the next step: iep planning - tn live workshop ppt - final.pdf · the next step: iep planning ......

The Next STEP: IEP Planning Preparing for effective participation in Individualized

Education Program (IEP) meetings

a brighter future for children with disabilities www.tnstep.org

1

http://www.tnstep.org/

STEP: who we are & what we do

a brighter future for children with disabilities 2

STEP, Inc. is a not for profit organization serving families who have children and youth with disabilities, ages birth through 26.

Support and Training for Exceptional Parents, Inc. administers and partners on: Tennessee’s Parent Training & Information Center (PTI) TN Department of Education Family & Youth Information and Involvement (FYI) The State Personnel Development Grant (SPDG)

Our services are funded by: Grants from the US Department of Education, Office of Special Education

Programs through Part D of IDEA Tennessee Department of Education grants Donations, Foundations, and Fund Raising Events.

Our Mission


To empower parents through information, training and support to become effective partners with

professionals in planning appropriate educational programs for their children.

Our Services


• Trainings across TN

• Webinars and electronic information

• One on One Assistance – Phone and In Person

• IEP/504 Preparation – Record Review and Strategy Planning

• Some attendance at IEP/504 meetings

• Letter writing help

• Referral to other agencies

• Information and awareness events/conferences

• Conflict resolution assistance – Communication strategies, building relationships, training on procedural safeguards

We provide statewide support, information, and training to parents of

children with disabilities, professional development services to school

districts, and information to youth with disabilities.


Growth for

all students, every year

Faster growth for those students

who are furthest behind

Tennessee Department of Education Beliefs:

Instructionally

Appropriate

Individualized

Education

Program

Course Outcomes

Setting the stage

1. Defining “special education”

2. What can an IEP cover – the scope of education

3. Planning with the future in mind

Technical details of the IEP

1. Overview - Instructionally Appropriate IEP

2. Where information goes on the IEP

3. What about accommodations?

Examples and practice

1. Parent concerns

2. Measurable annual goals

Preparing for the IEP meeting

1. Frequently asked questions

2. Tips for IEP participation

3. Importance of parent involvement


Setting the stage

Defining “Special Education”

Congress finds education can be made more effective by having high expectations…in order to meet developmental goals and, to the maximum extent possible, the challenging expectations that have been established for all children…to lead productive and independent adult lives.

IDEA 601(c)(5)(A)(i-ii)


IDEA defines special education as “specially designed instruction” 300.39 (a) o At no cost to the parents (except fees that are normally charged to

nondisabled students or their parents as part of the regular education program)

o Adapting, as appropriate to the needs of the child, the content, methodology, or delivery of instruction

TN Department of Education defines specialized education: o Most Intensive Intervention on a continuum of services o An intervention --- not a place o Specially designed instruction

Education

Academics

Behavior

Functional Skills

“Unique Needs”

The Scope of Education

Consider:

• health & safety

• communication

• organizational

skills

• activities of daily

living

• self-help

• social skills

• self-esteem

• time management

• sensory needs

• developmental

milestones

a brighter future for children with disabilities

Setting the stage What is the purpose of the IEP and IEP Planning?

The purpose of IDEA is “to assist children with disabilities to meet developmental goals, and, to the maximum extent possible, the challenging expectations that have been established for all children… and to prepare students for further education, employment and independent living”.


The IEP is the tool designed to help families and school personnel plan for the future success of children with disabilities when they exit public education.

Technical details of the IEP Overview: Instructionally Appropriate IEP

• Present Levels of Educational Performance

– PLEP-Foundation of IEP

– States how student’s current functioning impacts them on grade level standards

• Measurable Annual Goal

– MAG-Directly linked to data from PLEP

– Tied to specific area of deficit

• Accommodations/Assessments

– Accommodation use based on need identified in PLEP

• Interventions

– Tied to Measurable Annual Goal (Specific area of deficit/need)

• Related Services

– To assist student to master the IEP goals

• Placement Decisions

– Where can the student best learn the skills


Technical details of the IEP Where information goes in an IEP

This section is a page by page review of the IEP document.

