writing a defendable iep - iu 17€¦ · writing a defendable iep. our goals ! y. improve ieps so...

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.

TIMELINES AND

PARTICIPANTS

Individualized Education Program (IEP)

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.

IEP Review Time

Check your IEP for questions 257 – 262.

How do I know when and whom to invite for an IEP?

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

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Presenter

Presentation Notes

Hidden slide Some students will have numerous agency supports/service providers along with educational partners.

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

IEP Review Time


Section I

SPECIAL CONSIDERATIONS

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

IEP Review Time

Check your IEP for questions 274– 280.

PRESENT LEVELS OF ACADEMIC

ACHIEVEMENT AND FUNCTIONAL

PERFORMANCE

Section II

To be used only by the primary teacher if this is

the first IEP being opened for the student in

IEPWriter

Click on the pencil

to add information

to the current Present Levels

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.

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Presenter

Presentation Notes

Emphasize the IEP begins with a description of students present educational levels (PELs). PELs are starting points for determining instructional levels, must be instructionally relevant and expressed quantitatively . It is impossible to write meaningful measurable goals and objectives without clear and measurable PELs. Additionally, without clear and measurable PELs measurement, evaluation and reporting of students’ progress toward annual goals is not effectively achieved. Add about ER and Reeval and it’s contribution here…

Alignment: Present Ed Levels to Goals

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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.

Presenter

Presentation Notes

Updated 3/24

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

Presenter

Presentation Notes

Updated 3/24

Before you write academic and functional levels…

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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

Presenter

Presentation Notes

Summative assessments attempt to make an overall judgment of progress at the end of a defined period of instruction. Often these assessments occur at the end of a school level, grade, or course, or are administered in certain grades for purposes of state or local accountability. These are considered high-stakes assessments and the results often are used in conjunction with No Child Left Behind and Adequate Yearly Progress. Summative assessments are designed to produce clear data on the student’s accomplishments at key points in his or her academic career

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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

Presenter

Presentation Notes

The research supports conclusively that formative assessments improve learning (Assessment in Learning, 1998). The student gains in learning using formative assessment were among the largest ever reported for educational interventions. Black and Wiliam (1998) define formative assessment broadly to include instructional formats that teachers utilize in order to get information that when used diagnostically alter instructional practices and have a direct impact on student learning and achievement. Formative assessment is a planned process that elicits evidence of a students status so that teachers can adjust their ongoing instructional procedures or students can adjust their ongoing learning strategies. Formative assessment is classroom based and can be informal or formal. When teachers know how students are progressing and where they are having trouble they can use this information to re-teach, try alternative instructional approaches, or offer more opportunities for practice. Effective teachers plan for and seamlessly integrate ongoing formative assessment strategies into their daily instructional routines.


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

Presenter

Presentation Notes

Show the Formative Assessment DVD. Review and ask for other examples. It is important to collect data on informal formative assessment!!


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

Presenter

Presentation Notes

UDL: These examples of formative assessment provide flexibility (multiple means of representation, expression and/or engagement) , and may be powerful formative assessment when a rubric is used.

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

Presenter

Presentation Notes

Diagnostic assessments are used to identify student strength, deficits, knowledge, and skill level. Examples of diagnostic assessments are: DRAs- Developmental Reading Assessment – Student is assessed in four skill areas-- accuracy, fluency rate, phrasing, and retelling. A running record is a method of assessing a child's reading level by examining both accuracy and the types of errors made. GRADE (Group Reading Assessment and Diagnostic Evaluation) - A norm-referenced group test that provides diagnostic information about individual skill levels, making it possible to identify students who may need further testing and intervention. GMADE - Group Mathematics Assessment and Diagnostic Evaluation- A norm-referenced group diagnostic mathematics test that measures individual skills in the main areas of math as identified by the National Council of Teachers of Mathematics (NCTM) including Concepts and Communication, Operations and Computation, and Process and Application. The KeyMath 3 assessment and instruction system gives you tools to assess and improve math skills of students ages 4½ - 21. This is a comprehensive system consisting of 3 linked components: -The updated KeyMath 3 Diagnostic Assessment -ASSIST™ Scoring and Reporting Software -The new KeyMath 3 Essential Resources instructional program

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.

Presenter

Presentation Notes

Benchmark assessments are reliable and valid, standards aligned assessments administered to a whole-group or individual at regular intervals. The results can be used to determine student growth and student performance relative to statewide grade-level achievement expectations. Benchmark assessments can be used to guide classroom instruction and identify individual student needs for re-teaching, intervention and/or acceleration. In addition, benchmark assessments can be used to provide periodic evaluation of a program’s effectiveness and guide professional development efforts.

