Guidance Document forIndividual Education Program (IEP)

Development

1

Purpose of IEP Guidance Document`

• To provide concise instructions and examples for the process of developing an Individual Education Program

• To be used in conjunction with local policy and procedures; federal and state law and regulation; and the Compliance Record Review Document; and other KDE guidance documents

• To address systemic deficits in IEP construction that exist within the state– The expectation from school year 2011-12 was that districts begin

implementation of the Guidance Document– Beginning with the 2012-2013 school year, the expectation is that

districts fully implement the IEP Guidance Document

• To provide hyperlinked documents (denoted by blue underlined references)

Page 2 2

Session Outcomes

•Facilitate clarity and consistency of IEP development

•Ensure statewide consistency of training •Provide an overview of the process for developing an Individual Education Program

•Align IEP Development with Kentucky Core Academic Standards (KCAS)

•Review content of the IEP Guidance Document•Provide technical support to districts•Clear up any misinterpretations

3

Table of Contents

Guidance Document for

Individual Education Program (IEP) Development

4

Aligning the IHE CEC Initial Level Special Educator Preparation Standards and the IEP

Process

5

IEP Defined

“Individual education program (IEP)” means a written statement for a child with a disability that is developed, reviewed and revised in accordance with 707 KAR 1:320.

Page 36

Present Levels

Educational Performance relevant to disability Current Performance in General Curriculum Current Academic Performance Current Functional Performance

Description of relative strengths Description of needs or concerns including Baseline

Performance How the disability affects educational performance

Measurable Annual Goal(s)

(ABCDE)

Participation in General Education

Least Restrictive Environment

Supplementary Aids and Services

(What the student uses to access curriculum)

Accommodations

(Equal access to State and Classroom assessments)

Program Modifications and Supports for School Personnel

(Unique Programming provided on behalf of the student and support to personnel implementing services)

Extended School Year Services

Specially Designed Instruction

(Implementation of research based instructional practices)

P O

S T S

E C

O

N

D

A

R

Y GO

ALS

IEP Development is a Process

Not an Event

Considerations of Special Factors

Methods of Measurement

(CBM, Direct, Indirect, Authentic Measures)

Reporting Progress

Tran

sitio

n S

ervi

ces

for P

ost S

econ

dary

Goa

ls

7

Page 4

Student Performance Data

Information that demonstrates how the student is performing academically, behaviorally, socially, and functionally. This data assists the ARC in decision-making and development of the IEP for each student.

707 KAR 1:320 § 5 (1), 34 CFR 300.320 (a)(1)

707 KAR 1:300 § 4 (10), 34 CFR 300.304 (c)(4)Page 5

8

Present Levels of Performance

9

The IEP for each child shall include…

A statement of the child’s present levels of academic

achievement and functional performance, including how

the child’s disability affects the child’s involvement and

progress in the general curriculum as provided in the

Kentucky Program of Studies, 707KAR3:303, or for

preschool children, as appropriate, how the disability

affects the child’s participation in appropriate activities.

707 KAR 1:320 §5 (7)(a), 34 CFR 320 (a)(1)

Page 7 10

Key Present Level Concepts

• Adverse Effect• Baseline Performance• Commensurate with Similar Age Peers• Educational Performance• Needs or Concerns• Need Related to the Disability• Present Levels of Academic Achievement• Present Levels of Functional Performance• Relative Strengths

Page 7-911

Key Points of Definition

Non-examples of Baseline Data Sources

Annual Review Baseline Data Sources

Initial IEP Baseline Data Sources

Baseline Performance

Page 5-6, 7-912

13

Key Points of Definition

• Describes the student’s current

• Performance of a skill or strategy

• Measurable terms • Starting point for IEP

instruction

• IEP Progress Monitoring Data• Work samples • Classroom-based assessments

Annual Review Baseline Data Sources

Initial IEP Baseline Data Sources

• Response to Intervention Data• Classroom-based

assessments • Work samples

• Classroom observations

• IQ Scores• Standard scores of

achievement • Doctor’s Diagnosis

Non-examples of Baseline Data Sources

Baseline Performance

Preparation for IEP Development

Review prior to writing the IEP:

• definition of disability• eligibility criteria • characteristics of disability• how disability adversely affects

performance

Page 10

14

Steps for Writing Present Levels

15

1. Identify the student's grade level standard

Using KCAS

Using Stude

nt Performance Data

3. Check "Performance commensurate with similar age peers" if performing within the peer range

4. Describe: a. relative strengths, b. needs or concerns, c. baseline performance for each need or concern

For Each Prese

nt Level Area

5. Describe how the student's performance affects involvement and progress in the general curriculum

Using the

Present

Level State

ments

Page 10-11

Practice Present Levels Process

16

1. Identify the student’s grade level standards

Using KCAS

17

2. Determine the student’s educational performance using student performance and baseline dataa. academic performanceb. functional performance

