Writing a Functional IEP

1. Writing a Functional IEP October 15, 2008 Kristin M. Kosmerl & Lisa Stetler

2. Objectives: • Write measureable and clear present education levels of academics and functional performance • Write measurable annual goals

3. NOW Hear This…. • Say good bye to objectives, hello to clear measurable annual goals • Exception: Students who qualify to take the PASA

4. IEP Planning Pyramid

5. Building an Effective IEP from the Foundation SDI Goals Needs Present Educational Levels

6. Present Educational Levels • Describe in detail the effect of the disability and anything else related to student’s disability • How does the disability effect student in academic and non-academic areas • Think of present educational levels as the foundation of the IEP (will connect to needs and goals later)

7. All Present Ed Levels • Clear language (no acronyms or special education jargon) • Should be readable and understandable to a stranger who has never met the student • Ex. Spell out what the DRA, DIBELS etc level means • No subjective language or opinions • Relate to other areas of the IEP • Be measureable • Include progress on goals achieved from previous IEP; be specific, which goals were met and were not met based on progress monitoring • Must be for academic, functional and transitional sections of IEP

8. ERASE…. • Previous present education levels in IEP + (yes it rolls over, but it needs to be present, unless it rolls over from the ER/RER which was just completed)

9. Present Levels of Academic Achievement • Reading • Mathematics • Writing • Science • Social studies

10. Curriculum Based Assessments PSSA PASA 4 sight GMADE Terra Nova Observations Trials Data sheets Saxton Math Corrective Reading DRA’s Progress monitoring; previous IEP DIBELS Accelerated Reader Study Island Read 180 Teacher made CBA’s SRA Mastery; Language for Learning; Thinking for Language Everyday Math Where Do I Get This Information?Academics

11. Wait…no WIAT? • WIAT is not a screening and/or placement tool • Cannot be given more than once a year (to maintain reliability and validity) • MUST have a permission to evaluate signed to give the WIAT to any student (permission issued by psychologist, coordinator or consultant only!) • Teachers should not be giving the WIAT (or other criterion and/or norm referenced based tests) • WISC, WIAT

12. Present Ed Levels of Functional Performance: • Behavior • Communication (including speech) • Fine motor (including OT) • Gross motor (including PT) • Organizational skills: attention, decision, making, planning, sequencing • Regulation: initiation, repetition, flexibility, emotional control • Monitoring: Task orientation, interpersonal awareness • Study skills

13. Trials Datasheets Task completion; length of times Probes Observation Work samples Speech and language reports OT/ PT reports SSIS LCCE Transitions Where Do I Get This Information?Functional

14. Present Ed Levels:Transition • Clearly state what the student wants to do after high school (work, college, vocational) • Also state whether or not they are receiving social skills and SDI for organizational needs (then can refer reader back to present ed levels of functional performance)

15. Where Do I Get This Information?Transitional • Job training rubrics • SAM testing • Performance in lab • Interest inventories • LCCE • Student interview • Observation

16. Measurable Annual Goals: • “…Measurable statements of what one believes the student can do in a year if the service provided is effective.” • Bateman and Linden, 1998

17. Measurable Annual Goals:Components • Conditions • Student’s name • Clearly defined behavior • Performance criteria

18. Measurable Annual Goals:Conditions • Any accommodations • Example: Given a fourth grade reading probe of a 100 words…. • Example: Given 15 place value problems on a teacher adapted math probe…. • Example: Given a random selection of 20 words from a pool of 100 words with a CVC or CVCC pattern and oral practice prior to testing in a separate room…

19. Measurable Annual Goals:Student’s Name • Use student’s legal name • Use correct pronoun

20. Measurable Annual Goals:Clearly Defined Behavior • Describes in measureable terms what the student will do and how • Measurable terms: say, write, read, answer orally, sign, use pictures, receptively, expressively • Non-measurable terms (do not use): Understand, comprehend, know, recognize, identify, discover, perceive

21. Measurable Annual Goals:Performance Criteria • Criterion level • Number of times the student should demonstrate the level • Examples: • With 80% accuracy, 3/4 observable opportunities • 3 consecutive probes • 50 words with 90% accuracy on 5 observable opportunities

22. Goal Examples:Reading • Given a 5th grade text, Wanda will read 135 words with 90% accuracy on 3/4 observable opportunities. • Given an 8th grade passage, Paco will orally make inferences, draw conclusions and orally make generalizations based on the text with 80% accuracy on 5 observable opportunities. • Mustafa will point to the uppercase letters A, S, T, M, U, F in a field of three letters on 5 consecutive probes.

23. Goal Examples:Math • Given 15 place value problems on a teacher adapted math probe, Juanita will say the value of each digit of a five-digit number with 80% accuracy on 5 consecutive weekly adapted in-class probes. • Given 20 graphing problems, Shrek will locate and graph points on a coordinate system with 90% accuracy on 5 probes • Given a third grade experiment, Symba will list or graph the possible results of an experiment with 90% accuracy on 5 teacher-accommodated assignments.

