The IEP Managers Staten Island ISC Janet Blit:

The IEP Managers Staten Island ISC Janet Blit: jblit@schools.nyc.gov
Brooklyn ISC Nick Chavarria: Manhattan ISC Madeline Rochelle: Queens ISC Tanya Smith: 2

Audience Poll # 1 Who is in the audience?
Principal or Assistant Principal Teacher School Psychologist Related Service Provider IEP Teacher or Coordinator Other 3

Facets of the IEP Educational Benefit

WHAT IS THE EDUCATIONAL BENEFIT REVIEW PROCESS?
The intent of a “Free Appropriate Public Education” (FAPE) for students with disabilities is to design individualized instruction with sufficient supports and services to enable the student to receive educational benefit. WHAT IS THE EDUCATIONAL BENEFIT REVIEW PROCESS? Educational Benefit Review Process is a process that will assist in examining & reflecting on the quality of IEP development to increase student access, participation, and progress in the general education curriculum by providing an appropriate education.

Summary of Educational Benefit reflects on the quality of IEP development to increase student access, participation, and progress in the general education curriculum The intent of a “Free Appropriate Public Education” (FAPE) for students with disabilities is: to design individualized instruction with sufficient supports and services to enable the student to receive educational benefit. What is Educational Benefit? Determining if there is a clear relationship between: the identified needs/present levels of performance, annual goals, accommodations/modifications & services/placement (DOES IT ALL CONNECT?) Have changes to annual goals, services/placement been made based on the results of the student’s progress? (HAS THE IEP BEEN WRITTEN/MODIFIED TO MEET THE STUDENT’S CURRENT NEEDS?) Information on the student’s IEP: strengths, needs, annual goals, accommodations & modifications, services/placement & progress compared – looking for patterns over the past 3 years (DOES THE IEP GIVE A CLEAR PICTURE OF THE STUDENT’S PROGRESS THROUGH THE YEARS?) The Purpose of the Educational Benefit Review Process is: to determine whether the design of the IEP was *reasonably calculated for the student to receive educational benefit. *Reasonable Calculation evaluates if the IEP reflects on the student’s present levels of performance, goals, supports & maximize access, participation & progress in the general education curriculum Staten Island Integrated Service Center (ISC)

Present Levels of Performance
Needs & Concerns Goals & Objectives Accommodations & Modifications Services & Placement Progress Toward Goals Was the student’s program reasonably calculated to result in educational benefit? YES or NO?

Educational Benefit Chart/ Focus Transition
Present Levels of Performance Needs and Concerns Annual Goals including Post Secondary Goals (Long-Term Adult Outcomes) Accommodations & Modifications Services and Placements Progress Toward Goals Transition Services Activities to Support Post Secondary Goals (Required for students 15 years and older) Community Integration Education Employment Independent Living Instructional Activities Post High School Independent Living Daily Living Skills/Functional Vocational Assessment

THE STATE EDUCATION DEPARTMENT Focus: Suspension FBA/BIP Review
THE UNIVERSITY OF THE STATE OF NEW YORK THE STATE EDUCATION DEPARTMENT Focus: Suspension FBA/BIP Review Student Name/ID: Disability: Grade Level: IEP Meeting Date: Present Levels of Performance & Management Needs Measurable Annual Goals Progress Toward Annual Goals Supplementary Aids and Services Progress Monitoring of a BIP Services/ Placement Was IEP Adjusted? Social Development: Management Needs: Academic Development: Health & Physical Development: Was the IEP was reasonably calculated to ensure educational benefit to students with disabilities who have behaviors that interfere with learning?

