Improve IEP Project - asepage.org · Your questions Massachusetts Department of Elementary and Secondary Education 2 . Massachusetts IEP Improvement Project Current Individualized

Improve IEP Project

Improvement

Project

MA IEP

Presentation Goals

Provide context for the Improve IEP Project

Update on project goals and successes

Present the timeline of planned project activities

Present some of the posted representative models

Your questions

Massachusetts Department of Elementary and Secondary Education

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Massachusetts IEP Improvement Project

Current Individualized Education Program (IEP) Form first introduced in 2000.

Stakeholders requested improvement in process and Form.

“There is more to an IEP than simply filling out a form.”

Achievement gaps persist for students with disabilities.

Online technology offers a strategic opportunity to support IEP Teams in:

Making individualized service decisions, and

Implementing IEPs effectively.


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Why now?

Improvement

Project

MA IEP

Achievement Gaps – ESE Requested a Series of Studies

Focused on:

State student-level data and extensive statistical analyses to examine district-level practices and policies.

Understanding better the variation in identification, placement, and performance of the Commonwealth's students with disabilities.

Exploring policies and practices that will ensure effective and high quality services and instruction for students with disabilities while addressing cost containment and management of available resources.

http://www.doe.mass.edu/sped/2012/0412sped.html


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http://www.doe.mass.edu/sped/2012/0412sped.html

Study Recommendations

The studies:

Show that school districts in Massachusetts differ widely in their ability to offer effective inclusive options for children with disabilities.

Document that students who are included, on average, earn higher scores on the MCAS and are more likely to graduate than similar students who are segregated.

Demonstrate that access to engaging high school options, such as regional career and technical education programs, corresponds with higher rates of on-time graduation for students with disabilities.

Identified problems concerning access to high-quality secondary options which appears to be statewide.

Raise concerns that students with certain types of disabilities may not have equal access to voc/tech schools and programs.

Indicates that low-income students have unequal access to out-of-district programs.


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Ensure Access of students with disabilities to the general curriculum and to high quality instruction; and placement of students with disabilities in the least restrictive environment.

(That is, in classrooms with students without disabilities as much as possible.)

The ultimate goal of the IEP Improvement Project is to ensure that students with disabilities have the best possible access to the curriculum frameworks and the skills to participate in all aspects of the school.


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Improvement

Project

MA IEP

Three Core Project Strands:

1. Improving the IEP development Team process;

2. Improving the IEP Form; and

3. Creating a unified, user-friendly and cost-free online system and tools.


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Improvement

Project

MA IEP


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Essential to a successful

process and outcome

Thank you for continuing to spread the word to educators, families and other interested parties!

Broad and Deep Stakeholder Input http://www.doe.mass.edu/sped/improveiep.html

http://www.doe.mass.edu/sped/improveiep.html

Stakeholder Feedback Regarding Representative Models

Total Respondents: >600

Special Education Administrators – 24%

Special Education Teachers – 21%

Families – 16%

Advocates – 1.9%

Public School Districts – 80%

Approved Special Education Schools – 6.8%

Public Charter Schools – 3.8%

Collaboratives – 2.7%


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All Feedback is Considered

Responses are:

Added to a database,

Reviewed, and

Coded

Trends are identified

Possible ways to meet needs are proposed

We ask stakeholders if we got it right!


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1. Update the IEP development process

2. Redesign IEP Form

3. Develop a unified “one stop” online IEP system

• Offer the new system as a no cost option to districts

• Ensure confidentiality through role-based security

• Provide updated guidance to LEAs

• Provide vendor guidance

• Provide statewide professional development and technical assistance

Based on Stakeholder Input the ESE plans to:

Is based on and completely compliant with IDEA and 603 CMR 28.00.

Proposes changes to some of the current IEP language in order to better reflect the meaning and intent of federal and state requirements.

Builds on: current IEP Process Guide,

existing ESE trainings and guidance, and

best practices for implementing state and federal regulations.

