1

WELCOME…

JANUARY 18, 2012

OVERVIEW OF THE IEP PROCESS

FOR

TEACHERS of STUDENTS WHO ARE

VISUALLY IMPAIRED

AGENDA PRESENT LEVELS OF ACADEMIC AND FUNCTIONAL PERFORMANCE

RESULTS OF STATEWIDE AND DISTRICT ASSESSMENTS

DESCRIPTION OF ACADEMIC/FUNCTIONAL STRENGTHS

DESCRIPTION OF ACADEMIC/FUNCTIONAL NEEDS

PARENT CONCERNS

IMPACT OF THE DISABILITY

MEASURABLE GOALS

PROGRESS MONITORING VS. MONITORING PROGRESS

PLACEMENT STATEMENT

2

Present Levels of

Academic and Functional Performance

(PLAAFP)

3

PLAAFP Contents

4

Depending upon the IEP format or program that your district uses, the order of discussion of the pieces of the PLAAFP may vary from our examples. However, the broader areas of required information will be the same:

RESULTS OF STATEWIDE AND DISTRICT ASSESSMENTS

DESCRIPTION OF ACADEMIC/FUNCTIONAL STRENGTHS

DESCRIPTION OF ACADEMIC/FUNCTIONAL NEEDS

PARENT CONCERNS

IMPACT OF THE DISABILITY

Present Levels of Academic and Functional Performance (PLAAFP)

Which test results belong in this section?

• Current State Testing

• Current Psycho-Educational Evaluations

• Current Local System and Achievement Testing to include reading levels (ex: BRI) and math level

AND

Evaluations and current functioning in areas of the Expanded Core Curriculum for VI

5

Present Levels of Academic and Functional Performance (PLAAFP)

Criteria for…Results of Initial or Most Recent Evaluations and State

and District Assessments:

Most Recent:

• Within 2 years…

• IF PSYCHO-EDUCATIONAL INFORMATION IS MORE THAN TWO YEARS OLD…A STATEMENT EXPLAINING WHY THE INFORMATION IS RELEVANT TODAY.

Results:

• Test Name

• Date

• Score and/or Range of Scores to include.. Information regarding what the scores mean

6

VI Assessments in the PLAAFP Results of VI assessments include description of:

• Visual impairment from current doctor’s eye report

• Visual efficiency and functioning from Functional Vision Evaluation

• Learning media from Learning Media Assessment to include independent and classroom access (ex: braille, large print, auditory)

• Assistive aids and technology recommended from an AT evaluation and/or Clinical Low Vision Evaluation

• Functional independence skills from an Expanded Core assessment

• Mobility skills from O&M assessment if recommended

7

PLAAFP VI Examples

See VI Handout

8

PLAAFP: NON-EXAMPLE for VI Evaluations (Explain why this is a non-example.) Robert qualifies for low vision services per his eye report dated 11-12-12. His functional vision evaluation was performed 8-9-2009 and showed that 16 point font is appropriate for his reading. His learning media assessment was done at the same time and the finding was that his primary learning media is visual, reading with large print text. He became ten years old on 6-12-12 and will have a clinical low vision evaluation in the spring of 2013. Robert functions well independently in all areas of the expanded core curriculum.

Why is this a non-example?

9

Description of Academic, Developmental,

and/or Functional

Strengths

10

Description of Academic, Developmental, and/or Functional Strengths

There must be data…to support the academic, developmental and/or functional strengths…

…just as…

There must be data…to support the academic, developmental and/or functional needs…

11

Description of Academic, Developmental, and/or Functional Strengths MUST BE in this section:

D.’s calculation and fluency skills are at grade level as measured by progress monitoring probes.

D. is able to answer concrete questions such as [who, what, when, where] as measured by classroom tests and quizzes.

12

Description of Academic, Developmental, and/or Functional Strengths MUST BE in this section:

D. has mastered all of the braille alphabet shapes on the swing cell visually and can recognize alphabet braille shapes when given the dots of the letter. He has transferred the number dots on a swing cell to the keys on a braille writer.

Though a formal evaluation instrument is not used, it is clear what data was gathered and how it was gathered.