Present Levels of Performance
Needs & Concerns Goals & Objectives Accommodations & Modifications Services & Placement Progress Toward Goals 13 years old 7th grader Comprehension on 5th grade level Weak content area vocabulary 3rd grade decoding skills affect comprehension Written work shows good understanding of structure (i.e. connecting ideas) Weaknesses in grammar and spelling Weak long-term memory affects knowledge of Math facts and problem solving speed Can add and subtract with regrouping Level 1Vocational indicates intent to attend a 4 year college and pursue a teaching career Shows frustration (by putting head on desk and refusing to continue working) when confronted with difficult assignments Weak content area vocabulary 3rd grade decoding skills affect comprehension Weaknesses in grammar and spelling Weak long-term memory affects knowledge of Math facts and problem solving speed Shows frustration (by putting head on desk and refusing to continue working ) when confronted with difficult assignments Using vocabulary enhancement strategies, Susan will increase her content area vocabulary to approach grade level. Using a multi-sensory reading program for multi-syllable words, Susan will improve her decoding skills to approach grade level Using a structured explicit writing program which scaffolds lessons, Susan will write an essay approaching grade level Will use Math fluency strategies to improve knowledge of Math facts and problem solving abilities Using modeling and role playing strategies, Susan will improve her ability to respond appropriately when frustrated Instructional Preview vocabulary in content area reading assignments Make vocabulary pick lists availableMulti-sensory reading program Peer Reader Structured, scaffolded writing program Work with a peer editor on writing assignments Frequent opportunities to assume leadership role in class activities Provide pick list or checklist of steps for problems involving Math computation Use of calculator when leaning more complex processes Modeling Role-playing Chunking assignments into manageable parts Assessment Accommodations: Time and a half Separate location Test read aloud except when it interferes with the construct of the test Directions read aloud 2 more times then the standard number of times provided for all students Special class in community school Counseling 1:40:3 Progress has been noted since last year Progress reports will be filled out 11

Present Levels of Performance Needs & Concerns Goals & Objectives
Accommodations & Modifications Services Placement Progress Toward Goals 13 years old 7th grader Comprehension on 5th grade level Weak content area vocabulary 3rd grade decoding skills affect comprehension Written work shows good understanding of structure (i.e. connecting ideas) Weaknesses in grammar and spelling Weak long-term memory affects knowledge of Math facts and problem solving speed Can add and subtract with regrouping Level 1Vocational indicates intent to attend a 4 year college and pursue a teaching career Shows frustration (by putting head on desk and refusing to continue working) when confronted with difficult assignments Shows frustration (by putting head on desk and refusing to continue working ) when confronted with difficult assignments Using vocabulary enhancement strategies, Susan will increase her content area vocabulary to approach grade level. Using a multi-sensory reading program for multi-syllable words, Susan will improve her decoding skills to approach grade level Using a structured explicit writing program which scaffolds lessons, Susan will write an essay approaching grade level Will use Math fluency strategies to improve knowledge of Math facts and problem solving abilities Using modeling and role playing strategies, Susan will improve her ability to respond appropriately when frustrated Instructional Preview vocabulary in content area reading assignments Make vocabulary pick lists available Multi-sensory reading program Peer Reader Structured, scaffolded writing program Work with a peer editor on writing assignments Frequent opportunities to assume leadership role in class activities Provide pick list or checklist of steps for problems involving Math computation Use of calculator when leaning more complex processes Modeling Role-playing Chunking assignments into manageable parts Assessment Accommodations: Time and a half Separate location Test read aloud except when it interferes with the construct of the test Directions read aloud 2 more times then the standard number of times provided for all students Special class in community school Counseling 1:40:3 Progress has been noted since last year Progress reports will be filled out 12

Frequently Asked Question
Are schools required to complete the Educational Benefit Review chart for every IEP we now write? 13

Facets of the IEP Educational Benefit IEP Meeting Agenda

Sample IEP Meeting Agenda*
Sample IEP Meeting Agenda* 1) Member Introduction: title and role at the IEP Meeting 2) Purpose of IEP Meeting and summary of the IEP team obligations 3) Review of Procedural Safeguards with parent(s) 4) Identification of evaluations and other information for consideration to determine: • whether the student has an identified disability; and • whether the student requires special education services 5) IEP Development • present levels of performance • annual goals • accommodations, if necessary • promotion criteria • diploma objectives/transition • recommended services and level of service delivery 6) Summary of IEP determinations and opportunity for parent to ask questions 7) If the meeting is a subcommittee meeting, inform the parent of their right to request a Full Committee meeting if s/he disagree with the recommendation 8) Next Steps, as necessary (for example, the placement process outlined in Section 7) 9) Finalized IEP to be distributed at the end of the meeting or immediately sent to parent. The date the IEP is provided to parent must be indicated on the Contact Sheet in the student’s file. * This agenda can be found on page 77 of the SOPM.