Using student Performance

Data

18

3. Check “Performance commensurate with similar age peers” if performing within the peer range

4. Describe: a. relative strengths, b. needs or concerns, c. baseline performance for each need or concern

For each Present Level

Area

19

5. Describe how the student's performance affects involvement and progress in the general curriculum

Using the Present Level

Statements

20

Consideration of Special Factors

21

Consideration of Special Factors

*Consistent with Present Levels….

1. Behavior Impedes Learning2. Limited English Proficiency3. Blind or Visually Impaired4. Communication Needs5. Deaf or Hard of Hearing6. Assistive Technology

707 KAR 1:320 § 5 (2), 34 CFR 300.324 (a)(2)

Page 28

22

Behavior Special Factors

23

Behavior• The student’s behavior impedes his/her

learning or that of others

• This question applies to students with any category of disability

• Decisions are data-driven

• Develop strategies to address the behavior

Page 28

24

The ARC develops strategies, including positive behavioral interventions to address this behavior.– Functional Behavior Assessment and

Behavior Intervention Plan– behavioral contract– social skills instruction

25

Behavior

LEP Special Factors

26

Limited English Proficiency• For a student with Limited English Proficiency

(according to Kentucky LEP Definition), the ARC considers – the language needs from the student’s English

Learner Program Services Plan as related to the student’s disability

• This question applies to students with any category of disability.

• This question does NOT pertain to a non-verbal student or a student using a form of sign language

Page 28

27

Blind or VI Special Factors

28

Blind or Visually Impaired

• Is instruction in Braille needed?

• Is the use of Braille needed?

• Will Braille be the student’s primary mode of communication?

Page 28-29

29

Communication Special Factors

30

Communication

For students with communication needs, the ARC addresses the student’s language and communication needs in the areas of

– stuttering– impaired articulation – language impairment– voice impairment – delayed acquisition of language, or – an absence of language

Page 2931

Deaf or HI Special Factors

32

Deaf or Hard of Hearing

For a student who is deaf or hard of hearing, consider:

– the student’s language and communication needs and

– opportunities for direct communication (with peers and professional personnel) in the student’s language and communication mode

Page 29-3033

Assistive Technology

34

Assistive Technology

• For students who need assistive technology the ARC must determine the type(s) of device(s) and/or amount of services needed.

• This question applies to students with any category of disability.

707 KAR 1:280 §1 (4), 34 CFR 300.5Page 30

35

Statement of Devices/Services

If Yes is marked to any of the special factor questions, include a statement of services and or devices:

– Specially Designed Instruction– Supplemental Aids and Services– See Behavior Intervention Plan – Other (Specify)

36

Measurable Annual Goals, Benchmarks/Short-Term

Objectives

37

Annual Goals

38

Measurable Annual Goals

A statement of measurable annual goals, including academic and functional goals designed to:– Meet the child’s needs that result from the child’s disability

to enable the child to be involved in and progress in the general curriculum as provided in the Kentucky Program of Studies, 704 KAR 3:303. or for preschool children, as appropriate, to participate in appropriate activities; and

– Meet each of the child’s other educational needs that result from the child’s disability.

707 KAR 1:320 § 5 (7)(b)(1-2), 34 CFR 300.320 (a)(2)(4) 707 KAR 1:320 § 5 (7)(b), 34 CFR 300.320 (a)(2)(i)(B)

Page 3139

Annual goals are statements of anticipated results to be achieved in a calendar year or less as determined by the ARC. Annual goals are not written to restate the content standards, but should specify skills for the student to acquire that will promote accessing the general curriculum and aid the student in meeting achievement standards.  The IEP is not intended to reflect the student’s entire curriculum.  The IEP should promote learning of skills that students need to develop which will advance greater mastery and understanding of the general curriculum content and build student independence.  

Annual goals are directly related to the student’s disability and pertain to needs described in the present levels.  Goals are focused on bridging the gap from where the student is (baseline) to where the student needs to be (goal) and address both academic and functional skills. Copying and pasting a standard from the KCAS into a student’s IEP without including the components of the goal will not suffice as a measurable annual goal. 

