
Voc. Evaluators & Work Adjustment
Vocational Rehabilitation
GeneralEducationOccupational
TherapistSpeech
Therapist
Support Groups
Behavioral Specialist
Disability Support Services
Waiver Programs
Independent Living Supports
Psychologist
Psychiatrist
Physicians & Specialists
8
Required Members
parents/guardianslocal education agency representative (LEA)student age 13 and over (Indicator 13 requirement)special education teachernot less than one regular education teacher when the student is or may be participating in the regular education environment
Other Members
psychologistguidance counselorinstructional support stafftransition coordinatorjob coach (if considered)employer representativecommunity/agency representativesrelatives/friends/advocatecareer-technical education representative (if being considered)
Documentation on IEP Team Participation
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. List attempts to contact parent to attend IEP meeting in the Other Information section of demographics. Written input from team members
Special Considerations
Blind or Visually ImpairedDeaf or Hard of HearingCommunication NeedsAssistive Technology Devices or ServicesLimited English ProficiencyBehaviors That Impede His or Her Learning or That of OthersOther Special Considerations
To be used only by the primary teacher if this is
the first IEP being opened for the student in
IEPWriter
Present Levels of Academic Achievement and Functional Performance (PLAAFP)
It is impossible to write clear and measurable goals if you don’t haveclear and measurable present levels of academic achievement and functional performance.
19
Alignment: Present Ed Levels to Goals
20
PLAAFP
• Present Levels of Academic Achievement and Functional Performance : Baseline information that gives a starting point.
Needs
• Needs: Areas of need that must be addressed in the IEP
Grid• Grid: Services or Activities listed in the Transition Grid that
will help the student to achieve his/her post-secondary goals
MAGs• Measurable Annual Goals: Specific areas of skill deficits that
will be targeted for instruction and monitoring
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.
21PLAAFP
• Now scoring Basic on 4Sight Math. Errors in Algebraic equations. Currently scores 13 correct on Algebra Foundations probes.
NEED
• Improve skills with algebraic concepts including solving equations and inequalities.
GRID• *Improve skills in solving algebraic equations and
inequalities.
Measurable Annual
Goal
• 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.
Progress Monitorin
g
• ES Teacher and Caroline will chart number of correct answers on each Algebra assessment.
Caroline: Math Example
Before you write academic and functional levels…
22
Introduce the student with a clear statement….Student nameGrade attendingSchool attendingRegular Education involvement Anticipated year of graduation, if applicableServices receiving, such as: Speech, OT, PT, PCA/nursing services, and post secondary goalsHearing resultsAny 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: SummativeFormative BenchmarkDiagnostic
What do you use?
Summative Assessments
Show progress at the end of a defined period of instructionProvide clear data on the student’s accomplishments at key points in his or her academic careerIncludes high-stakes assessmentsPSSA, 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 practicesmeet individual student needs provide individual students corrective feedback "reach" set goals and targets
Formative Assessments
progress monitoring on current IEP goalsformal instrumentscurriculum-based measures observations using checklists, graphic organizers…warm-up/review checks/ticket out the door checksquestioning strategies, including checks for understanding -CFUsanalysis 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 projectsoral reporting, verbal responsesonline products (online posts, blog wiki entries)presentations, videos, podcastsparticipation in class discussion groupsactive 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
Identify, prior to instruction, each student's strengths,
weaknesses, knowledge, and skills
Permit the instructor to provide remediation and adjust
instruction to meet each pupil's unique
needs
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
Measure the degree to which students have mastered a given concept
Measure concepts, skills, and/or applications
Are reported by referencing the standards, not other students‘ performance
Serve as a test to which teachers want to teach
Measure performance regularly, not only at a single moment in time
Examples: 4Sight, DIBELS, AIMSweb, Riverside Assess2Know
Additional academic information to include:
Other measurable data that acts as baseline for current goals Include both instructional level AND grade level information for all areasInput from teachers including grades (if relevant) Listening comprehension (esp. if reading is an area of need) Specially designed instruction that works for the student Any assistive technology 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:Functional behavioral assessment and relevant behavioral data 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 ReferralsIncludes: 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 staffPut the checklist name in boldState who completed the checklistState when the checklist was completedExplain the checklist itselfExplain and summarize the results
Behavior Information
If a Functional Behavioral Assessment (FBA) was completed, continued:
Include data from direct observations
Include the hypothesis statement (antecedent, problem behavior, function of the behavior)
List the replacement behaviors and how they will be taught to the student
Include the new strategies that will be tried to assist the student
Additional functional information to include:
Communication, PT, OT, mobility Self help, Activities of Daily Living (ADL) Organizational skills if not addressed with academics Progress monitoring data related to any related goals Ecological assessment data Recreation, community participation
Additional functional information to include:
Relevant social information Relevant health information Agency support if appropriate Summary of relevant information from other agencies How does the functional performance relate to the student reaching his/her future goals? (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
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)
Name assessments usedDescribe results of assessments of interests, preferences, Describe the student’s goals for each of the three areas:
Postsecondary EducationEmploymentIndependent LivingAgency Involvement
Remember that if any goal area is not needed, the present education levels must document WHY.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
Important to build on student strengthsExamples:
Academic strengthsSelf determination/ self advocacyWork related behaviorsCommunication skills
Academic, developmental, and functional Needs related to student’s disability
41
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.)