District IEP Representative
The District IEP Representative is a representative of the school district who is: qualified to provide/supervise the provision of special education; AND; knowledgeable about the general education curriculum; AND; knowledgeable about the availability of district resources. The person serving as the district representative may also fulfill the role of another person on the IEP Team. Important! The principal will designate the individual who will serve as the district representative for IEP meetings held at the school. The Committee on Special Education Chairperson will designate who will serve as the district representative for IEP meetings held at the Committee on Special Education Office. Memorandum: Children First Reforms in Special Education, July 1, 2007, Linda Wernikoff, Executive Director, Office of Special Education

Guiding Considerations for the IEP Meeting
Think of how you would guide the IEP Team to determine the most appropriate LRE setting. Consider the following: Present level of performance Current setting Supports and services that support academic success (i.e. pass courses and demonstrate proficiency on assessments) in subject areas In addition, consider the following: Listening, speaking , reading, writing and thinking skills and strategies required in each of the academic disciplines Options for providing services in the LRE setting Students’ preferences and interests Transition Needs Outside support

SUBCOMMITTEE ON SPECIAL EDUCATION
Annual Review Initials Requested Reviews/Mandated Three-Year Review Full Committee Special Education Teacher/Related Service Provider √ General Education Teacher Parent Student District Representative School Psychologist Not Required School Social Worker *See next slide Parent Member Physician Facilitator Notes √ At least one special education teacher of the student must participate as a member of the IEP team. If the student is receiving special education services, it must be the student’s special education teacher or special education provider. When the student’s only special education services is a related service, the related service provider participates as the student’s special education provider. √ At least one general education teacher must be a member of the IEP Team if the student is, or may be participating in the general education environment. √ The parent must be invited to participate and efforts must be made to select a mutually agreeable date for the IEP meeting; however, the meeting may proceed without the parent provided that documented appropriate outreach was conducted and attempts were made to arrange a mutually agreed upon date and time for the meeting. If the parents indicate that they will be unable to attend and cannot reschedule, they will be informed that they may participate via telephone conference. √ The student may participate when appropriate. Students 14 or older must be invited to participate in IEP meetings where transition planning is or will be part of the IEP. √ The District Representative is a representative of the school district who is: qualified to provide or supervise the provision of special education; knowledgeable about he general education curriculum; and knowledgeable about the availability of district resources. √ The School Psychologist must participate in subcommittee meetings whenever a new psychological evaluation is reviewed, or a change to a service option with more intensive staff/student ratio is considered. The School Psychologist must participate in all Full Committee reviews. √ The School Social Worker may participate in a Subcommittee or Full Committee IEP Meeting if he/she is involved in any aspect of the evaluation process. √ The Parent Member must participate in Full Committee Reviews. The IEP Team must inform the parent(s) of his/her right to have a parent member participate at the IEP meeting itself. Parents must also be informed of their right to decline the participation of the parent member. If the parent opts to decline his/her right for the participation of a parent member, this must be documented in writing in the student’s IEP file. √ A School Physician is also a required participant if the parent, member of the school, or IEP Team member at the Committee makes a request for a physician to attend at least seventy-two (72) hours prior to the IEP meeting. Memorandum: Children First Reforms in Special Education, July 1, 2007, Linda Wernikoff, Executive Director, Office of Special Education

Subcommittee on Special Education
A Special Education Teacher or Special Education Provider must participate as a member of the IEP team. If the student is receiving special education services, it must be the student’s Special Education Teacher or Special Education Provider . When the student’s only special education service is a related service, the related service provider participates as the student’s Special Education Provider The School Social Worker may participate in a Subcommittee or Full Committee IEP Meeting if he/she is involved in any aspect of the evaluation process. The Parent Member must participate in Full Committee Reviews. A School Physician is also a required participant if the parent, member of the school, or IEP Team member at the Committee makes a request for a physician to attend at least seventy-two (72) hours prior to the IEP meeting. Memorandum: Children First Reforms in Special Education, July 1, 2007, Linda Wernikoff, Executive Director, Office of Special Education

Facets of the IEP Educational Biographical Data Benefit IEP Meeting
Agenda Biographical Data Recommendations and

