QUALITY IEP-ELEMENTARY

FACILITATIVE IEP

LOGISTICS WELCOME / INTRODUCTIONS OUTCOMES GROUND RULES AGENDA OVERVIEW UNDERSTANDING FUNCTIONS and ROLES DATA and EVIDENCE DEBRIEF ACTION PLAN

CREATING AN AGENDA

LOGISTICS –Welcome/Outcomes/Agenda Overview/Ground Rules

Strength and Challenges Annual IEP BREAK Data and Evidence Debriefing Action Plan

AGENDA

DAY 1 DAY 2 Welcome/Introductions Logistics Compliance Updates Quality IEP MTSS Student Performance

Indicators Assessments

Summative Formative

PLEP Strengths Affect of Disability PENS

Debrief

PLEP Recap Measurable Annual

Goals/Benchmarks Alignment of PLEP and

Goals/Benchmarks Activity Supports and Services IEP

Implementation/Review Debrief

OUTCOMES

Follow a systematic problem-solving process to: Write the major components of a quality IEP

PLEP Measurable Annual Goals and

Benchmarks Special education services and supports

Plan for quality implementation, progress monitoring, and revision of the IEP

6

GROUND RULES

  Take responsibility for your own learning Honor time limits Participate by sharing your own

experiences Listen and consider the opinion of others Be willing to experiment with new ideas

and techniques Be respectful and keep your texting to a

minimum

COMPLIANCE UPDATES

2014-2015

SERVICE ANIMALS

ON SCHOOL

PROPERTYM-DCPS POLICY 8390

Service AnimalsCanine Equine

“Service animal” pursuant to 28 C.F.R. §3S.104, means any dog that is individually trained to do work or perform tasks for the benefit of an individual with a disability, including a physical, sensory, psychiatric, intellectual, or other mental disability.

The work or tasks performed by a service animal must be directly related to the individual's disability.

Other species of animals, whether wild or domestic, trained or untrained, are not service animals for the purposes of this definition.

The Americans with Disabilities Act (ADA) defines a miniature horse as a service animal if it has been individually trained to do work or perform tasks for the benefit of the individual with a disability.

In addition to training, health and safety considerations, the following additional considerations must be given before approval: the type, size and weight of the horse

and whether the facility can accommodate those features

whether the handler has sufficient control of the horse

whether the horse is housebroken whether the horse's presence in a

specific facility compromises legitimate safety requirements that are necessary for safe operation

Examples: assisting individuals who are blind or have low vision with

navigation and other tasks alerting individuals who are deaf or hard of hearing to the

presence of people or sounds providing non-violent protection or rescue work pulling a wheelchair assisting an individual during a seizure alerting individuals to the presence of allergens retrieving items such as medicine or the telephone providing physical support and assistance with balance

and stability to individuals with mobility disabilities helping persons with psychiatric and neurological

disabilities by preventing or interrupting impulsive or destructive behaviors.

Service Animals for Students

The student's need for and use of the service animal must be documented in writing in the student's:

Individual Educational Plan (IEP) Section 504 Plan Cumulative file

Required Documentation Prior to a service animal being allowed to accompany a

student the following is required:

Written determination that the student will be allowed a service animal in school by IEP / 504 team in current IEP or Section 504 Plan, or in student's cumulative file by a school staff team designated by the Principal if the student does not have a current IEP or 504 plan

Current satisfactory health certificate or report of examination from a veterinarian for the service animal

The school shall not, however, require documentation that the animal has been certified, trained or licensed as a service animal

Level II criminal background check for the handler pursuant to Policy 8475 if the handler is not the student.

SENATE BILL 850

Overview for the 2014-2015 school year implementationSenate Bill 850

Florida Personal Learning Scholarship Accounts Program

-Standard Diploma with Scholar or Merit designation-Certificate of Completion-Deferment of receipt of standard diploma

Middle grades requirements /Early Warning Indicators

Career and Professional Education

Strengthen accountability and delivery of services

Florida Tax Credit Scholarship Program

Florida College System institutions will establish a collegiate high school program

PLSA

Diploma Options

EWS

CAPE

Juvenile Justice

FTC

FCS

STANDARD DIPLOMA (SCHOLAR OR MERIT) CERTIFICATE OF COMPLETION

• A parent of a student with a disability, in collaboration with the IEP team, must declare by the age of 14 and no later than the first IEP to be in place when the student attains the age of 16 intent to pursue a standard diploma and a Scholar or Merit designation or a certificate of completion.