What other services will the student need?
If listing additional supports that the student needs, be sure to list these under specially designed instruction!
Reminder42
All Needs must be met through:
Measurable Annual GoalsSpecially designed instructionRelated servicesTransition services and activities
The Transition Grid
Employment Goal: Measurable Annual GoalYes/No
(Document in Section V)
Courses of Study :
Service/Activity Location Frequency ProjectedBeginning
Date
AnticipatedDuration
Person(s)/ Agency Responsible
Post -Secondary Goals
46
• Based on information gathered on interests and preferencesusing the MIU IV Transition Interest Survey
• Address Post-Secondary Education/TrainingEmploymentIndependent 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.
Post Secondary Goals47
• 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 or 4 year college 2. Postsecondary vocational training program 3. Short-term education or employment training program 4. Community or technical college 5. Apprenticeship program 6. On–the-job training 7. Licensing program (Nursing, Cosmetology, etc.) 8. Adult continuing education courses 9. Adult Training Facility 10. Adult center program 11. Adult in-home program 12. Other training program - please describe: _________________13. The IEP team has determined that this goal area is not applicable
48
Post Secondary Education/Training: Sample Statements
49
LeToyia’s goal is to attend a four year college to pursue her interest in working with persons with hearing loss.
Jen has a goal of attending a training program for nursing assistant after high school.
Rick’s goal is to attend a 2-4 year college.
Caroline has a goal of enrolling in postsecondary training in the area of cosmetology or a related field.
OR: The IEP team has determined that this goal area is not needed for the student at this time.
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 ProjectedBeginning
Date
AnticipatedDuration
Person(s)/ Agency
Responsible
50
Employment: Sample Goal Areas
51
_________ has a goal of______________ after high school.
1. Competitive employment 2. Military3. Supported employment (paid work in a community setting
for those needing continuous support services) 4. Sheltered employment (where most workers have
disabilities) 5. Employment that allows for technological and medical
supports 6. OR: The IEP team has determined that this goal area is
not needed for the student at this time.
Employment: Sample Statements52
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 ProjectedBeginning
Date
AnticipatedDuration
Person(s)/ Agency
Responsible
53
Independent Living: Sample Goal Areas
54
_________ has a goal of___________ after high school.
1. Independent Living2. Family Support3. Agency Support4. OR: The IEP team has determined that this
goal area is not needed the student at this time.
Independent Living: Sample Statements55
• 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 ProjectedBeginning
Date
AnticipatedDuration
Person(s)/ Agency
Responsible
56
Sample Present Education Levels: Phillip’s Functional Performance
57
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. 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.
Shawna’s Post Secondary Goals
Postsecondary Education and Training Goal: Shawna has a goal of attending an employment training program.
Employment Goal:Shawna has a goal of employment in a clerical or related field.
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
IEP must address each post-secondary goal area.
“N/A”, “none” or leaving area blank is not acceptable.
If a post-secondary goal area is not selected, present education levels should use data to document why.
If there are discrepancies within the team regarding post-secondary goals, address in present education levels.
Use ongoing assessment and data to work through “unrealistic” goals.