Please refer to the sample IEP in your training packet and/or your own child’s IEP.



Date Current IEP is in Effect:

From: 12/05/2014 To: 12/05/2015

Addendum Annual

Primary Disability:

Secondary Disability:

Intellectual Disability

None

Re-evaluation of Eligibility Date:

10/04/2016

14 a brighter future for children with disabilities

Medical Information: Sue has a history of seizures and a seizure protocol

is on file that are staff are to be trained on and follow.

Student’s Strengths


Non-Descriptive Example Descriptive Example

Sue is no problem at school. Sue is polite, respectful and gets along with her

peers. She is willing to participate and likes to be

asked to help with errands and to assist the

teacher or her peers. She demonstrates

motivation and following directions.

Joey is a very polite child and his

peers seem to like him.

Joey is able to comprehend text on a 5th grade

level. He especially likes stories about sports. He

also enjoys being outside with his friends and

gets along very well with adults and peers. He is

very visual and excels in basketball.

Donna is a very strong willed young

lady.

Donna has strong organizational skills and

decision making skills. She is extremely

motivated when work involves using the

computer.


Parent concerns

Your turn to practice!


Non-Descriptive Example Descriptive Example

Joey’s parents have

concerns with his reading.

Joey’s parents are very concerned with his

reading fluency skills. While he comprehends

text at grade level, his reading fluency remains

two grade levels behind his peers. Joey’s

parents would like to see more communication

about his classroom and RTI progress sent home

so that they can help Joey retain the skills that

he is being taught at school.

Describe the concerns of the parents regarding their student’s education:


Sue’s ability to master regular classroom academic objectives is markedly delayed. Once Sue has been introduced to skills/content in the general education classroom, she requires small group intervention and repetition to master the skill/content. She tries to complete various assignments, but struggles doing basic tasks. She is significantly below grade level in her academics. She also has difficulty with expressive and receptive language which impacts her ability to express her wants and needs effectively. These specific areas of need impact her mastery of standards and age appropriate social skills and affects her involvement and progress in the general education classroom.

Describe how the student’s disability affects involvement and progress in the general curriculum:

This statement is not meant to be used as a means to exclude students with disabilities from general education curriculum or classroom.

Present Levels of Educational Performance (PLEP)

• Use current data to identify the student’s level of performance and describes the unique needs of the student that the IEP will address.

• Information for PLEP’s can come from a variety of sources – Results from classroom tests

– Individual evaluations

– Observations by teachers and parents

– Input from related service providers

– Knowledge from outside (private) evaluators

• Describes what the student can do and what they cannot do – Student’s strengths

– Areas student struggles with



Present Levels of Educational Performance (PLEP)

.

Source of Information Language/Cognitive Communication Assessment

Area Assessed Speech/Language Communication

Date 11/07/2014

Exceptional Yes/No Yes

Present Level of Performance: Sue’s articulation has improved and her speech is generally understandable. She struggles with communication skills such as communication exchange; following a topic, changing topics, and use of age appropriate language. Date Administered: 11/07/2014 * EXCEPTIONAL YES/NO (REQUIRED): Yes

Source of Information Occupational Therapy Screening

Area Assessed Fine motor skills

Date 11/07/2014

Exceptional Yes/No No

Present Level of Performance: Sue is able to manipulate buttons, snaps and zippers as required for dressing and using back packs. She does not utilize a traditional tri-pod grasp when writing; however, this is not impacting her school work at this time. She is able to write within the lines and uses appropriate size letters and spacing. Her handwriting is legible. Date Administered: 11/07/2014 * EXCEPTIONAL YES/NO (REQUIRED): No

Present Levels of Performance Levels of functioning should, when applicable, include norm-referenced and/or criterion-referenced data, as well as descriptive information of the student’s deficit areas.


Associated Deficit Areas = Areas Assessed on PLEP’s

Types of Associated Deficit Areas

This is not an exhaustive list

Academics

Social-emotional

Language (receptive/expressive)

Adaptive Behavior

Pre-Vocational

Communication

Gross Motor (big movements)

Fine Motor (small movements)

Sensory

Reading Comprehension

Reading Fluency

Math Calculation

Math Problem Solving

Basic Reading

Speech

Transition

Activities of Daily Living


Does the student have limited English proficiency? No If yes, what is his/her primary mode of language?

