IEP Development & Implementation Road Map to Improved Outcomes for Students with ASD

1. IEP Development & ImplementationRoad Map to Improved Outcomes for Students with ASD IEP Development and Implementation for Students with ASD

2. INTRODUCTIONS Learning Principles Talk during Team Time (no sidebars) Technology Use Q & A Procedures Welcome

3. NOVICE INTERMEDIATE ADVANCED Your Learning Accountability

4. Purpose of Tools (POC) Implementation the follow up year Errors in the IEP Process History Lesson: IEP Module

5. PLAAFP Goals and Objectives not related to ASD Laundry list of SAS Standard Time for Service Placement decisions predetermined Lack of LRE in the Process Errors in the IEP Process

6. NOT Compliance Training in IEP Development “Results will no longer take a back seat to compliance.” Eleanor White, Michigan State Director of Special Education Purpose of this Module

7. IS NOT Compliance training in IEP development Cover ALL aspects of IEP development Address issues related to ALL disabilities An IEP; Considered Pre-IEP Planning IS Focus on PROCESS not FORMS Consider LRE throughout the process Address the unique needs of students with ASD Improve IEP Implementation “IEP Implementation CONTINUES to be the most frequent state (MDE) complaint…” 2012 OSE Update http://www.michigan.gov/documents/mde/2013_OSE_Update_430438_7.pdf Purpose of this Module

8. 3 years of IEPs for target student (current and 2 years prior) Most recent REED (Review of Existing Evaluation Data) Most recent MET report Progress reports, grades, report cards, etc. Curriculum for target student’s grade level: GLCEs (GLCEs) MMC (Michigan Merit Curriculum/ Graduation Requirements ) CCSS (Read the Standards ) Data report for SPP #5: Education Environments: Education Report Materials for Today

9. Understanding Special Education History of Special Education Vocabulary Lesson Purpose of the IEP Ed Benefit Review Developing the IEP The PLAAFP Supplementary Aids / Services / Personnel Supports Goals and Objectives S. E. Programs/Services and Ancillary/Related Services IEP Implementation Implementation Fidelity Measuring Progress IEP Module AGENDA

10. COMMON LANGUAGE ACTIVITYIEP Module Activity Packet • Define / Describe FAPE • Define / Describe LRE • What is the purpose of an IEP? • Describe Special Education

11. THE LAW THE RESEARCH THE DATA OUR DECISIONS HAVE TO ALIGN WITH:

12. WARNING • I heard that…. • I was told…. PRACTICE IS NOT NECESSARILY LAW, POLICY, or RULE Story of the Ham

13. Horace Mann: Father of American Education Common Schools / Teach Common Values EQUALITY Compulsory Education Tax $$$ History of Education

14. 1954 Brown vs. Board of Education Schools inherently unequal “…… human tendencies to prejudge, discriminate against, and stereotype other people by their ethnic, religious, physical, or cultural characteristics…..” SPECIAL EDUCATION HISTORY

15. Elementary and Secondary Education Act of 1965 (underprivileged students) PARC and MILLS: Exclusion of students with disabilities Congressional Investigation 1972 of education of children with disabilities Millions not served 1975: Congress enacted P.L. 94-142 Children with disabilities have a RIGHT to education Ensure ACCESS to education Impact of the Brown Decision Wright & Wright, 2009

16. Individuals with Disabilities Education Act (IDEA)IDEA • FAPE • LRE

17. FAPE Is an Equitable Education

18. What is FAPE? IDEA Special Education & Related Services = Specially Designed Instruction Adapting the content, methodology or delivery of instruction • To address unique needs resulting from the disability • To ensures access to the general curriculum tomeet the educational standards that apply to all children in the state U.S. Supreme Court Interpretations: • Board of Education of Hendrick-Hudson Central School District v. Rowley, 458 U.S. 176 (1982): “Reasonably calculated to achieve EDUCATIONAL BENEFITS.” • EndrewF. v. Douglas County School District Re-1, 137 S. Ct. 988 (2017): “Reasonably calculated to make progress appropriate in light of circumstances…. to meet challenging objectives.”Appropriately Ambitious

19. What is FAPE? • Larger implications of ADA • USDOE has recently released two technical assistance documents on how IEP Teams should operationalize FAPE. • 11-16-15 Dear Colleague Letter –access to age level curriculum • 12-7-17 Q&A on Endrew