Updating Post-Secondary Goals
Post-secondary goals must be updated each year!This means that assessment data must be updated (formally or informally)and reviewed each year.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 GoalYes/No
(Document in Section V)
Courses of Study :
Service/Activity Location Frequency ProjectedBeginning
Date
AnticipatedDuration
Person(s)/ Agency Responsible
Courses of Study
Part of the “coordinated set of activities” that help student move from high school to identified post-secondary goalsSupport academic and functional achievementShould promote graduation by meeting district standardsList 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
63
Post-secondary Education and Training Goal: Measurable Annual Goal
Yes/No(Document in
Section V)
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 ProjectedBeginning
Date
AnticipatedDuration
Person(s)/ Agency
Responsible
Let’s Take another Look….
Are your Courses of Study: Listed under each area
Post Secondary EducationEmploymentIndependent Living
Listed by the specific course nameShow any changes in schedule?
Post -Secondary Goals
Employment Goal: Measurable Annual GoalYes/No
(Document in Section V)
Courses of Study :
Service/Activity Location Frequency ProjectedBeginning
Date
AnticipatedDuration
Person(s)/ Agency Responsible
Transition Service / Activity
66
• 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
Sample Services… Sample Activities…
…ADDRESS SKILL DEFICITS AND LEAD TO MEASURABLE ANNUAL GOAL & PROGRESS MONITORINGDeveloping reading comprehension Travel trainingLanguage therapy to improve oral communication Community based instructionSocial skills trainingImproving functional math skills: budgeting, measuring to the inch, etc.
…DO NOT NEED A MEASURABLE ANNUAL GOAL
Visit a college fairComplete a virtual tourCompile list of pros & cons of working right after HSMeet with guidance counselor to determine scheduleGroup meeting with OVR counselor
67
Sample Activities and Services to Support Post-secondary Education/Training
68
Note taking Organizational skillsTime management Self-disclosureRequest accommodations
ASVAB PSAT/SATCollege fairs College/facility tourApplication Financial AidHiram G. Andrews information
Sample Activities and Services to Support Employment
69
Career exploration (software programs, guest speakers, graduation project)In-school work experienceCommunity service or volunteeringJob shadowingCommunity-based instruction
Sample Activities and Services to Support Employment
70
Work experienceVocational-technical school tourCo-op job placement (career-tech centers)CareerLinkDPW Employment Program referralAgency referral: OVR, MH/MR office, etc
Sample Activities and Services to Support Independent Living
71
Meal and/or snack preparation, Personal Care: dressing, grooming and hygieneMaintaining clothing: Laundry, dry-cleaningMaking medical and dental appointments, etc.Following through with prescriptions and
medical careHome responsibilitiesOpen case with MH/MR Base Service UnitCommunity-based instruction
Sample Activities and Services to Support Independent Living
72
TransportationVoter registrationSelective service Jury duty informationCourt system / obeying the lawsHobbies Clubs Social activities Service organizations (Lions Club, Kiwanis,etc)Church groups
Listing Services and Activities in the Grid
73
List all services being provided to the student in all environments they participate in.Give credit for what’s done in general education, e.g.,
Career portfolios Senior projectCareer exploration
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 addressedDon’t need to list a service under more than one post-secondary goal area
High Quality Services and Activities
74
Standards-based instruction that addresses:Academic skills in the context of real life experiences Self determination and self advocacy skillsSocial skills for school, work, and community livingLearning strategies and study skillsA progression of career awareness, career exploration, career preparationWork related skills and behaviorsAnd, flexible pathways to graduation
Person(s)/Agency Responsible
Employment Goal: Measurable Annual GoalYes/No
(Document in Section V)
Courses of Study :
Service/Activity Location Frequency ProjectedBeginning
Date
AnticipatedDuration
Person(s)/ Agency Responsible
Word of Caution!
Never commit an agency oran individual for a service or
activity without their fullknowledge 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 ProjectedBeginning
Date
AnticipatedDuration
Person(s)/ Agency
Responsible
Explore employment training programs.
School and community programs
monthly 9/20/2009
9/19/2010 LEA/Counselor, family
* Develop working vocabulary of sight words in community
School and community
During the school day
9/20/2009
9/19/2010 LEA/ Special Education teacher
77
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 EducationService/Activity Location Frequency Projected
BeginningDate
AnticipatedDuration
Person(s)/ Agency Responsible
* Develop skills in following 2-3 step directions in work settings
Community setting
3 days/wk.