Is the student blind or visually impaired? No If yes, does the student need instruction in Braille?

Consideration of Special Factors for IEP Development



Does the student have communication needs? Yes If yes, what are they? Functional communication skills deficit in interactions with peers and in the community.

Is the student deaf or hard of hearing? No If yes, did the IEP Team consider: a. the student’s language and communication needs? b. opportunities for direct communications with peers and professional personnel in the student’s language and communication mode? c. necessary opportunities for direct instruction in the student’s language and communication mode?



Is assistive technology necessary in order to implement the student’s IEP? Yes If yes, what is needed? IPad with language apps, spell check, and word prediction software.

Does the student’s behavior impeded his/her learning or that of others? No If yes, the IEP Team has addressed the student’s behavior in the following way(s): □ Functional Behavior Assessment □ Behavior Intervention Plan □ Accommodations □ Goals and Objectives □ Other _________


Measurable Annual Goals and Benchmarks/Short-term Instructional Objectives for IEP and Transition Activities

.

Area of Need: Transition-Vocational Personnel/Position Responsible: Sue/Parent/Sped and Gen Ed Staff

Annual Goal: Given exploration of career option activities for at least 5 different careers, Sue will develop skills necessary to hold a part-time job at the level of “proficient” as measured on the work experience rubric by teacher observation and data collection on 80% of the work experience settings.

Writing Measurable Annual Goals


Dear ____________________:

____________________ was referred for a comprehensive assessment for determination of eligibility and need of special educational services. This referral is based

upon a review of current classroom performance, past educational records, and/or screening information. We are requesting permission to assess your child in order to

provide additional information to help us plan a more effective educational program. Also, as the parent of a child who may be eligible for special education, the Notice

of Procedural Safeguards brochure is being provided for your information.

The reason(s) to request your permission to assess your child is (are):

Things to consider when writing goals: Where will the activity take place? General

education, special education, cafeteria, hallway, playground?

Is the “goal” for this skill to be done independently or with prompts? (Prompt Hierarchy, fading prompts)

How will progress be measured? What will constitute mastery? Goals must be achievable by the IEP end date.

Measurable Annual Goal (MAG) Template:

Given_______(condition/materials/setting/

accommodation), _______(student name) will _______(do what measurable/observable skill/behavior in functional terms), _____(to what extent/how well to determine mastery), ________(# of times/frequency/how consistently), by ________ (how often) evaluated/determined by _____ (measure).


Measurable Annual Goals Activity



One more example

During snack time in the regular education setting, Sam will choose from among 3 food symbols provided on the cover of his communication notebook to request food/drink items from the staff and/or peers, with no teacher or peer prompts for 4 out of 5 days, as measured by teacher observation and data collection.


Measurable Annual Goals Homework

What’s missing?

What About Short-Term Objectives?

– Benchmarks or short-term objectives are no longer required in TN IEPs, except for the students with significant cognitive disabilities who participate in the alternate assessment for accountability (TCAP ALT, Portfolio, or other alternate way to assess what the student has learned).

– Students who do not have short-term objectives will be provided data on progress toward goals measured by progress monitoring tools.

– Students receiving intervention through special education will be progress monitored in their specific area of deficit.

– Communication regarding progress through regular progress reports. – Progress monitoring data will be shared with parents as frequently as non-

disabled peers.

IEP teams can still determine on a case-by- case basis to include short-term objectives.



.

Program Modifications/Supports for School Personnel: Training of data collection form.

o Training on and ability to demonstrate proficiency in using calming techniques for the student.

o Training on assistive technology devices used by the student. o Sensory needs training. o Collaboration with OT on handwriting supports. o Training on seizure or transfer protocols. o Training on a specific disability. o Cultural competency in working with children from diverse

linguistic or cultural backgrounds.


