IEP Basics for the LEA Representative

Handout

Part I: Activities

Created by the TAT and other TASN Providers

June, 2020

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Activity: Evaluating PLAAFPsDIRECTIONS: Read each PLAAFP statement and indicate on the line at the right what is missing using the abbreviations below:

CP = Current Performance IE = Description of Impact of Exceptionality BL = Baseline Data OK = Nothing Missing

PLAAFP Statement What’s Missing

1. Communication: David, a 6-year old in kindergarten, shows strength in his ability to find pictures that match a word that is said to him (receptive vocabulary). However, he has difficulty naming pictures, telling how pictures are alike and describing objects (expressive vocabulary). David also has difficulty understanding basic concepts and answering “wh” questions. The classroom teacher notes that David has difficulty interacting with his peers and following directions in the classroom.

2. Academics: On the Woodcock-Johnson Tests of Achievement III, given last week, Sally’s score on Basic Reading was at a standard score of 72.

3. Academics: Jeremy, a fourth grader, has always scored low in the area of reading. On the second grade reading diagnostic test, he scored at an instructional level at the pre-primer level.

4. Behavior: Ronnie does not complete or return his homework because he either forgets to write down the assignment, take home necessary materials, or forgets to return or loses completed work. As a result, Ronnie’s grade in his vocational class fell to a failing level. Ronnie seems willing to complete homework assignments, but he lacks the organizational skills to accurately complete these tasks on a consistent basis.

5. Academics: Darren scored two digits correct (DC) on a curriculum-based measurement (CBM) 2nd Grade mixed math probe given at the beginning of this 9 weeks. This is below the first percentile when compared to his second-grade peers. He requires more repetitions to learn & lacks the prerequisite skills to learn content peers are learning.

6. Motor: Crystal has a lot of difficulty with fine motor skills, especially when doing writing tasks in the classroom. She scored at the 5th percentile on the Test of Visual Motor Integration (VMI) two years ago during the initial evaluation.

7. Academics: Kevin performs very well on all tests. On the California Achievement test, given this year to all 6th graders, he scored at the 98th or 99th percentile on national norms on all subtests.

8. Early Childhood: On just completed testing, Sammy achieved an age equivalent score of 35 months on the auditory comprehension portion of the Language and Comprehension Preschool Scale. She scored 38 months on the expressive communication portion of this test and overall scored in the moderately severe range of communication.

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ActivityIdentifying Parts of a Goal

DIRECTIONS: Using goal provided, write the part of the goal that satisfies each component of a measurable annual goal in the appropriate box.

Annual Goal: In 36 instructional weeks, given a mixed 4th grade level math calculation probe of 25 problems, Jeff will correctly solve 95% of all problems presented.

Behavior Condition

Criteria Timeframe

ActivityWhat’s Missing?

DIRECTIONS: Read each goal and identify which (if any) of the four required components are missing.

Goal What’s Missing?

1. Jeff will improve his reading and writing skills to 90% accuracy level.

2. In 36 instructional weeks, Sally will correctly answer functional math problems with 85% accuracy.

3. When given an 8th grade level passage, Deb will correctly answer 10 inferential type questions about the passage with 95% accuracy in 34 weeks.

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ACTIVITY: Identifying Frequency, Location, Duration, Projected Start Date and Extent of Participation for Services

Johnny will receive reading and writing instruction in the resource room each day during the language arts block. He will not be participating with his peers in the 4th grade classroom during this block since he will be receiving individualized instruction in the resource room.

Type of Service: ___________________________________________________________________________________

Frequency: ________________________________________________________________________________________

Location: __________________________________________________________________________________________

Duration: __________________________________________________________________________________________

Projected start date: ______________________________________________________________________________

Explanation of the extent the student will not participate with non-disabled peers in the regular class:

_________________________________________________________________________________________________________

_________________________________________________________________________________________________________

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1. The PLAAFP should describe how the student’s disability/giftedness affects performance in the general education curriculum/classroom.

