IEP Training for ARC Chairpersons

What is an (IEP) Individualized Education Program?

• Required for every student with an identified disability

• Refers to both the educational program and the actual document

• Developed by the Admissions and Release Committee

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What is the Purpose of an IEP?

To Support Educational and Functional Performance by:

• Providing access to the general curriculum

• Ensuring the student will make progress in the general curriculum

• Addressing the child’s other unique needs

• Preparing the student for further education, employment and, if necessary, independent living

Who Develops the IEP?

Parents

Special Education Teachers

Evaluation Specialist

Students (when appropriate)

Related Services Providers

Parents of the child with a disability are vital members of the IEP team, with an expertise to contribute like no one else’s.

Special educator, with knowledge of how to educate children with disabilities, are obviously a very important part of a child’s IEP team.

Regular educator, with knowledge of grade-level curriculum to provide access and progress in the general curriculum is an important team member

Evaluation Specialist can interpret the child’s evaluation results and discuss what they mean in terms of instruction.

Either the parent or the school system may invite others to join the team, if they have knowledge or special expertise about the child. This can include related service providers.

Of course, the student with a disability might have something to say about his or her own education!

ARC Chairperson

General Ed. Teachers

The IEP Team

(called the ARC in

Kentucky)

ARC Chair PersonThe IEP team must also include a

representative of the school system, who has the authority to commit

agency resources.

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Progress Monitoring Data from Previous

IEP

Annual IEP Meeting

State Assessment

District Assessment

Classroom Performance

Data

Initial IEP Meeting

Individual Assessment Report

Data from Referral

Information

State Assessment

District Assessment

Classroom Performance

Data

What Data do we use in IEP Meetings?

How is the IEP Managed?

• The child’s IEP is accessible to each regular teacher, related services provider, and other service providers who are responsible for its implementation;

• Prior to the implementation of the IEP, each implementer is informed of his specific responsibilities related to implementing the child’s IEP; and

• The specific accommodations, modifications, and supports are provided for the child in accordance with the IEP.

• 707 KAR 1:320 Section 1(6) 34 CFR 300.323 (d) (1-2)

Student progress monitoring shows

growth of IEP goals

Student is College and

Career Ready

Compliance Record Review

Document shows that

all components

are developed

appropriately

Student growth measured by school, district and state

assessment

How do we know if the ARC is developing

and implementing an IEP that guides

student outcomes?

The IEP Components

 

Present Levels

Special Factors

Annual Goals, STO/Benchmarks

and Method of Measurement

SDI SAS Accommodations ESYLREProgram Modifications

Present LevelsPresent Levels

Special Factors

Annual Goals, STO/Benchmarks

and Method of Measurement

SDI SAS Accommodations ESYLREProgram

Modifications

Present Levels

How to complete Present Levels of Academic Achievement and Functional Performance documentation?

1. Identify the student's grade level standard

Using KCAS

2. Determine the student's current educational performance using student performance and baseline data

a. academic performance

b. functional performance

Using Student Performance

Data

3. Check "Performance commensurate with similar age peers" if performing within the peer range

4. Describe:

a. relative strengths,

b. needs or concerns,

c. baseline performance for each need or concern

For Each Present Level

Area

5. Describe how the student's performance affects involvement and progress in the general curriculum

Using the Present Level Statements

Key Points of Definition• Describes the student’s

current performance of a skill or strategy

• Measurable terms • Starting point for IEP

instruction

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• IEP Progress Monitoring

Data

• Work samples

• Classroom-based

assessments

Annual Review Baseline Data Sources

Initial IEP Baseline Data Sources

• Response to Intervention Data

• • Classroom-based

assessments •

• Work samples •

• Classroom observations

• IQ Scores

• Standard scores of

achievement

• Doctor’s Diagnosis

Non-examples of Baseline Data Sources

Baseline Performance

Present Levels of Educational and Functional Performance

Anna uses phonetic clues to pronounce one syllable words. She has a sight

word vocabulary of 150 words, produces rhyming words, and uses

context to understand text. She learns best when words are paired with visual

clues and when information is highlighted. She is unable to use text

features and organizational patterns to distinguish the difference between

reading for information and reading for enjoyment. She cannot interpret the

authors intent or opinions, or use details to support the author’s opinions.