Supplementary Aids/Services and Support for the child: Lunch bunch social skills training curriculum and social skills picture reference guide.

o Communication log between home and school

o Special seating o Large print materials o Sensory seat and fidgets o Weighted vest o Break card o Location tracking wrist band o Foot stool for each desk o Token system and small rewards

Technical details of the IEP What about accommodations?

• Enable students to participate more fully in instruction and assessments and to demonstrate their knowledge and skills

• Provide equitable access during instruction and assessment

• Mitigate the effects of a student’s disability

• Based on individual needs, not on:

– disability category

– English language proficiency

– level of instruction

– program setting

– availability of staff

– amount of time in a general education classroom


Accommodations and Modifications


Accommodation

Graphic organizer

Text to speech with the book

Template for long division

Raised line paper

Calculator

Class lecture notes ahead of time

Completed agenda with homework

expectations

Sensory break “pass”

Picture schedule

Word processor for writing assignments

Shortened assignments

Assignment broken into smaller tasks

Oral assessment for understandings

43

Modification

Partially completed graphic organizer

with fewer links and less complexity

Low level, high interest reading with text

to speech

Simple division facts with pictures,

graphics, manipulative, or number line

Dotted words and letters to trace

Modified rubric for presentation to

include fewer elements and more explicit

understandings

Essential elements from instruction

taught with hands-on materials

Assessed on only a portion of the test or

concept

47

This signature page

is for everyone

who attended the

IEP meeting

AND participated in the

development of the IEP.

You should not see names of

people on this form that did

not attend the IEP meeting.

48

I have been involved

I give my permission

Those who did not attend but

will have an obligation to carry

out services or supports listed

in the IEP.

Ask who is responsible to

inform those who were not

there.

If training is needed, who

will be responsible to

ensure the training is

completed?

Ask for a copy after review

by other teachers is

completed.


Q & A: IEP Team Meeting


o Who calls the meeting? o Upon written request of any member, the IEP team shall be

convened with ten (10) school days to review or revise the IEP or consider the child’s placement. TN Rules 05020-01-09.14

o How often can you have an IEP meeting? o At least one (1) IEP meeting annually. 300.324 o As often as necessary. No limit on the number of meetings.

o Can an IEP be changed without a meeting? o In making changes to a child’s IEP after the annual IEP Team

meeting, the parent of the child with a disability and the public agency may agree not to convene an IEP Team meeting for the purposes of making changes, and instead may develop a written document to amend or modify the child’s current IEP. 300.324 (a)(4)




o Who determines when/where the meeting will be held? o “Each public agency shall take steps to ensure that one or both

of the parents…are present at each meeting or are afforded the opportunity to participate, including notifying parents of the meeting early enough…and scheduling the meeting at a mutually agreed upon time and place.” 300.322 (a) (2)

o How soon before an IEP meeting should I be notified? o The local education agency must notify the parents of a child

with a disability at least ten (10) school days before an IEP meeting to ensure that a parent will have an opportunity to attend. TN Rules 0520-01-09.16 and 300.503




o What is included in the “Invitation to an IEP Meeting”? o Who has to be at a legally convened IEP Team meeting?

o The parents of the child o Not less than one regular education teacher of the child (if the child is, or

may be, participating in the regular education environment) o Not less than one special education teach of the child o A representative of the public agency 300.321

o Other IEP team members who may be included: o An individual who can interpret the instructional implications of

evaluation results o Individuals who have knowledge or special expertise regarding the child o Related services personnel o Whenever appropriate, the child with the disability


Tips for IEP participation


o Be familiar with your son’s or daughter’s disability.

o Know the laws and rights that apply to what you are discussing at the meeting.

o Be familiar with best practices and research based interventions.

o Be prepared to share what works for your son or daughter.

o Gather information of effective teaching strategies from those who have worked with your child.

Preparing for the IEP meeting Tips for IEP participation


53

Before the meeting

To be an active prepared participant ask for copies of items that will be discussed at the meeting:

Evaluations and assessments

Data

Insurance billing information

Progress monitoring

Draft goals/objectives

Review your invitation to the meeting to ensure it includes:

The purpose of the meeting

Who will be attending (by name or by title)

Meeting date selected with my input, location and time of meeting

Are there others that have knowledge of my child that I can invite to attend?