20. To provide FAPE, schools must provide students with an education that prepares the child for further education, employment, and independent living. 20 U.S.C. §1400(c)(5)(A)(i) What is FAPE?IDEA 2004

21. ASD and Employment

22. Employment Outcomes http://drexel.edu/autismoutcomes/publications-and-reports/publications/Employment-Outcomes-of-Young-Adults-on-the-Autism-Spectrum/#sthash.OQiypR7u.dpbs 2015 National Longitudinal Transition Study 2

23. What predicts post-school employment? • Students who had the highest degree of integration with age-appropriate peers were more likely to engage in post-school employment • IQ, behavior problems, physical disability, and individual demographics did not correlate with integrated employment outcome White, J. & Weiner, J.S. (2004). Influence of least restrictive environment and community based training on integrated employment outcomes for transitioning students with severe disabilities. Journal of Vocational Rehabilitation, 21, 149–156.

24. Predictors and Outcomes National Secondary Transition Technical Assistance Center (NSTTAC)

25. Individuals with Disabilities Education Act (IDEA)IDEA FAPE LRE

26. LEAST RESTRICTIVE ENVIRONMENT “To the maximum extent appropriate, children with disabilities…. are educated in the general education classroom with children who are not disabled…” ….and that special classes, separate schooling, or other removal of children with disabilities from regular education environment occurs only if the nature or severity of the disability is such that education  in regular classes with the use of supplementary aides and services cannot be achieved satisfactorily.” 34 C.F.R. §300.114

27. Current Theme in Inclusive Education Outcome Research Students with Extensive Support Needs Intellectual Disabilities Autism Spectrum Disorder Multiple Disabilities

28. Kurth & Mastergeorge, 2010 • 15 Ss w/ ASD (not AS) – 12 males • 7-9th grade; 12-15 years old • 7 spent >80% day in GenEd; math and reading instruction in GenEd • 8 self-contained spent >50% in SpEd; math and reading instruction in SpEd • Measures: • Cognitive GenEd mean 64.9; SpEd mean 60.0 • Adaptive GenEd mean 44.4; SpEd mean 42.3 • Academic—WJ 3 • Broad Reading: GenEd mean 67.6; SpEd mean 13.1 • Broad Writing: GenEd mean 83.6; SpEd mean 14.1 • Broad Math: GenEd mean 77.4; SpEd mean 8.5 Academic and Cognitive Profiles of Student with Autism: Implications for Classroom Practice and Placement. International Journal of Special Education, 25 (2), 8-14.

29. “There is clear and convincing evidence that inclusive educational settings can confer substantial short and long-term benefits to students with and without disabilities.” Students with Disabilities Students without Disabilities Same level of teacher attention Neutral or Positive Effects Academic Achievement Social Competence Additional Benefits: Reduced fear of human differences Increase friendly relationship Less prejudice Less patronizing / pitying behavior • Increased academic achievement & graduation • Increased independence • Increased engagement • Increased attendance • Increased communication skills • Increased social competence & quality of relationships • Decreased behavior / disciplinary referrals Quirk, C., Ryndak, D.L., Taub, D. (2017) Research and Evidence-based Practices to Promote Membership and Learning in General Education for Students with Extensive Support Needs. Inclusion, 5 (2), 94-109.

30. Extensive Support Needs There is STRONG Evidence that Student with “Extensive Support Needs” • Acquire skills and content knowledge (including literacy) in general education with rigorous instruction and UDL-based adaptations (e.g. differentiated instruction; universal supports, literacy supports (Kluth)) • Are BEST served by educational teams that approach their education with the intent of finding solutions to access and learning barriers rather than alternative placements. Involvement and Progress in the General Education Curriculum for Students With Extensive Support Needs: K-12 Inclusive-Education Research and Implications for the Future. Ryndak, Lewis & White, (2013).

31. What is Special Education What is SPECIAL EDUCATION?--NOT a place --IS a set of supports and services to ensure ACCESS & PROGRESS in GENERAL EDUCATION The first “where” to consider is… WHEREthe child receivesspecial education services is the PLACEMENT….