13

In addition to academic strengths, current functioning in the areas of the Expanded Core for VI is reported this section:

• A – Assistive Technology

• C – Compensatory Access Skills

• C – Career Education

• R – Recreation and Leisure

• O – Orientation and Mobility

• S – Social Skills

• S – Self-advocacy

• V- Visual Efficiency

• I – Independent Living Skills

14

Description of Academic, Developmental, and/or Functional Strengths

Consider the following in reviewing data to identify the student’s strengths…

• State and District Assessments: this includes required VI Assessments

• Progress…

-“Progress Monitoring” (Formative Assessments) of IEP Goals to include measureable objectives addressing VI Expanded Core

-“Monitoring Progress” (Summative Assessments) regarding

Unit or Chapter Tests/Quizzes

Benchmarks

Classroom Grades

15

Description of Academic, Developmental, and/or Functional Strengths: Reading Example…Grade 2

Strengths can be General or Specific …

A student with a math disability might have strength section that reads like this…

General

J. has strengths in reading and written expression as measured by his/her performance on the CRCT as well as grade level classroom tests.

Specific

On the CRCT and grade level classroom tests, J. has strengths in reading fluency and reading comprehension regarding both literal and inferential comprehension. His/Her writing skills are also a strength regarding identifying a topic, providing details, and a developing a logical conclusion.

16

Description of Academic, Developmental, and/or Functional Strengths:

VI Example Strengths can be General or Specific…

A student with a visual impairment might have a strength section like this…

General

J. has a strength in reading as measured by his/her performance on the Jerry John’s Basic Reading Inventory provided in 16 point font.

Specific

J. has strengths in reading of graded word lists and reading passages with independent level on grade level at 3rd grade and instructional/frustration level at 4th grade per the John’s BRI provided at 16 point font.

17

CAVEAT…

STRENGTHS CAN BE

GENERAL OR SPECIFIC…

AS LONG AS

THE STRENGTH SECTION

AND

THE NEEDS SECTION

DO NOT CONTRADICT ONE ANOTHER

18

NON-EXAMPLE

STRENGTH

J. has a strength in reading.

NEED

J. Struggles with reading comprehension. She is unable to answer inferential comprehension questions and has difficulty understanding expository text.

*************************************************************

CORRECTED EXAMPLE

STRENGTH

J. has a strength in reading fluency.

NEED

J. Struggles with reading comprehension. She is unable to answer inferential comprehension questions and has difficulty understanding expository text.

19

VI NON-EXAMPLE

STRENGTH

J. has a strength in prerequisites for learning braille.

NEED

J. is weak in the following pre-braille skills: language/listening skills,

motor skills and the book skills specifically dealing with tracking.

******************************************************* VI CORRECTED EXAMPLE

STRENGTH

J. has a strength in recognizing tactile characteristics of objects and recognizing and interpreting tactile stimuli.

NEED

J. is weak in the following pre-braille skills: language/listening skills,

motor skills, and the book skills specifically dealing with tracking.

20

Description of

Academic, Developmental, and/or Functional

Needs

21

Description of Academic, Developmental,

and/or Functional Needs(Deficits)

DEFICITS ARE SPECIFIC ENOUGH…

ONLY WHEN THEY DESCRIBE THE…

SPECIFIC SKILLS THE STUDENT NEEDS TO LEARN

SO…

THE STAGE IS SET FOR DEVELOPING MEASURABLE GOALS

22

Example: Needs/Deficits Reading:

M. Is unable to read for understanding. When she reads a third grade passage, she has not demonstrated the ability to answer questions using who, what, when, where, or why.

Math:

S. Accurately completes multi-digit addition and subtraction problems in math, but has only mastered multiplication facts 2X, 5X, and 10X.

23

Non-Example: Needs/Deficits

Reading:

M.’s weakest area is reading and he reads below grade level.

Math:

S. Struggles with math fluency.

24

Example: Needs/Deficits

Self-Advocacy:

Much of the structure of the kindergarten classroom does not require J. to advocate for himself, however, J. does not advocate for himself because he does not yet realize that it would benefit him visually if he did so.

Communication:

Per SLP screening completed Sept. 2012, there are no concerns with J’s speech and language development, but he continues to need work on the pragmatic skill of looking at the person who is speaking.

25

MANTRA

THERE IS NEVER A NEED/DEFICIT

WITHOUT A GOAL

…AND…

THERE IS NEVER A GOAL

WITHOUT A NEED/DEFICIT

26

MANTRA

UNLESS…

THERE IS A STATEMENT THAT EXPLAINS THE MISSING

GOAL!