We urge schools to combine the 3-year-review (Tri) (if applicable) and the annual review, by moving the IEP Meeting up to the earlier compliance date, when possible. An IEP may be amended only after an annual review meeting. (See SOPM Pages 13, 72-73) Check this box to indicate that this IEP reflects Transition Services IEP Meeting Agenda (See SOPM Page 77) (ISP-See SOPM Page 92, ) VERIFY Indicate the student’s current grade. VERIFY Definition of a Parent (See SOPM Pages 35-38) Parental Revocation (See SOPM Pages 41, , 193 & 194) VERIFY - NEVER LEAVE BLANK Note: for all CTT classes K-12 the staffing ratio is 12:1 (See SOPM Page 13) IEP meeting recommendations are written here at the end of meeting e.g. Special Class with Related Services (if applicable) Checking this box indicates “Special Education” Transportation Medical/physical:”ABR” (See SOPM: Pages 92, 120- Alternate placement statements- if applicable:) (See SOPM page 55: Bilingual Cascade) (The type of vehicle (e.g. mini wagon) is not to be indicated on the IEP-See SOPM page 94) Prior to writing on this line, contact your school’s Special Education Liaison for “Specialized Transportation” Procedures 21

Agenda Biographical Data Recommendations and Sign in

NOTE: All mandated members MUST sign this page only if they attend the IEP meeting
Check appropriate box below Mandated Member (See SOPM Page 65) (See SOPM Page 64 & 67) Mandated & designated by the Principal Mandated Member (See SOPM Pages 66-67, 71, 76, 103, 109 & 153) (See SOPM Pages 67, 69, 71 & 72) Mandated Member (See SOPM Pages 64, 65, 67, 70, 75, 104 & 153) Students age 14 and older, must be invited to the IEP meeting - (see sample invite) (See SOPM Page 66) See Sample Student IEP Meeting Invitation Handout Chapter 408 (See SOPM Page 112) Additional Members (See SOPM Page 68) (See SOPM Pages 64, 67, 69, 70 & 74)) Member Excusal (See SOPM Pages 70 – 72 & 179) NOTE: IEP TEAM MANDATED MEMBERS CANNOT BE EXCUSED FROM INITIAL MEETINGS All changes must be written here & check appropriate box These dates must be indicated not to exceed one year not to exceed one year These dates must be indicated These dates must be indicated (See SOPM Page 76) (See SOPM Page 76) SC/CTT Preference Form (See SOPM Pages 109) 23

Agenda Biographical Data Recommendations and Sign in Present Levels of Performance

_____ _____ JARGON-FREE
Present Levels of Performance Samples (See SOPM Pages ) Student’s STRENGTHS & needs should be described in this section. Describe the instructional implications of the testing results listed below (What does the testing results listed below look like in classroom instruction?). Transition interests and needs are part of the PLoPs IMPORTANT: All student’s academic needs described in this section should be addressed on IEP page 6-annual goals. Include present levels of performance from related service providers (if applicable). Transition statements in the present levels of performance on this page must be used to develop transition plan goals on IEP pages 6 & 10 _____ _____ Results of the assessments in this section should be described above (Scores recorded should be current – within 1 year) Results of the assessments in this section should be described above (Scores recorded should be current – within 1 year) Mandated Three-Year Review (See SOPM Pages 31, 73 & 175) (See SOPM Pages 81, 105 & 107) Indicate the instructional modifications and resources to enable the student to succeed (e.g. learning styles, visual aids, books on tape, manipulatives, etc.). What will the student need immediately for access to grade-level curriculum (what modifications, if any) while remediation related to Annual Goals is taking place? 25

____ Social skills relevant to job interviews or on-the-job behaviors need to be described here. (See statement above for details) Present Levels of Performance Samples (See SOPM Pages ) FBA/BIP (See SOPM Pages 48, 51, 105, 149, 151, & 153) If either of these last 2 boxes are checked then FBA & BIP Required (See SOPM Pages 81 & 107) A BIP should be developed and implemented collaboratively by the teachers, paraprofessional (if applicable), related service providers (if applicable) and staff working with the student. FYI: All students with an IEP recommendation for a behavior management/crisis paraprofessional should have an FBA & BIP 26

FBA/BIP: What is it? A functional behavioral assessment (FBA) is a process of determining the function that a behavior serves for an individual. This is accomplished by careful assessment of the situations that give rise to a behavior and the consequences that result.* A behavior intervention plan (BIP) is based on the results of the FBA. It describes the problem behavior, a hypothesis as to why the problem behavior occurs and intervention strategies to address that behavior.* *Standard Operating Procedures Manual: February, 2009, p51

FBA/BIP: How does the process work?
The FBA/BIP Team members gather data regarding student behavior by means of direct observation as well as interviewing staff members, the student and the parents of the student, as deemed appropriate. Review all student records and previous interventions Include teacher reports, school records, educational evaluations, psychological reports, medical history, etc. Compile as much information as possible! Review all successes the student experiences during the school day.

