Annual IEP Development

OCSD5Office of Special Education Programs

Dr. Juliet Stoute-White

Notice (Invitation)

Notice (Invitation)

Must state the purpose(s)

Notice...Excusal Excusal

Parent Letter

Unless the parent returns a signed notice immediately with the date there must be additional attempts to contact the parent.

New IEP

IEP Form

SECTION I

Student Information

Section IStudent Information

• Primary Disability must be one of the 13 recognized by the IDEA

• Other Disabling Conditions may be one of the 13 recognized by the IDEA but can be a medical diagnosis also.

• Date of IEP meeting is the date of the Annual Review– This date does not change

until the next Annual Review.

• Date of Special Review can only be entered if the Type of IEP is changed to Special

• IEP initiation date changes if the as a result of the Special Review the IEP has been amended,– It will also change if the IEP

is amended without a meeting.

• IEP ending date does not change unless or until a completely new IEP is developed and an Annual Review is conducted.

This date may be no later than one year from the date of IEP initiation.

Eligibility/Reevaluation Determination and Anticipated Date of 3 Year Reevaluation – These dates do not change unless a Reevaluation Review is completed.

If Annual Review is not completed at the same time as the Reeval Review the dates should be entered as an IEP amendment at that meeting.

WRITING BEHAVIORAL INTERVENTION PLANS (BIP) BASED ON FUNCTIONAL BEHAVIOR ASSESSMENTS (FBA):

Making Data Based Decisions to Change Behavior

PBS/FBA/BIP and the LawThe Individuals with Disabilities Education Act (IDEA) 2004 makes provisions for students being served in special education in regard to functional behavior assessments (FBA) and positive behavior support (PBS).

• `` (D) SERVICES.--A child with a disability who is removed from the child's current placement under subparagraph (G) (irrespective of whether the behavior is determined to be a manifestation of the child's disability) or subparagraph (C) shall-- ``(i) continue to receive educational services, as provided in section 612(a)(1), so as to enable the child to continue to participate in the general education curriculum, although in another setting, and to progress toward meeting the goals set out in the child's IEP; and ``(ii) receive, as appropriate, a functional behavioral assessment, behavioral intervention services and modifications, that are designed to address the behavior violation so that it does not recur. `` (B) CONSIDERATION OF SPECIAL FACTORS.--The IEP Team shall-- ``(i) in the case of a child whose behavior impedes the child's learning or that of others, consider the use of positive behavioral interventions and supports, and other strategies, to address that behavior;

Behavior Support

What is Positive Behavioral Support?

• A new way of thinking about behavior (based in research)Broadens intervention from only one approach - reducing challenging behavior toEncompassing multiple approaches: changing systems, altering environments, teaching skills, and appreciating positive behavior

PBS Includes:• A team process for goal

settingFunctional Behavioral Assessment (Using data to make decisions)Behavior intervention plan design, implementation, and evaluation

Referrals

Written consent must be obtained from the parent or guardian before going forward with the FBA.

Any child who has 3 or more referrals to the office during a nine week period would be a candidate for a functional behavior assessment. While FBA data collection can be time consuming, it is well worth the time investment when considering the alternative of continually dealing with problematic behavior.

ABCs

Antecedent•What•Who•When•Where

Behavior•Exhibited•Measurable

Consequence

•Positive•Negative

Analyze for 10 days to determine “function” of (or reason behind) behavior

FBA.....

Functional Behavioral

Assessment (FBA)

•FBA is a process for gathering information to understand the function (purpose) of behavior in order to write an effective intervention plan.

Assumptions Underlying

FBA

•Behavior is learned and serves a specific purpose.Behavior is related to the context within which it occurs

FBA Questions to be Addressed to Summarize Data:

How often does the target behavior occur & how long does it last?

(frequency and duration)

Who is present for the occurrence/nonoccurrence of the behavior?

Where does the behavior typically

occur/never occur?

What is going on during the

occurrence/nonoccurrence of the behavior?

When is the behavior most

likely/least likely to occur?

How does the student react to the usual

consequences that follow the behavior?

Methods for Conducting FBA Indirect Methods:

FAST- Functional

Analysis Screening

Tool

PBQ- Problem Behavior

Questionnaire

MAS - Motivationa

l Assessment

Scale

Indirect Methods:

Limitations Strengths

May use for initial assessment

Non-specific functions identified (ex: escape from work)

Descriptive/Observational Methods: Examples :

Scatter plot

Interval or time sampling

A-B-C Analysis

Descriptive Methods:

Limitations Strengths

Objective & quantitative dataAnalysis can be

complex

Functional Behavior

FBA...

FBA...

Where Do We Go From Here?