27

EXAMPLE…INSTRUCTIONAL

___ is fourteen years old and even with extensive, explicit decoding and fluency instruction, ___’s reading fluency remains below expectations. ___ has text reading software as an accommodation for classroom instruction, classroom testing, and statewide testing. ___’s goals are related to acquiring and applying reading comprehension strategies. Therefore, there are no decoding or fluency goals.

28

EXAMPLE… Assistive Aids & Technology

____'s visual impairment will have a significant negative impact on her/his ability to visually access materials at the same pace as her/his peers due to visual fatigue following long periods of reading. During periods of visual fatigue, _____ efficiently uses large print, 2X dome magnifiers, and Zoomtext to access printed materials. The need for this assistive technology will continue, but ____ has mastered use of these assistive aids at this time so no goals are suggested.

29

____ is confined to a wheelchair and depends on others for mobility within the school environment. ____ will be getting an electric wheelchair this year and teachers plan to work with _____ to develop skills that will allow more independent movement within the school. An O&M evaluation is recommended when _____ has acquired these skills. No O&M goals are recommended at this time.

30

EXAMPLE… O&M

Parental Concerns

Regarding Their Childs Education

31

Parental Concerns Regarding Their Child’s Education

• Information in this section includes: – the result of ongoing communication with the parent

regarding the child’s:

• Academics

• Behavior

• Performance toward meeting goals, and/or

• Future plans

– If the parent does not attend the meeting or does not provide input at the time of the meeting, this information must be drawn from communication that has occurred over the previous school year.

32

Parental Concerns Regarding

Their Child’s Education…EXAMPLE…

PARENT INPUT PROVIDED DURING, OR PRIOR TO, THE MEETING:

J.’s parents are pleased with his/her progress in reading; however, they’re concerned that he’s/she’s not making the progress needed in the co-taught math class.

PARENT INPUT NOT PROVIDED…IEP TEAM USES COMMUNICATION THAT HAS OCCURRED OVER THE PREVIOUS SCHOOL YEAR :

J.’s parents use the district internet and email system to monitor his/her progress in reading and math. They called in the Fall and were concerned that he/she wasn’t making the progress needed in the co-taught math class.

33

Parental Concerns Regarding

Their Child’s Education…NON-EXAMPLE…

• SECTION IS LEFT BLANK

• THE FOLLOWING IS WRITTEN INTO THIS SECTION…

– “J.’s parents did not attend the IEP Meeting.”

– “Not Applicable”

34

Impact of the Disability

on

Involvement and Progress

in the General Education Curriculum

35

What Does Impact of the Disability Mean?

• Summarizes the student’s needs and

deficits

• Identifies, in summary, why the student needs special education services

• Provides the basis for identifying goals and accommodations

36

Example - Impact of Disability: Due to the complexity and significance of Bob's visual impairment, access to and functioning within the school curriculum will be impeded. Bob will require specialized instruction in compensatory skills and use of supportive aids and strategies including a multi-sensory approach to learning. His Functional Vision Assessment and Learning Media Assessment indicate the need for instruction in Braille in order for him to become an efficient reader.

37

Example - Impact of Disability: Sally’s disability is characterized by her vision impairment of Retinopathy of Prematurity, Nystagmus, Corneal degeneration, and Myopia. Sally's visual impairment will have a significant, negative impact on her ability to visually access materials at the same pace as her peers due to visual fatigue following long periods of reading. Sally requires accommodations and specialized instruction within the Expanded Core Curriculum to address her vision needs.

38

Consideration of Special Factors

39

Consideration of Special Factors

• Behavior

• Limited English Proficiency

• Blindness/Visual Impairment

• Communication Needs

• Deaf/Hard of Hearing

• Assistive Technology Device/Service

• Alternative Format for Instructional Materials

40

Each of these sections is a training of it’s own…

but some criteria are provided here.

41

Consideration of Special Factors… Behavior

Does the student’s behavior impede his, or other students’ learning?

If yes, consider the appropriateness of developing a Behavior Intervention Plan (BIP

Has a BIP been developed?

42

Consideration of Special Factors… Blindness/Visual Impairment

Braille

Has the student been evaluated to determine whether or not

braille instruction is needed?

• If Yes:

Date: ________ Learning Media Assessment

Date: ________ Functional Vision Evaluation

• If No: Why not?

43

Consideration of Special Factors… Blindness/Visual Impairment

Braille Instruction Not Required

Explain why the absence of braille instruction will not impair

the student’s ability to read and write effectively.

Student is able to read standard sized print efficiently.