FBA/BIP: Is the process just for special education students?
No. An FBA must be conducted for any student whose behavior impedes his/her learning, or that of others, and for certain students subject to discipline outlined in section 10, SOPM.* The process can be used as a strategy to eliminate the need for referral to special education as a result of behavioral challenges. Parental consent is required in order to conduct the process with General Education students. *SOPM, 2009, p. 51

Behavior Intervention Plan
BIP: A Behavior Intervention Plan seeks to answer four elements. Describe the behaviors that interfere with learning. What behavior changes are expected? What strategies/supports are going to be tried to change the behavior? When will the plan be evaluated? How/who will evaluate the plan? 30

All Special Alerts from IEP Page 1 should be reflected here
(See SOPM Pages ) Health needs that might affect career development/occupational skills must be described here. All Special Alerts from IEP Page 1 should be reflected here Include present levels of performance from related service providers (if applicable, e.g. OT, PT, Health, etc.) This should be reflective of page 1 Do not write specific name of any medication (See SOPM Pages 52, 70, 96, 105 & 256) (See SOPM Pages 81, 105 & 107) e.g. F.M. Unit 31

Agenda Biographical Data Recommendations and Sign in Annual Goals Present Levels of Performance

Annual Goals need to be SMART!
S - Specific M - Measurable A - Achievable R - Relevant T – Time related

S.M.A.R.T Annual Goals Note: Do not get “hung-up” on the color codes; many S.M.A.R.T. elements overlap. The main purpose is to ensure that all 5 elements are included in each annual goal. S – Specific: What is the observable behavior that the student will do, in a year, that the student is not able to do now? M – Measurable: How will you know when the student has accomplished the goal? What criteria for measurement will you use? A – Achievable: Based on the student’s current level of performance, what is a reasonable and attainable higher level of performance that the student will achieve within one year? (What will you see happening a year from now that you don’t see happening at the present time, and what can the student reasonably be expected to be able to do in one year?) R – Relevant: Does the annual goal reflect individual needs identified in the Present Levels of Performance? How does the annual goal relate to the student’s classroom performance? (Annual goals emanate from the present levels of performance and must have a direct relationship with classroom performance). T – Time Related: The evaluation schedule

Annual Goal Present Level of Performance: Jose is a 9th grade student whose writing skills demonstrate elementary sentence structure, lack of organization, and multiple errors in grammar and punctuation. Jose…... S – Specific, M – Measurable, A – Achievable, R – Relevant, T – Time Related Annual Goal: In one year, Jose will write a complete paragraph with at least 5 complex sentences, using a minimum of 5-7 words per sentence, including content-related vocabulary, with accurate grammar and punctuation. Jose will achieve this goal in 4 out of 5 trials as determined through classroom activities, work samples and/or tests/quizzes. Progress will be assessed over a two week period. Note: Do not get “hung-up” on the color codes; many S.M.A.R.T. elements overlap. This is only one example to ensure that all 5 elements are included in the annual goal.

MEASURABLE ANNUAL GOALS
Measurable annual goals, including academic and functional goals consistent with the student’s needs and abilities, related to: 1) meeting the student’s needs that result from the student’s disability to enable the student to be involved in and progress in the general curriculum: 2) meeting each of the student’s other educational needs that result from the student’s disability; and 3) for students age 15 and older, annual goals to move the student toward his/her postsecondary goals. Annual Goals What the student will be expected to do by the end of the year in which the IEP is in effect Criteria Measure to determine if goal has been achieved Method How progress will be measured Schedule When progress will be measured Jose will write a complete paragraph with at least 5 complex sentences, using a minimum of 5-7 words per sentence, including content-related vocabulary, with accurate grammar and punctuation Jose will achieve this goal in 4 out of 5 trials classroom activities, work samples and/or tests/quizzes. Progress will be assessed over a two week period.