Developing Behavior Intervention Plan (BIP):

Proactive •What environmental adjustments will be used to make the student’s problem behavior unnecessary?

Educative •What behaviors (skills) will be taught to replace or meet the same function as the student’s problem behavior and improve his or her ability to function more effectively?

Effective •How will consequences be managed to insure the student receives reinforcers for positive behavior, not problem behavior?

Measurable •How will the progress on the goals and objectives be measured to determine success of the interventions?

Developing Behavior Intervention Plan (BIP):

Proactive •Adjustments to the environment that reduce the likelihood of problem behavior occurringAllow the student to be independent and successful•Examples: modifying the curriculum, reorganizing the physical setting, clarifying routines and expectations

Educative•Teaching replacement skills•Building generalizable competencies•Allow students to meet objectives in more effective, efficient, and appropriate ways (e.g., communication alternatives)•Enhance the student’s overall independence, integration, and quality of life

Effective•Effective•Managing consequences to reinforce desired behaviors and replacement skills•Withhold reinforcement following problem behavior•Use of natural, least intrusive consequences that address the identified function

BIP

Transition IEP

Transition is a coordinated set of activities for a student with a

disability that is designed with an outcome oriented process.

The components include plans for:

Related services

Community experiences

InstructionPost school outcomes*Post Secondary Education

* Employment

Transition• Indicator 13 will be checked at this point.

– The checklist is included.

Formal and informal interviews Formal and informal interest inventories: For example: South

Carolina Occupational Information System, etc.

South Carolina Education and Economic Development Act

Transition IEP...

• Course of Study– Description of the students

course of study as driven by students interest and preference and linked to their chosen career cluster.

• Example: The student will complete the required 24 Carnegie Units to receive a high school diploma in college preparatory classes.

• Non example: Listing of every course the student will take in his/her high school career

More Considerations for Transition IEPs

Transition Objectives• Choose the areas

based on present levels of performance

Age of Majority• Student who will be

17 during the life of the IEP

Diploma/Certificate• If the district diploma is

selected, the IEP team must ensure that the parent(s) understands that this is not a South Carolina High School diploma.

• Anticipated date of graduation based on course of study

Career Clusters

TTC/Diploma Students

• Agriculture, Food & Natural Resources• Architecture & Construction• Arts, A/V Technology & Communications• Business Management & Administration• Education & Training• Finance• Government & Public Administration• Health Science• Hospitality & Tourism• Human Services• Information Technology• Law, Public Safety, Corrections &

Security• Manufacturing• Marketing• Science, Technology, Engineering &

Mathematics• Transportation, Distribution & Logistics

TTC/Non Diploma Students

• Agriculture, Food & Natural Resources (Landscaping Enterprise)

• Architecture & Construction (Construction Enterprise)

• Hospitality & Tourism (Hospitality Enterprise)

• Marketing (Media Enterprise)

• Manufacturing (Machine Tools I & II)• Transportation, Distribution &

Logistics (Auto Collision I & II)• Architecture & Construction

(Building Construction I & II)

Career Clusters Job Examples

TTC/Non Diploma Students

• Agriculture, Food & Natural Resources (Landscaping Enterprise)

• Architecture & Construction (Construction Enterprise)

• Hospitality & Tourism (Hospitality Enterprise)

• Marketing (Media Enterprise)

• Manufacturing (Machine Tools I & II)• Health Science• Transportation, Distribution &

Logistics (Auto Collision I & II)• Architecture & Construction

(Building Construction I & II)

NDS- Jobs

• groundskeeper, and greenhouse manager.

• Carpenter helper• cook, host/hostess, dishwasher and

food service assistant, • marketing assistant, customer service

representative, and sales associate

• sheet metal worker, millwright, and quality control technician.

• nurses assistant, caregiver• truck driver, mechanic, and flight

attendant, Car detailer• architect, drafter, and electrician

Transition Present Level of Performance

Present related to 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 towards current goals

o Name and date of assessments of interests & preferenceso Describe and interpret results of assessments of interests & preferenceso Describe the student’s goals for each of the three areas (update annually):

Post secondary Education Employment Independent Living

o If any goal area is not needed, present education levels must document WHYo Statement regarding agency involvement

Examples of IEP Transition GoalsMaureen will fully participate in her Child Development course during her sophomore year, attaining the prescribed competencies with 80% accuracy or better as measured by course assessments.

With preferred job cluster areas of interest selected, Juan will job shadow three businesses for two days each during his senior year, completing the "job shadow" protocol with 100% independence.

Lee will improve her social and interpersonal skills with her work study employer by engaging in no more than three negative interactions (as defined in Positive Behavior Support Plan) per week, as reported by her employer on weekly performance evaluations.