True False

2. All needs identified in the PLAAPF must have a goal.

True False

3. Which of the following are the components that must be included in a measurable annual goal?

a) Behaviorb) Student Namec) Reference to baseline performanced) Criteriae) Conditionf) What teacher will dog) Methodology teacher will useh) Timeframe

4. Special education means adapting the content, methodology, or delivery of instruction for the purpose of addressing the unique needs of the child AND to ensure access to the general curriculum.

True False

5. Accommodations are changes in procedures that DO change what is being taught or measured.

True False

6. The IEP must describe the frequency, location, and duration of only the related services that will be provided for the student.

True False

7. Even if the team decides that certain types of services are not needed, it must be documented on the IEP that the student’s IEP team considered those services and determined they were not needed.

True False

8. Which of the following types of services may be used to meet the needs that are identified in the student’s PFLAAPs?

a) Special Education Servicesb) Related Services c) Supplementary Aids and Servicesd) Program Modificationse) Supports for School Personnelf) Non-special education supports

Check In

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IEP Basics for the LEA Representative

Handout

Part II: Resources

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IEP CHECKLIST

IEP Meeting Requirements

The Parent Rights document, prior written notices, and requests for consent provided to parents/legal decision maker in the native language of the parent (34 CFR 300.503(c))

Notice of IEP meeting given to parent/education decision maker and student if 18 at least 10 calendar days before IEP meeting (KAR 91040-17(a(2))

The IEP meeting notice indicates the date, time, location, and purpose of the meeting and titles or positions of the persons who will attend on behalf of the agency (34 CFR 300 322(b)(1)(i))

Parent attended IEP meeting or record of at least 2 attempts to contact them using at least 2 different methods of communication (KAR 91-40-17(e)(2))

If the child is or may be participating in the regular education environment, evidence that at least one regular education teacher of the child attended or evidence of agreement to excusal

Attendance by at least one special education teacher or one special education provider of the child

Attendance by LEA representative or designee Attendance by individual who can interpret the instructional implications of evaluation results Document of excusal for any required member of IEP team who did not attend IEP meeting If appropriate, invite the representative of outside agencies who may provide or pay for

transition services, with parent consent Invite the child for development of the first IEP to be in effect when the child turns 14 Transfer of Rights at Age of Majority (KSA 72-987(c)(9))

Considerations by the IEP team that must be documented (but not necessarily on the IEP)

Strengths of the Child (KSA 72-987(d)(1)) Concerns of the Parents for enhancing the education of their child (KSA 72-987(d)(1)) Results of the Initial Evaluation or most recent Reevaluation (KSA 72-987(d)(2)) Academic, Developmental and Functional Needs of the Child (KSA 72-987(d)(3)) For a student whose behavior impedes the child’s learning or that of others, did the IEP team

consider the use of positive behavioral interventions and supports and other strategies to address the behavior? (Could be implemented through annual goals, program modifications and/or behavior intervention plan) (KSA 72-987(d)(4))

Limited English Proficiency (KSA 72-987(d)(5)) Braille (for children with disabilities) (KSA 72-987(d)(6)) Communication Needs of all Children with Exceptionalities (KSA 72-987(d)(7)) Communication Needs of Children who are Deaf/Hard of Hearing (KSA 72-987(d)(7)) Assistive Technology (for children with disabilities) (KSA 72-987(d)(8)) Extended School Year (for children with disabilities) (KAR 91-40-3(e) Notification to Kansas Rehabilitation Services (for children with disabilities) (KSA 75-53, 101) Physical Education Needs (for children with disabilities) (KAR 91-40-3(c)) Placement Determined Annually (KAR 91-40-21(e)) Potential Harmful Effects of Placement (for children with disabilities) (KAR 91-40-21(g))

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Content of the IEP Present Levels of Academic Achievement and Functional Performance (KSA 72-987(c)(1))

Current Performance, including both academic achievement and functional performance

How the child’s exceptionality impacts his/her access to and progress in the general education curriculum

