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Annual IEP Development. OCSD5 Office of Special Education Programs Dr. Juliet Stoute -White. Notice (Invitation). Notice (Invitation). Must state the purpose(s). Notice. Excusal. Excusal. Parent Letter.
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Annual IEP Development OCSD5Office of Special Education ProgramsDr. Juliet Stoute-White
Notice (Invitation) • Must state the purpose(s)
Notice... Excusal Excusal
Parent Letter Unless the parent returns a signed notice immediately with the date there must be additional attempts to contact the parent.
Student Information Section I
Section IStudent Information • Primary Disability must be one of the 13 recognized by the IDEA • Other Disabling Conditions may be one of the 13 recognized by the IDEA but can be a medical diagnosis also.
Date of IEP meeting is the date of the Annual Review • This date does not change until the next Annual Review. • Date of Special Review can only be entered if the Type of IEP is changed to Special • IEP initiation date changes if the as a result of the Special Review the IEP has been amended, • It will also change if the IEP is amended without a meeting. • IEP ending date does not change unless or until a completely new IEP is developed and an Annual Review is conducted. • This date may be no later than one year from the date of IEP initiation.
Eligibility/Reevaluation Determination and Anticipated Date of 3 Year Reevaluation – These dates do not change unless a Reevaluation Review is completed. • If Annual Review is not completed at the same time as the Reeval Review the dates should be entered as an IEP amendment at that meeting.
Making Data Based Decisions to Change Behavior Writing Behavioral Intervention Plans (BIP) based on Functional Behavior Assessments (FBA):
PBS/FBA/BIP and the Law The Individuals with Disabilities Education Act (IDEA) 2004 makes provisions for students being served in special education in regard to functional behavior assessments (FBA) and positive behavior support (PBS). • `` (D) SERVICES.--A child with a disability who is removed from the child's current placement under subparagraph (G) (irrespective of whether the behavior is determined to be a manifestation of the child's disability) or subparagraph (C) shall-- ``(i) continue to receive educational services, as provided in section 612(a)(1), so as to enable the child to continue to participate in the general education curriculum, although in another setting, and to progress toward meeting the goals set out in the child's IEP; and ``(ii)receive, as appropriate, a functional behavioral assessment, behavioral intervention services and modifications, that are designed to address the behavior violation so that it does not recur. `` (B) CONSIDERATION OF SPECIAL FACTORS.--The IEP Team shall-- ``(i) in the case of a child whose behavior impedes the child's learning or that of others, consider the use of positive behavioral interventions and supports, and other strategies, to address that behavior;
Behavior Support What is Positive Behavioral Support? PBS Includes: A team process for goal settingFunctional Behavioral Assessment (Using data to make decisions)Behavior intervention plan design, implementation, and evaluation • A new way of thinking about behavior (based in research)Broadens intervention from only one approach - reducing challenging behavior toEncompassing multiple approaches: changing systems, altering environments, teaching skills, and appreciating positive behavior
Referrals Written consent must be obtained from the parent or guardian before going forward with the FBA. Any child who has 3 or more referrals to the office during a nine week period would be a candidate for a functional behavior assessment. While FBA data collection can be time consuming, it is well worth the time investment when considering the alternative of continually dealing with problematic behavior.
ABCs Analyze for 10 days to determine “function” of (or reason behind) behavior
Methods for Conducting FBA Indirect Methods: Indirect Methods: Non-specific functions identified (ex: escape from work) May use for initial assessment
Descriptive/Observational Methods: Examples : Descriptive Methods: Objective & quantitative data Analysis can be complex
FBA... Where Do We Go From Here?
Transition • Indicator 13 will be checked at this point. • The checklist is included. • Formal and informal interviews • Formal and informal interest inventories: For example: South Carolina Occupational Information System, etc. • South Carolina Education and Economic Development Act
Transition IEP... • Course of Study • Description of the students course of study as driven by students interest and preference and linked to their chosen career cluster. • Example: The student will complete the required 24 Carnegie Units to receive a high school diploma in college preparatory classes. • Non example: Listing of every course the student will take in his/her high school career
Career Clusters TTC/Diploma Students TTC/Non Diploma Students Agriculture, Food & Natural Resources (Landscaping Enterprise) Architecture & Construction (Construction Enterprise) Hospitality & Tourism (Hospitality Enterprise) Marketing (Media Enterprise) Manufacturing (Machine Tools I & II) Transportation, Distribution & Logistics (Auto Collision I & II) Architecture & Construction (Building Construction I & II) • Agriculture, Food & Natural Resources • Architecture & Construction • Arts, A/V Technology & Communications • Business Management & Administration • Education & Training • Finance • Government & Public Administration • Health Science • Hospitality & Tourism • Human Services • Information Technology • Law, Public Safety, Corrections & Security • Manufacturing • Marketing • Science, Technology, Engineering & Mathematics • Transportation, Distribution & Logistics
Career Clusters Job Examples TTC/Non Diploma Students NDS- Jobs groundskeeper, and greenhouse manager. Carpenter helper cook, host/hostess, dishwasher and food service assistant, marketing assistant, customer service representative, and sales associate sheet metal worker, millwright, and quality control technician. nurses assistant, caregiver truck driver, mechanic, and flight attendant, Car detailer architect, drafter, and electrician • Agriculture, Food & Natural Resources (Landscaping Enterprise) • Architecture & Construction (Construction Enterprise) • Hospitality & Tourism (Hospitality Enterprise) • Marketing (Media Enterprise) • Manufacturing (Machine Tools I & II) • Health Science • Transportation, Distribution & Logistics (Auto Collision I & II) • Architecture & Construction (Building Construction I & II)
Transition Present Level of Performance Present related to post-secondary transition goals if the student’s age is 13, or younger if determined appropriate by the IEP Team (e.g. results of formative assessments, curriculum-based assessments, progress towards current goals • Name and date of assessments of interests & preferences • Describe and interpret results of assessments of interests & preferences • Describe the student’s goals for each of the three areas (update annually): Post secondary Education Employment Independent Living • If any goal area is not needed, present education levels must document WHY • Statement regarding agency involvement
Diploma/Certificate • Age of Majority • This must be discussed at the Annual Review for an IEP year during which the student becomes 17. • Parents must be informed that the rights become the student’s on the 18th birthday unless parents have been granted guardianship or power of attorney has been transferred to them.
Academic and Functional Strengths and Needs (Narrative), Progress Monitoring, & Present Levels Section II
Section IIAcademic and Functional Strengths and Needs (Narrative)
Present Levels • Information from standardized assessment can be only one source. Additional information should come from curriculum based assessments, criterion referenced assessments, formal observations, behavioral data, anecdotal information from teachers and/or parents. This is not an exhaustive list.
Examples of Meaningful Data • Academic skills • Speed: How fast does the student respond? • Accuracy: How many correct responses? • Fluency: How many correct responses within a certain period of time? • Behavioral skills • Frequency: How often does a behavior occur? • Duration: How long does a behavior last?
Academic and Functional Strengths and Needs: Example The Blondie scored proficient in math on the 2012 PASS. (Strength) He is currently reading below his 4th grade peers. His District ELA Benchmark score was 36%, significantly below the passing rate of 70%. His median Curriculum-Based Measurement score from 4th grade reading passages was 24 CWPM. An average score for 4th grade is 90 CWPM. (Need) His reading problems make it difficult for him to work successfully in general education classes that require him to learn by reading. (Involvement in general curriculum)