40Page 31

Annual goals are statements of anticipated results to be achieved in a calendar year or less as determined by the ARC. Annual goals are not written to restate the content standards, but should specify skills for the student to acquire that will promote accessing the general curriculum and aid the student in meeting achievement standards.  The IEP is not intended to reflect the student’s entire curriculum.  The IEP should promote learning of skills that students need to develop which will advance greater mastery and understanding of the general curriculum content and build student independence.  

Annual goals are directly related to the student’s disability and pertain to needs described in the present levels.  Goals are focused on bridging the gap from where the student is (baseline) to where the student needs to be (goal) and address both academic and functional skills. Copying and pasting a standard from the KCAS into a student’s IEP without including the components of the goal will not suffice as a measurable annual goal. 

41Page 31

Annual GoalsARE ARE NOT

42

Annual GoalsARE

• Anticipates results in one year

• Specifies skills • Promotes access • Promotes learning of skills • Advance mastery &

understanding of content• Relates to disability • Link to Present Levels• Bridges gap • Skills and Strategies

ARE NOT• Copied and pasted

standards• The entire curriculum

43

. Annual goals

Goals focus on bridging the gap from where the student is (baseline in present levels) to where the student needs to be (goal) relative to identified KCAS academic skills and the appropriate functional skills

44Page 31

Steps for Writing Measurable Goals

Page 34 -35

45

1. Identify the grade level standards that all students are expected to know and be able to do

Using the

KCAS 2. Identify the student's current educational performance (baseline instructional level

Using the

Present Levels 3. Prioritize

the skill area(s) that will have the greatest impact

Prioritize

4. Write measurable annual goals to include:

Audience

Behavior

Circumstance

Degree/ Criterion

Evaluation/ Method of Measurement

Write

Components of an Annual

Goal

Audience

Behavior

CircumstanceDegree/

Criterion

Evaluation/

Method of Measurement

Components of Measurable Annual Goals

46Page 31-32

47

Components of an Annual

Goal

Audiencestudent’s name

Behavior* explicit statement of what the student will do

* observable behavior can be measured, seen, heard, counted, or timed

Circumstancethe instructional materials or circumstances used to teach and assess/measure the stated behavior

Degree/

Criterion* the expected rate of growth within 12

months * includes the

frequency of data collection

Evaluation/

Method of Measurement

how the implementer measures the

student progress toward reaching

each goal

Components of Measurable Annual Goals

44Page 31-32

Annual Goal TemplateAudience Behavior Circumstance Degree/Criterion Evaluation/Method of

Measurement

Student’s name Observable – See, Hear, Count, Timed Description of instructional materials or circumstances used to teach and eventually assess/measure stated behavior

How well the student must perform the skill, and the frequency student will be assessed.

How the implementer measures student progress (ex. tool, resource, assessment).

A B C D E

Goal Statement:

48

Example 1 - Joey

Audience Behavior Circumstance Degree/Criterion Evaluation/Method of Measurement

Student’s name

Observable – See, Hear, Count, Timed

Description of instructional materials or circumstances used to teach and eventually assess/measure stated behavior

How well the student must perform the skill, and the frequency student will be assessed.

How the implementer measures student progress (ex. tool, resource, assessment).

A B C D E

Joey will produce the /s/ and /z/ phonemes

When reading aloud a 3 to 5 word phrase, using words selected from his classroom curriculum

Correctly

In all positions of words

8 out of 10 trials for 3 consecutive weekly therapy sessions.

Direct Measure Frequency count within conversational speech sample

Direct Measure Probes – accuracy rate - pronunciation following prompt

Goal Statement:Joey will correctly produce the /s/ and /z/ phonemes in all positions of words when reading aloud a 3-5 word phrase using words selected from his classroom curriculum in 8 out of 10 trials for 3 consecutive weekly therapy sessions.

Example 2 - SamAudience Behavior Circumstance Degree/Criterion Evaluation/Method of

Measurement

Student’s name Observable – See, Hear, Count, Timed

Description of instructional materials or circumstances used to teach and eventually assess/measure stated behavior

How well the student must perform the skill, and the frequency student will be assessed.

How the implementer measures student progress (ex. tool, resource, assessment).

A B C D ESam will construct a

sentenceWhen given a picture prompt

by touching the correct words/pictures on a touch screen computer

Relevant to a given topic

With at least 3 words

80% accuracy across 3 out of 5 sessions

Direct Measure:Checklist, Anecdotal Recording

Authentic Assessment: Compilation of work samples

Goal Statement:Given a picture prompt, Sam will construct a sentence, relevant to a given topic, with at least three words, by touching the correct words/pictures on a touch screen computer with 80% accuracy across 3 out of 5 sessions.