9/20/2009
6/1/2010 LEA
*Travel training for public transportation
School and community
WeeklyDuringsecond semester
1/20/2010
6/1/2010 LEA
Explore employment options via job shadowing
Community setting
3 days/wk.
9/20/2009
9/19/2010 LEA
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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 ProjectedBeginning
Date
AnticipatedDuration
Person(s)/ Agency Responsible
* Improve accuracy with use of cash for purchases
community
2 times/wk.30-60 min.
9/20/2009
9/19/2010 LEA
*Improve skills with calculating and managing time
classroom, school, community
During the school day
9/20/2009
6/1/2010 LEA
Investigate waiver funding
Home, school, community
During the school d
9/20/2009
6/1/2010 MR coordinator, family; LEA support
79
Transition Grids
To be compliant you need: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.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
81
Agency invitation is based on individualneeds.
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.
Parent understanding leads to parent consent. Document agency invitation on IEP Invite.
Helping Parents Manage Transition
Introduce concept of transition planning earlyOffer parent trainings around transitionHelp parents promote
IndependenceSelf advocacy
Share information among team membersBuild trust and foster ongoing communication
82
MIU IV Transition Staffings
It is recommended to have a transition staffing in the fall of the student’s senior yearAll agencies involved or who should be involved need to be present so that collaboration can take placeParent and student need to be present
State Assessments
Documentation is present of IEP team decision 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 presentExplanation of why the student cannot participate in the PSSAExplanation of why the PASA is appropriateHow the student’s performance will be documented on the PASA(video tape or written narrative)
Local Assessments
Indication of IEP team decision regarding participation in local assessments (local or alternative local)If the student will participate in local assessments, indication of IEP team decision regarding participation with or without accommodationsIf 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.
Measurable Annual Goals (MAG)
90
• 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.
Are written to include progress monitoring.
Short Term Objectives (STOs)…91
**Required for students within MIU IV programsShort 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 NOT curriculum NOT grade averagesNOT activities such as visiting a college fair or job shadowingNOT for subject areasNOT passing a courseNOT specified as “transition goals”NOT the same as post-secondary goals
Measurable Annual Goals Must Be Skill-Building
93
In order that the student is able to Access, participate, and make progress in the general curriculum and the life of the school/community, AND progress towards his/her post-secondary goals…A measurable annual goal (and short term objectives) must build skills.
Goals must focus on an area of need that will make the biggest difference to the student.
SKILLS that might be needed for students
94
Organizational skillsSocial SkillsTime Management SkillsDexterity SkillsCommunication SkillsSelf Help SkillsTravel SkillsMobility SkillsWorkplace ValuesSelf Determination and Self Advocacy SkillsAcademic Skills
Steps for writing a standards-aligned IEP goal:
95
5. After considering the above, write the goal and include the clearly defined action/behavior, condition, and performance criteria
4. Determine the PA standard (anchor, or element from the Curriculum Framework)that correlates with each need (may already be identified within Present Levels)
3. Prioritize student needs as skills to be developed
2. Identify student needs (academic and functional skills)
1. Review Present Levels of Academic Achievement
Measurable Annual Goals
96
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
1. Condition
97
Describes the situation in which the student will perform the behavior (e.g., accommodations, assistance provided prior to or during assessment)Describes material that will be used to evaluate the learningMay describe the setting for evaluationExamples:
During lunch breaks on the job …Given picture checklists to follow …..Using graphic organizers for writing assignments…Using grade level passages…Given a two step direction…Given a grocery list and $20…Using the alarm feature on his cell phone…
2. Student Name98
Should not be a problem!
Caution if using “copy/paste”NamesPronouns (she/he and him/her)
98
3. Clearly Defined Behavior99
Use PA Academic Standards/Anchors or Curriculum Framework as basisDescribe the behavior in measurable, observable termsAsk yourself…what will the student actually DO?
Examples:
Say, print, write, read orally, point to, solve…Non-examples:
Understand, know, recognize, behave, comprehend, improve…
Standards Aligned System100
Once the student’s skill need is determined, refer to the standards and anchors by:
Using language from the Anchor or Standard, or Curriculum FrameworkMay also reference the standard/ anchor number
www.pdesas.org
4. Performance Criteria101
3 Parts of the Performance Criteria:1. Criterion Level
How well- the level the student must demonstrate for mastery
2. Number of Times Needed to Demonstrate MasteryHow consistently the student needs to perform the skill(s) before it’s considered “mastered”
3. Evaluation ScheduleHow frequently the teacher plans to assess the skillHOW 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?”
