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
41
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
58
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
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