We know that districts are by and large already implementing these best practices.

This project is intended to support the work you are already doing.


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IEP Development Process = Familiar!

http://www.doe.mass.edu/sped/iep/proguide.pdf


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IEP Form (for Parent Signature) = Familiar

Will be similar to the current Form

Proposes to print the Team’s decisions made during the IEP development process

Clearly display which person(s) is responsible for which service(s), in what environment(s).

Support continuous improvement through analytics for administrators and classroom teachers

Provide a user friendly template to unify IEP development

Tailor the IEP development process using already available student, teacher and course information • Early childhood – ages 3-5

• Elementary/Middle – ages 5-14

• Secondary/Transition – ages 14-22

Eliminate duplicative data entry and facilitate case management

Streamline IEP development through individualized menus and customized pathways

Encourage specialized instruction related to goals/objectives

Provide all educators tools for daily and long term planning


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The Online System will:

Phase I: Research

Phase II: Feedback/Revision

Cycle

Phase III: Initial Rollout

Phase IV: Full Implementation

• We heard from more than 500 educators, families, and other interested parties.

• Create representative models of eIEP process & Form

• Convene working groups with key stakeholders to elicit feedback on models

• Post models on the improveIEP web page for stakeholder review and provide opportunity for feedback via email. Create additional drafts as needed.

• Determine final process & Form based on synthesis of focus group findings and email comments

• Provide statewide PD for improved IEP development process

• Migration to improved IEP development process

• Soft-release of no cost online system

• Voluntary system participation and feedback

(5-10 students/district)

• Technical assistance

• Statewide implementation of new IEP development process and Form

• District adoption of online eIEP system (optional)

• Continue PD

• Continue technical assistance


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Timeline:

2014 2015 2016

Models

Convene Stakeholder

Focus Groups

Post on ESE Website for Feedback

Final Version for Field

Representative Models Not Written in Stone!

Illustrate the content and functionality that this online system may include.

Intended to spark initial conversation about the content, logic, and functionality of the new online IEP system.

Current samples include only the process and Form for students ages 5-14.

Much of the process and Form are still in initial design and will be posted to the website for feedback.


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Role-based Security through a Single Sign-on


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Role-based Security through a Single Sign-on


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Holly-Anne Neal

…………

Dashboards for Administrators


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Dashboards for Administrators and Case Managers


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Student Search


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Student Search


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Initiate IEP Development


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Initiate IEP Development


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The Team Vision Statement


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The Team Vision Statement 1 Year – 5 Year Period


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The Team Vision Statement


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We would like Amy to be able to transition easily from environment to environment and task to task.

We would like Amy to be able to stay on task and turn in his homework on time.

Key Information from Family: Focus on Cultural Competency and Positive Communication


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Jason is able to catch the bus, initiate homework, and do his chores. We are particularly proud that Jason participated in our community’s New Year celebration and wore the ceremonial clothes the whole day.

Jason is able to wear his glasses all day, tell time, organize his back pack and follow a to-do list.


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Takes turns


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Takes turns

Follows Routines


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Reading

sits down to read by himself, acts out stories he hears at school, connects stories to his daily real life experiences

Takes turns

Follows Routines

Key Evaluation Results Summary


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What are this Student’s Disability Related Needs?


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Specific Learning

Yes

Previous Selections will Act as a Guide


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Progress in the General Education Curriculum


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Theory of Action

Updates

Frequently Asked Questions

Feedback Opportunities

http://www.doe.mass.edu/sped/ImproveIEP/

Teri Williams Valentine Holly-Anne Neal

[email protected] [email protected]


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IEP Improvement Project



mailto:[email protected]

mailto:[email protected]

Your Questions!


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Documents

Improve IEP Project - asepage.org · Your questions Massachusetts Department of Elementary and Secondary Education 2 . Massachusetts IEP Improvement Project Current Individualized