IEP Training Module: Developing IEPs to Improve Student Performance

1. IEP Training Module:Developing IEPs to Improve Student Performance Developed by the Kentucky Special Education Cooperative Network

2. Focus Questions • How do we improve the performance of students with disabilities? • How do we link the curricular documents and IEPs so they work together? • How will we meet the child’s other educational needs that result from the disability? • How will we teach the goals/benchmarks/objectives? • How can we use student data to guide instructional decision-making?

3. Purpose of the Training • Provide time for developing a results-driven IEP • Provide a process for developing IEPs • Provide an opportunity to practice developing IEPs • Provide a connection between the General Curriculum, the IEP, and instructional planning

4. Activity One I. E. P.

6. Nothing worth learning is learned quickly, except parachuting.David S. Brown

8. Have high expectations for all students Develop student ability to apply KY Learner Goals Increase student rate of school attendance Reduce student dropout & retention rates Reduce physical & mental health barriers to learning Be measured on the proportion of students who make a successful transition to work, postsecondary education & the military Use basic communication and mathematics skills Apply core concepts and principles from content areas Become self sufficient individuals Become responsible group members Think and solve problems in a variety of situations Connect and integrate experiences and new knowledge KRS 158.6451, 707 KAR 1:290 §4, 704 KAR 3:303 KY School Goals Schools shall: KY LearnerGoalsSchools shall develop their students’ ability to:

9. Kentucky Learner Goals 1. Use basic communication and mathematics skills 2. Apply core concepts and principles from content areas 3. Become self-sufficient individuals 4. Become responsible group members 5. Think and solve problems in a variety of situations 6. Connect and integrate experiences and new knowledge

10. Academic Expectations • Example: Learner Goal 1 1.1 Students use reference tools… to find the information they need to meet specific demands, explore interests, or solve specific problems. • Example: Learner Goal 2 2.7 Students understand number concepts and use numbers appropriately and accurately.

11. Program of Studies (POS)(Kentucky’s Mandated Curriculum) • Outlines the minimum content required for all students before graduating • Provides all students with common content and opportunities to learn at high levels • Serves as the basis for establishing and revising curriculum at the local level

12. Core Content for Assessment4.1 • Is essential for all students to know • Is included in state assessment • Addresses the following content areas: • Reading • Writing • Social Studies • Science • Math • Practical Living/Vocational Studies • Arts and Humanities

13. Character Education This document offers additional instructional tools for teaching… altruism, citizenship, courtesy, honesty, human worth, justice, knowledge, respect, responsibility, and self-discipline.

15. General Education Curriculum IEP Learner Goals LRE Academic Expectations Program of Studies IEP Services Core Content Measurable Goals, Benchmarks/STO Aligned District Curriculum Standards-Based Instructional Units Present Levels & Affect Statement Lesson Plan Transition Progress Monitoring Data Special Considerations Design Down-Deliver Up Model

16. Purpose of the IEP To support educational performance 707 KAR 1:320 §5 (7)(b)1 & 2 34 CFR 300.320 (a)

17. The IEP supports educational performance by: • Providing access to the general curriculum. • Ensuring the student will make progress in the general curriculum. • Addressing the student’s other unique educational needs. • Preparing the student for further education, employment, and independent living, if needed. 707 KAR 1:320 §5 (7)(b)1 & 2 34 CFR 300.320(a)(2)(A)

18. Who Contributes to the IEP? • General and special educators • Parents • Students, when appropriate • Evaluation specialists • Related service providers

19. IEP Development is a PROCESS not an event! Special Factors Transition Student Performance Data Remember the “flow” Reporting Progress Present Levels Annual Goals Benchmarks Short Term Objectives IEP Services

20. Purpose of Student Performance Data • Write the IEP • Plan instruction • Evaluate and report progress • Determine the effectiveness of instructional services • Determine if the child continues to need SDI and/or related services • Revise the IEP • Document implementation of the IEP

21. pre-referral intervention results work samples (e.g., portfolios, daily assignments, etc.) behavioral observations results of standardized individual assessments culminating products/projects state and district-wide assessment results progress monitoring data (including baseline data) interviews classroom tests formal/informal assessment journal writing ILP (IGP) student & parent surveys Student Performance Data Sources

22. IEP DEVELOPMENT CONSIDERATIONS The ARC shall consider in the development of an IEP: • the strengths of the child; • the concerns of the parents for enhancing the education of their child; • the results of the initial or most recent evaluation of the child; • the academic, developmental, and functional needs of the child; and • as appropriate, the results of the child’s performance on any general state or district-wide assessment programs. 707 KAR 1:320 §5 (1) 34 CFR 300.324 (a)(1)

23. Present Levels & Affect Statement Transition Special Considerations Goals, Benchmarks/ Objectives Progress Reporting Student Performance Data SDI and Related Services Progress Monitoring Daily Lesson Plans Participation in General Ed Instructional Planning

24. IEP Development Process • Consideration of Special Factors • Post-secondary Transition • Present Level of Academic Achievement and Functional Performance • Annual Goals, Benchmarks & Objectives • IEP Services • Participation

25. IEP Development is a PROCESS not an event! Special Factors Transition Student Performance Data Remember the “flow” Reporting Progress Present Levels Annual Goals Benchmarks Short Term Objectives IEP Services

26. Consideration of Special Factors • Behavior Concerns • Limited English Proficiency • Blind or Visually Impaired • Communication Needs • Deaf or Hard of Hearing • Assistive Technology 707 KAR 1:320 §5 (2) 34 CFR 300.324 (a)(2)

