individual education programs: individuals with disabilities education improvement act 2004 &...

Individual Education Programs:

Individuals with Disabilities Education Improvement Act 2004 & the Federalization of WI Ch. 115

Barbara A. Van Haren, Ph.D.Director of Special Education Services CESA #1

Modified for WAWM January, 2008 in-serviceL. Drexler, K. Duersteler, K. Lauritzen, R. Kassulke

Contents

Slides 4-8 PLAAFPSlides 9-13 Annual goalSlides 14-15 Short-term objectivesSlides 16-17 ER-2Slides 18-28 IEP page reviewSlides 29-40 Transition

IEP ComponentsPresent level of academic achievement and functional performance (PLAAFP)Statement of measurable annual goalsHow and when progress of goal will be reportedSpecial education, related services, beginning date, frequency, location & duration of servicesStatewide assessment participationSubstantiation of LRE

Present Level of Academic Achievement and Functional

Performance- PLAAFP

A written, narrative statement describing how the child’s disability affects the child’s involvement and progress in the general education curriculumFor preschool children, as appropriate, how the disability affects the child’s participation in age appropriate activities.

Present Level of Academic Achievement and Functional

Performance- PLAAFPWritten in objective, measurable terms (#s)Used to determine annual goalsDescribes the student’s level of functioning in the skill areas affected by the disabilityDescribes how the student’s disability affects his/her involvement and progress in the general curriculum (tied to state/district standards/benchmarks)

Present Level of Academic Achievement and Functional

Performance-PLAAFP

Written for academic and nonacademic areas (daily living skills, social/emotional behavior, and vocational areas)

Is based on formal and/or informal assessment results, including family, student, and staff interviews and observationsAddresses each area of need and annual goal

Present Level of Academic Achievement and Functional

Performance- PLAAFP

Includes areas of interests and learning styleBased on data naturally collected within classroom (annual)Uses same type of measurement in goal

Annual Goals

A statement of measurable academic and functional goalsThe PLAAFP and goal should use the same standard of measurement

Three parts of an Annual Goal

1. Direction of the behavior (increase, decrease, or maintain)

2. Area of need (reading, social skills, transition, communication, etc.)

3. Level of attainment (with only one prompt, by nine months, etc.)Remember it should be measurable and reasonable to attain in nine months timeDirect correspondence to PLAAFP

Reminders for Writing Annual Goals

All three parts must be recorded for each goalAdd specificity such as conditions:

materials prompts instructions assistive technology time limits

Match the criteria to the behaviorUse jargon-free terminology

Annual GoalProcedures for measuring the student’s progress toward the annual goal anecdotal records observations/charting pre/post testing, chapter tests review of daily point sheets work samples, running records checklists (standards/benchmarks) functional assessments

Progress Toward Meeting Goals

A description of when periodic reports on the progress the child is making toward meeting the annual goals will be provided

Quarterly or semester reportsOther periodic reportsConcurrent with the issuance of report cards

Short-term Objectives and Benchmarks

No longer required, but permissiveOur district is requiring at least 2Required for children with disabilities who take alternate assessments aligned to alternate achievement standards, (extended grade bands) a description of benchmarks or short-term objectives

Short Term Objectives

A description of the behavior we want the student to be able to perform The criteria for masteryThe conditions under which the student will be expected to perform the behavior materials -prompts instructions -assistive time limits technology

ER-2 SLD Documentation form

A. Child Specific- appropriate core curriculum provided, attended regularly, performance data from standardized tests-whole grade and disaggregatedB. repeated assessments-might be “insufficient data”, could use running records, it is NOT chapter tests or MAPs

ER-2 SLD Documentation formcontinued

C. Information to ParentsD. Observation-how behavior relates to academic functioningE. Relevant medical findingsF. Student Achievement- grade level standardsG. Student Progress OR *Strengths and Weaknesses

IEP pagesI-1- INVITE (2 pages)Check Parent

Rights brochure 14 during length

of IEP must be on invite

I-2 Participant not required to attend

Notify of absence PRIOR to meeting

Bring blank formParent must sign

IEP pages- cont.

