Doing It Better and Easier: School Year 2012-2013

Learning Objectives Identify tips and specific strategies to create a high quality Individual Education Program (IEP) as an instructional document to meet the needs of students with disabilities. Develop an IEP section by section to include specific information and effectiveness of past interventions regarding a student's individual needs. Develop measurable annual IEP goals and benchmarks to support access to the general education curriculum.

General Considerations (Section 7) Student Strengths: Information describing multiple strengths which includes academic, social, and independent functioning and/or student interests. Academic: Jon can recognize Dolch word vocabulary. He can count up to 100 Social: Jon is well liked and age appropriate with his peers. He is able to socially participate with his peers without any peer conflicts... Independent Functioning: Jon is able to independently complete his classroom tasks with one physical prompt. When he finishes his task, he will notify the staff. Student Interest: Jon is very handy. He is interested in building things

Section 7: Academic Needs Academic Needs: Specific information and effectiveness of past interventions are provided regarding academic needs and skill acquisition. THIS IS NOT A LAUNDRY LIST Jon has difficulty with reading fluency and comprehension. He is unable to recognize more than 15 Dolch words on the 1 st grade level or sound out the words independently. Therefore, using word attack strategies has been successful and pre- reading to identify unknown words has been successful. Using audio text has been helpful to assist in comprehension. However, we will continue to work on his reading fluency and comprehension. Remember: Area of Academic Need with Skill (s) + Measurable Data (when available) + Interventions

Section 7: Preferred Learning Style What is the students learning style? It can consist of visual, auditory, kinesthetic, or combination of styles. Jons learning style is combination of auditory and kinesthetic. He will benefit from a multi- modal, multi-sensory approach. He is not sensitive or resistant to any one method, but since he struggles with reading, he will be more apt to benefit from other senses for input.

Section 7: Assessments Classroom/curriculum based and/or other assessment results include an analysis of student strengths and weaknesses. If included, district/state test results provide scores, date, and narrative description of strengths and weaknesses. Curriculum Based: Pablo had the following scores for the Brigance Inventory of Basic Skills subsections in June 2012, which reflect the followingHe demonstrated a strength in math reasoning; this category was his highest score. District/State: Identify current assessment within one year. Must include narrative description of strengths and weakness. Use ISAT, PSAE, or IAA results. Describe where the student falls on the band of scores (i.e., Pablo is 10 scale score points away from meeting standards in Reading).

Section 7: Developmental/Functional Needs Specific information and effectiveness of past interventions are provided regarding social/emotional, physical, behavioral and/or independent functioning needs. Describe how the student is managing daily activities to participate in the general education setting. Jon requires his daily schedule to be successful in the general educational setting. He requires support from the social worker to address the most prominent behavior concerns. He has a behavior management system in order to target his undesired behaviors, such as Pablo interacts very well with his peers socially. Unfortunately, sometimes he talks out of turn and interrupts his classmates. He is working on becoming more self-aware of his environment and learning more appropriate pragmatic skills in conversation

Section 7: Relevant Transition Information Consideration of transition from one LRE setting to another is documented and describes the current LRE setting and what has and has not been effective in the past. This section may also include other transitions such as within the school, subject to subject, elementary to high school, or post high school.

Sample Relevant Transition Information Johnnie is able to transition independently within the school, between classes, and LRE settings. (Transition) The team has used a written schedule, peer buddy system, extended time, SRA and Harcourt reading interventions. Explicit teaching and differentiated lessons allowing for a multi-modal approach has been utilized to assist with developing mastery of the fifth grade curricula. (Strategies to increase access) He is removed from the general education setting for 38% of his school day. Johnnie has been making gains in his language arts through his participation in Read 180 and the Tier Two interventions of SRA and Harcourt leveled readers in his balanced literacy program. (LRE decision) To increase Johnnies participation with his non-disabled peers, he will participate in ______________ during________________; ________ times per (week, month, quarter, or year) for _________ minutes per session to develop (should be related to the deficit).

Section 7 (continued) Language and Cultural Considerations: Indicate language spoken at home by the student and family. Discuss the cultural background and its potential impact. Communication Needs: Do not leave this section blank. In a narrative tell how the student is communicating, whether or not he/she is receiving Speech and Language services. Jon is able to verbally communicate his wants and needs with assistance, prompting, and choices. He receives speech and language services for Amy is able to communicate in an age appropriate manner with peers and adults. Medical Concerns: Only if the nurse is invited should this section be completed.