Anna: Present Level Statement

How does the student’s disability affect the student’s involvement and progress in the general curriculum?

Determining Affect… “So What?”

How does the disability impact the student’s ability to demonstrate knowledge and reasoning of grade level standards? What are the

student’s barriers to college /career readiness?

Present Levels

George’s reading and

writing deficits could

pose difficulties in post

secondary education and

any career choice that

requires much reading

or writing such as

health services and life

sciences. It could also

pose problems when

completing applications

(e.g. job, bank, voting).

His deficits will not affect

his emancipation at age

18, or loving

independently.

Anna’s inability to read high-frequency/grade appropriate words affects her performance in language arts and content areas when given

grade-level reading materials, written directions, completing homework

assignments, reading for information, answering open response requests,

and responding to on-demand writing tasks.

Sample: Affect Statements

Susie’s ability to play

with other students

without hitting

contributes to her not

making friends or

working in a group

setting. This affects

her learning.

Sample Present Level of Performance

Special Factors

BehaviorEnglish Language ProficiencyCommunicationBlind or Visually ImpairedDeaf or Hard of HearingAssistive Technology

Present Levels

Special Factors

Annual Goals, STO/Benchmarks

and Method of Measurement

SDI SAS Accommodations ESYLREProgram

Modifications

Special Factors

Specially Designed Instruction

Supplemental Aids and Services

Behavior Intervention Plan

Other (you must specify)

Statement of Devices or Services

What is a Measurable Annual Goal?

• Written to enable progress in the General Ed. Curriculum as well as remediation of skills

• Relate to the needs of the student as evidenced in the Present Levels

• For student age 16 & older, are developed to reasonably enable the student to reach his/her post secondary education

• Measurable goals are written so that the behavior can be seen, heard, or counted

• Include a method of measurement

• Describe performance that will reasonably occur within one year.

Present Levels

Special Factors

Annual Goals, STO/Benchmarks

and Method of Measurement

SDI SAS Accommodations ESYLREProgram

Modifications

Measurable Annual Goals

Goals focus on bridging the gap from where the student is (baseline in present

levels) to where the student needs to be (goal)

relative to identified KCAS academic skills and the appropriate functional skills

How do we develop an annual goal statement?

1. Identify the grade level standards that all students are expected to know and be able to do

Using the KCAS

2. Identify the student's current educational performance (baseline instructional level)

Using the Present Levels

3. Prioritize the skill area(s) that will have the greatest impact

Prioritize

4. Write Measurable Annual Goals to include:

a. Audienceb. Behaviorc. Circumstancesd. Degree/Criterione. Evaluation/Method of Measurement

Write

Measurable Annual Goals

• When given a reading passage on her instructional level (kindergarten), Candace responds to literal questions at 70% (main idea, key details, retell story), and inferential questions (e.g. – making predictions, making connections between events, characters, ideas) at 40%.

Present Levels

• Inferential comprehension questionsIdentified Need

• Given a controlled text reading passage at her instructional level (kindergarten), including literature and informational texts, Candace will independently read the passage and respond orally to inferential questions (why, how) with 80% accuracy over 3 out of 4 reading assignments.

Proposed Annual Goal

Annual Goals

Four general methods of measurement are:• Curriculum Based

Measurement• Direct Measures• Indirect Measures• Authentic Assessment

Methods of Measure

• When given a reading passage on her instructional level (kindergarten), Candace responds to literal questions at 70% (main idea, key details, retell story), and inferential questions (e.g. – making predictions, making connections between events, characters, ideas) at 40%.

Present Levels

• Inferential comprehension questionsIdentified

Need

• Given a controlled text reading passage at her instructional level (kindergarten), including literature and informational texts, Candace will independently read the passage and respond orally to inferential questions (why, how) with 80% accuracy over 3 out of 4 reading assignments.

• Direct Method of Measurement - Checklist

Proposed Annual Goal

Specially Designed Instruction (SDI) in its simplest form is

“what the teacher does” to instruct, assess, and re-teach the student.

The SDI describes what the teacher does, as appropriate, to adapt the content, the methodology, or the delivery of instruction.

SDI is based on peer-reviewed research to the extent possible.