___% of time___% accuracy__ out of ___ timeswith _# correct with ___or fewer errorswith __ out of __ points on rubric or checklistwords/digits/ correct per minute
with no more than ___ occurrences of…with an ___or better on skill specific rating scaleearning __% of possible points per daywith “x” movement on a prompting hierarchyindependently 102
102
Times to mastery“How Consistently?”
Evaluation Schedule“How Frequently will we
monitor progress”3 of 5 random trials5 consecutive trials4 out of 5 trials
Daily (seldom used for progress monitoring because instruction needs to occur between monitoring opportunities)
2 times per weekWeeklyEvery FridayBiweeklyTri-weekly
Sample Language for Performance Criteria
103
Reminder: Measurability104
Measurable Annual Goals (and Objectives if required) must pass the “Measurability” test
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 Measurability105
As the Measurable Annual Goal is developed, the Team must begin to discuss what Data Collection Strategywill be used to measure the progress toward reaching this goal.
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?
Shawna’s Measurable Annual Goal: Reading
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):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
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.
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
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: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
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.
MEASURABLE ANNUAL GOALInclude:
Condition, Name, Behavior, and Criteria (Refer to annotated IEP for description of these
components.)
t
Describe HOW the student’s progress oward meeting this
goal will be measured
Describe WHEN periodic reports on progress will be provided to
parents
Report of Progress
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.
1.1.11.E. Establish a reading vocabulary by identifying and correctly using new words acquired through their relationship to other words.
Weekly data collection rubric with results for each trial charted.
Twice per quarter
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Shawna’s Measurable Annual Goal 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
Shawna’s Short Term Objectives for Reading
Sample Format for Progress Monitoring --- Shawna
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Sample Data Collection Tool for Shawna’s Reading
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 defines43. On track to master the goal.
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Shawna’s Progress on Reading Goal
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Measurable Annual Goals at a GlanceCondition Name Clearly Defined
BehaviorPerformance Criteria
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…
Describe behavior in measurable, observableterms. Use action vebs.
What will s/he actually DO?
Examples:LocateNamePointSeparateRankChoose
Remember--Academic Standards, Big Ideas, Competencies from the Standards Aligned System (SAS) provide the content for goals.
The level the student must demonstrate for mastery:
How well?
Examples:
% of the time
#times/# times
With the # or % accuracy
“X” or better on a rubric or checklist.
Number of times needed to demonstrate mastery:
How consistently?
How consistently will the student need to perform the skill(s) before considered “mastered?”
Evaluation Schedule:
How often?
How often will the student be assessed?
AND : What will be the method of evaluation?
MEASURABLE ANNUAL GOALInclude:
Condition, Name, Behavior, and Criteria (Refer to annotated IEP for description of
these components.)
Dst
togoa
escribe HOW the udent’s progress
ward meeting this l will be measured
Describe WHEN periodic reports
on progress will be provided to
parents
Report of Progress
Given a three minute writingprompt and use of acomputer for wordprocessing, Caroline willincrease her writing fluencyby writing at least 23 wordsper minute on four out of fiveconsecutive weekly probes.
Standards addressed:1.5.11.B. Write using well developed content appropriate for the topic
Words written per minute tracked on progress monitoring graph
------------Additional data gathered from classroom formative assessments (e.g., writing assignments, written responses)
Report sent home twice per nine weeks
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Caroline’s Measurable Annual Goal - Writing
MEASURABLE ANNUAL GOALInclude:
Condition, Name, Behavior, and Criteria (Refer to annotated IEP for description of
these components.)
Dst
togoa
escribe HOW the udent’s progress
ward meeting this l will be measured
Describe WHEN periodic reports
on progress will be provided to
parents
Report of Progress
Given a monthly budget formatand the use of a calculator,Caroline will calculateexpenses against income todetermine a monthly balancewith 100% accuracy for threeout of four consecutivebiweekly assignments.
