Get To Know Your Neighbors

1. Get To Know Your Neighbors Let’s Play Q&A Jigsaw! 1

2. December ESE Meeting Chapter 4 – IEP ESE Reminders Reviewing Present Levels nand Accommodations and Modifications Measureable Annual Goals 2

3. Don’t Be Distracted!

4. Upcoming Events and Reminders • Precode information must be in before you leave on Friday. Double check with your school test coordinator. This will be pull right after the new year. • 9 weeks IEP Progress Reports and COSF will be due right after holiday! • Not sure what to expect after the holiday regarding transfers! Be prepared for ins and outs. • PWN date MUST be completed on the last page of the ACTION form 4

5. Accommodations and Modifications:Don’t Practice Without A License • Must be “justified” in present level • Assessment may be necessary • Assessment by the appropriate professional may be necessary • Magnifiers • Assistive technology • Just because the parents want it, doesn’t mean…

6. More Practicing Without A License • Teachers should not recommend or discuss medication, mental health treatment, or placement in a hospital or RTF • Teachers must only focus on things they can control: schedules, materials, accommodations, behavior plans, etc. • Don’t Diagnose or Speculate • Don’t “hand wring” in front of the parents

7. Updating with Re-evals • Present levels must be updated with every re-eval using • Information from any new testing/assessment • Recent school assessments • Info from informal assessment and observation • Annual review – expect biggest overhaul • Special reviews • Read and edit existing info • ADD date and current functioning

8. From the Psychs • Expectation: Teachers will complete educational assessment • DAB-III is not longer acceptable; WJ-III is to be used • Completed in a timely manner – 1 week before • Check with your psych • Sections you need to complete • Delivery format • Include observation notes • Need training on WJ-III?

9. Recap: Present Levels Just Can’t Say It Enough! ALL other items and services listed in the IEP must link to this section and descriptions here will support ALL remaining sections of the IEP Global Statement and Present Levels

10. Having Some Order Helps! Student Info (name, grade, age, description, etc.) Current setting/services/program Broad academics (reading, writing, math, preacademics) Broad functional (social, transition, behavior, organization, etc.) Other (OT, PT, Speech, medical, etc.) Describe how the disability affects involvement/progress in the gen. curriculum

11. PRESENT LEVELS (PLAAFPs) The Details… • Areas should have been introduced in the Global Statement thoroughly “explored” • Provides specific info that provides the rationale for goals, accommodations, modifications, behavior plans, supplemental services, special services, and/or related services

12. Accommodations and Modifications • Accommodation do not change or alter the level or what is being taught. They change how a student accesses and/or demonstrates learning and increase participation in the curriculum. • Modifications describe a change in the curriculum and may be made for students who are unable to comprehend or participate in all of the content being taught.

13. Curricular Modifications Should be Written into the IEP Direct content vocabulary instruction Reduced objectives or outcomes Prioritized standards/objectives Differentiated instruction (structured choices) Parallel instruction, materials, topic/subject Shortened assignments Partial participation Alternative instructional activities, assignments, projects, or materials Modified/Alternative grading Replacement activities

14. Also in Ch. 4: Measurable Annual Goals Measurable annual goals are descriptions of what a child can reasonably be expected to accomplish within a 12-month period with the provision of special education (specially designed instruction) and related services.

15. Measurable goal musts: • Be selected from the specific needs outlined in the PLAAFP • Be identified as those allowing students to participate in the general curriculum to the fullest extent possible • Be related to meeting the child’s needs that result from the child’s disability

16. What we know from the Spring 2011 ESE Audit • Some annual goals were not measurable. • Some annual goals were not directly related to weaknesses noted in the PLAAFP. • Some annual goals were not individualized for the student. The same goals were seen on multiple IEPs.

17. Essential Characteristics of an Annual Goal • Must be measurable • Must be measured (schedule for reporting progress in IEP) Does this really matter? If an annual goal is not measurable OR measured it violates IDEA and may result in a denial of FAPE.

18. Purpose of Measurable goals • To estimate what a student may accomplish in a year’s time • To evaluate the success of the student’s special education program • To address academic and/or functional needs • To enable the student to be involved in and progress in the general curriculum (LRE)

19. Simply put, the IEP annual goals: • are what we expect the student to learn or be able to do, and • how we will know when they have learned it or can do it

20. How do I know if I have written measurable annual goal? • Allows a clear YES of NO determination of whether or not it has been achieved • Tells evaluators what to do to determine if the goal was achieved without adding anything to the goal • Passes the stranger test (different evaluators can agree if the goal has been achieved) • Passes the “Dead Person” test (avoids target behaviors written in negative terms)

21. Three required components of a Measurable Annual Goal Target Behavior – What we want to change. (Described in terms that are observable, measurable, verifiable, and repeatable) Stimulus material or condition – How we will measure change. (The materials that the teacher will use or the environment where the behavior will be observed) Criterion for acceptable performance - How we will know if the goal has been achieved (Stated in terms of accuracy, speed, or quality) May also include Timeframe (1 year is maximum length)

22. Am I required to include short term objectives? • Measurable annual goals (3 components) are required for all students • Short term objectives are required only for students who take Alternate Assessment • Short term objectives can be added to IEP of any student if IEP team determines that it is appropriate

23. Measurable Goal “No Nos” • Use of subjective words such as will improve, will show, will increase, will develop, etc. to describe target behavior • Use of an increase in test scores, such as PASS, HSAP, MAPs, etc. as criterion for performance • Use of classroom grades or passing a course as criterion for performance • Use of moving from one level in F& P to another as criterion for performance • Separate transition goal is no longer required. All goals of transition IEP should address transition.

24. Annual Goal Checklist • Are goals linked to the assessment and the PLAAFP statements? • Are goals specific clear, and measurable? • Do goals provide a focus for the student’s IEP? • Does the goal section of the IEP contain information on how the student’s progress will be measured? • Does the IEP include how progress will be communicated to the parent? • Can the goal be used to evaluate the effectiveness of the program? • Is the student’s progress toward achieving the goals actually measured?

25. To Finish Up 25

26. May an IEP be written with no measurable annual goals? No. Special education is “specially designed instruction to meet the unique needs of a child with a disability.” If no measurable annual goals or no specially designed instruction is necessary, the child’s continued need for special education should be reconsidered. If only modifications, accommodations, or consultation are required, the needs may be met through a Section 504 plan or other means.

27. May teachers develop their own assessments as criteria for measurable annual goals? Yes, so long as the assessments contain specific, objective, measurable criteria that are aligned with local curriculum and instruction. • It should be attached to the IEP so that anyone who becomes involved in implementing the IEP can use it to develop appropriate instructional plans and assess child progress.