Examples of IEP Transition GoalsSusan will increase employment application literacy skills to a level of competence accepted in the business community, by developing a resume, locating three want-ads for retail-sales employment in the local newspaper, and writing three letters of application. Competence in the development of written products (resume, letters of application) will be evaluated for composition, spelling, and punctuation with a teacher-made checklist.

Claire will improve her independent living skills by going to local restaurants, ordering from a menu independently, and paying the bill without assistance once a week during the semester. The teacher of record will complete an observation weekly during the 14-week semester with the student meeting criteria 10 out of 14 trials.

Examples of Post Secondary Transition Goals

Thomas plans to enroll in an emergency medical technician training program within a year after graduating from high school. He plans to obtain employment as an EMT.

Following high school, Gabriel intends to pursue a bachelor’s degree at a four year college. (What is missing?)

After graduating from high school, Pilar wants to enroll in a 6-month training course for computer repair at the local Technical College. He will be employed as a computer technician.

After graduating from high school, Joe hopes to enroll full time at a local community college to obtain an associate's degree in paralegal studies. (What is missing?)

Examples of Post Secondary Transition Goals

After exiting high school, Joe wants to enroll in a culinary arts program. He will be employed as a chef.

Wendell plans to work in his father’s automotive business as a mechanic after graduating from high school.

After graduating from high school, Sara hope to work part time in the campus coffee shop while attending college.

After exiting high school, Sue intends to work part time as a volunteer at the communityhospital.

• Diploma/Certificate • Age of Majority

– This must be discussed at the Annual Review for an IEP year during which the student becomes 17.

– Parents must be informed that the rights become the student’s on the 18th birthday unless parents have been granted guardianship or power of attorney has been transferred to them.

Age of Majority

SECTION II

Academic and Functional Strengths and Needs (Narrative),Progress Monitoring, &Present Levels

Academic and Functional Strengths and Needs (Narrative)

Section IIAcademic and Functional Strengths and Needs (Narrative)

Describe:•the skills the student demonstrates and compare them to the expectations of the general curriculum•the skills the student needs to learn this year in order to narrow the gap

Collect:•baseline observable and measurable data

Describe•how the student performs in the classroom environment (impact of disability on performance)•the student’s interests and preferences and/or motivators•the effective strategies and accommodations that support the student

Gathering Information for the Present Levels

Classroom performance

information from all teachers

Intervention results

Observational data

Behavioral data (i.e. checklists, rating scales, discipline

referrals)

Curriculum-based measurements

(CBM)

Voyager data

Present Levels of Performance

2010-2.doc

Present Levels

are:• the rationale for goals and all

supports and services

must• be developed using multiple

sources of data and information

Information from standardized assessment can be only one source. Additional information should come from curriculum based assessments, criterion referenced assessments, formal observations, behavioral data, anecdotal information from teachers and/or parents. This is not an exhaustive list.

State wide testing is to be addressed in the narrative. If a student is able to exempt any state wide testing there should be a statement of the reason for the exemption.

Present Levels…

Progress Monitoring Cautions

How will the child’s progress be monitored?

A data-based method for monitoring student progress is essential to ensure that a student receives meaningful educational benefit.

What data collection method will be used?

How and when will the parents be informed of their child’s progress?

Examples of Meaningful Data

• Academic skills – Speed: How fast does the student respond?– Accuracy: How many correct responses?– Fluency: How many correct responses within a

certain period of time?

• Behavioral skills– Frequency: How often does a behavior occur?– Duration: How long does a behavior last?

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Data-Based Decision Making

Now that I am collecting the data what do I do?

Is my student progressing at an acceptable rate?

Do I need to change instruction?

Is t

he i

nstr

ucti

onal c

ha

nge I’ve

ma

de effective?

Should I raise the student’s goal?

Academic and Functional Strengths and Needs: Example

The Blondie scored proficient in math on the 2012 PASS. (Strength) He is currently reading below his 4th grade peers. His District ELA Benchmark score was 36%, significantly below the passing rate of 70%. His median Curriculum-Based Measurement score from 4th grade reading passages was 24 CWPM. An average score for 4th grade is 90 CWPM. (Need) His reading problems make it difficult for him to work successfully in general education classes that require him to learn by reading. (Involvement in general curriculum)

Present Levels

Present Levels

Present Levels

•Present Levels boxes – a separate box for each assessment is to be used.

Present Levels: Example

Areas of Assessment

Dates Method of Assessment

Findings

Reading/ELA 4/28/12 District ELA Benchmark

Scored 36% which is significantly lower compared to the 4th grade average of 82%.

Reading/ELA 5/12/12 CBM CBM score of 24 CWPM is significantly lower than the 90 CWPM average for this grade level.