27. Anita

28. IEP Development is a PROCESS not an event! Special Factors Transition Student Performance Data Remember the “flow” Reporting Progress Present Levels Annual Goals Benchmarks Short Term Objectives IEP Services

29. Post-Secondary Transition Needs • In the child’s eighth grade year or when the child has reached age 14 (or younger if determined appropriate) the IEP includes a statement of transition service needs • The statement is updated annually • Focuses on the child’s course of study 707 KAR 1:320 §7 (1) 34 CFR 300.320 (b)(2)

30. Measurable Postsecondary Goals • Beginning no later than the first IEP to be in effect when the child is 16, the IEP includes appropriate measurable postsecondary goals • Postsecondary goals are updated annually • Postsecondary goals are based upon age appropriate transition assessment related to 1) training/education, 2) employment, and, where appropriate, 3) independent living skills • IEP includes the transition services (including courses of study) needed to assist the child in reaching those postsecondary goals • IEP includes annual goals that will reasonably enable the student to reach the postsecondary goals. 707 KAR 1:320 §7 (2) 34 CFR 300.320 (6) (1)

31. Individual Learning Plan or Individual Graduation Plan?

32. Transfer of Rights • Beginning at least one year before the age of majority • Statement that the student and their parents have been informed of the rights that will transfer to the student upon reaching the age of majority • Upon the student reaching the age of majority, parents must continue to receive the Conference Summary 707 KAR 1:320 §6 (4) 707 KAR 1:320 §5 (14) CFR 320 (c)

33. Transition Tips • The Transition needs of the student must be discussed first • Have the Individual Learning Plan (ILP) at all ARC meetings • Update the transition surveys annually (parent and student) • Review other transition assessments

34. Write Your Own • Transition Needs Statement • Post-Secondary Goal • Transition Services (including statement of interagency linkages and responsibilities)

35. Other Transition Considerations • Part C (Preschool) to Part B (IDEA) • Different levels (preschool – elementary; elementary – middle; middle – high) • Different building (physical access issues, building layout) • Different program (pull-out setting to general ed setting)

36. IEP Development is a PROCESS not an event! Special Factors Transition Student Performance Data Remember the “flow” Reporting Progress Present Levels Annual Goals Benchmarks Short Term Objectives IEP Services

37. Let the Rabbits Run: A Parable

38. Present Level of Academic Achievement and Functional Performance • A statement of the child’s present levels of academic achievement and functional performance, including: • How the child’s disability affects the child’s involvement and progress in the general curriculum as provided in the Kentucky POS; or • For preschool children, as appropriate, how the disability affects the child’s participation in appropriate activities. 707 KAR 1:320 §5 (7)(a) 34 CFR 320 (a)(1)

39. Academic Achievement and Functional Performance Areas to Consider • Communication • Academic Performance • Social and Emotional • General Intelligence • Health, Vision, Hearing, and Motor • Transition to Post-Secondary • Functional Vision/Learning Media Assessment 707 KAR 1:320 §5 (2) (c) 707 KAR 1:320 §7 (1) 707 KAR 1:300 §4 (10) 34 CFR 300.304 (c) (4)

40. Student Performance Data Strengthen Instructional Planning Present Levels Measurable Goals

41. Activity • What information would help the ARC develop the Present Levels? • What are some specific sources for this information?

42. pre-referral intervention results work samples (e.g., portfolios, daily assignments etc.) behavioral observations results of standardized individualized assessments culminating products/projects state and district-wide assessment results progress monitoring data (including baseline data) interviews classroom tests formal/informal assessment journal writing ILP (IGP) student & parent surveys Sources of InformationPresent Levels of Academic Achievement and Functional Performance may include information collected about the child including:

43. Initial Present Levels of Academic Achievement and Functional Performance Classroom Performance Data District Assessment State Assessment Individual Assessment Report Data from referral information

44. Annual Present Levels of Academic Achievement and Functional Performance Individual Assessment Report District Assessment State Assessment Progress Monitoring Data toward IEP Goals

45. How do you Write the Present Levels?

46. Present Levels Planning Process The ARC must know: • What skills the student has and what content the student knows (student performance data) • What students in this grade are expected to know and do (from the curricular documents) • What needs the student has that are not addressed through the curricular documents

47. Steps to Write the Present Levels • Review the student’s performance information to plot where the student is in the general curriculum • Locate the student’s grade level in the Program of Studies or district curriculum • Determine the skills and content the student needs to learn from the curriculum • Determine what the student needs to learn that is not addressed through the curricular documents (to address the child’s other needs)

48. How the disability affects the child’s involvement and progress in the general curriculum… 707 KAR 1:320 §5 (7)(a) 34 CFR 300.320 (a)(1)(i)

49. Affect on Involvement and Progress in the General Curriculum Based on the statements in the Present Level: • What are the student’s challenges related to the disability? • How will the challenges related to the disability affect day-to-day life?

50. Present Level Statement • Grade 4 (Student) uses phonetic clues to pronounce one syllable words. He has a sight word vocabulary of approximately 150 words, produces rhyming words, and uses context clues to understand text. He learns best when words are paired with visual cues and when information is highlighted. He is unable to use text features and organizational patterns to distinguish the difference between reading for information and reading for enjoyment. He cannot interpret the authors intent or opinions, or use details to support the author’s opinions.