Baseline data (specific, objective, measurable, and able to be measured frequently) For students age 14+, age-appropriate transition assessment information about the

student’s needs, strengths, preferences, and interests Measurable Postsecondary Goals (for children with disabilities age 14+) (KSA 72-987(c)(8)(A))

Education/training Employment Where appropriate, independent living skills Based on student’s needs, strengths, preferences, and interests

Measurable Annual Goal(s) (KSA 72-987(c)(2)) Goal includes the Behavior, Condition, Criterion, and Timeframe How progress toward measurable annual goals will be measured (KSA 72-987(c)(3)) When progress reports will be provided to parents (KSA 72-987(c)(3)) Aligned with measurable postsecondary goals for students with disabilities age 14+

State Assessments Which State and District Assessments the student will participate in for each content

area (for children with disabilities only) Accommodations that are necessary on State and District-Wide Assessments or a

statement that no accommodations are needed (KSA 72-987(c)(6)(A)) (for children with exceptionalities)

If the child participates in the alternate assessment (KSA 72-987(c)(6)(B)) Why the child cannot participate in the regular state assessment Why the particular assessment selected is appropriate for the child

For children with disabilities participating in the alternate assessment, short-term objectives or benchmarks for each goal (KSA 72-987(c)(1)(C))

Statement of Special Education, Related Services, Supplementary Aids and Services, Program Modifications, and Supports for School Personnel (KSA 72-987(c)(4))

o Projected date for beginning of each of the services (KSA 72-987(c)(7))o Frequency/Location/Duration of each of the services (KSA 72-987(c)(7))o Documentation that the IEP team considered each type of service, even if it was decided

that service was not neededo Explanation of the extent to which the child will not participate with children without

disabilities in the general education class and in extracurricular and nonacademic activities (KSA 72-987(c)(5)

Gifted children shall be permitted to test out, or work at an individual rate, and receive credit for required or prerequisite courses, or both, at all grade levels, if so specified in the child’s IEP (KAR 91-40-3(g))

Transition Services, including Courses of Study, for children with disabilities age 14+ (KSA 72-987(c)(8)(B))

Transition Services, including Interagency Responsibilities and Linkages, for children with disabilities age 16+ (KSA 72-987(c)(8)(C))

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Present Levels of Academic Achievement and Functional Performance (PLAAFP) Development

The Purpose of the PLAAFP is to identify and prioritize the specific needs of a child and establish baseline performance in the curriculum so that an individualized and meaningful plan can be developed. Statements of PLAAFP include current information about the student’s academic achievement and functional performance. The PLAAFPs provide a description of the degree of match between the student’s current skill levels and the expectations of the student’s learning environment. (Kansas Special Education Process Handbook: Chapter 4: Section E(2)(a))

Component CharacteristicsDescribe Current Performance: The description of current performance should be in relationship to where the student currently is (in both academic achievement and functional performance) and where the student is headed (next grade-level, next setting, next transition, post-school outcomes, etc.).

• This describes the unique needs of the child, relevant performance and other non-curricular issues that help clarify student needs.

• Includes information such as learning strengths, absenteeism, standardized assessments, etc.

• Includes information from a variety of sources such as parent(s), general and special education teachers of the child.

Describe the Impact of the Exceptionality: This includes an explanation of how the disability or giftedness affects the child’s participation and progress in the general curriculum.

• Statement of how the exceptionality affects access to and progress in the general education curriculum.

• Includes information from a variety of sources such as observations, classroom tests, state and district assessments, other assessments that are linked directly to the curriculum, and the most recent evaluation of the child.

• Describes the degree of match between the student’s performance and the expectations of the general curriculum standards.

Provide Baseline Data: The PLEP needs to contain baseline data that is in specific, measurable and objective terms for each identified need addressed by a measurable annual goal.

Provides the starting point for each goal written in the IEP & is how progress is shown.

Sets the measurement method that will be used in each goal.

Specific Objective Measurable Able to be collected frequently – must be

able to be collected as frequently as progress reports are sent.