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

Presenter

Presentation Notes

Well-designed benchmark assessments and standards aligned assessments do the following: Examples of benchmark assessments are: 4Sight - A PA benchmark assessment tool administered multiple times throughout the year. 4Sight assessments are one-hour tests that mimic the formats, coverage, look, and feel of the PSSA. They produce overall scores that predict students’ scores on the PSSA. Riverside Assess2Know®- self designed benchmark assessments DIBELS - The Dynamic Indicators of Basic Early Literacy Skills (DIBELS) - A set of standardized, individually administered measures of early literacy development. The DIBELS measures, assess 3 of the 5 Big Ideas of early literacy: Phonological Awareness, Alphabetic Principle and Fluency with Connected Text.

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

Presenter

Presentation Notes

This annotated example includes a Complex FBA, which is not as common, so do not think all Present Levels will have this much information on behavior. This annotated version (notes in the boxes) should help everyone, even if you are not an Emotional Support teacher because it explains what needs to be present in the Functional Levels of Performance in the area of behavior. How do I get my ADR data? We are suggesting that you keep a tally of how many ADRs each of your students has. In addition, you can contact your supervisor for more specific information from the ADRs that you have submitted.


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

Presenter

Presentation Notes

Refer to page 23, the Behavior Cheat Sheet, which takes the notes from the annotated version and makes a checklist to follow. You may want to compare the checklist for the Present Levels with each example to see what is included. If we are doing a FBA, how do I use a checklist and then explain information from checklists? These checklists are available through various resources, but if you are interested in using one, please check with your school psychologist and/or program supervisor first. Once a checklist is completed, go through it and summarize what the checklist asked and the answers. Remember to bold the name of the checklist and include who completed it.


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

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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!

Presenter

Presentation Notes

prioritized

Reminder42

All Needs must be met through:

Measurable Annual GoalsSpecially designed instructionRelated servicesTransition services and activities

IEP Review Time


TRANSITION SERVICES

Section III

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

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• 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.

Presenter

Presentation Notes

DEA 2007 refers to measurable postsecondary goal or goals that covers education or training, employment, and as needed independent living. Note that Goals is the new term used in PA under Chapter 14. Trainer may reiterate that goals have previously been referred to as “Outcomes” in PA. The “goals” indicated here are referred to as “post-school goals.” Remind participants that each goal area on the grid must be addressed by the IEP team and nothing should be left blank. Each student is required to have one post secondary goal– but many students may have more than one goal. If a particular goal is not appropriate to a student, the team must note that on the grid with a statement such as, “The IEP team has determined that this goal area is not applicable for the student.”

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.

Presenter

Presentation Notes

The I.E.P. team must discuss each goal area.

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

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Post Secondary Education/Training: Sample Statements

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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


Courses of Study :


Date

AnticipatedDuration

Person(s)/ Agency

Responsible

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Presenter

Presentation Notes

A community program

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.


Yes/No


Courses of Study :


Date

AnticipatedDuration

Person(s)/ Agency

Responsible

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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.

Presenter

Presentation Notes

NOTE: the only time Independent Living would not be checked is if the student is already independent.

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.


Yes/No


Courses of Study :


Date

AnticipatedDuration

Person(s)/ Agency

Responsible

56

Presenter

Presentation Notes

A community program

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.

Presenter

Presentation Notes

This shows WHY he doesn’t need a goal for 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

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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.

Presenter

Presentation Notes

Observations from the field: Independent Living?

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



Courses of Study :


Date

AnticipatedDuration


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

Presenter

Presentation Notes

List courses by name. If schedule changes during duration of IEP, revision is needed. Courses should support the post-secondary goals Needs to reflect current year’s courses– but must be updated if courses change

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


Date

AnticipatedDuration

Person(s)/ Agency

Responsible

Presenter

Presentation Notes

OVR might be providing an assessment MR services could be providing services such as travel training BUT THE LEA IS ULTIMATELY 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



Courses of Study :


Date

AnticipatedDuration


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

Presenter

Presentation Notes

Definitions of transition activity/ service Action steps – both activities and services Include instructional services to address skill deficits, with Measurable Annual Goals. This is an important concept to emphasize.

