Writing Compliant Effective Standards-Based IEPs

1. Writing Compliant Effective Standards-Based IEPs Alabama State Department of Education Special Education Services MEGA Conference – July 2014

2. Steps to IEP Development • Gather Data • Recent Evaluation Results • Previously Developed IEP’s • Parent/Student/Teacher Input • Observation • Classroom Data • Attendance/Discipline Reports • Medical Reports

3. Analyze Data To develop the student profile including general statements regarding: Strengths; needs; parental concerns; student preferences and/or interests; evaluation/assessment data; other – status of prior IEP goals, teacher/parent/student input, transition needs (at least by age 16)

4. Summarize the Present Level of Academic Achievement and Functional Performance • Ask…what have we learned about the student’s strengths and weaknesses? • Ask…what is the student capable of doing now? • Ask…what prerequisite skills does the student need to close the gap between his/her present level and the grade level content standard/academic achievement or the functional performance?

5. Specific • Measurable • Achievable • Results-oriented • Time-bound

6. Specially Designed Instruction • Adapting, as appropriate, the content, methodology, and delivery of instruction. • Describes what you are doing differently than what you would do for ALL students.

7. Monitor Progress • Continual assessment and collection of data to measure student progress. Monitoring progress also includes periodic analysis of student progress to determine if a change in instruction is needed.

8. The IEP Team is composed of the following: • The Parent of the student with a disability • Not less than one regular education teacher of the student • Not less than one special education teacher of the student • A representative of the public agency • At the discretion of the parent or agency individuals who have knowledgeor expertise regarding the student • An individual who can interpret the instructional implications of evaluation results • Whenever appropriate, the student with a disability • Secondary Transition Services Participants • Early Intervention Representatives

12. subject grade level content standard objective Standard M. 3.10 Use place value understanding to round whole numbers to the nearest 10 or 100. [3-NBT1] M. 3.10.1: Define rounding. M. 3.10.2: Round whole numbers from 100 to 999 using whole numbers from 10 to 99. M. 3.10.3: Model rounding whole numbers to the nearest 100. Content Standard Identifier from Common Core State Standards Curriculum Guide Legend Referencing Standards in Annual Goals

13. http://www.youtube.com/watch?v=iowJyKezock

14. Student Strengths Student Needs Family Vocabulary Skills Organization Self- Advocate Odd Behavior Social Skills Parent Concerns Whispering to himself Do not want to be bothered with school Denial Teacher Input Formal Testing Observations on Behavior

15. http://www.youtube.com/watch?v=H7l5LYiJHC0

16. Student Strengths Reading Student Needs Organization D in Math Parent Concerns Lack of Concern D in Math His future plans Homework

17. Brick Heck 08/11/2014 Classroom 210 at Elementary School 10:00 AM

18. Brick Heck 08/11/2014 Classroom 210 at Elementary School 10:00 AM Cynthia Mayo 123-456-7890 Cynthia Mayo Cynthia Mayo 8/08/2014 Frankie Heck

19. Brick Heck 08/11/2014 Classroom 210 at Elementary School 10:00 AM Cynthia Mayo 123-456-7890 Cynthia Mayo 08/08/2014 08/04/2014 Parent unable to attend-need to reschedule Frankie Heck 08/04/2014 Parent unable to attend-need to reschedule

20. Brick Heck 08/11/2014 Classroom 210 at Elementary School 10:00 AM Cynthia Mayo 123-456-7890 Cynthia Mayo Cynthia Mayo 08/08/2014 Frankie Heck 08/04/2014 Parent unable to attend-need to reschedule

21. Brick Heck Classroom 210 at Elementary School 3:00 PM 08/18/14 New Meeting Notice Cynthia Mayo 123-456-7890 Cynthia Mayo

22. Brick Heck Classroom 210 at Elementary School 3:00 PM 08/18/14 Cynthia Mayo Cynthia Mayo 123-456-7890 8/14/2014 Cynthia Mayo Cynthia Mayo 08/14/14 Frankie Heck 08/11/2014

23. Brick Heck Classroom 210 at Elementary School 3:00 PM 08/18/14 Cynthia Mayo 123-456-7890 Cynthia Mayo Cynthia Mayo 08/14/14 08/04/2014 Parent unable to attend-need to reschedule Phone call to parent- second notice sent 08/11/2014 Parent attended – meeting held Frankie Heck 08/11/2014 08/04/2014 Parent unable to attend-need to reschedule Phone call to parent- second notice sent 08/11/2014 Parent attended – meeting held