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Steps to Developing aMeasurable Annual Goal

(Kansas Special Education Process Handbook: Chapter 4: Section E(2)(b))Steps Key Elements to Consider

1. Select a need from the PLEP that will be addressed by a goal.

What are the high-priority needs? Will they be addressed through a goal, related service,

accommodation, other?

2. Consider the general education standards and curriculum for the student’s grade level, age or expectations for other performance skills

What are the local district and/or state standards or outcomes? What skills are required to demonstrate proficiency on assessed

state standards or DLM Essential Elements? What are the prerequisite skills required (including job and

adult world skills)? Are there other unique needs such as behavior or

communication?

3. Identify the performance which will be monitored.

(Behavior)

How will the learned skills be exhibited? Is the behavior being monitored related to appropriate academic

curriculum or functional skills?

4. Specify how progress toward the goal will be measured.

(Condition)

What materials will be used? What is the setting? With how much support or assistance? Remember this refers to the measurement conditions, not the

instructional conditions.

5. Determine to what level the behavior must occur.

(Criterion)

Where do you want the student to be a year from now? How does the student respond to new material or instruction? Is the criterion challenging but realistic? Have you considered the criterion in relationship to the grade

level outcomes? Where do the state standards expect the student to be one year

from now?

6. Specify the amount of time needed to reach the criterion.

(Timeframe)

The maximum length of a goal is one year. There is no minimum length. Goal should reflect the anticipated growth that will occur as a

result of specially designed instruction.

Services Definitions(Kansas Special Education Process Handbook: Chapter 4: Section E(2) () 10

Special Education Services are specially designed instruction to meet the unique needs of a student who is identified as having a disability. This means adapting, as appropriate to the needs of each child with a disability, the content, methodology, or delivery of instruction for the purpose of addressing the unique needs of the child that results from the child’s exceptionality AND to ensure access of any child with a disability to the general curriculum, so that the child can meet the educational standards that apply to all children.

Related services are developmental, corrective, and supportive services that are required to assist a child with an disability to benefit from special education. Related services are available for students with disabilities, but not all related services apply to students who are identified as gifted. Related services do not include the provision of any medical device that is surgically implanted or services that require medical intervention.

Supplementary aids and services, or other supports (including accommodations) are services provided in the general education classroom or other education- related settings that enable the child to be educated with non-disabled children to the maximum extent appropriate.

Modifications are changes in procedures that DO change what is being taught or measured. An example of a modification is reducing the number of distractors for a multiple answer question on a course quiz.

Supports for school personnel are professional development or training for staff members that is beyond what is provided to all staff members, such as consultation by an itinerant teacher, learning a communication program that the student uses, materials, and modifications to the environment.

Special Education Services

Related Services

Supplementary Aids and Services

Program Modifications

Supports for School Personnel

AccommodationsAccommodations (a type of Supplementary Aids and Services) are changes in procedures that DO NOT change what is being taught or measured. An example of an accommodation is a change in mode of instruction (e.g., visually, tactually, orally, etc.). Gifted students are eligible to receive accommodations.

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ACCOMMODATION EXAMPLES: Accommodation Start Date Location Frequency DurationExtended Time 2/2/19 General

education classrooms

For in-class assignments and classroom assessments

Extended time provided not to exceed the end of the next period for the same class

Extended time for assignments

3/3/19 In all core classes (social studies, science, math, and language arts)

Whenever written assignments are given

Todd will receive a time extension of 1 ½ of the required assignment time to complete the assignment

Extended time for tests

4/4/19 In all core classes

Whenever written assessments are given

Todd will receive a time extension of 15 minutes for every hour of test time required to complete the assessment

Clarification of Directions

8/15/19 In all core, elective, and vocational classes

Whenever oral directions are given

Todd will be given initial directions with all students, and then asked for understanding. If he does not understand, directions will be restated for him individually, not to exceed three times

Separate quiet setting

8/15/19 In all settings, both general and special education

For all state, district, and classroom assessments

For the length of the assessment

Text read aloud via human or electronic reader

8/15/19 In all settings, both general and special education

When given material above a second-grade level

Until reading of assigned text is completed

Use of calculator 9/9/19 In general education math class

Whenever assignment requires math calculation

For duration of math class

Provide copy of notes, study guide, or cloze activity to be used for review

9/9/19 Across all general education classrooms

For each chapter or unit of study

Notes, study guide, or cloze activity provided at least 4 days before any chapter or unit test

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MODIFICATION EXAMPLES: Modification Start Date Location Frequency Duration

Jolinda will be provided with fewer answer options for all classroom multiple choice tests (e.g., 3 answer options instead of 4).