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

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Presenter

Presentation Notes

The important point here is that we don’t write measurable annual goals (MAGs)for activities such as those on the right.. But we MUST have at least one Measurable Annual Goal under each identified post-secondary goal. The MAG supports the student in achieving his/her post secondary goals by addressing skill deficits. Not every service will have an IEP goal that corresponds, eg., Counseling to address MH needs, assistive technology services– these are services the student requires for FAPE and to address their post-secondary goals-- but they may not have a measurable annual goal. Remember that MAGs are prioritized– we want to limit to a few areas that are important enough to measure. O

Sample Activities and Services to Support Post-secondary Education/Training

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Note taking Organizational skillsTime management Self-disclosureRequest accommodations

ASVAB PSAT/SATCollege fairs College/facility tourApplication Financial AidHiram G. Andrews information

Presenter

Presentation Notes

Note that these are just examples of possible transition activities and services. This list is by no means exhaustive and participants are encouraged to adapt based on the transition activities and services provided at their school.

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

Presenter

Presentation Notes


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

Presenter

Presentation Notes


Sample Activities and Services to Support Independent Living

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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

Presenter

Presentation Notes


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

Presenter

Presentation Notes


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

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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

Presenter

Presentation Notes

Mentors are used to facilitate student learning

Person(s)/Agency Responsible



Courses of Study :


Date

AnticipatedDuration


Word of Caution!

Never commit an agency oran individual for a service or

activity without their fullknowledge and participation!

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Sample Service / Activity : Shawna

Postsecondary Education and Training Goal:Shawna has a goal of attending an employment training program for clerical or related skills.


Yes/No


Courses of Study: Functional reading, consumer math, travel training, self advocacy skills, Horticulture, Family & Consumer Science, Physical Education


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

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Presenter

Presentation Notes

Review this example. Discuss the Goal Area and indicated activities and services. Briefly make reference to the location, frequency, projected beginning date, duration, agency responsible, and IEP goal. Note: you will be going into more depth later in this presentation regarding the Agency Responsible and IEP Goal sections

Employment Goal: Shawna has a goal of employment in a clerical or related field.


Yes/No


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


* 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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Presenter

Presentation Notes

Review this example. Discuss the Goal Area and indicated activities and services. Briefly make reference to the location, frequency, projected beginning date, duration, agency responsible, and IEP goal. Note: you will be going into more depth later in this presentation regarding the Agency Responsible and IEP Goal sections

Independent Living goal: Shawna’s goal is to live in an apartment in the community and access community resources and programs with appropriate supports.


Yes/No


Courses of Study: Functional reading, consumer math, travel training, self advocacy skills, Horticulture, Family & Consumer Science, Physical Education


Date

AnticipatedDuration


* 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

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Presenter

Presentation Notes

Participate in fitness program– would also be a possible activity.

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

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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.

Presenter

Presentation Notes

Permission for agencies who are likely to provide or pay for services Inviting an agency for their expertise One size does not fit all!! OK to contact regional supervisor if agencies are not coming when they need to be present

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

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Presenter

Presentation Notes

Indicator 8 while not directly related to secondary transition is another vital indicator that assists a student in reaching his/her post school goals. Share all information given/presented to parents with the student’s classroom, ancillary teachers and vocational teachers. Keep everyone in the loop Ongoing communication Don’t do everything for—kids need to develop skills

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

IEP Review Time

Check your IEP for questions 288 – 292C.

PARTICIPATION IN STATE AND LOCAL

ASSESSMENTS

Section IV

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.

IEP Review Time


ANNUAL GOALS AND OBJECTIVES

Section V

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.

Presenter

Presentation Notes

The Performance Criteria, as indicated in the measurable annual goal, should easily enable progress monitoring to occur. In writing the measurable annual goal it is important to accurately project what the student will be able to obtain within the IEP year.

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.

Presenter

Presentation Notes

A GOAL BUILDS SKILLS AND ALLOWS THE STUDENT TO ACCESS, PARTICIPATE AND MAKE PROGRESS IN THE GENERAL CURRICULUM AND THE LIFE OF THE SCHOOL. A GOAL DOES NOT REWRITE THE CURRICULUM AND IS NOT CONTENT AREA (ALGEBRA, U.S.HISTORY, BIOLOGY, LITERATURE). IT MOVES A STUDENT TOWARD GREATER INDEPENDENCE IN ACADEMICS AND OTHER SKILLS. These skills are directly related to how the disability impacts the student’s learning and participation in the life of the school. Remember, Special Education is specially designed instruction and/or related services - not curriculum. The IEP is a tool to help ACCESS SCHOOL. The Measurable Annual Goals, through skill building, are part of the process.