Example 3- Roland

Audience Behavior Circumstance Degree/Criterion Evaluation/Method of Measurement

Student’s name Observable – See, Hear, Count, Timed

Description of instructional materials or circumstances used to teach and eventually assess/measure stated behavior

How well the student must perform the skill, and the frequency student will be assessed.

How the implementer measures student progress (ex. tool, resource, assessment).

A B C D E

Roland will write a paragraph When given a writing prompt Clear, coherent

with appropriate punctuation and verb tense

to the proficient level on 3/5 assignments

Indirect Measure -scoring rubric

Authentic - Portfolio

Goal Statement: When given a writing prompt, Roland will write a clear, coherent paragraph with appropriate punctuation and verb tense to the proficient level on 3/5 assignments as measured by the scoring rubric.

Methods of Measurement

52

Process for Selecting Methods of Measurement

Methods of Measurement is how the implementer

measures the student progress toward each goal.

• Provide date of measurement • Provide objective measurement or description of the behavior(s) or

skill(s)• Provide for regular and frequent data collection• Require a short amount of time for recording information• Promote analysis of performance over time• Provide for individual student data collection• May involve student in data collection and analysis

53Page 36-37

Methods of Measurement

Four general methods of measurement usedfor Progress Monitoring are:

– Curriculum Based Measurement– Direct Measures– Indirect Measures– Authentic Assessment

54Page 36-37

Benchmarks and Short Term Objectives

55

Benchmarks and Short Term Objectives

• Benchmarks are increments of learning which demonstrate progress toward the annual goal.

• Short Term Objectives are intermediate steps which break annual goals into discrete skill components. Like an annual goal, a short term objective consists of five components:

– Audience– Behavior– Circumstance– Degree/Criterion– Evaluation/Method of Measurement

Page 3956

Construction of Benchmarks and Short Term Objectives

• Subcomponents of the whole • Discrete skills within the whole• Gradual increase in level of mastery or

competence• Gradual increase in complexity of

circumstance • Gradual decrease in supports

57Page 39-40

Practice Writing Annual Goals Benchmarks/Short-Term

Objectives

58

59

1. Identify the grade level standards that all students are expected to know and be able to do

Using the KCAS

2. Identify the student's current educational performance (baseline instructional level)

Using Present Levels

3. Prioritize the skill area(s) that will have the greatest impact

Using Curricular Documents

4. Write Measurable Annual Goals to include:a. Audienceb. Behaviorc. C ircumstancesd. Degree/Criterione. Evaluation/Method of Measurement

Using the prioritized sub-skill areas

Annual Goals Related to Transition

63

Annual Goals related to Transition Service Needs

For students who are 16 or older, the ARC must determine which postsecondary goal, (as written on the transition page of the IEP), the annual goal supports:

Mark “Education/Training” if the annual goal will enable the student to meet the postsecondary goal for education/training

Mark “Employment” if the annual goal will enable the student to meet the postsecondary goal for employment

Mark “Independent Living” if the annual goal will enable the student to meet the postsecondary goal for independent living

707 KAR 1:320 § 7 (2)(a)(1-2), 34 CFR 300.320 (b)

Page 4264

Reporting Progress to Parents

65

Progress Report to Parents

An IEP shall include a statement of: When periodic reports on the progress the child is

making toward meeting the annual goals, (which may include the use of quarterly or other periodic reports concurrent with the issuance of report cards) will be provided.

707 KAR 1:320 § 5 (13)(b), 34 CFR 300.320 (a)(3)(ii)

Page 43

66

Specially Designed Instruction

67

Specially Designed Instruction Specially-designed

instruction (SDI) means adapting, as appropriate, the content, methodology, or delivery of instruction to address the unique needs of the child with a disability and to ensure access of the child to the general curriculum included in the Program of Studies.

707 KAR 1:002 § 1 (58), 34 CFR 300.39 (b)(3)

707 KAR 1:320 § 5 (8), 34 CFR 300.320 (a)(4)Page 44

68

Supplementary Aids Services

69

Supplementary Aids and Services Are…

Aids, services, and other supports that are provided in regular education classes or other education-related settings to enable children with disabilities to be educated with non-disabled children to the maximum extent appropriate

707 KAR 1:002 § 1 (61), 34 CFR 300.42

707 KAR 1:320 § 5 (8), 34 CFR 300.320 (a)(2)(4)

Page 4570

IHE Linking the SDI/SAS, Annual Goal and Present Level Activity

71

Assessment Accommodations

72

Assessment Accommodations

Regulation Revision• Until 703: KAR 5:070 Inclusion of Special Populations in State

Required Assessment and Accountability Programs is revised and approved, districts continue to use the regulation and training materials dated February 12, 2009.

