developing quality ieps part 4: iep implementation, review, and revision 1 all special education and...

Developing Quality IEPs

Part 4: IEP Implementation, Review, and Revision

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All special education and related services (including transition services), accommodations, program modifications, and supports identified on the student’s IEP are implemented with fidelity. The IEP team regularly monitors student progress and revises the IEP based on changes in student performance data.

You Will Learn to…

Make the IEP a realityPlan and implement the IEPMonitor student progress and use results to

make decisionsReport progress to parentsReview and amend the IEP

Identify IEP resources in Florida

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Using the Problem-Solving Process

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Step 3. Intervention Planning and Implementation

What are we going to do about it?

• Measurable Annual Goals• Special Education Services

and Supports

Step 4. Response to Instruction/Intervention

Is it working?

• IEP Implementation, Review, and Revision

• Present Level of Academic Achievement and Functional Performance

MTSS IEPStep 1. Problem IdentificationWhat’s the problem?Step 2. Problem AnalysisWhy is it taking place?

Understanding Responsibilities

Teachers and other service providers must be informed of specific responsibilities related to the student’s IEP.

Each general education teacher, ESE teacher, and other service provider who works with the student must have access to the student’s IEP.

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Who Will be Responsible for…

Planning the intervention for the annual goals?

Implementing the intervention with integrity?

Monitoring student performance and reporting progress to parents?

Interpreting student performance data and making decisions concerning effectiveness of the intervention?

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Implementation with Fidelity

Requires advance planning Staff may require professional development

and coachingHow to implement the instructional

procedures, accommodations, etc.Assistance with data collection and progress

monitoring Involves collaborative planning

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Implementing with Fidelity

Was the intervention provided in the way it was designed or intended?Key aspects – materials, instructional approach Instructional procedures used systematicallyAccording to documented “level of intensity”

Verified through direct observations, self-reports, and student products

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Monitoring Student Progress

Identify the measurement proceduresCheck the annual goals

What conditions are required?What specific assessment methods/tools will

be used? What are the mastery criteria?

Make a planWhen will student be assessed? Who will interpret results?

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What Evidence Should Be Collected?By Whom?

Given a travel checklist, Stuart will independently use the city bus to travel to his work site, completing all of the steps in five consecutive opportunities over a week. What is the behavior?What are the conditions?What is mastery?How often to assess?What assessment tools may be used?Who is responsible?

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If the Response Has Been Positive…

Possible Actions:Continue services and supports with current annual goal.Continue services and supports and increase annual goal.Gradually fade services or supports to determine if the student can perform independently.

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If the Response Is Questionable…

Possible Actions:Determine if the services and supports were implemented as intended.If not, improve implementation of services and supports.If yes, increase intensity of current services and supports and assess impact. If rate doesn’t improve, return to problem solving.

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If the Response Has Been Poor…

Possible Actions:Determine if the services and supports were implemented as intended.If not, improve implementation of services and supports.If yes, return to problem solving.

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Reviewing the IEP

The IEP must be reviewed at least annually and revised to addressAny lack of progress toward annual goals or in

the general curriculumResults of reevaluation Information about the student provided to or

by parentsStudent’s anticipated needsOther

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It’s Important to Stay Informed!Florida Department of Educationhttp://www.fldoe.org

Bureau of Exceptional Education and Student Services http://www.fldoe.org/ese/

Project 10: Transition Education Networkhttp://project10.info

Technical Assistance and Training Systems (TATS) for prekindergarten programshttp://www.tats.ucf.edu/about/index.html

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Local Resources/Supports

FDLRS District ESE Department District Website

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Today You Learned How to…

Follow a systematic problem-solving process to develop and implement a quality IEP.

A Quality IEP

Is there any other kind?

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