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

Presenter

Presentation Notes

ALWAYS KEEP IN MIND THE INDIVIDUALITY OF THE STUDENT. A student in need of skill building related to communication looks very different, and will require different skill building goals, if his/her disability is in the Sensory/Hearing category, Autism spectrum, or is a Communications Impairment.

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

Presenter

Presentation Notes

One way to ensure that we are writing goals that are measurable is to use a prescribed formula we will share with you today. The formula has 4 parts ( a condition, the student’s name, a clearly defined behavior, and a performance criteria). You really only have to remember 3 of the 4 parts. Why? Because we will already have the student’s name. Remember- Even using the formula, you must remember - Functional? Does what you have written have a functional purpose in the student’s development and does it directly related to the student’s post-school outcome(s).

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…

Presenter

Presentation Notes

Information from the present educational levels are used to help describe conditions under which the behavior is to be performed. When reviewing the condition section of the IEP check to see that the goal describes when or under what conditions the behavior will take place; what the student will use to perform the behavior; and where the behavior will be observed or assessed.

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…

Presenter

Presentation Notes

Make sure that you are not using “fuzzy words” in this section. Is the behavior described an action? Can it be described in terms of what the student will do? Can you close your eyes and visualize what the student will be doing? Can the behavior be observed?

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

http://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.)

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Presenter

Presentation Notes

Performance Criteria – There are three major components of performance criteria: the criterion level, the number of times the student should demonstrate that level, and the evaluation schedule. The criterion level is the functional performance level the student must demonstrate for mastery (i.e. 125 words per minute with 97% accuracy). The number of times the student should demonstrate the criterion level is often forgotten when writing goals. It is important because it specifies what is required to reach mastery. The evaluation schedule addresses how frequently the teacher plans to assess student mastery on the objective and the method by which the teacher will evaluate progress and/or completion of the goal. Performance criteria should set up test situations for progress monitoring Performance criteria should reflect the type of measurement that is meaningful for the skill

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

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Presentation Notes

Rate The frequency of a behavior and its relation to time expressed as a ratio Appropriate behavior: vocational tasks completed per minute, social interactions per hour Inappropriate behavior: call outs pre class period Duration The total amount of time in which a targeted behavior occurs in a specified observation Appropriate behavior: attending to lesson, completion of hygiene routine Inappropriate behavior: tantrums, stereotyped behavior Task Analytic Measurement A record of the performance of each step in a sequence of behaviors comprising a task Appropriate behaviors: bed making, playing a CD, assembly tasks, preparing a snack Interval Recording A record of the occurrence of behavior within each segment of time (intervals) within a single observation Appropriate and inappropriate behaviors: any of the behaviors listed for frequency or duration

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

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Presenter

Presentation Notes

Do not list end dates as part of “times to mastery”

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.”

Presenter

Presentation Notes

We need clarity for the following terms: “measurability”, “goals”, “objectives”, and “benchmarks”. Not an easy task, as education/IEP language does not necessarily match the outside world. For example - in the dictionary “goal” and “objective” appear to be the same. In IDEA they are not! Objectives are components of goals. Goals are the annual progress. So our procedure clarifies the vocabulary surrounding goals, objectives, and benchmarks, and delineates a working definition of measurability. We will start with a Working Definition of Measurability - A goal will be considered measurable if it contains all of the defined components of a goal (coming up!) and responds to a “Data Collection Strategy’. NOW LET’S SEE WHAT A DATA COLLECTION STRATEGY IS . . .

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?

Presenter

Presentation Notes

As a Team begins the discussion of goal focus and goals, included in the thinking must be the question - ‘How will we measure this goal?’. If we are going to be able to measure or assess progress, DATA must be collected in our Data Collection System, and the Team must be able to answer: What data will be collected? What is the source of the data? What is the data collection schedule? Who will collect the data? For a goal to be measurable, these questions need to be answered - not as an addition to the IEP, but to ensure measurability. Therefore, the data collection strategy must be implemented. WORKING DEFINITION OF MEASURABILITY - DATA COLLECTION STRATEGY We encourage PRACTICE, PRACTICE, PRACTICE.

Looking at all the parts……106

ExampleShawna’s Goal for Reading

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


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


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


Presenter

Presentation Notes

Can the behavior be measured in quantifiable terms – (3 out of 4 occasions; 20% of the time) Is the criterion level (level the student must demonstrate for mastery, how well the student performs) stated in measurable terms? Is it important that the student demonstrate mastery more than once? Is that number included? Is a consistency level stated: a certain level of performance over a given period of time? Is there an endpoint? (90% correct over six consecutive tests and not – every nine weeks, each nine week grading period Is there a stated schedule of assessment/evaluation? (weekly) Is the method of assessment/evaluation clearly stated? (based upon homework samples)

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


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

111

Shawna’s Measurable Annual Goal for Reading

Presenter

Presentation Notes

Here it is as we would write it on the IEP format Remember that words would be introduced in small groups, always reviewing the known words as part of the probes.