Page 46

73

Program ModificationsSupport for School Personnel

74

Program Modifications Support for School Personnel Support to meet the unique needs of the child may

include…Specialized Training◦Use and maintenance of specialized equipment

Use of school time ◦Shared planning time

Use of school staff◦Additional adult supervision (note when &

where)

Page 48 75

Least Restrictive Environment

76

Least Restrictive EnvironmentLeast Restrictive Environment is the maximum extent appropriate,

students with disabilities

 IEP • “extent to which the student will not participate in regular

education” • the “location” of the special education and related

services

Conference Summary/Action Notice • acceptance or rejection of placement options Considered and

Reasons for Acceptance and Rejection • potential harmful effects

707 KAR 1:350 §1(2)(3) 34 CFR 300.115

Page 49

77

Special Education Services

78

Special Education Services

An IEP shall include the projected date of the beginning of the services and modifications listed on the IEP and the anticipated frequency, location (whether regular or special education), and the duration of the services and modifications.

707 KAR 1:320 § 5 (12), 34 CFR 300.320 (a)(7)

Page 51

79

Related Services

80

Related Services (on the IEP)

Related services are those transportation and developmental, supportive, or corrective services which are needed by a student with a disability to benefit from special education. Related services complement and supplement the Specially Designed Instruction provided to the student.

707 KAR 1:002 § 1 (51), 34 CFR 300.34707 KAR 1:320 § 5 (12), 34 CFR 300.320 (a)(7)

Page 5381

Examples of Related Services TransportationPsychological

servicesCounselingParent

education InterpretingOrientation

and mobility

Occupational therapy

Physical therapyRecreational

therapySpeech and

language therapyTravel training

707 KAR 1:002 § 1 (51), 34 CFR 300.34 707 KAR 1:320 § 5 (12), 34 CFR 300.320 (a)(7)

82

ESY

83

Extended School Year Services

Specially designed instruction and related services that are provided to a child with a disability beyond the normal school year in accordance with the child’s IEP at no cost to the parents.

707 KAR 1:280 §1 (26) 34 CFR 300.24

Page 55

84

Postsecondary Transition

85

Postsecondary Transition In the child’s 8th grade year or when the child has reached

the age of 14, and in alignment with the child’s Individual Learning Plan (ILP), or earlier if determined appropriate by the ARC, the IEP for a child with a disability shall include a statement of the transition service needs of the child under the applicable components of the child’s IEP that focus on the child’s course of study

The statement is updated annually

Focuses on the child’s course of study

707 KAR 1:320 §7 (1)

Page 57-60

86

Postsecondary Transition Services

By the child’s 16th birthday, the IEP includes appropriate measurable postsecondary goals

Postsecondary goals are updated annually

Postsecondary goals are based upon age appropriate transition assessments related to training, education, employment, and, where appropriate, independent living skills

IEP also includes the transition services (including course of study) needed to assist the child in reaching those postsecondary goals

Includes transition services provided by the school

Includes, if appropriate, the interagency responsibilities or any needed linkages

707 KAR 1:320 §7 (2)(4)(5)

Page 57-6087

Age of Majority

88

Age of Majority At least one year prior to the student reaching the

age of majority, the IEP includes a statement that the student and parent have been informed of the student’s rights and that the rights will transfer to the student upon reaching the age of majority.

Enter the date that the student and parent were

informed, making sure to do so at an ARC meeting at least one year prior to the student’s 18th birthday.

707 KAR 1:320 § 5(14), 34 CFR 300.320 (c) 

Page 61

89

Progress Reporting

90

Purposes of Progress Reporting

• Measure and report progress toward goals

• Guide instructional decisions and make adjustments

• Provide data on student performance

• Determine the effectiveness of instructional services

• Determine current level of learning/behavior/performance

• Provide data for the reevaluation process

• Determine if the student continues to meet eligibility for special education AND need specially designed instruction

91Page 62

Progress Reporting Data Collection Cycle

• Initial Eligibility

• Development of IEP

• IEP Implementation

• Continuous Progress Monitoring

92Page 62

Data Collection System Essential Elements

1. Review annual goals and benchmarks/short-term objectives

2. Transfer information from the IEP Goals to the monitoring system

3. Draw an aim line from the baseline to the criterion

4. Collect Data

5. Analyze Data

6. Make data-driven adjustments, as needed

7. Communicate progress93

Page 63

IEP Examples ActivityPutting It All Together

94

95

Next Steps