Diploma Options

•A student who does not meet the requirements for a standard high school diploma will be awarded a certificate of completion.

MODEL COMMUNICATION PLAN

DHH & DUAL SENSORY

SENATE BILL 1108JULY 1st, 2013

Senate Bill 1108

This bill provides mechanisms for increased parental

involvement and specifies school and program

accountability requirements.

TAP -2013 Legislation – Senate Bill 1108

Section 1002.20, Florida Statutes (FS), K-12 student & parent rights

Section 1003.57,FS,Exceptional students instruction

Section 1012.585, FS, Process for renewal of professional certificates

Section, 1003.5715, FS,Parental Consent

Section 1003.572, FS,Collaboration of public & private instructional personnel

Section 1008.212, FS,SWD, extraordinary exemption

New Compliance Documents

FM #6881 – Parental Consent for Alternate Assessment

and Access Point Curriculum FM #7054 – Parental Consent to Place a Student in

an Exceptional Student Education Center

FM #7513 - 1002.20F.S., Prohibiting School District Personnel from Discouraging Parents/Guardians from Inviting Another Person of their Choice to a Meeting –

FLDOE State Appropriation for Full-Time Student (2014-2015)

QUALITY IEPJULY 1st, 2013

25

A reference for all who participate in the IEP process

Required and suggested practices for IEP development and documentation

26

Chapter Elements

Organization of Content Quality Indicators Requirements Compliance Self-Assessment Standards Explanations, Suggested Practices, and Examples Additional Information and Resources

Appendices Rules and Statutes, Domain Descriptors, Sample

IEPs

Quality IEP Manual

What is a Quality IEP?27

A Quality IEP (PAGES 9-11) Is in compliance with all requirements

of federal, state, and district laws and regulations

Reflects decisions based on active and meaningful involvement of members of the IEP team Provides a clear understanding of

Student educational needs and expected outcomes

Special education services and supports

FEDERAL LAW

• IDEA

STATE LAW

• FLORIDA STATUTES• FLORIDA

ADMINISTRATIVE CODE

DISTRICT

LAW

• ESE Special Programs & Procedures (SP&P)

• LEA Handbook

Federal – State – District Law

IDEA Requirements29

Schools must provide each eligible student with a disability an individualized educational program that: Is designed to meet the unique

educational needs of the student Addresses academic performance

and functional needs Enables the student to be involved

and make progress in the general curriculum

30

Florida’s Multi-Tiered System of SupportsRtI Model ACADEMIC SYSTEMS

Tier 3: Intensive, Individualized

Monitoring Students who need

individualized interventions.

Tier 2: Targeted, Supplemental

Monitoring Students who need more

support in addition to the core curriculum.

Tier 1: Core, Universal MonitoringAll students, including students who require

curricular enhancements for

acceleration.

BEHAVIOR SYSTEMS

Tier 3: Intensive, Individualized

Monitoring Students who need

individualized intervention.

Tier 2: Targeted, Supplemental

Monitoring Students who need more

support in addition to school-wide positive behavior program.

Tier 1: Core, Universal Monitoring

All students in all settings.

MTSS Alignment with IEP Components31

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?

IEP Components32

Special Education Services and Supports

Measurable Annual Goals Measurable Annual Benchmarks (if

applicable)

Present Levels of Academic Achievement and Functional Performance

In a quality IEP, all components are clearly aligned

STRENGTHS & CHALLENGESIndividual Educational Portfolio

STUDENT INFORMATION

Demographic Information Attendance/ Tardy History Grade History Previous Schools Test Data/Comparison Data

Student Performance

Indicators (SPI)

SPI- General/Test Information

School Attendance History

Cumulative Florida Comprehensive

Assessment Test (FCAT 2.0)

Florida Alternate Assessment (FAA)