Agenda Biographical Data Recommendations and Environment Learning Sign in Annual Goals Present Levels of Performance

. ICT: Do not write “core subjects” or “content area subjects” You must indicate the name of each subject which will be co-taught (e.g. Math) Do not write the subject areas for SETSS or ICT (CTT) here. For SETSS. Write “All”. For students who receive related services as a supplementary aid & service simply indicate “Related Service(s).” It is not necessary to list each related service here since they are specified on IEP page 9. Integrated Co-Teaching - 12:1 - Collaborative Team Teaching (CTT) (See SOPM Page 13) For students who receive related services as a supplementary aid & service simply indicate Related Service(s). It is not necessary to list each related service here since they are specified on IEP page 9. 38

Integrated Co-Teaching for all subjects/classes
. ALL English ALL Integrated Co-Teaching for all subjects/classes This is more often used in elementary schools. But be careful! This means that a special education teacher is required to co-teach all periods, including cluster subjects. Some students may need this. “All” means all. 39

Integrated Co-Teaching for ELA, Math, Science, Social Studies
. ALL English ALL Integrated Co-Teaching for ELA, Math, Science, Social Studies You should specify the subjects that will be co-taught each week here, under “Supplemental Aids and service” that the student will receive. 40

Integrated Co-Teaching for ELA and Math
. ALL English ALL Integrated Co-Teaching for ELA and Math Two periods a day of ICT may be characterized as “part-time ICT” on the IEP Page 1. The number of periods of ICT per week should be specified here under Supplementary Aids and Service. 41

Agenda Biographical Data Recommendations and Environment Learning Sign in Annual Goals Present Levels of Performance Related Services

43 General Education Classroom OR Separate Location
(See SOPM: Page 128) (Must be consistent with page 2) (See SOPM: Page 92- if applicable:) “Interim Monolingual Speech pending availability of a bilingual provider” “Conference Result” I-INITIATION C-CONTINUATION M-MODIFICATION T-TERMINATION Indicate the mandated group size General Education Classroom OR Separate Location Specify time e.g. Speech and Language Therapy Testing accommodations MUST reflect the individual student’s needs Declassification test accommodations (See SOPM Page 88) Students in 8th grade should not have modified promotion criteria written on their IEP for the following school year if their IEP is developed after January 31st. High school students (grades 9-12) with disabilities must attain the necessary number of credits in order to be promoted to the next grade. They do not have modified promotion criteria. 43

Recommending Interim Speech/Language Therapy in English For English Language Learners Recommended For Bilingual Speech/Language Therapy When an IEP Team recommends that interim Speech/Language Therapy in English be provided to a student recommended for bilingual Speech/Language Therapy: an IEP meeting must be held indicating the recommended service and noting that it will be provided on an interim basis. In the related services section of the IEP, the IEP Team will write “Interim Monolingual Speech pending availability of a bilingual provider” and include frequency, duration and group size, and appropriate goals developed.

Facets of the IEP Educational Benefit IEP Meeting Agenda Transition
Biographical Data Recommendations and Environment Learning Sign in Annual Goals Present Levels of Performance Related Services

When and How are Transition Services Indicated?
In the year that the student turns 12: A Level 1 Vocational Assessment is conducted (See SOPM pages ). In the year that the student turns 14: Incorporate findings from the Level 1 Vocational Assessment into the IEP Begin using the Transition page (10) of the IEP (Long Term Adult Outcomes only). Include Diploma Objective In the year that the student turns 15: The Transition Services (bottom half of the page) are added to the Transition page of the IEP and implemented by the school, parents and agencies. Transition Services begin. In the year the student graduates or turns 21 (leaves school): An Exit Summary must be conducted (See SOPM pages )

TRANSITION Transition should be addressed in the Present Levels of Performance, annual goals, and Transition sections for students age 14 and older. Example: (Student) stated that s/he is interested in working in the field of computer graphics after high school. Indicate the student’s needs, preferences and interests, relating to the transition (age 14 and older) from school, to postsecondary outcomes, within the present level of performance, and ensure that this information is clearly linked to the annual goals and transition components of the IEP.