Section 10: Accommodations and Modifications Accommodations and modifications are specifically selected to address the student's academic needs and learning style. Must stay consistent with the section 9 Area of Needs. The A/Ms allows students to access the general curriculum and other learning materials and activities and to demonstrate what they have learned Some additional ideas not listed but you can write in Other: 1) Study guides, outlines, and copies of notes 2) Vocabulary flashcards 3) Open note or open book quizzes 4) Reduce number of questions or arrange in multiple choice 5) Allow for alternative forms of presentation (visuals, digital) to assess 6) Provide math equations, formulas, and charts to aid in problem solving

Section 10: Accommodations and Modifications for Low Incidence Students Token Economy with First Then Routines Interactive Visual Schedules Social Stories Video Modeling Activities coupled with Visual Supports Work Break Routine Tiered Work System Using Graphic Organizers for Problem Solving Reducing Language during Periods of Frustration Sensory Supports (compression vests) Calming Area/Sensory Area

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Academic Achievement refers to your students performance in academic areas. Identifies how your students strengths and weaknesses affect academic performance. Expands on academic information provided in Section 7 by describing student's strengths and needs that relate to the goal(s) and benchmarks. For students 14 or older, transition goal(s) and benchmarks are included. Information gathered from standard scores, percentile ranks, age and grade equivalent scores on tests and assessments. Areas of Development: All parts of a school day where a student receives a grade. Reading or language arts Art PE Music Career classes World Languages Math Science History 14 What is Present Level of Academic Achievement? CCSSPLAAFPGOAL BENCH- MARKS

(Manuel is a third grade student.) Per classroom assessments, Manuel is able to spell, in isolation, first grade level words with 90% accuracy, second grade level words with 70% accuracy and grade level words with 40% accuracy. When using words in written sentences Manuel demonstrates a decline in accuracy of approximately 10% when using second and third grade level words. Manuel met his goal from the previous year which required him to begin sentences with a capital letter and to end them with proper punctuation with 90% accuracy. Per analysis of Manuels writing portfolio, he does not demonstrate a consistent understanding of other rules of capitalization or punctuation i.e. when to capitalize proper names and proper nouns or when to use quotation marks to indicate dialogue. Per analysis based upon school-wide rubric, Manuel writes in paragraph formation (he indents and uses appropriate spacing), however he does not understand the concept of the writing process (prewriting, drafting, revising, etc.) or how to develop paragraphs that contain a main idea and supporting details or essay organizational structure (introduction, body, conclusion). Manuel would benefit from using separate graphic organizers for the three different types of writing opinion, informational/explanatory and narrative. Utilizing graphic organizers would enable him to document his thoughts as well as verbally brainstorm thoughts and ideas. Per both classroom assessments and upon analysis and review of Manuels writing portfolio, Manuel is able to consistently identify one supporting detail, but struggles with identifying additional details. In addition, he exhibits a great deal of difficulty with crafting informational/explanatory and narrative texts. When writing an informational/explanatory piece, Manuel consistently identifies his topic verbally, but struggles to translate it in writing. Manuel struggles with narrative pieces, especially when required to develop texts that require her to use imaginative thinking because she struggles with the abstract and would prefer to refer to text. 15 Sample Present Level of Academic Achievement for Writing Goal CCSSPLAAFPGOAL BENCH- MARKS

Manuel is a eighth grade student at Montefiore Special Education Center. Manuel currently receives a C and a D in English and Mathematics special education classes due to academic skills and behaviors during class activities. Why is this PLAAFP shorter than the previous example? 16 Sample Present Level of Academic Achievement for Social Emotional Goal CCSSPLAAFPGOAL BENCH- MARKS

Functional is a term that generally refers to skills or activities that are not considered academic or related to a students academic achievement. Expands on functional information provided in Section 7 or day to day behaviors that may impact progress on the goal(s) and benchmarks. Used in the context of routine activities of everyday living. For students 14 or older, transition goal(s) and benchmarks are included. Areas of Development: Daily living or self-help skillsdressing, eating, toileting, etc. Social skillsmaking friends Behavior Sensory skillshearing, seeing Communication skillstalking Mobilitygetting around in school and the community Vocational skillsworking 17 What is Present Level of Functional Performance? ILSPLAAFPGOAL BENCH- MARKS