24. Brick Heck Classroom 210 at Elementary School 3:00 PM 08/18/14 Cynthia Mayo 123-456-7890 Cynthia Mayo Cynthia Mayo 08/14/14 Frankie Heck 08/11/2014 08/04/2014 Parent unable to attend-need to reschedule Phone call to parent- second notice sent 08/11/2014 Parent attended – meeting held

25. Brick Heck Brick Heck 2014 2015 02/16/2008 3 3 3 3 2014 2015 02/16/2008 8/18/2014 05/22/2015 8/18/2014 05/22/2015

26. Brick has great reading skills as evidenced by his ability to read on a level that is consistent with a student in the 8th grade. His expressive vocabulary is reflective of this high level. He is often seen reading a book, and considers other academic subjects a hindrance. His unique personality sets him apart from his peers in that he will state exactly what he is thinking. Observations reveal that he has developed a calming technique that includes bowing his head and whispering the last word or phrase spoken; and his self advocacy is evident as he defends this behavior by stating, “It soothes me.”

27. Brick’s parents see him as funny, sweet, and a genius. However, they realize he does not fit the mold of other students and lacks some social skills. Mom is concerned about his lack of organizational skills, which have interfered with him keeping up with and completing assignments. She is also concerned about Brick not delivering communication from the school in a timely manner. Dad has expressed his concern about Brick always whispering to himself. Both of them want to be involved more with his school activities but work and a busy home schedule hinders them. They have expressed their desire for him to develop skills that will assist him in the future, especially going to college someday.

28. Brick’s favorite subject is Reading. He has stated that the extra academic work he is experiencing has interfered with his reading time. Brick would prefer not to be bothered by the increase in school work, which causes a change in his routine. His preference for reading also hinders him from interacting with friends/peers his own age as evidenced at his recent birthday celebration where he was reading a book versus participating in the activities.

29. Based upon recent achievement evaluations Brick is reading on a level that is consistent with a student in the 8th grade. His math skills are consistent with a student in the 1st grade. Classroom assessments indicate he is struggling with equations involving order of operations. Teacher and parent observations reveal that Brick has a lack of empathy, difficulty initiating conversations and making friends. His parents observed his lack of concern toward those in attendance at his recent birthday party. His odd behavior, pulling his pants down prior to entering the restroom and inappropriately touching his teacher, demonstrates his disregard toward peers and adults. He has also demonstrated a lack of responsibility as evidenced by his neglect of personal property, completing homework assignments, and his indifferent attitude concerning communication between school and home.

30. Brick needs to develop math strategies to increase his understanding of the properties of operations. His resistance to change limits his understanding and acceptance in this foundational skill impeding his ability to perform on grade level. He needs to develop organizational skills that will improve his performance in classwork and homework. He needs to develop effective communication skills that will enhance his social interactions with peers and develop his understanding of the appropriate time to implement a coping strategy or identify a new one that does not appear odd.

31. Brick Heck 3 3 2014 2015 02/16/2008 8/18/2014 05/22/2015 Brick has great reading skills as evidenced by his ability to read on a level that is consistent with a student in the 8th grade. His expressive vocabulary is reflective of this high level. He is often seen reading a book, and even considers other academic subjects a hindrance. His unique personality sets him apart from his peers in that he will state exactly what he is thinking. Observations reveal that he has developed a calming technique that includes bowing his head and whispering the last word or phrase spoken; and his self advocacy is evident as he defends this behavior by stating, “It soothes me.” Brick’s parents see him as funny, sweet, and a genius. However, they realize he does not fit the mold of other students and lacks some social skills. Mom is concerned about his lack of organizational skills, which have interfered with him keeping up with and completing assignments. She is also concerned about Brick not delivering communication from the school in a timely manner. Dad has expressed his concern about Brick always whispering to himself. Both of them want to be involved more with his school activities but work and a busy home schedule hinders them. They have expressed their desire for him to develop skills that will assist him in the future, especially going to college someday. Brick’s favorite subject is Reading. He has stated that the extra academic work he is experiencing has interfered with his reading time. Brick would prefer not to be bothered by the increase in school work, which causes a change in his routine. His preference for reading also hinders him from interacting with friends/peers his own age as evidenced at his recent birthday celebration where he was reading a book versus participating in the activities. Based upon recent achievement evaluations Brick is reading on a level that is consistent with a student in the 8th grade. His math skills are consistent with a student in the 1st grade. Classroom assessments indicate he is struggling with equations involving order of operations. Teacher and parent observations reveal that Brick has a lack of empathy, difficulty initiating conversations and making friends. His parents observed his lack of concern toward those in attendance at his recent birthday party. His odd behavior, pulling his pants down prior to entering the restroom and inappropriately touching his teacher, demonstrates his disregard toward peers and adults. He has also demonstrated a lack of responsibility as evidenced by his neglect of personal property, completing homework assignments, and his indifferent attitude concerning communication between school and home. Brick needs to develop math strategies to increase his understanding of the properties of operations. His resistance to change limits his understanding and acceptance in this foundational skill impeding his ability to perform on grade level. He needs to develop organizational skills that will improve his performance in classwork and homework. He needs to develop effective communication skills that will enhance his social interactions with peers and develop his understanding of the appropriate time to implement a coping strategy or identify a new one that does not appear odd.