Annual Goal: Transition
Present Level of Performance: During Gary’s Level 1 Vocational Assessment interview with his teacher, he stated that he is interested in a career in the field of computer programming. He indicated that he is specifically interested in designing computer games. Gary participated in a summer internship program, in an advertising office, where he was given some training in designing simple games used for interactive internet ads. He is very eager to learn about the requirements for this career and will do so with the assistance of his teachers, guidance counselor, and transition linkage coordinator. Gary….. S – Specific, M – Measurable, A – Achievable, R – Relevant, T – Time Related Annual Goal: In one year, Gary will read twenty articles from computer trade magazines, as measured by a poster chart that he will create, referencing the publications and articles. Gary will write a brief topic summary relating to each article. Progress will be assessed by the teacher every 2-3 months by review of the poster chart, content of the summaries and teacher discussion with the student. Note: Do not get “hung-up” on the color codes; many S.M.A.R.T. elements overlap. This is only one example to ensure that all 5 elements are included in the annual goal.

MEASURABLE ANNUAL GOALS
Measurable annual goals, including academic and functional goals consistent with the student’s needs and abilities, related to: 1) meeting the student’s needs that result from the student’s disability to enable the student to be involved in and progress in the general curriculum: 2) meeting each of the student’s other educational needs that result from the student’s disability; and 3) for students age 15 and older, annual goals to move the student toward his/her postsecondary goals. Annual Goals What the student will be expected to do by the end of the year in which the IEP is in effect Criteria Measure to determine if goal has been achieved Method How progress will be measured Schedule When progress will be measured Gary will read twenty articles from computer trade magazines and will write a brief topic summary relating to each article. Achievement will be determined by review of the poster chart, content of the summaries and teacher discussion with the student. as measured by a poster chart that he will create, referencing the publications and articles. Progress will be assessed by the teacher every 2-3 months

Level 1 Vocational Assessment
NOTE: Transition MUST be reflected throughout the IEP - e.g. pages 3-6 & 10 (See SOPM Pages 66, 77, 81, 87 & 108) The school year that the student turns 14 Measurable post secondary goals Gary will play basketball in his community league. Gary will enroll in a four-year college, and major in graphic design. Gary will live in a dormitory during college, and in an apartment after graduation. Gary will be competitively employed as a graphic designer, full-time. The school year that the student turns 14 (See SOPM pages 77, 81, 89, 90, 99 & 230) X June 2012 26 1/31/2010 The school year that the student turns 15 During art classes Gary will incorporate original graphic designs generated by computer into art projects. X X Gary will join the high school computer club. X X Gary will use an online career research site to investigate colleges that offer programs in graphic design. X X X Gary will receive training in budgeting and check book management. X Not required at this time. Level 1 Vocational Assessment (See SOPM Pages 48, 50, 105 & ) EXIT SUMMARY (See SOPM Pages 13, 90 & ) 50

Facets of the IEP Educational Benefit Considered Programs IEP Meeting
Agenda Transition Biographical Data Recommendations and Environment Learning Sign in Annual Goals Present Levels of Performance Related Services

_________________________
Least Restrictive Environment (See SOPM Page 81) General Education with Supplementary Aids & Services should be your first consideration. Provide an explanation of all programs/services considered and the reason for rejection. (See SOPM Pages 11, 66, 81, 98 & 103) NOTE: All services/program options discussed at the IEP meeting should be listed The programs listed should be written in the language consistent with the Continuum of Services (e.g. Special Education Teacher Support Services, etc.) Students who demonstrate severe language & communication difficulties which significantly interfere with their school performance may be considered for exemption. These deficits must be clearly indicated in the Present Levels of Performance & the team must provide an explanation for the exemption. 52

Facets of the IEP Educational Benefit Programs Considered IEP Meeting
Agenda Transition Biographical Data Recommendations and Modified Promotion Criteria Environment Learning Participation in Tests Sign in Annual Goals Present Levels of Performance Related Services

Participation in Assessment
Most students with IEPs will participate in State and district-wide assessments. On page 9: Check the box “without accommodations” if the student will participate in tests under standard conditions; OR Check the box “with accommodation” if the student with a disability will participate in tests with the use of specifically noted accommodations. Describe specific accommodations in the area provided. These accommodations will be used consistently for all teacher developed, as well as standardized tests. Examples of accommodation areas to be considered by the IEP Team include modification in: Timing Scheduling Setting Presentation Response For more information, see pages 55 and 65 of “Creating a Quality IEP”. Also, see the “Test Access and Accommodations for Students with Disabilities” guidebook on the New York State Education Department’s website.