Standards addressed:13.3.11 D: Develop a personal budget
based on a career choice
Biweeekly data collection form
------Also will provide representative work samples.
Report sent home twice per nine weeks
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Caroline’s Measurable Annual Goal - Budget
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 eventsStudent Name Clearly Defined Behavior → Replacement BehaviorPerformance Criteria → consider baseline from data and how the data will be collected (ex: classroom behavior management system)
MEASURABLE ANNUAL GOALInclude:
Condition, Name, Behavior, and Criteria (Refer to annotated IEP for description of
these components.)
Dst
togoa
escribe HOW the udent’s progress
ward meeting this l will be measured
Describe WHEN periodic reports
on progress will be provided to
parents
Report of Progress
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
Daily self-monitoring checklist, with teacher verification.(see attached sample)
Checklist summary sent home weekly, graph sent home twice per nine weeks.
119
Caroline’s Measurable Annual Goal - Behavior
MEASURABLE ANNUAL GOALInclude:
Condition, Name, Behavior, and Criteria (Refer to annotated IEP for description of
these components.)
Dst
togoa
escribe HOW the udent’s progress
ward meeting this l will be measured
Describe WHEN periodic reports
on progress will be provided to
parents
Report of Progress
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.
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
Daily self-monitoring checklist, with weekly summary, compared with teacher reports.(same checklist as Behavior)
Report sent home weekly
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Caroline’s Measurable Annual Goal - Organization
What’s the problem with this goal?
“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.
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PROGRAM MODIFICATIONS AND SPECIALLY DESIGNED INSTRUCTION
RELATED SERVICES
SUPPORTS FOR SCHOOL PERSONNEL
GIFTED SUPPORT SERVICES
EXTENDED SCHOOL YEAR
Section VI
Program Modifications and Specially Designed Instruction
Special education means specially designed instruction (SDI):
provided at no cost to the parentsto meet the unique needs of a student with a disability.
Specially designed instruction means:Adapting, as appropriate, the contentMethodology or delivery of instruction to address the unique needs of the student that result from the student’s disability and to Ensure access of the student to the general education curriculum so that he or she can meet the educational standards.
Supplementary Aids and Services:
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. Supplementary aids and services include modification to the general curriculum. 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:
Collaboration
Instruction and Assessment
Social/Behavior
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
Using the student’s most recent ER/RR did the IEP team address those recommendations in development of this IEP:
Modifications and accommodationsRelated servicesSupports for School Personnel
Extended School Year services are special education and related services provided to students with disabilities beyond the regular 180-day school year.
ESY
Why have ESY?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.
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
Students with severe disabilities:
Autism/PDDSerious Emotional DisturbanceSevere Mental RetardationDegenerative Impairments with mental involvementSevere multiple disabilities
What ESY is Not
The desire or need for day care or respite care services.
The desire or need for a summer recreation program.
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.
Considering ESY Services
There are seven factors, which may be considered to determine if a student is eligible for ESY services.
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.
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
Reliable sources :Progress on goals in consecutive IEPsProgress reports maintained by educators, therapists, and others having direct contact with the student before and after interruptionsReports by parents of negative changes in adaptive behaviors or in other skill areasMedical or other agency reports indicating degenerative-type difficulties, which become exacerbated during breaks in educational servicesResults of tests
IEP Meeting
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)
For all other students with disabilities, the meeting must be held annually.
Eligibility Decision on IEP
If the student is eligible for ESY, check the first option and note the data used in the review for the decision making.
If the student is no longer eligible, check the second option and note the data used in the review for the decision making.
If the student is receiving ESY, the third box must be completed with the goal/objectives that are being used for ESY.
Questions for IEP Team
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.
What benefits are provided in the general education class with supplementary aids and services versus the benefits provided in the special education class?
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?
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”
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.
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
Check the box that appropriately indicates the total amount of special education support a student receives during an average school day. Type(s) of special education supports are provided to a student based on the learning needs.Special education support(s) may differ from the disability category used for determination of eligibility.
How do we calculate Penn Data?
Section A is completed when the student is educated in a 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
Identify the number of hours the student spends in the regular classroom per day (column 1). Time spent in the regular classroom includes:
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
Identify the total hours in a typical school day, including lunch, recess, and study periods (column 2).
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).
Using this percentage (column 4), the IEP team selects the appropriate percentage category (column 5).
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