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WELCOME…PARENT MENTOR IEP WEBINARNOVEMBER 13, 2013

A PARENT’S GUIDE TO IEPS…

When you leave this room…

What one thing do you want to know about…IEPS…

That you don’t know now?

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AGENDA

DEVELOPMENTAL/ACADEMIC/FUNCTIONAL NEEDS/DEFICITS

MEASURABLE GOALS

MATCHING NEEDS/DEFICITS TO GOALS

ACCOMMODATIONS

EXTENDED SCHOOL YEAR

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Description of Academic, Developmental,

and/or Functional

Needs/Deficits

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Description of Academic, Developmental, and/or Functional Needs(Deficits)

DEFICITS ARE SPECIFIC ENOUGH…ONLY WHEN THEY DESCRIBE…

SPECIFIC SKILLS THE STUDENT NEEDS TO LEARN

SO…THE STAGE IS SET FOR DEVELOPING MEASURABLE GOALS

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Example: Needs/Deficits Skills

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 of 2, 5, and 10.

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Example: Needs/Deficits Skills

Reading:S. struggles using phonics to read words. His/Her reading is very slow. S. reads only 21 words correct per minute (wcpm). The average at his/her grade level is 71 wcpm. S. struggles so hard to read the individual words that he/she can’t remember what he/she read.

Math:S. has problems solving math word problems. He/she isn’t able to select the correct the correction operation…addition, subtraction, multiplication, or division. He/she also has difficulty following the correct number of steps.

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Non-Example: Needs/Deficits

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

S. has deficits in reading comprehension.

Math:S. struggles with math fluency.

S. cannot solve math word problems.

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MANTRATHERE IS NEVER A NEED/DEFICIT

WITHOUT A GOAL…AND…

THERE IS NEVER A GOAL WITHOUT A NEED/DEFICIT

UNLESSTHERE IS A STATEMENT THAT EXPLAINS

THE MISSING GOAL!

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Measurable Annual Goals

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Measurable Annual Goals

• Goals 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

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Measurable Goals: 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

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Measurable Goals: Non-Example

ReadingM. will increase her reading skills to third grade.

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

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READING EXAMPLE

MEASURABLE ANNUAL GOAL:After reading a third grade story, B. will answer who, what, when,

where, how, and why questions with 90% accuracy in 4 out of 5 opportunities.

After reading a third grade story, B. will answer who, what, when, and where questions with 95% accuracy in 4 out of 5 opportunities.

After reading a third grade story, B. will answer who, what, and when, questions with 95% accuracy in 4 out of 5 opportunities.

After reading a third grade story, B. will answer who and what questions with 95% accuracy in 4 out of 5 opportunities.

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MATH EXAMPLE

MEASURABLE ANNUAL GOAL:Given a mixed math calculation probe with one and twodigit numbers, Charles will complete 10 problems accuratelyin 5 minutes over three consecutive sessions.

SHORT TERM OBJECTIVES LEADING TO THE ANNUAL GOAL:

Given a multiplication and division calculation probe with one and two digit numbers, Charles will complete 10 problems accurately in 5 minutes.

Given an addition and subtraction math calculation probe with one and two digit numbers, Charles will complete 10 problems accurately in 5 minutes.

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ALIGNMENT OF NEEDS/DEFICITS AND

MEASURABLE GOALS

…OR LACK THEREOF…

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Alignment of Needs/Deficits and GoalsExample

PLAAFP

• B. has difficulty answering comprehension questions: who, what, when, where, how, and why from third grade text.

• Charles has difficulty accurately solving mixed calculation problems with one and two digit numbers.

GOALS

• After reading a third grade story, B. will answer who, what, when, where, how, and why questions with 90% accuracy in 4 out of 5 opportunities.

• Given a mixed math calculation probe with one and two

digit numbers, Charles will complete 10 problems accurately

in 5 minutes over three consecutive sessions.

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Alignment of Needs/Deficits and GoalsNon-Example

PLAAFP

• has short attention span• is often off-task• has a speech problem• has limited understanding of what he reads • difficulty understanding new words he reads.

GOALS

• recall 10 details from a story including characters, action, cause/effect, etc…

• will compute math problems mentally using strategies such as multiples of ten, powers, of ten, compensation, etc.

• will follow all rules reviewed with him by…etc…

• will refrain from using profanity, etc…

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MANTRATHERE IS NEVER A NEED/DEFICIT

WITHOUT A GOAL…AND…

THERE IS NEVER A GOAL WITHOUT A NEED/DEFICIT

UNLESSTHERE IS A STATEMENT THAT EXPLAINS

THE MISSING GOAL!