Specially Designed Instruction

Present Levels

Special Factors

Annual Goals, STO/Benchmarks

and Method of Measurement

SDI SAS Accommodations ESYLREProgram

Modifications

Specially Designed Instruction (SDI)

Supplementary Aids and Services (SAS)

SAS is“what the student needs”

in order to attain goals

and participate in the general

curriculum

Present Levels

Special Factors

Annual Goals, STO/Benchmarks

and Method of Measurement

SDI SAS Accommodations ESYLREProgram

Modifications

Supplementary Aides and Services (SAS)

Accommodations

 

The ARC may identify assessment accommodations to participate in state or district-wide assessment if they are used consistently as a part of the student’s routine instruction and classroom assessment.

Present Levels

Special Factors

Annual Goals, STO/Benchmarks

and Method of Measurement

SDI SAS Accommodations ESYLREProgram

Modifications

Accommodations

• Based on the individual needs of the student and not on a disability category

• Supported by evaluation information or data

• Part of the student’s ongoing instructional program

• Relate to the IEP (Present Levels, Annual Goals, SDI and SAS)

• Allow access to the general curriculum while providing a way to demonstrate what students know

• Shall not inappropriately impact the content being measured

• Should not reduce learning expectations

• Are part of the student’s regular instructional routine and are NOT introduced just for state assessment

Accommodations

ReadersScribesParaphrasingUse of technology and Special EquipmentExtended TimeReinforcement and Behavioral ModificationsManipulativePrompting/CueingInterpreters

Testing Accommodations

Program Modifications

-Bus Drivers-Paraprofessionals-Administrators-Related Service Providers-Cafeteria Staff-General Education Teachers-Special Education Teachers

Program Modifications and Supports for School Personnel

Specialized Training(Use and

maintenance of specialized equipment)Use of school time

(Shared planning time)Use of school staff

(Additional adult supervision -note when & where)

Present Levels

Special Factors

Annual Goals, STO/Benchmarks

and Method of Measurement

SDI SAS Accommodations ESYLREProgram

Modifications

Least Restrictive Environment (LRE)

is the maximum extent appropriate, students with disabilities must be educated with children who do not have disabilities.

Present Levels

Special Factors

Annual Goals, STO/Benchmarks

and Method of Measurement

SDI SAS Accommodations ESYLREProgram

Modifications

LRE AND SPECIAL EDUCATION AND RELATED SERVICES

LRE & General Education• LRE explains the

extent, if any, to which the student will not participate in general education.

Special Education & Related Services • Service Minutes• Service Frequency• Service Period• Start to End Date• Service Provider• Location

Least Restrictive Environment (LRE)

Regular Classes

Special Classes

Special Schools

Home Instruction

Hospitals & Institutions

Continuum of Services

Least Restrictive Environment Transportation

Psychological ServicesCounselingParent EducationInterpretingOrientation and MobilityPhysical TherapySpeech and Language Therapy

Related Services

EXTENDED SCHOOL YEAR (ESY)

• Beyond the district’s normal school day, week, or year

• At no cost to parents• In accordance with the

student’s IEP

Present Levels

Special Factors

Annual Goals, STO/Benchmarks

and Method of Measurement

SDI SAS Accommodations ESYLREProgram

Modifications

ESY

• IEP implementer(s) collects progress data before and after a school break

• ARC considers progress data and applies criteria for ESY services

• ARC determines regression and recoupment through analysis of data

• If the need for ESY is determined, the ARC assigns ESY services for the specific IEP goal(s)

A process for determining the need for ESY services may include:

Post Secondary Transition Is embedded in ALL components of the IEP

Congratulations

Guidance Document for

Individual Education Program (IEP) Development

May 21, 2014

Revision to guidance documents occurs based on feedback the Division of Learning Services receives from the Directors of Special Education, State Stakeholder Groups, KDE Interpretation of Law, and Legal Decisions. In addition, the Division of Learning Services, Diverse Learners Branch makes revisions to guidance documents based on on-site monitoring visits, desk audits, and written formal complaints.

Resources• What Every Principal

Needs To Know About Special Education 2nd edition. By McLaughlin, Margaret J., Corwin Press, California

• Guidance Document for Individual Education Program (IEP) Development