1/5/19 In all core classes

Whenever multiplechoice assessments are given

For the multiple- choice portion of all classroom assessments

During her general education math class, Linda will be asked to complete multiplication and division problems with no more than two digits.

2/2/19 In core math class

Whenever a math assignment or classroom math assessment is given that involves multiplication or division.

For the duration of all math assignments and classroom math assessments.

During general education science class, Leander will complete assignments and assessments for only the first half of the learning objectives for each unit, when the objectives are listed from simplest to most complex.

3/3/19 In core science class

Whenever assignments or assessments are given for each unit in core science class.

For all assignments and assessments for all instructional units in core science class.

Talisha will be graded on a modified grading system of credit/no credit for all core classes (English, math, science, and social studies).

8/15/19 In all core classes

Whenever grades are assigned for all classroom projects, assignments, and assessments.

For all four grading periods of the school year.

Jeremy will be provided with a spelling list of 10 words each week, instead of the class list of 20 words.

9/5/19 In language arts class

Whenever spelling assignments and assessments are given.

For the duration of spelling instruction, practice, and assessment each week.

Kendra will be provided with written materials at her instructional level.

9/9/19 In reading class

Whenever written materials are provided.

For the duration of reading class.

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Examples of F/L/D for Related Services:Transportation • Frequency – every day when school is in session• Location – in district special education vehicle• Duration – time to travel from home to school and from school to home on the bus

route• Start date – August 15, 2020

Counseling Services• Frequency – three days per week• Location – counselor’s office• Duration – a total of 600 minutes per semester• Start date – January 3, 2021

Occupational Therapy• Frequency – once per week• Location – resource room• Duration – twenty minutes per week• Start date – October 13, 2020

Example of F/L/D for Supports for School Personnel: The classroom teacher will take classes in sign so that she can communicate with Josiah (a deaf student in her class).• Frequency – twice per week for one semester• Duration – 90 minutes per class • Location – Johnson County Community College• Start date – August 21, 2020

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Secondary Transition Checklist of IEP Requirements(Kansas Special Education Process Handbook: Chapter 4: Section E(2)(f))

All requirements are needed for the IEP to be in effect when the child turns 14, except as

noted:

Conduct Age-appropriate Transition Assessment

Invite the Student to the IEP meeting

Invite an Agency Representative (with consent) to the IEP meeting

Develop Appropriate Measurable Postsecondary Goals

Identify Transition Services, including Courses of Study

Identify Transition Services, including Interagency Responsibilities and Linkages

(Age 16)

Develop Annual IEP goal(s) aligned with Measurable Postsecondary Goals

Secondary Transition Resources

National Center on Secondary Education and Transition, www.ncset.org

National Secondary Transition Technical Assistance Center, www.NSTTAC.org

Secondary Transition Module, the IRIS Center, Vanderbilt, http://iris.peabody.vanderbilt.edu/module/tran/

Transition Coalition, www.transitioncoalition.org

Transition of Students with Disabilities to Postsecondary Education: A Guide for High School Educators, Office of Civil Rights, http://www2.ed.gov/about/offices/list/ocr/transitionguide.html

The Kansas State Department of Education does not discriminate on the basis of race, color, national origin, sex, disability or age in its programs and activities and provides equal access to the Boy Scouts and other designated youth groups. The following person has been designated to handle inquiries regarding the nondiscrimination policies: KSDE General Counsel, Office of General Counsel, KSDE, Landon State Office Building, 900 S.W. Jackson, Suite 102, Topeka, KS 66612, (785) 296-3201.

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