32. IEP Purpose of the IEP Define Special Education necessary to assure FAPE in the LRE: Access to, participation and progress in…. General Education Curriculum

33. Continuum of Services ODEP 80/80 Statement Continuum of Services MI Thresholds for Restriction SPP Indicator 5: Educational Environments Current Targets B-5 educational Environments

34. “Inclusion Confusion” Content of Instruction Instructional Strategies Intensity of Instruction Opportunity to Respond Culture of Belonging Environmental Supports Quirk, C., Ryndak, D.L., Taub, D. (2017) Research and Evidence-based Practices to Promote Membership and Learning in General Education for Students with Extensive Support Needs. Inclusion, 5 (2), 94-109. Geography is a necessary but insufficient variable for providing an inclusive education.

35. Inclusion as an Equitable Education Equal Opportunity Full membership in the social and learning contexts Intentional development of supports to address learning, social, and behavioral needs to ensure access and progress in the general education curriculum and in pivotal (engagement / independence) & functional / adaptive skills and IEP goals.

36. District / ISD data report for SPP #5: Education Environments: School Data

37. DISCUSSION

38. DISCUSSION Why do we continue to perpetuate a segregated culture?

39. Incremental Steps YOUR ACCOUNTABILITY Your Behavior Expresses Your Belief System

40. Send a folder of “alternative” work with the student to the general education class? Have “token” LRE time? Specials only? Have all the special education students eat at one lunch table? Have a different recess? Use of activities that are inappropriate for the age of the student (ex. Calendar / Clifford). Exposure Breeds Preference!! Talk about students with ASD in front of them? Your Behavior Expresses your Belief System…DO YOU……

41. Use disability-first language? Use “high functioning” and “low functioning” to describe students? Talk about students based on their eligibility category rather than their name? (The Autistics) Blame the STUDENT? Not motivated; Not ready; Unemployable; OTHERS? Adopt a “protective” attitude? DIGNITY OF RISK!! Talk about the student’s lack of perceived competency rather than their contributions? LEAST DANGEROUS ASSUMPTION Your Behavior Expresses your Belief System. DO YOU...

42. Self EvaluationIEP Module Activity Packet Beliefs and Behaviors that PREVENT Integrated Opportunities

43. You now know different – which makes you accountable!! You did what you did when you knew what you knew…..

44. Self EvaluationIEP Module Activity PacketYour Accountability to the Change Process Beliefs and Behaviors that SUPPORT Integrated Opportunities

45. Making Change Happen • If you write it down, you are more likely to do it…. AND…. • If you TELL someone else, you are even MORE likely to do it…. AND…. • If you post it, you are that much MORE likely to do it! !

46. Was the IEP reasonably calculated to ensure Educational Benefit? What IS Educational Benefit? Rowley (Supreme Court 1982)--more than minimal progress Rowley in 2007 (aligned with IDEA 2004 / NCLB and Endrew) PLAAFP related to involvement / progress in general curriculum MEASURABLE “appropriately ambitious” annual goals Services planned to support PROGRESS toward goals In the LRE (gen ed curriculum / environment) IEP adjusted if no progress made Educational Benefit Review PROCESS

47. Handout in your packet 3 years of IEPs (current year is year 1) Most recent MET / other assessments Most recent REED (Review of Existing Evaluation Data) Progress Reports on IEP goals Materials Needed

48. Step 1: Complete ONE for Each Year What are the supplementary aids and services? What needs are listed in the PLAAFP? List the goals and objectives / benchmarks? What are the programs and services. What evidence of progress is available? Did the student make adequate progress?

49. Step 2: Analyze the Relationship Among Components Does EACH supplementary aid and service address a need(s) specifically listed in the PLAAFP? Are Universal Supports for students with ASD considered / addressed? For each goal and objective/ benchmark, is there a program or service to address it? Are the programs and services designed to ensure progress on the goals and objectives / benchmarks? How did the IEP team consider LRE in the development of the programs / services? Is there objective data (i.e. direct assessment or observation) to support progress on the goals and objectives? Did the student meet the goals? If not, was the IEP re-designed to address it? Are the needs in the PLAAFP the PRIMARY ones related to the disability and access and progress in the general education CURRICULUM and ENVIRONMENTS compared to peers? Where is each need addressed in the IEP? Does each goal specifically address a need(s) listed in the PLAAFP? Are the goals and objectives/ benchmarks measurable?

50. Core Components of IEP