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

Presenter

Presentation Notes

Remember that words would be introduced in small groups, always reviewing the known words as part of the probes.

Sample Format for Progress Monitoring --- Shawna

113

Sample Data Collection Tool for Shawna’s Reading

Presenter

Presentation Notes

Just a sample– It could look different. This one would be easy to keep track of.

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.

114

Shawna’s Progress on Reading Goal

Presenter

Presentation Notes

LSS Example Remember that words would be introduced in small groups, always reviewing the known words as part of the probes.

115

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?


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

116

Caroline’s Measurable Annual Goal - Writing

Presenter

Presentation Notes

NOTE: USE OF A COMPUTER IS NOT STANDARD PROCEDURE FOR A FLUENCY GOAL. THERE ARE NO NORMS FOR USING WORD PROCESSING!!! THIS PARTICULAR GOAL WAS AN ESTIMATE BASED ON HER CURRENT PERFORMANCE. COMPUTER USAGE WAS ONLY USED FOR CAROLINE BECAUSE WRITING WAS AN ANTECEDENT FOR BEHAVIORAL PROBLEMS! ONCE SHE REACHES THIS GOAL, AND IMPROVES HER BEHAVIOR, HER WRITING SHOULD BE MONITORED USING STANDARD PROCEDURES FOR WRITING FLUENCY ASSESSMENT: PAPER AND PENCIL.



these components.)

Dst

togoa





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

117

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)

Presenter

Presentation Notes

Remember to write a goal, the student must demonstrate a need in this area. The goal can be in the IEP itself or in the PBSP. Refer to the handout. The annotated example, as well as this slide, explains where to find the information to write a behavior goal. It goes back to the Present Levels. See the cheat sheet for a quick way to view this information. In the annotated ES example, you can see the direct correlation from what was written in the Present Levels and the Measurable Annual Goal Instruction in social skills/relaxation techniques were listed in Present Levels as strategies to be tried and they are the condition of the goal. Following a staff direction was listed as a replacement behavior and it is the clearly defined behavior in the goal. Sara will be earning stickers through a more individualized system, as written in the Present Levels, and this is the system that will provide the criteria and progress monitoring. This example also explains how to find a baseline by looking at the information included in the Present Levels (ex: classroom management system, ADR data, attendance data). With Sara, finding the baseline on how may stickers she earned daily helped to determine an appropriate goal, since the progress was being monitored based on the number of stickers she earned. Progress monitoring is important to consider when writing the goal. Sometimes the classroom behavior management system can provide this criteria and sometimes the student needs a more intensive reinforcement system, so the more intensive system could provide this information. There may also be times when the goal is monitored in a way other than the reinforcement system and this is alright also (it is just easier if the progress monitoring can be something that is already being used).



these components.)

Dst

togoa





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



these components.)

Dst

togoa





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

120

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.

121

Presenter

Presentation Notes

What’s missing Could do as an activity Rewrite goal on next slide

Let’s Look at Your Measurable Annual Goals122

IEP Review Time


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)

Presenter

Presentation Notes

This explanation includes what must be in the Positive Behavior Support Plan. Some of this information was already included in the Present Levels. This just shows how the entire document should flow together and make sense. It also ensures the information is included and everyone who works with the student will receive all of the information. The SDI related to behavior can be included in the IEP, or there is a place for it in the PBSP document. If you are imbedding these items in the IEP, label which type of SDI it is in bold first, followed by the strategy (ex: ANTECEDENT STRATEGY: use of a timer). There may be some strategies related to behavior that can be included even if a student does not have a PBSP. These strategies may have been listed in the Present Levels, since the recommendation is that all students have a list of strategies that work. For instance, visual schedules, timers, and universal classroom behavior management systems may be some common SDI that even a student without a PBSP require. Just make sure you are specific enough.

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.

Factors to help

Determine Eligibility for

ESY

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.

Decision Making Process

and Timelines

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.

IEP Review Time


EDUCATIONAL PLACEMENT

Section VII

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.

IEP Review Time


PENN DATA

Section VIII

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).

IEP Review Time

Check your IEP for questions 327.

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