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Developing Quality IEPsUpdate for Administrators

Accommodations and Modifications for Students with Disabilities Project

Learning Systems Institute, Florida State University

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MTSS Problem-Solving Steps

1. Problem Identification:

What’s the problem?

2. Problem Analysis:

Why is it taking place?

3. Intervention Planning and Implementation:

What are we going to do about it?

4. Response to Instruction/Intervention:

Is it working?

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Alignment with IEP Components

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?

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IEP Team Membership and Roles

• Parent or guardian• General education teacher - • Special education teacher or service provider• LEA – administrator or his/her designee• Individual who can interpret the instructional

implications of the evaluation results • Student, as appropriate• Others, as appropriate

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General Education teacher

Caution:• Parents may give prior consent for the gen. ed.

teacher not to attend if the teacher provides written input for the IEP meeting.

• It should not be a school wide practice to get parents to give this consent and to have only input from the general education teacher.

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The IEP Team Process• Preparing for the IEP meeting

– Gathering relevant data to share– Drafting selected parts of the IEP– Pending Approval IEPs should be given to program specialists

two weeks prior to meetings so that they can be reviewed for QIEP and compliance before the teacher meets with the parents.

– Preparing parents and student for participation – the pending approval IEPs can/should be shared with parents prior to the meeting

• Active involvement and collaboration at the meeting– Alternatives to parent attendance

• Procedural safeguards

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IEP Components

Special Education Services and Supports

Annual GoalsShort-Term Objectives or Benchmarks (if applicable)

Present Levels of Academic Achievement and Functional Performance

In a quality IEP, all components are clearly aligned.

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Present Level of Academic Achievementand Functional Performance

Present level statements contain comprehensive and understandable information about the student's needs related to the disability that is based on data from a variety of sources across applicable domains/transition service areas.

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Present Level of Academic Achievement and Functional Performance

• The student's strengths• What the student currently can do – Baseline data on specific skills

• How the disability affects the student's involvement and progress in the general curriculum or participation in appropriate activities

• The student's educational needs

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Alignment with IEP Components

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?

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Step 1: What's the Problem?

• Determine the gap between what is expected of a student at a current age or grade level and the current performance of the student.– Review information about student progress to identify

general areas of concern and strengths.• In relation to what is expected of general education

students at the same grade level.• ESE teachers need to have an understanding of general

education requirements– Then investigate each area of concern to pinpoint

specific needs.

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Step 2: Why Is It Taking Place?Determine the effects of the disability and identify educational needs resulting from the disability. Example:

Unable to hear and use

conversational speech

Needs to learn how to effectively

communicate with peers and

adults using total communication

Effect of Disability Educational Need

Takes 50% more time than peers to complete written assignments with word prediction

software

Needs extended time (50% more than peers) to

complete assignments and

assessments

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Quality Indicator: Annual Goals

Measurable annual goals describe the behaviors and skills that will enable the student to achieve in the general education curriculum or participate in age-appropriate activities, based on the student's need(s) reflected in the present level statement.

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Measurable Annual Goals: Three Parts

1. Observable behavior: An explicit, observable statement of what the student will do

2. Conditions: The tools, situation, or assistance to be provided

3. Mastery criteria: Acceptable performance (how well the student must perform) includes frequency and schedule for data collection

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Developing Quality IEPs

Part 3: Services and Supports

The services and supports included in the IEP are what the individual student needs to attain annual goals and be involved and make progress in the general curriculum in the least restrictive environment.

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Tier 3 vs. ESE

• Tier 3 is not synonymous with ESE services • ESE services are those specialized

instructional services the student requires to access and make progress in the general education curriculum.

• ESE services should never be less intensive than the Tier 3 interventions the student receives in general education.

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Understanding Responsibilities

• All teachers and other service providers involved with the student 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 coaching– How 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 systematically– According to documented “level of intensity”

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

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Monitoring Student Progress

Identify the measurement procedures• Check the annual goals– What conditions are required?– What specific assessment methods/tools will be

used? – What are the mastery criteria and schedule?

• Make a plan– When will student be assessed? – Who will interpret results?

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Reporting Progress to Parents

• Indicate what data were collected, with a description of the student’s progress.

Goal met Excellent, anticipate goal will be met Satisfactory, anticipate goal will be met Insufficient, at risk of not meeting goal

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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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Alignment with IEP Components

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?