Have I invited them and informed the school they will be attending the IEP meeting?

Are specialists or content experts needed at the meeting? (reading, behavior, communication)

Prepare by reviewing the following:

Current IEP, Draft IEP (if applicable)

All evaluations and records from the school since the last IEP

My list of concerns to present at the IEP team meeting



54

During the meeting

Make sure you know each person at the meeting and their role in the meeting

Note who the LEA Representative is for the meeting

Be confident and positive.

Make all of your points and get responses to each

Practice good communication skills

Ask questions and ask for clarification

Engage all IEP Team members in the discussion.

Ask for breaks as needed

Stick to the topic outlined in the notice of the meeting

Ask for copies of each document that is being discussed or referred to

Focus on closing the achievement gap through high expectations, quality instruction, and appropriate supports

Ask for a person to be designated if the LEA Representative leaves

Has the IEP Team discussed, with my input, the following:

My child’s access and involvement in extra-curricular activities, with needed supports?

Transportation?

Need for Extended School Year (ESY) services?

Placement and related services

Effectively Engaging Team Members

55

o How are the goals you are proposing designed to close the achievement gap between my child and their same age, non-disabled peers?

o What specific specialized instruction and strategies can be put into place to enable my son/daughter to be educated in the general education setting?

o What expertise and experience do the school personnel working with my child have in the area of (name things such as autism, sensory issues, behavior plans, reading interventions)?

o Who else has experience or expertise that might assist the team in any area where more information is needed?



56

Before signing the IEP

Does the IEP:

Address my parent concerns?

Does each area of identified weakness/need have a goal to address it?

Are the goals measurable?

Include appropriate strategies to address the behavior needs of my child?

Include participation with students without disabilities all or part of the day?

Include post-secondary transition plan (if youth is 14 or above)?

List all the modifications and accommodations agreed to by the IEP team?

List all the supports necessary to enable my child to meet the goals?

List supports necessary for the teachers and service providers to carry out the goals?

Review the notes or minutes of the IEP meeting:

Do they accurately reflect the discussion?

Are the agreed on supports and services listed? (“School will” vs. “Parent asked for”)

Other Suggestions:



57

After the meeting

Get a copy of the final IEP

Thank everyone for their participation

Determine when you will receive data on progress toward the IEP goals

Establish any follow-up meeting dates

Additional questions:

Did I receive “prior written notice” for proposed or refused services?




o When must the IEP be implemented? o TN Rules 0520-01-09-.13 “as soon as possible after

completion”

o What if I disagree with the IEP being proposed?

o TN Rules 05020-01-09-.13 “If agreement is not reached, no change in the child’s IEP or eligibility status will be made for fourteen (14) days, in order to afford a parent time to request a due process hearing”.

59

Parents and Families Count!!

The 2004 amendments increase and emphasize the role of parent participation in the education of their children!

Parents have a right to participate fully as equal partners with the school system.

“Each public agency shall take steps to ensure that one or both of the parents…are present at each meeting or are afforded the opportunity to participate, including notifying parents of the meeting early enough…and scheduling the meeting at a mutually agreed upon time and place.”


Preparing for the IEP meeting Importance of Parent Involvement

60

Empowering Families to Ensure A Brighter Future for Children with Disabilities

This is a journey and the STEP staff are available to provide support, information, and training to families and students!

Call 1-800-280-7837 or your regional office

EAST TENNESSEE MIDDLE TENNESSEE WEST TENNESSEE Beth Smith, Regional Coordinator Joey Ellis, Regional Coordinator Derek Flake, Regional Coordinator (423) 639-0125, Ext .17 (615) 463-2310 (901) 726-4334 [email protected] [email protected] [email protected]

MULTICULTURAL COMMUNITY FAMILY EDUCATION SPECIALIST & ENGAGEMENT COORDINATOR (Española) PROJECT ASSISTANT (Española) Patricia Valladares Martha Lopez (800) 975-2919 (901) 726-4334 [email protected] [email protected]

the next step: iep planning - tn live workshop ppt - final.pdf · the next step: iep planning ......

Documents