During reading/language arts class Manuel is often one of the first students to complete written assignments. Typically, Manuel does not ask for assistance from the teacher. If seated with a group, he still will not ask for assistance or clarification, but if one of his peers asks a question se will listen to the question and will respond attentively. Manuel uses word banks that are provided for him and visual models such as a reference sheet. Manuel will look back in a book or story to get ideas. Manuel responds well when the instructor uses a scaffolding approach for new and developing skills. Manuel is comfortable responding spontaneously through verbal means, but utilizes avoidance techniques when asked to read aloud his written responses to the class. 18 Sample Present Level of Functional Performance (Writing Goal) ILSPLAAFPGOAL BENCH- MARKS

Manuel is currently struggling to make positive decisions when engaging in social situations during his lunch period, during passing periods in the hallway and after school when exiting the building. Manuel will act out verbally toward peers, often threatening peers and yelling obscenities at least 2 out of 5 days per week. Manuel often engages in verbal altercations when he feels disrespected by peers or feels pressured by them to participate in their activities. Additional adult supervision has not been successful during these times as Manuel will engage in verbal altercations with the staff member. Manuel has had some insight as to what provokes his verbal altercations during social and unstructured times as she can identify individuals who anger him. In class activities that involve peer group work or sharing materials to complete tasks, Manuel is often be unable to work with peers to share responsibilities for a group task and make decisions as a group member without engaging in verbal altercations at least 2 times per week. When approached by staff during these times, Manuels verbal outbursts escalate and he will verbally attack the staff member. Providing choices at the beginning of the activity and assigning roles for group activities has proven helpful for Manuel. Why is this PLAAFP longer than the previous example? 19 Sample Present Level of Functional Performance (Social Emotional Goal) ILSPLAAFPGOAL BENCH- MARKS

Other Considerations Includes additional factors that may impact progress on the goal(s) and benchmarks AND Does Not: 1) Reference the student's disability as reason for justification. 2) State the student cannot access the general education curriculum. List information here that is helpful for a teacher to know (e.g., easily distracted, needs frequent repetition of concepts, impulsive).

Other Considerations Example: Manuels behaviors impact his performance at school when he is disciplined for acting out throughout the building. This causes him to miss out on instruction in the classroom. During the last 5 weeks, Manuel has missed at least 7 class periods and 2 full days of school due to being in the discipline office, speaking with the counselor or being suspended.

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Goals describe what your student can be expected to do or learn within a 12-month period and are designed to: Enable your student to be involved in and make progress in the general education curriculum Meet each of your students other educational needs that result from the students disability 23 What are Goals? CCSSPLAAFPGOAL BENCH- MARKS

SMART Goals & Objectives SSpecific MMeasurable AAction words RRealistic/relevant TTime-limited I Include Strategy 24 CCSSPLAAFPGOAL BENCH- MARKS

Specific Goals Target areas of academic achievement and functional performance Include clear descriptions of the knowledge and skills that will be taught Define each skill in measurable terms 25 CCSSPLAAFPGOAL BENCH- MARKS

Measurable Goals Measurable means you can count or observe it. Allow parents and teachers to know how much progress your student has made since the performance was last measured. With measurable goals, you will know when your student reaches the goal. Do not just use minimum or maximum assistance 26 CCSSPLAAFPGOAL BENCH- MARKS

Action Words Three components that must be stated in measurable terms: Direction of behavior increase, decrease, maintain, etc. Area of need reading, writing, social skills, communication, etc. Level of attainment without assistance, at x% rate, trials, etc. Use action words: The child will... 27 CCSSPLAAFPGOAL BENCH- MARKS

Realistic & Relevant Goals Assist the students access and make progress in the age appropriate curriculum. Are not solely based on district curricula, state or district tests, or other external standards. 28 CCSSPLAAFPGOAL BENCH- MARKS

Time-limited Goals What does your student need to know and be able to do after one year of special education services? What is the starting point for each of your students needs (present levels of academic achievement and functional performance)? Enables you to monitor your students progress at regular intervals. 29 CCSSPLAAFPGOAL BENCH- MARKS

Strategies and interventions in goals Goals should be specific about strategies to help the student meet the expectations. Basic examples of some interventions can be found in the OSS Resource Manual for Substitute Teachers More specific examples can be found at www.interventioncentral.org www.cast.org/teachingeverystudent www.cast.org/teachingeverystudent http://www.ssawikipage2011.wikispaces.com 30 CCSSPLAAFPGOAL BENCH- MARKS