Achievement of Student Achievement of

Populations

Periodic Monitoring Curriculum Based

Assessment Checklists

SUMMATIVE FORMATIVE

Assessment in the Age of Accountability

40

Sources of InformationUse current, objective data from a variety of sources

Academic Achievement• State assessments (FCAT,

FCAT 2.0, FAA)• End-of-Course (EOC)

Assessments• District achievement

assessments• Report cards and progress

reports• Curriculum-based and

progress- monitoring assessments (RtI)

• Diagnostic assessments• Work samples and

observations

Functional Performance• Discipline and

attendance records• Functional behavioral

assessments• Reports of motor and

sensory proficiency• Speech and language

evaluations• Observations/anecdotal

records• Interviews with teachers,

parents, and the student

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Adding Assessments

Click Assessments tab (Blue bar)

Click Add Assessment (Bottom of page)

Developing

Quality IEP

Ch.4 Pg: 50-

51

Customized Assessment

In the Subject

Area, type in

Behavior, Academics

etc.

Scroll down to Custom Assessment and type in the name of the tool used.

43Assessments

Click “Text Description” under the Scores Recorded column.

Click on Update the Database Then go to Assessments tab again (Blue bar) Find the assessment entered and click on

Log. Input the date it was administered and the

score/text description. Click on update and return to IEP Process

Step 1: What's the Problem?44

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.

Then investigate each area of concern to pinpoint specific needs.

What is the Format? Strength Statement

Related to the area of concern and domain Current student performance based on

data Overall statement ("Based on…") Followed by supporting statements with

specific information and sources Name the assessments and dates

Effect of disability/needs Statement How disability affects learning and

behavior Need for special education services and

supports

45

PLEP

Click here to begin

the self-directed Quality

IEP

Present Levels of Academic, Development and Functional Performance

Parents have a number of roles in the IEP

process. Parents can provide first hand

information about the strength of their child.

Developing Quality

IEP Ch.2 Pg: 14

Step 2: Why Is It Taking Place?

48

For each area of concern, analyze factors that may be affecting student performance Curriculum and instruction

(standards, instructional methods and materials)

Environment (barriers and supports) The effect of the student's disability

Step 2: Why Is It Taking Place?49

Determine the effects of the disability and identify educational needs resulting from the disability.

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

Strengths and Abilities Affects of the Disability

Make sure it is individualized

Interpret provided data State what the student

is currently able to do in: Reading, Math and Written Communication

Written in understandable language, include words that are measurable and be instructionally relevant.

Make sure it is individualized

Interpret provided data State what the student is

currently unable to do in: Reading, Math and Written Communication

Written in understandable language, include words that are measurable and be instructionally relevant.

Strength Statement Affect of Disability

Based on FAIR results FM is able to read multisyllabic words and identify the missing word in a simple sentence. Reading comprehension and fluency fall within the normal range. He demonstrated strength in his basic phonetic skills. Quality and fluency of his written expression are of average quality.

Based on Interim Assessment results FM is able to perceive sequential patterns or relationships in figures or numbers. He is able to add and subtract single digit numbers.

Based on FCAT(3/11), FM was only able to answer 3 out 16 questions pertaining to reading application/ main idea. FM has a limited vocabulary but receptively is able to understand simple commands. He has a poor ability to formulate and define words.

Based on FCAT (3/11), FM is experiencing difficulties in the area of measurement and geometry/spatial sense. He is struggling to perform basic mathematical calculations. Difficulty solving mathematical problems that involve practical situations and that demand good problem-solving

FM has an odd pencil grip based on teacher/OT observation. Difficulty completing paper and pencil tasks, such as spelling.

Curriculum and Learning Environment orInstruction

Strength Statement Affect of Disability

Based on teacher documented observation and FM is able to follow simple verbal commands. He is able is to continue his work with constant praise. Based on teacher observation, his power of attention was described as being of better than normal quality.

Based on documented teacher observation and counselor reports FM exhibited problems that are typically not disruptive but cause personal discomfort. His anxiety levels appeared somewhat elevated and therefore needed to be monitored. When faced with a difficult task he squints his eyes and brows and begins a whining sound, in particular when the task is timed. FM is withdrawn and does not respond within a group setting.