Academic Achievement

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Common Errors to Avoid

Writing vague descriptions of academic and/or functional needs

Writing statements that are not related to a student’s disability

Writing statements based solely on a standardized battery of tests

Writing PLAAFP statements that are not individualized

Using a student’s disability as the PLAAFP statement

SECTION III

Accommodations &Modifications

Accommodations

Accommodations & ModificationsAccommodations Modifications

• Must be embedded in Present Levels statements

• Change content, performance criteria and learning outcomes

• Address content in the following– Same content – partial participation– Same content – lower proficiency level– Change content – different curriculum

that that used by peers.

• The nature of the modifications and the long term implications must be described.

• Identify who will make the modifications and how and by whom the student will be assessed and graded.

• Will the modifications result in IEP goals?

• Do not change what the student is to learn.

• Should be embedded in the Present Levels statements and relate to an identified need.

– Use student characteristics and instructional demands to develop appropriate accommodations.

• Increase student participation• Can include acquisition methods,

content enhancement and response methods.

• Must be provided to ALL teachers expected to provide them.

• Must be implemented and documentation of that implementation must be available

• Students should be included in the development of accommodations.

Supplemental Services

Supplemental Services• Services provided by staff• May include assistance, staff training, nursing services.

SECTION IV

Goals &Objectives

Goals & Objectives

Goals

1 •Be familiar with state standards and extended standards

2 •Goals are about skills/behaviors; NOT CONTENT.- What skills are needed to pass the content?

Components of Legally Compliant Goals

Components of Legally Compliant Goals...

At what level of proficiency? –

speed, accuracy, frequency,

quality. This is influenced by baseline data,

norms, resources and time.

As measured by? – who,

where, when and how data is

collected.

Another way to look at it…

The GOOD!!!

In 32 weeks, when presented with a passage from the 2nd grade reading text, Blondie will read aloud 48 words

per minute with less than 2 errors.

The BAD!!!

Angel Eyes will improve written language skills as measured by increased scores on

the language section of WJPB.

And The UGLY!!!When required to problem solve on a daily basis, Tuco will reduce by 50% the following behaviors: Abandonment issues, verbally assaultive, depression, impulsivity, sibling related difficulty, destroying property, lying, unruly/ungovernable, difficulty with authoritative figures, hyperactivity, low self esteem, cruelty to animals, excessive self blame, excessive anxiety, poor ego strength, poor intellectuality, poor academics, poor reality contact, excessive aggressiveness, poor social conformity, poor anger control, excessive sense of persecution, and excessive resistance as measured by teacher observation

Caution: Teacher ObservationBoard of Education of the Rhinebeck Central School District (39 IDELR 148, 2003)

“Although subjective teacher observation provides valuable information, teacher observation is not an adequate method of monitoring student progress.” Without supporting data, teacher observation is opinion which cannot be verified.”

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Caution: Misuse of Percentages

Annual goals that contain percentage of accuracy is not helpful where the IEP fails to define a starting point, an ending point, or the curriculum in which student will achieve 80 to 85% accuracy (Rio Rancho Public Schools, 2003, p. 563)

Percentages, by themselves, are meaningless

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Goal CAUTIONS

Do the goals align with the PLAAFPs/Servi

ces?

Are the goals ambitious, but

realistic?

Are the goals measurable (3 components)?

Are the goals too broad or

vague?

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Service Boxes

Check each box that applies to the goal. Most high school annual goals are also transition goals. Any goal addressed by or consulted on by a related service provider

must have this box checked and a description of the service included.

SECTION V

Special Education &Related Services

Special Education Services

Special Education Services

• a description of instructional delivery

• each service the student will

receive

• whether the service is direct or

indirect

• the location of the services and the length or frequency

Must include Must include

Must includeMust include

Related Services

Related Services

Must include a descripti

on

Special Education

transportation is a related service

Minutes per Week

Total the amount of all special education and related services

• Include indirect minutes in the total

SECTION VI

Testing & Assessments

Testing

Testing accommodations must be used during general instruction in order to be used on state wide testing

District wide testing/assessment must be addressed

SECTION VIII

Consideration ofSpecial Factors

Consideration of Special Factors• Discuss each topic• ESY – data collection

dates are listed on the Professional Development Calendar.

SECTION IX

Least RestrictiveEnvironment

LRE

Check each activity in which the student will not participate

LRE…

Amount of time in regular and special education are the exact number of minutes or periods in the location

LRE…LRE Considerations

Reporting to Parents

Placement Options

• Check the appropriate box

• Select correct age group

IEP Staffing Conference Minutes

IEP Signature Page

Prior Written Notice