Supplemental aides or services enable student to read

standard or large print text.

Additional disabilities interfere with comprehension of

braille at this time.

44

Consideration of Special Factors… Blindness/Visual Impairment

Braille Instruction Required

• How will braille be implemented as a primary mode for

learning?

• How will Braille be integrated throughout the curriculum?

45

Consideration of Special Factors:

Assistive Technology

Inconsistency in the IEP:

• In Consideration of Special Factors, assistive technology is checked “Yes”, but a statement listing assistive technology is not included nor is there anything else in the IEP about assistive technology.

• In Consideration of Special Factors, assistive technology is checked “No”, but assistive technology is noted in other places in the IEP.

Inconsistency in the IEP (continued)

• In Consideration of Special Factors, assistive technology is checked “No”, but weaknesses were identified in the present levels.

• Assistive technology is listed in statewide testing accommodations, but nowhere else in the IEP.

Don’t let it happen to your IEP!!

VI Example of AT Current Functioning

Bob is using Zoomtext in the computer lab. He prefers 7.5 magnification and sits approximately 4 inches from the monitor. He has made gains in using the CCTV independently to view materials given in class using 48 inch font. He uses a white board reading stand and slant board for writing. He independently goes to the teacher’s desktop to view what is being presented on the Smartboard. Additionally, he is making gains in his visual efficiency skills using the CCTV and Zoomtext. It will be important for Bob to learn to generalize these skills as materials and content of information change. AT and Assistive Aids required: Zoomtext, CCTV, reading stand, and slant board.

49

Measurable Annual Goals

50

Goals and Objectives

Measurable Annual Goals are Required - Academic and/or functional goals designed to meet the

student’s needs resulting from the disability. Goals enable the child to be involved in and make progress in the general education curriculum or to meet each of the child’s other educational needs.

Short Term Objectives/Benchmarks: Measurable, intermediate steps or targeted sub-skills to

enable the student to reach annual goals. (Objectives are required ONLY for Students on the Georgia

Alternate Assessment Track UNLESS the annual goals are not measurable…then there must be measurable Short Term Objectives.)

51

Measurable Goals or Objectives Goals/Objectives are:

• Written to support access to the general education curriculum

• Measurable:

– specify the conditions under which the behavior will occur

– reflect a target/observable behavior

– indicate a criteria for performance which is appropriate for the skill

At a specific…level of performance

For a specific…length of time

• Skill Based

Goals are measured using progress monitoring data based on what is

taught in the ECC or general education curriculum.

52

SMART Goals/Objectives are:

• S – Specific

• M – Measurable

• A - Achievable

• R - Realistic

• T - Time Bound

53

WHAT ARE THE FORBIDDEN WORDS!!??

54

WORDS THAT PREVENT GOALS FROM BECOMING MEASURABLE

• M. will demonstrate an understanding of addition

and subtraction problems.

• M. will extend her knowledge of comprehension strategies.

• M. will increase his ability to solve two step math reasoning problems.

• M. will identify the correct operation to solve problems.

• M. will learn to decode.

• M. will recognize antonyms, synonyms, and homonyms.

55

Measurable Goals/Objectives: Example

Reading Given grade level text, M. will respond accurately to the following questions: [who, what, when, where, and why] 95% of the time for three out of five days.*

Math Given mixed multiplication fluency probes for multiplication tables 3, 4, 6, 7, 8, 9, 11, and 12, S. will complete _____ problems at a rate of ____ problems per minute for 3/5 days.*

56

Measurable Goals/Objectives: Example

Use of Magnification Given a reading passage on instructional reading level, M. will use low vision device to read 85 words per minute correctly in 4 out of 5 trials.* Math Braille S. Will read and braille on braillewriter Nemeth numbers (4, 14, 24, 34, and 44) and (6, 16, 26, 36, and 66) correctly at 90% in 4 out of 5 trials.* * Requires a date of expected mastery

57

Measurable Goals or Objectives: Non-Example

Braille Reading

M. will increase her braille reading skills to third grade level.

Math

S. will increase his multiplication skills by one grade level.

Why are these a non-example of measurable goals?

58

PROGRESS MONITORING (PM) VS.

MONITORING PROGRESS

• Progress Monitoring is a scientifically based practice that is used to evaluate the effectiveness of the intervention/instruction.

• Monitoring Progress is a core instructional practice that evaluates what the student has learned over time.

