CIMIP

1. CIMIP Continuous Integrated Monitoring & Improvement Process By Jessica Adkins

2. Maui High School Goals • 100% of IEP’s will have present levels of educational performance (PLEP) that addresses both academic and functional needs by the end of the 2009-2010 school year. • 100 % of the student’s PLEP’s will include an impact statement that addresses how the student’s disability impacts them for accessing the regular education curriculum by the end of the 2009-2010 school year. • 100% of the student’s Prior Written Notices (PWN) will address all areas of programming and placement by the end of the 2009-2010 school year. • 100% of the student’s goals will be measureable by the end of the 2009-2010 school year. • 100% of the student’s objectives will be measureable by the end of the 2009-2010 school year. • 100% of the student’s course of study will be completed by the 2009-2010 school year. • 100% of the student’s will have post school outcomes in their IEP by the end of the 2009-2010 school year. • 100% of students will have services in their IEP by the end of the 2009-2010 school year.

3. Current Progress on Goals Academic and Functional Needs

4. Current Progress on Goals Measurable Goals

5. Current Progress on Goals Measurable Objectives

6. Current Progress on Goals Course of Study

7. Current Progress on Goals Post School Outcomes

8. Current Progress on Goals Services

9. Current Progress on Goals Impact Statement

10. Current Progress on Goals Prior Written Notice

11. Department Needs • Write measurable goals and objectives • Functional performance included in PLEP • Prior Written Notices address all areas

12. Learning Outcomes • After viewing the tutorial and assessing their knowledge, participants will be able to outline everything that is needed in the present levels of education section of the individualized education plan. • After viewing the tutorial and assessing their knowledge, participants will be able to compose measurable goals and objectives for their students individualized education plans. • After viewing the tutorial and assessing their knowledge, participants will be able to critic prior written notices and develop prior written notices that address each area of the individualized education plan.

13. Measureable Goals and Objectives • Both Goals and Objectives need to address • Timeframe • Given what • Who • Does what • How Much • How it will be measured

14. Goals and ObjectivesSix questions a goal/objective should answer • WHO - relates to the student • Expressed by noun or pronoun, i.e., the student • DOES WHAT - observable behavior • Expressed in observable action words, verbs that are open to few interpretations, i.e., will read out loud • WHEN - point in time • Timeline given that the goal should be completed • i.e., by the end of the first semester, or by a certain date • GIVEN WHAT – conditions • Describes the “givens” that will need to be in place for the completion of the goal. State the conditions of when, where, and under what circumstances the observable behavior will occur. • i.e., When given 2 choices… • HOW MUCH - mastery/criteria • States the extent and or level of achievement or standard of performance. • i.e., 5 times weekly, with fewer than 3 errors per paragraph, or 7 out of 10 trials with 80% accuracy. • HOW WILL IT BE MEASURED - performance data • Include methods of measurement such as work samples, data collection strategies, portfolios, teacher observations, assessments. i.e., as measured by teacher created checklists, tallies, rubrics, or teacher-made tests, or curriculum tests.

15. Goal and objective examples

16. What should be included in the Plep • Background Information • Academic Achievement • Student Strengths • Student Needs • Functional Performance • Students Strengths • Student Needs • Impact Statement • Describes areas of progress in the general curriculum • Describes impact of disability on student’s involvement and progress in the general curriculum • Includes information or conclusions that will be helpful in making program and placement decisions. • Parent Concerns • Parental Concerns are written into the PLEP as shared by the parent a the IEP meeting

17. Functional Performance • Address each of the functional performance areas • Language/Communication • Social/Emotional/Behavioral • Independent Living/Life Skills • Physical independence/Mobility • Other Relevant data (fine motor, Vision, Hearing, learning styles) • If there are no needs in these areas simply write “addressed but not appropriate at this time. Student is progressing at the same level as peers in this area.”