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ISSUES IMPACTING DEFICITS/GOALS

InstructionalBehavioralEmotional

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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.

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EXAMPLE…INSTRUCTIONAL

___ is fourteen years old and even with extensive explicit instruction in calculation and calculation fluency, ___’s calculation fluency remains below expectations. ___ has a calculator as an accommodation for classroom instruction, classroom testing, and statewide testing. ___’s math goals are related to acquiring and applying math strategies to solve grade level problems. Therefore, there are no goals for calculation.

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EXAMPLE…BEHAVIORAL

___’s scores on the CRCT Reading/Math did not meet the state target. However, ___ scores do not reflect ___ ‘s actual abilities in reading/math. ___ did not want to take the test and rushed through it finishing long before the time allotted for each section. ___’s classroom test scores and grades support reading/math skills above the current CRCT test scores. Therefore, there are no reading/math needs listed.

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EXAMPLE…EMOTIONAL

___’s scores on the CRCT Reading/Math did not meet the state target. However, ___’s scores do not reflect --___’s actual abilities in reading/math. ___ becomes extremely anxious during any type of testing and ___’s scores do not reflect ___ skill in reading/math. ___’s classroom grades support reading/math skills above the current CRCT test scores. Therefore, there are no reading/math deficits listed.

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ACCOMMODATIONS

HERE’S WHAT WE KNOW…• Accommodation policies vary considerably from state to state.

Interestingly, 12 states even extend eligibility for accommodations to all students (Clapper, Morse, Lazarus, Thompson, & Thurlow, 2005).

• Approximately two-thirds of special education students have been afforded accommodations in statewide assessments,

the most common being…

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Extended Time

Alternative Setting

Read-Aloud

HERE’S WHAT WE KNOW…Accommodations affect test scores for students with disabilities, lowering scores in some cases, raising scores in most others

Lowered scores result when…

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Students don’t use the accommodations on a consistent basis.

Students have not been trained to use the accommodations.

Accommodations are poorly matched to student need.

So…What Must IEPs Include in Order to Support Appropriate

Accommodations?

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ACCOMMODATIONS MUST BE SUPPORTED WITH THE FOLLOWING…

The Needs Section of the PLAAFP

must include

Deficits that

Match the

Accommodations Selected

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EXTENDED SCHOOL YEAR

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ESY CONSIDERATIONS…1. AGE OF THE STUDENT2. SEVERITY OF THE DISABILITY3. PROGRESS TOWARD GOAL/S 4. IMPORTANCE OF THE GOAL/S5. RATE OF PROGRESS6. TRANSITION PLAN…IF APPROPRIATE7. RELATED SERVICES NEEDED FOR PROGRESS TOWARD

GOAL/S8. DELAYS/INTERRUPTIONS IN INSTRUCTION AND/OR

SERVICES DURING THE SCHOOL YEAR9. EMERGING SKILLS10. REGRESSION…HOWEVER, THIS IS NOT THE SOLE CRITERIA

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ESY CONSIDERATIONS…When is ESY Provided?

During the school year…so long as it’s before or after the instructional

day

During the summer…CAVEAT…

ESY is not the same as summer school…

In order for summer school to be considered an ESY service, the goals

that are being extended must be addressed and monitored during the

summer program.

Generic summer programs for all students are not considered ESY

services

Transportation must be provided.

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How are ESY Services Documented in the IEP?

XI. EXTENDED SCHOOL YEAR Yes No

a. Are Extended School Year Services Necessary? If yes, complete the section below.

b. Goals to be Extended:

Given a four paragraph, third grade narrative text, S. retell the story with a score of 4, or better on a 5 point rubric with 85% accuracy in two out of three opportunities.

OR

If it’s the exact same goal… Refer to Reading Goal # ____ Refer to Math Goal #____

SERVICES FREQUENCY INITIATION OF SERVICESMM/DD/YY

ANTICIPATED DURATIONMM/DD/YY

PROVIDER TITLE

LOCATION

Math 30 minutes3xs/week

6/1/12 7/1/12 SpEd Teacher Classroom

Last Chance…Additional Questions or Comments?

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THANK YOU…

HAVE GREAT IEP MEETINGS!

Contact Information

Dr. Margo L. Habiger, Program Specialist Compliance Unit

Georgia Department of EducationDivision for Special Education Services and Supports

1870 Twin Towers EastAtlanta, Georgia 30334

404-308-1582mhabiger@doe.k12.ga.us

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

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