Where do we begin when developing a goal aligned to the Common Core State Standards? 1.Unpack the Common Core State Standards to become familiar with the academic expectations outlined. 2.Analyze standards across grade level spans to determine the skills that must be mastered within the life span of the IEP. 3.Analyze data and other information gathered from IEP team members to develop the Present Level of Academic Achievement and Functional Performance (PLAAP) in the context of the CCSS. 4.Determine academic and/or functional need in this new context. 5.Develop goals that address academic and/or functional needs with the understanding that, in some cases, to meet the unique needs of all students, several goals should be crafted. 6.Cross check goals and benchmarks against the CCSS to ensure that the goals that have been developed address the needs of the student. 31 CCSSPLAAFPGOAL BENCH- MARKS

Manuel in the context of the CCSS Review the CCSS for Writing across the grade level span Text Types and Purposes Production and Distribution of Writing Research to Build and Present Knowledge Range of Writing Gather baseline data that speaks to the expectations of the standards 32 CCSSPLAAFPGOAL BENCH- MARKS

Sample ELA Goal Aligned to the CCSS IEP Goal: When given a variety of writing prompts (opinion, informative/explanatory and narrative writing) related to texts read or topics discussed in class, Manuel will utilize the writing process (prewriting, drafting, revising) to provide a written response that (a)introduces the text or topic to convey his thoughts, (b) includes main ideas, (c) supporting evidence, (d) use of sentences that link words and phrases or signal event order and adjectives/action words and (e) has an organizational structure that includes an introduction, body, and conclusion on 8 out of 10 attempts using strategies such as scaffolding instruction, graphic organizers for brainstorming thoughts and ideas, visual models of paragraph structure, and word banks. 33 CCSSPLAAFPGOAL BENCH- MARKS

Sample Social Emotional Goal IEP Goal: Manuel will apply good decision making skills by demonstrating positive interactions with peers and staff through utilizing calm-down breaks, identifying anger triggers and appropriate responses to peer conflict in academic and social situations in 8 out of 10 attempts. 34 CCSSPLAAFPGOAL BENCH- MARKS

Benchmarks: Benchmarks: The steps to reaching the goal Breaks the annual goal down into specific smaller components and/or skills and identifies strategies and/or interventions that will be used to teach the identified skills Establishes expected measurable performance levels that are monitored quarterly to determine progress Contain action words to define how the student will complete component or skill Are realistic Time limited- monitored quarterly to determine progress 35 ILSPLAAFPGOAL BENCH- MARKS

CCSS ELA Elementary Benchmarks Example: Benchmark 1: When given a short answer prompt about texts read in class, Manuel will verbally state his opinion or topic, complete a graphic organizer that identifies the topic or opinion and supporting details from the story to support his thoughts, then using a visual model of paragraph structure develop a paragraph of at least five sentences on 8 out of 10 attempts. Benchmark 2: When given a short answer prompt about texts read or topics discussed in class, Manuel will verbally state his opinion or topic, complete a graphic organizer that identifies the topic or opinion and supporting details from the story to support his thoughts, then using a visual model of paragraph structure develop a paragraph of at least five sentences including a sentence that links least two thoughts together on 8 out of 10 attempts using word banks, graphic organizer, visual model of paragraph structure and scaffolding instruction. Benchmark 3: When given a writing prompt about texts read or topics discussed in class, Manuel will discuss these with a group of peers, then produce a written document with an organizational structure (introduction, body, conclusion) that consists of three paragraphs with five well developed sentences each that include linking ideas or signal event order and adjectives and/or action words (at least one per paragraph), along with the topic, supporting details such as definitions, facts, or reasons signaling use of strategies such as graphic organizers and a visual model of organizational structure on 8 out of 10 attempts using scaffolding instruction, reference charts, graphic organizer and word banks. 36 ILSPLAAFPGOAL BENCH- MARKS

Sample Social Emotional Benchmarks: Benchmark 1: Manuel will take 'calm-down' breaks: by identifying when he is getting too tense, excited, or angry; when to take a short break away from the setting or situation until they have calmed down sufficiently; how long the student needs to take a calm- down break; and identifying an adult or location to take a calm-down break in 7 of 10 attempts using such strategies as verbalization or journaling. Benchmark 2: Manuel will actually identify Anger /Defensiveness triggers by identifying peers who trigger defensive responses, identifying situations that trigger defensive responses; identifying times when he becomes more defensive; and identifying places where he has had repeated defensive responses in 7 out of 10 attempts. Benchmark 3: Manuel will demonstrate an appropriate range of responses with such strategies as peer interactions by learning how to negotiate with peers about assignments or work expectations; learning how to request some 'leeway' on assignment or classroom expectations (as an acknowledgement of the life- or situational stress that they might be experiencing); learning non-stigmatizing ways to get academic help, support in the classroom when peer interactions break down and learning how to walk away or use non-escalating language to interact with peers in 7 out of 10 attempts. 37 ILSPLAAFPGOAL BENCH- MARKS