18. Functional Performance Example • Functional Performance may address: • Social/Emotional/Behavior • Sharing space, connecting, making friends, keeping friends • Anxieties • Behavioral concerns • Physical Independence/Mobility • Fine and gross motor skills • Communication • Receptive and expressive, Pragmatics and social communication • Independent Living • Grooming and hygiene, tooth brushing, toileting, maintaining a home & Managing personal business (appointments) • Navigating the community

19. Places to find information on Functional Performance • Social/Emotional/Behavior • Functional Behavioral Assessments • Behavior support plan • Adaptive Behavioral Assessments • Teacher and parent interviews • Physical Independence/Mobility • Adaptive Behavioral Assessment • Occupational therapy assessment • Physical therapy assessment • Communication • Speech Language assessment • Teacher and parent interviews • Independent Living • Adaptive behavioral assessment • Teacher and parent interviews

20. Prior Written Notices • Each of the following areas need to be addressed in each IEP Prior Written Notice • ESY • Services/Special Education hours; All Related Services ( Counseling Services, Speech & Language Therapy; etc… • Supplementary Aids & Services (Accommodations, Modifications, etc..) • State-Wide Assessment (HSA) • Least Restrictive Environment (LRE) • Placement

21. Prior Written Notice Example • ESY - bob does not meet the extended school year standard • Services - bob will receive 180 minutes of special education instruction per week. • Related services - bob will receive 270 minutes per quarter of speech language therapy. • Supplementary Aids and services, modifications and support for school personnel – bob will receive the following modifications and accommodations preferential seating, Copy of lecture notes, repeat instructions or have bob repeat instructions, provide frequent checks for understanding, allow time to process new materials and respond to directives, redirect bob to task if necessary, use visual cues to assist in learning, allow extra time for assignments and test, be Flexible in the amount of information presented at one time, follow the Emergency action plan if a crisis arises, use alternative exams such as word bands and multiple choice, use of a calculator in class and increased time to respond to questions. • Statewide assessment - bob will participate in the state wide assessment with accommodations/modifications repeating official directions as many times as needed, being tested in a small group setting (no more than 8 students), and receive extended time. • Least Restrictive Environment - bob will participate with all nondisabled peers in all classes except for study skills. He will also be able to participate with nondisabled peers during lunch, recess, extracurricular activities and assemblies. • Program and Placement - bob will be pursuing a high school diploma on the Maui high school campus

22. Prior Written Notice Cont • ESY - bob does not meet the extended school year standard • RATIONALE: bob does not have any problems with regression or recoupment. • Services - - bob will receive 180 minutes of special education instruction per week. • RATIONALE: The team felt that it would be best for bob to receive a study skills period to assist with math. bob is very motivated to recover from his medical condition . • Related services - bob will receive 270 minutes per quarter of speech language therapy. • RATIONALE: bob needs to improve his word finding skills and develop listening strategies. • Supplementary Aids and services, modifications and support for school personnel - bob will receive the following modifications and accommodations Copy of lecture notes, repeat instructions or have bob repeat instructions, provide frequent checks for understanding, allow time to process new materials and respond to directives, follow the Emergency action plan if a crisis arises, use of a calculator in class and increased time to respond to questions. • RATIONALE: bob needs modifications and accommodations in order to be successful in his current program. • Statewide assessment - bob will participate in the state wide assessment with accommodations/modifications repeating official directions as many times as needed, being tested in a small group setting and receive extended time. • RATIONALE: bob is currently listed as an 11th grade student and all 9th – 11th grade students are to take the Hawaii State Assessment. bob needs the modifications and accommodations in order to be successful. • Least Restrictive Environment - - bob will participate with all nondisabled peers in all classes except for study skills. He will also be able to participate with nondisabled peers during lunch, recess, extracurricular activities and assemblies. • RATIONALE: bob needs a intensive accommodations and modifications in order to be successful in the general education curriculum. • Program and Placement - bob will be pursuing a high school diploma on the Maui high school campus. • RATIONALE: bob is currently able to do the work required of him to complete the qualifications for a high school diploma