Social/Emotional Behavior

Priority Educational Need (PEN) This component is developed from the

impact of disability statement(s).  It states the skill areas that need to be

addressed for the next 12 months.  It is the direct link from PLEP to

Measurable Annual Goals.

DAY 2

Step 3: Measurable Annual Goals55

What specific knowledge, skill, or behavior does the student need to learn to be involved and make progress in the general curriculum?

What does the student need to learn to meet other educational needs that result from the disability?

How will student progress be monitored to determine the effectiveness of the intervention and support?

Measurable Annual Goals:

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)

56

Conditions

Describe conditions, such as tools, assistance, situation, etc., under which the skill or behavior will be performed or used Given a (visual timer, large-print book,

etc.) Using a (communication device, checklist,

etc.) Without prompting In three academic classes/when eating in

the cafeteria

57

Mastery Criteria

Accuracy 90% accuracy; 9 out of 10 items

correct Duration (time)

Stays on task for 10 minutes Speed/Rate

With fluency of 85 words correct per minute

Within two minutes

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Other Mastery Criteria

Timeframe (period of time) Over five consecutive assignments Over three consecutive weekly probes

Distance Travels independently for 50 yards

Set of required characteristics Score at least four out of six on the district

writing rubric Complete all steps in a 10-step process on

the job

59

Cautions for Using Percent or Number of Items correct

Does it make sense? Cross the street safely four out of

five times

Is it reasonable? Exhibit appropriate behavior 90%

of the time

60

Measurable Annual Goals: Examples

Given a five-paragraph third-grade reading passage, Sam will correctly state the main idea and three supporting details over five consecutive trials.

61

Behavior: State the main idea and three supporting details

Conditions: Given a five-paragraph third-grade reading passage

Criteria: Correctly, over five consecutive trials

Annual Measurable GoalsEnglish Language Acquisition Skills in Reading

Given a grade level passage, the student will identify the main idea in writing by answering “wh” questions in English 8 out of 10 questions.

After listening to a grade level passage, the student will orally recount 3 key details in English in 4 out 5 opportunities.

Using the ESOL strategy of highlighting 3 key details in a grade level passage, the student will write 1 to 2 sentences to explain how they support the main idea over 5 consecutive trials.

Make It Measurable63

Specific The action, behavior, or skill to be measured Tells what to measure and how to measure it

Objective Yields same result no matter who measures it

Quantifiable Numerical or descriptive information that can be

compared to baseline to calculate progress

Clear Understandable by all involved

Bateman & Herr, 2003

Benchmarks

Benchmarks are required for students with disabilities who take alternate assessments

They may be written for other students with a disability

Major milestones that describe the expected student performance level during specific time periods in the year

64

Benchmarks

At least two per annual goal Provide a path student will take to

attain the goal Link the present level statement

(baseline) and annual goal Align with the annual goal (not repeat) Guide instructional strategies

65

Measuring and Reporting Progress

Assessment Procedures: Teacher Developed Checklist or Chart Test(s): Teacher and/or Standardized Student Work Product Interview Graded Work Sample Curriculum-Based Assessments Documented Observation Other:

66

How often will progress be reported?

Things to Remember:67

State the specific skill or behavior the student is expected to master as a result of specially designed instruction

✔ Write an expository essay with five paragraphs

✗ Express ideas in writing

Avoid including multiple skills in one goal

Avoid restating the curriculum or standards

Avoid naming commercial materials or programs

Step 3: Intervention Planning and Implementation

68

What type of intensive, individualized intervention will be provided? Special education services and related

services What type of support?

Classroom and testing accommodations Program modifications Supplementary aids and services Support for school personnel

When? Where? How often?

Accommodations

Changes in HOW a student accesses information and demonstrates performance

Classroom accommodations are provided in instruction and assessment activities in the classroom Presentation Response Setting Scheduling

An accommodation does not change the outcome; instead it provides the student with alternate ways to demonstrate knowledge and skills

Classroom Accommodations

Changes to Presentation: The way instruction is

provided Response: How student responds to

assignments and assessments Setting: Physical setting, grouping,

behavioral expectations, classroom management procedures

Scheduling: Time demands (amount, structure, or schedule)

70

Accommodations

Click on Classroom

Accommodations to enter the

accommodations screen. Choose

from the list provided or

Customize a goal to meet the

student’s needs.