24. Goal Examples:Writing • Given a writing prompt, Luis will write a three paragraph essay and score a minimum of 56 on the Correct Word Sequence Grade 8 assessment on 3/4 prompts.

25. Goal Examples:Behavior • Anna will request help by raising her hand 8/10 observable opportunities with two or less verbal teacher prompts. • Ben will verbally state his emotional frustrations by using positive statements, such as “I feel…”, “I am upset because…”, without negative behavior 7/10 observable opportunities with three or less adult verbal prompts.

26. Goal Examples:Speech • Stephanie will demonstrate understanding and use of the following basic language concepts 8/10 opportunities as measured by data collection over 2 sessions: colors, numbers, spatial concepts (up/down; top/bottom; back/front;); concepts of size (big/little; tall/short) • Cristian will improve his language processing skills in the following areas for 8 out of 10 opportunities/trials as measured by data collection over 2 sessions: name opposites; give one similarity and one difference for same item; describe using 2 salient attributes.

27. Program Modifications and Specially Designed Instruction (SDI) • Adapting the content, methodology or delivery of instruction for student to be successful • Meet student’s unique needs • Ensure access to general education curriculum • Drives the entire IEP (very important!)

28. SDI • Must be given to every teacher who interacts with the student on a regular basis (special/ enrichment teachers; general education teacher; Dean for students with behavioral concerns, etc) • Copy the SDI page to give to these teachers after finalization of IEP • As long as SDI are same frequency (ex. Daily) can put all in the same box; delineate each new SDI with *)

29. Accommodations vs. Modification • There is a HUGE difference in terminology and definition • Accommodationslevel the playing field • Modificationschange the field you are playing on

30. Accommodation • Accommodation: Adaptation of task, which does not change what is assess or alter the difficulty of the assignment • Ex: Same assignment as everyone else, except only doing 5 highlighted problems • Are basically physical or environmental changes (generally good teaching strategies) • Environmental, presentation, assistive technology, reinforcement, testing adaptations

31. Extended time, Frequent breaks Change in classroom Preferential seating Physical arrangement of the room, Reducing/minimizing distractions Cooling off period Reinforcement Checking for understanding Emphasizing teaching approach (visual, auditory, sensory) Small group Modeling Visual cues Manipulatives Highlighting material Length of assignment shortened Format of assignment AccommodationExamples

32. Modifications • Modification: Adaptation to a task, which changes what is assessed and alters the level of difficulty • Ex: Instead of a 5th grade reading prompt, Juan is given a 3rd grade reading prompt • Involves deliberate intellectual lowering in the level of materials presented • Lower curriculum, materials simplified, grading changed, lower expectations, testing measures lowered

33. ModificationExamples: • Presentation of curriculum is modified, curriculum is written at a lower level of understanding • Simplifying vocabulary, concepts and principles • Grading is different than general education, instead based on IEP goals • Using lower reading levels, worksheets and simplified vocabulary • Lowering the level of the reading test

34. Gaskins Questions…. • You do not need to write in an answer • Can put discussed at IEP meeting • MUST be discussed at IEP meeting

35. Explanation of the Extent…(class) • if any, to which the student will not participate with students without disabilities in the regular education class: • Write in positive terms, be specific • Jose will participate in regular education environment for all specials, lunch, recess and some academics.

36. Explanation of the Extent…(curriculum) • if any, to which the student will not participate with students without disabilities in the general education curriculum. • Write in positive terms • Jose will receive direct instruction in reading, math and writing in the general education classroom from the special education teacher. • Need to be specific, write direct instruction, for what subjects and where!

37. NOREP • 3rd box checked, unless otherwise notified • Add options considered and reasons why rejected • Click on box, click the two check boxes in the box, hit save. • Text box under placement section type: • Frequency and type of service • Ex. Itinerant Emotional Support and Itinerant Speech and Language Support • Ex. Supplemental Life Skills Support

38. Revision Procedure • Create an IEP invite • In IEP plus, click revise next to the current IEP • Fill out revision boxes on front page • Need an LEA at meeting • Everyone at meeting initials each page where changes were made • Make changes in IEP plus (in not already done) • Follow the procedures on next slide for “Finalizing”

39. Finalization Procedure: • Make changes from IEP draft, which was presented at meeting • Check ready to review box • Email consultant explaining the IEP is ready for review (give student’s name) • Consultant will either give recommendations for changes to IEP or state it is finalized; if changes need to be made, IEP needs to be re-submitted after changes are made. • Once finalized, send original documents to Betsy Torres, Carter 4th Floor; med assistance form goes to Joanne Kilby Carter 4th floor; • Copies go to parent/guardian, file in teacher folder, file in cum- most recent goes on top • Give SDI to appropriate teachers