32. Brick Heck

33. Brick Heck

34. Brick Heck 9 9

37. Curriculum Guide to the Alabama Course of Study: Mathematics 31

39. Curriculum Guide to the Alabama Course of Study: Mathematics 31

40. 3 Brick Heck

41. STRENGTHS: Recent achievement testing indicates that Brick is performing math functions on a level that is consistent with a student in the first grade. Recent classroom assessments indicate Brick’s ability to add and subtract one and two digit numbers. He completes assignments with precision taking time to ensure each number is lined up correctly and in the proper order.

42. NEEDS: However, his need to have a fixed order in math hinders him from performing on grade level. Classroom observations and assessments reveal his lack of understanding the order of operations. He needs to increase his understanding and acceptance of this foundational skill.

43. HOW THE DISABILITY AFFECTS PERFORMANCE IN THE GENERAL EDUCATION CURRICULUM : Brick’s limited understanding of the properties of operations emphasized by his resistance to accept change affects his educational performance in the general education curriculum in the area of Math.

44. Brick will increase his understanding of the properties of operations and apply these strategies to add, subtract, multiply and divide (M. 3.5.3) Through teacher led instruction and practice with 90% accuracy by the end of the 4th nine weeks

45. MEASURABLE ANNUAL GOAL: Through teacher led instruction and practice, Brick will increase his understanding of the properties of operations and apply these strategies to add, subtract, multiply, and divide with 90% accuracy by the end of the 4th nine weeks. (M. 3.5.3)

46. Brick Heck Math Recent achievement testing indicates that he is performing on a level that is consistent with a student in the first grade. Recent classroom assessments indicate Brick’s ability to add and subtract one and two digit numbers. He completes assignments with precision taking time to ensure each number is lined up correctly and in the proper order. However, his need to have a fixed order in math hinders him from performing on grade level. Classroom observations and assessments reveal his lack of understanding the order of operations. He needs to increase his understanding and acceptance of this foundational skill. Brick’s limited understanding of the properties of operations emphasized by his resistance to accept change affects his performance in the general education curriculum in the area of Math. Through teacher led instruction and practice, Brick will increase his understanding of the properties of operations and apply these strategies to add, subtract, multiply, and divide with 90% accuracy by the end of the 4th nine weeks. (M. 3.5.3)

47. STRENGTHS: Based upon parent and teacher observations Brick’s primary interest is in reading. Recent assessments indicate he is reading and comprehending on a level that is consistent with a student in the 8th grade. He has been observed reading advanced texts that include reference books and classical literature.

48. NEEDS: However, his desire to read has interfered in the development of his social skills. Based upon teacher observation and recent social skills assessments Brick’s needs include a lack of communication skills such making eye contact, responding to others, showing empathy, and communicating effectively with adults.

49. HOW THE DISABILITY AFFECTS PERFORMANCE IN THE GENERAL EDUCATION CURRICULUM : This lack of social skills has interfered with his ability to make and keep friends among his peers and caused him to appear odd to his teachers.

50. Brick will improve his ability to make eye contact, show concern for others, and respond appropriately to peers and adults Through participation in a social skills group with 80% accuracy on a teacher made rubric by the end of the 4th nine weeks.