Diagram of Goal Writing= Paragraph Writing

Turn and Talk Turn and talk with the nearest group to compare, review and discuss the following goals using these guided questions: Do they meet the criteria for SMART(I) goals? Do the goals address the deficit area discussed in the PLAAFP? Can you implement this goal and progress monitor the results?

Important IEP Components to Consider: Most student deficits include social emotional and independent functioning needs: goals should be developed If an FBA is warranted- then goals to support the interventions should be developed Communication & social goals are not only for SW and SLP to create Revise goals at any time if goal is not met or student is making progress past the quarterly period The importance of collecting data on goals- otherwise its strictly your opinion Maintain a minimum of 80% accuracy Special factors- list items within school for assistive tech Special factors- list specific details in need for paraprofessional support and connect to in

Sample Goal 1

Sample Goal 2 Malik will be able to comprehend a broad range of reading materials.

Sample Goal 3 Determine the main idea of a text; recount the key details and explain how they support the main idea.

Sample Goal 4 By using pre-reading strategies such as previewing reading materials, making predictions, composing questions, and using an outline (with sentence starters) Andy will be able to strengthen his short term / working memory/verbal reasoning skills while building a solid base of knowledge of assigned text that will guide him through his reading and help her retain important information (such as key ideas) and comprehend what is read with 70% success.

Sample Goal 5 Using strategies such as prewriting and creating graphic organizers along with visual aids such as wall posters and visual/auditory prompting Andy will strengthen his attention and concentration while composing well- organized and coherent writing for specific purposes and audiences with 70% success.

Sample Goal 6 Given 5-10 items, Jimmy will apply word analysis skills (e.g., phonics, word patterns) to recognize new words, through the use of graphic organizers, wall charts, and other visual aids, with 65% mastery.

Learning Objectives Identify tips and specific strategies to create a high quality Individual Education Program (IEP) as an instructional document to meet the needs of students with disabilities. Develop an IEP section by section to include specific information and effectiveness of past interventions regarding a student's individual needs. Develop measurable annual IEP goals and benchmarks to support access to the general education curriculum.

48 Determining Instructional Setting: Making the LRE Decision AccommodationsModifications Specialized Instruction Develop Student Outcomes Where do we want the student to be? What we expect the student to know and be able to do ? Identify Supports and Services Needed to Address Areas of Need What services does the student need to address each specific area of need? Identify Specific Areas of Need In what areas does the student need additional supports in order successfully reach their outcomes? Discuss and Analyze General Consideration What has worked in the past? What has not worked? Where is the student now? Discuss the following for each Area of Need: 1. Will the student be successful with the services and supports provided in the general education setting? 2. Will the additional supports and services identified by the team enable the student to be successful in the general education classroom? 3. Will the benefits of the general education classroom outweigh the benefits of a more restrictive setting? 4. Determine amount of time required in separate setting to meet students needs 5. Once you have completed steps 1 through 4 for each Area of Need, add up all Areas of Need to determine LRE for the student. No Accommodations Making the LRE Decision: How can the identified services and supports be implemented in the least restrictive environment?

49 Determining Instructional Setting: LRE Decision Tree* 1. Will the student be successful with the services / supports provided in the general classroom? 2. Would the additional supports / services identified by the team enable the student to be successful in the general education classroom? No Yes No Yes Setting is General Education Classroom Setting is General Education Classroom 3. Will the benefits of remaining in the general classroom outweigh the benefits of a more restrictive setting? No Setting is General Education Classroom Yes Separate classroom up to 20% Separate Classroom 21-60% Separate Day School Residential School Less RestrictiveMost Restrictive Separate Classroom 60% & above 6. Add all Areas of Need to determine LRE for the student. Start Here for Each Area of Need 4. Determine amount of time required in separate setting to meet students needs 5. Is there another Area of Need? Yes Repeat Steps 1 through 4 for next Area of Need No

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Doing It Better and Easier: School Year 2012-2013