Selecting Accommodations

Developing Quality

IEP Ch.7

Pg: 108

Selecting Classroom Accommodations

Questions to Consider What instructional and assessment tasks are

difficult for the student to do independently? Are these difficulties documented in the present level statement?

Why are these tasks difficult for the student? What accommodations will allow the student to

access the information and demonstrate performance of the tasks?

How will the IEP team know if the accommodation is effective?

73

Accommodations

Type of accommodations or supports that enable participation in the general education program or in other settings in activities with non-disabled students.

May include adapted materials and specialized equipment, such as: Large-print textbooks Recorded materials Assistive technology Sign-language interpreters

Program Modifications and Classroom Accommodations

Changes in what a student is expected to learn

May include changes to content, requirements, expected level of mastery

75

Modifications Accommodations Changes how a

student accesses information and demonstrates performance

Classroom/testing accommodations

Accommodations Unique Accommodations Extraordinary Circumstances FCAT and EOC Waivers

Assessments and Students with Disabilities

Do You Know the Difference? Supplementary aids and services

Provided in regular education classes or other education settings

Related services Provided to enable the student to benefit

from special education services

77

Related Services

Services that the student needs to benefit from special education services.

Speech and/or Language Services Physical and/or Occupational Therapy School Health Services Counseling Transportation

Related Services

Developing

Quality IEP

Ch.7 Pg: 103

INCLUSION

Inclusion is the practice of educating all students together, students with disabilities and students

without disabilities regardless of their abilities

and readiness.

Inclusion = CONSULTATION or COLLABORATION

 

SERVICES ALWAYS TAKE PLACE IN THE GENERAL EDUCATION CLASSROOM

  Frequency documented on the IEP reflects the time that

the ESE teacher is providing DIRECT Services to the student.

CONSULTATION – PROFESSIONAL TO PROFESSIONAL SPED EMS LOG REQUIRED

  

 

Inclusion = CONSULTATION or COLLABORATION

COLLABORATION – SUPPORT FACILITATION or CO-TEACHING

SUPPORT FACILITATION DIRECT SERVICES TO STUDENT (A PORTION OF THE SCHEDULED

PERIOD) PROFESSIONAL TO PROFESSIONAL SPED EMS LOG REQUIRED 

CO-TEACHING DIRECT SERVICES TO STUDENT (THE ENTIRE SCHEDULED PERIOD) PROFESSIONAL TO PROFESSIONAL LESSON PLANS BETWEEN GENERAL EDUCATION TEACHER and ESE

TEACHER IS THE LOG

Inclusion: To Log or Not to Log That is the question?

Supplementary Aides and Services

Consultation: No direct

SPED services(NEEDS

LOG)

Collaboration: Direct

SPED services for

specified time

(NEEDS LOG)

Collaboration:

CO-TEACHING: Direct and full time

SPED services(NO LOG)

Supplementary Aids and Services

Developing

Quality IEP

Ch.7 Pg: 106

Step 4: Is it Working?85

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.

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.

86

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?

87

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

88

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

89

Reporting Progress to Parents

Present data in easy-to-understand visual formats, depicting performance over time. Use graphs and easy-to-understand charts.

Provide additional information, such as written narratives or documented phone calls or conferences.

90

Reviewing the IEP

The IEP must be reviewed at least annually and revised to address Any lack of progress toward annual

goals or in the general curriculum Results of reevaluation Information about the student provided

to or by parents Student’s anticipated needs Other

91

Amendments to the IEP

Generally, the entire team revises the IEP at a regular IEP meeting

The IEP may be amended after the meeting If parent and school district agree and

develop a written document that amends the IEP

The entire team must be informed of changes

92

Wikispaces

www.wikispaces.com

Follow-Up Activity

Write a Present Level Statement using one of your current students.

Curriculum and Learning Social/Emotional Independent Functioning Communication

94

Quality IEP

Carmen Molinaris&

Katherine Jimenez