Testing Accommodations
Testing accommodations are changes made in the administration of the test in order to remove obstacles that are presented by the disability without changing the construct of the test. Not all students with IEPs require test accommodations. The rationale must appear in the Present Levels of Performance. Example: Gary will participate in State and City-wide tests with accommodations: Time and one-half will be permitted on all assessments.* * This aligns with information found in Gary’s Present Levels of Performance (page 3).

Participation in Alternate Assessment
Determining whether or not a student participates in Alternate Assessment can only be determined by a school psychologist during an Educational Planning Conference. It can never be determined during an Annual Review. If a student participates in Alternate Assessment, check the box “the student WILL PARTICIPATE in Alternate Assessment”. State the reasons for participation in Alternate Assessment; and In addition to the State Alternate Assessment describe how the student will be assessed.

Consideration for Modified Promotion Criteria
NOTE … The student’s current grade level, not functional level, should be the first consideration, when formulating modified promotion criteria. Promotional criteria should be based on the performance indicators of the grade the student is currently in. Reminder: As per IDEIA, Students with Disabilities must be educated alongside their non-disabled peers and receive the same curriculum instruction at their current grade level. Facilitator’s Notes Based on student’s instructional level, past achievement (e.g. report cards, classroom performance) and progress towards meeting performance indicators (Participant’s Handout 2: State Performance Standards for ELA and Math for Grades 3 and 4 and Participant’s Handout 3: Grade-Specific Indicators for ELA for Grades 3 and 4), the IEP Team will determine realistic expectations for the student for the coming year. Student’s past achievement on state assessments and may also determine realistic expectations for the student for the coming year. If modification of the promotion standard is appropriate, the IEP Team must be mindful of the number of years remaining between the current grade level and articulation to the ninth grade in the context of promotion criteria in high school. All students in grades 9-12 must attain the necessary credits to be promoted to the next grade. Sources: “Creating a Quality IEP”, p.53-65 “Special Education Annual Review Information Memorandum” February 1, 2005

Steps in Determining Modified Promotion Criteria…
Review the NYSED Performance Indicators (PI) English Language Arts Reading Writing Listening Speaking Mathematics Problem Solving Strand Reasoning and Proof Strand Communication Strand Connections Strand Representation Strand Number Sense and Operations Strand Algebra Strand Geometry Strand Measurement Strand Statistics and Probability Strand (Not included for Grade 8) Facilitator’s Notes Step 1: Review the appropriate state grade-level performance indicators for Math and ELA. Use Participant’s Handout 2: State Performance Indicators for ELA and Math for Grades 3 and 4 and Participant’s Handout 3: Grade-Specific Indicators for ELA for Grades 3 and 4. If the student’s achievement is significantly below grade-level, review the standards one grade below the student’s placement. Step 2: Use Participant’s Handout 3: Grade-Specific Indicators for ELA and Math for Grades 3 and Grade 4 to mark the items achieved by the student. Use of this documentation is not mandated by the state. Step 3:Compute the percentage of the performance indicators achieved by the student most reflective of the student’s functioning grade level. Sources: “Creating a Quality IEP”, p.53-65 “Special Education Annual Review Information Memorandum” February 1, 2005

Determine performance indicators already achieved by the student at the time of the IEP meeting and performance indicators you expect /project the student to meet through June of the current school year. Consider: Rate of learning (how long it takes to master concepts and skills) Assessments Achievement Services/Supports

Compute the percentage of the Performance Indicators met & projected to be met by the student by the end of the current school year using the formula below: Formulating Modified Promotion Criteria Total Performance Indicators met + projected ÷ Total Performance Indicators x 100= ___% (PI Met + PI Projected ÷ Total PI) x 100 = %)

Facets of the IEP Educational Benefit Programs Considered IEP Meeting
Agenda Transition Biographical Data Recommendations and Modified Promotion Criteria Environment Learning Participation in Tests Sign in Annual Goals Present Levels of Performance Related Services THE END

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