I-3 Cover Page

I-4 PLAAFPCurriculum, not

place or locationParticipation in

assessment14 during IEP,

must include interests

I-5 Special Factors

IEP pages- cont.

I- 6 ANNUAL GOAL Must relate to PLAAFP Our district requires at least 2

benchmarks/objectivesDO NOT USE“ as measured by benchmarks below”

IEP pages- cont.

I-7 Statewide AssessmentUse DPI accommodations checklistApplies ALL yearWAA/ELL-include proficiency levels“Alternate Assessment” statement neededI-7A WAA checklist

IEP pages- cont.

I-8 Summary of transition services 14 during IEP MUST have this page Details in transition section at end of

PowerPointJackie Jacoby-district contactI-8 A Course of Study Middle School 2 year plan High School 4 year plan

IEP pages- cont. I-9 PROGRAM SUMMARY (3 pages)

Section I. Special Education Services

• Special Education- WHAT they are taught• Always start with “Specialized instruction in..”• Goals must match PLAAFP• Curriculum altered to meet individual needs• Skills (not courses) needed to advance toward goals

IEP pages- cont. I-9 PROGRAM SUMMARY (3 pages)

Section I- continuedDO NOT use “daily” or “as needed” List classes such as “science”

DO Use specific amount and frequency 30 min/2x

week Use specially designed instruction in essential

vocabulary for every new science unit

IEP pages- cont. I-9

Section II. Related Services Speech and Language Section III. Supplementary Aids and Services• Accessing general education- Shortened assignments- Using word processing for written assignments- Using calculator in math- Communication board• NOT specialized instruction

Areas of Consideration for Supplementary Aids and

Services

Delivery of instructionAssignments and testsPersonalized assistanceSchedules and routinesAssessment

Behavior managementStudent groupingsPlanning and monitoringAssistive technologyEnvironmental changes

I-9 cont. Section IV.Program Modifications or Supports for School

Personnel

Program modifications Shortened day Modified grading

Supports needed by school personnel

Weekly consultation IEP modifications given

to staff involved with student

Inservice Training of a

paraprofessional by a therapist.

IEP pages- cont.

P-1 ONLY initial placement

P-2 Continuing placement-ONLY annuals

TRANSITION

P-3 Notice of Graduation (2 pages) SENIORS only

P-3 Summary:• Must have accommodations• Must match PLAAFP• Use WKCE or standardized Achivement tests

IEP cont. P-3 Notice of Graduation

Functional behavior: What can they do?Live on their own?Drive a car?Have a job?Postsecondary goals:Speak with counselors at university contact Goodwill

Transition Planning at Age 14

Unique to WisconsinBeginning not later than the first IEP to be in effect when the child is 14 (13) and updated annually thereafter,

Transition Planning at Age 14

Appropriate measurable postsecondary goals based upon age appropriate transition assessments related to training, education, employment, and where appropriate, independent living skills

Transition services (including courses of study) needed to assist the child in reaching those goals

Measurable Postsecondary Goals

A statement that articulates what the student would like to achieve after high school Based on student’s strengths, preferences, and interests,Becomes progressively more

specific as age increasesFailure to meet the goal is

not the LEA’s responsibility

Measurable Postsecondary Goals

Must be written for the following areas: Training/Education Employment Independent Living (optional)

Training

Specific vocational or career field, independent living skills training, vocational training program, apprenticeship, on-job-training, Job Corps, etc.Examples I will be enrolled full-time in an on the job training program. I will be enrolled full-time in a plumbing

apprenticeship program.

Education

4 year college or universityTechnical college2 year college, etc.Examples I will be enrolled full-time at a

technical college or university. I will be enrolled full-time at

UW Oshkosh in the teacher education program.

Employment

Paid (competitive, supported, sheltered)Unpaid employment (volunteer, training)MilitaryExamples I will work full-time. I will work full-time for a construction

company.

Independent Living

Adult living, Daily living, Independent living, Financial, Transportation, etc.Examples I will live with my parents at home. I will live with adult assistance in a group home.

Measurable Postsecondary Goals

Consider where the students hopes to be approximately one year after high schoolUse descriptors such as Full-time Part-time

Use results-oriented terms such as Enrolled in Work Live independently