59

PROGRESS…IN READING AND MATH PROGRESS MONITORING

Formative Assessment

• Direct, repeated assessment of targeted skills

• 1-5 Minute Probes

• Scores are…

– Recorded

– Graphed (Data)

• Data reviewed at least weekly

• Student skill/s increase

…continue the instruction

• Student skill/s decrease

…change the instruction

MONITORING PROGRESS

Summative Assessment

• Assessment following a specific period of instruction… – End of Chapter, Unit, Section

– CRCT, WRITING TEST, GHSGT, EOCTs

• Tests are…

• 5-10 Minute Quizzes

• 15-30 Minute Tests

• Grade/s are …

• Recorded

• Reviewed

• May re-teach, but doesn’t change the grade

60

THE AUTOPSY…MONITORING PROGRESS

• End of Unit, Chapter, Section Tests

• CRCT

• GHSGT

• Writing

• EOCTs

AUTOPSY…. THERE’S NOTHING

THAT CAN BE DONE TO BRING THE PERSON BACK TO LIFE

MONITORING PROGRESS THERE’S NOTHING THAT CAN BE DONE TO

CHANGE THE GRADE/SCORE…

61

THE PHYSICAL…PROGRESS MONITORING • Progress Monitoring

• Evaluates the student’s performance

• In meeting targets

• Changes instruction re/ performance on PM tools

• Performance improves

THE PHYSICAL • PROBLEM IDENTIFIED… • ADDRESSED • LIFE IS CHANGED…DOESN’T DIE

PROGRESS MONITORING • CHANGES STUDENT’S

PERFORMANCE • IMPROVES GRADES/SCORES

62

Placement Options…

Special Education is…

A Service…

Not a Place…

63

General Education?…Special Education? …Both??

Placement Decisions…Inside and Outside GenEd

• Are made to ensure the student will advance at a reasonable rate toward attaining annual goals

• Begin with the General Education setting

• Are made on a Subject-By-Subject basis

64

General Education…Special Education …Both??

Placement Decisions…Inside and Outside GenEd

Are fully aligned with the…level of supports required to access the general education curriculum…

• PLAAFP

• Assessment Results

• Needs Statement

• Accommodations

• IEP Goals

65

The explanation of the extent, if any, to which the child will not

participate with peers without disabilities in the regular class

and/or in nonacademic and extracurricular activities:

NOT ADEQUATE EXPLANATIONS:

• The team continues to agree that the resource setting

is the appropriate and least restrictive environment for

Seth.

• The committee agreed that Seth should receive one

segment co-teaching services in the areas of Language

Arts and Reading with Math resource.

• Seth will participate in two regular classes geared

towards his academic strengths and two resource

special education classes for remediation of his

weaknesses.

An EXPLANATION of the extent to which the child will receive services outside the General Education Class…EXAMPLE

CRITERIA

• Impact of the disability statement

– Characteristics of the Disability

– Impact on Specific Classroom Performance

• Type of Instruction to be provided outside GenEd

• Reason the GenEd Environment

is not appropriate

EXPLANATION

The impact of Bob’s vision

impairment

causes print reading to be an inefficient media to access materials.

Bob requires instruction in reading and writing the literary braille code and the nemeth code for math.

This instruction must be provided directly by the teacher of the visually impaired as it is not available in the general education curriculum.

67

Therefore, in order to support Bob’s goals/objectives in the Expanded Core Curriculum, the IEP team agreed that he requires two segments daily of braille instruction…*in the VI resource room.

68

* When listing the time for each subject area, this VI service could be provided in the small group or a combination of small group and co-taught in the general education setting depending upon the needs and abilities of the student. This should be briefly explained so that the reader understands why he should receive instruction in different settings.

See the VI Placement Discussion Examples handout.

69

70

THANK YOU for

Your Attention….

All the best in the

New YEAR!

Contact Information

Dr. Margo L. Habiger, Program Specialist

Compliance Unit

Georgia Department of Education

Division for Special Education Services and Supports

1870 Twin Towers East

Atlanta, Georgia 30334

404-844-8767

mhabiger@doe.k12.ga.us

Website: http://www.gadoe.org/ci_exceptional.aspx

71

Contact Information

Dr. Elaine Thagard, Program Specialist

Georgia Department of Education

Division for Special Education Services and Supports

1870 Twin Towers East

Atlanta, Georgia 30334

404-463-0616

ethagard@doe.k12.ga.us

Website: http://www.gadoe.org/ci_exceptional.aspx

72