Presentation is loading. Please wait.

Presentation is loading. Please wait.

Step by Step: A Walk Through the Facets of the IEP March 2010 Presented by NYC DOE IEP Managers.

Similar presentations


Presentation on theme: "Step by Step: A Walk Through the Facets of the IEP March 2010 Presented by NYC DOE IEP Managers."— Presentation transcript:

1 Step by Step: A Walk Through the Facets of the IEP March 2010 Presented by NYC DOE IEP Managers

2 2 Staten Island ISC Janet Blit: Brooklyn ISC Nick Chavarria: Manhattan ISC Madeline Rochelle: Queens ISC Tanya Smith: The IEP Managers

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

4 4 Facets of the IEP Educational Benefit

5 5 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. 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.

6 6 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 *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)

7 7 Present Levels of Performance Needs & Concerns Goals & ObjectivesAccommodations & Modifications Services & Placement Progress Toward Goals reasonably calculatededucational benefit Was the student’s program reasonably calculated to result in educational benefit? YES or NO?

8 8 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 Community Integration Post High School Independent Living Daily Living Skills/Functional Vocational Assessment

9 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: Management Needs: Health & Physical Development: Management Needs: Student Name/ID: Disability: Grade Level: IEP Meeting Date: THE UNIVERSITY OF THE STATE OF NEW YORK THE STATE EDUCATION DEPARTMENT Was the IEP was reasonably calculated to ensure educational benefit to students with disabilities who have behaviors that interfere with learning? Focus: Suspension FBA/BIP Review

10 10

11 11 Present Levels of Performance Needs & Concerns Goals & Objectives Accommodations & Modifications Services & Placement Progress Toward Goals  13 years old  7th grader  Comprehension on 5 th grade level  Weak content area vocabulary  3 rd 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  3 rd 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

12 12 Present Levels of Performance Needs & Concerns Goals & Objectives Accommodations & Modifications Services & Placement Progress Toward Goals  13 years old  7th grader  Comprehension on 5 th grade level  Weak content area vocabulary  3 rd 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  3 rd 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 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

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

14 14 Facets of the IEP Educational Benefit IEP Meeting Agenda

15 15 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.

16 16 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

17 17 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

18 18 SUBCOMMITTEE ON SPECIAL EDUCATION Annual ReviewInitialsRequested Reviews/Mandated Three-Year Review Full Committee Special Education Teacher/Related Service Provider √√√√ General Education Teacher √√√√ Parent √√√√ Student √√√√ District Representative √√√√ School PsychologistNot Required √√√ School Social WorkerNot Required*See next slide Parent MemberNot Required *See next slide PhysicianNot Required *See next slide Memorandum: Children First Reforms in Special Education, July 1, 2007, Linda Wernikoff, Executive Director, Office of Special Education

19 19 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

20 20 Facets of the IEP Educational Benefit IEP Meeting Agenda Biographical Data and Recommendations

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

22 22 Facets of the IEP Educational Benefit IEP Meeting Agenda Biographical Data and Recommendations Sign in

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

24 24 Facets of the IEP Educational Benefit IEP Meeting Agenda Biographical Data and Recommendations Sign in Present Levels of Performance

25 25 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). 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?). Results of the assessments in this section should be described above (Scores recorded should be current – within 1 year) 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? Transition statements in the present levels of performance on this page must be used to develop transition plan goals on IEP pages 6 & 10 JARGON- FREE _____ Results of the assessments in this section should be described above (Scores recorded should be current – within 1 year) Present Levels of Performance Samples (See SOPM Pages ) Mandated Three-Year Review (See SOPM Pages 31, 73 & 175) (See SOPM Pages 81, 105 & 107) Transition interests and needs are part of the PLoPs

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

27 27 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

28 28 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.

29 29 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

30 30 Behavior Intervention Plan BIP: A Behavior Intervention Plan seeks to answer four elements. 1.Describe the behaviors that interfere with learning. 2.What behavior changes are expected? 3.What strategies/supports are going to be tried to change the behavior? 4.When will the plan be evaluated? How/who will evaluate the plan?

31 31 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.) e.g. F.M. Unit Do not write specific name of any medication This should be reflective of page 1 (See SOPM Pages 52, 70, 96, 105 & 256) (See SOPM Pages 81, 105 & 107) (See SOPM Pages ) Health needs that might affect career development/occupational skills must be described here.

32 32 Facets of the IEP Educational Benefit IEP Meeting Agenda Biographical Data and Recommendations Sign in Present Levels of Performance Annual Goals

33 Annual Goals Annual Goals need to be SMART! 33 S - Specific M - Measurable A - Achievable R - Relevant T – Time related

34 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 34

35 Annual Goal Present Level of Performance: Jose is a 9 th 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. 35

36 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. 36

37 37 Facets of the IEP Educational Benefit IEP Meeting Agenda Biographical Data and Recommendations Sign in Present Levels of Performance Annual Goals Learning Environment

38 38 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. 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.. 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) Integrated Co-Teaching - 12:1 - Collaborative Team Teaching (CTT) (See SOPM Page 13) Do not write the subject areas for SETSS or ICT (CTT) here. For SETSS. Write “All”.

39 39. ALLEnglishALLIntegrated 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.

40 40. ALLEnglishALLIntegrated 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.

41 41. ALLEnglishALLIntegrated 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.

42 42 Facets of the IEP Educational Benefit IEP Meeting Agenda Biographical Data and Recommendations Sign in Present Levels of Performance Annual Goals Learning Environment Related Services

43 43 General Education Classroom OR Separate Location Specify time Indicate the mandated group size “Conference Result” I-INITIATION C-CONTINUATION M-MODIFICATION T-TERMINATION “Conference Result” I-INITIATION C-CONTINUATION M-MODIFICATION T-TERMINATION e.g. Speech and Language Therapy (Must be consistent with page 2) Testing accommodations MUST reflect the individual student’s needs 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. 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. (See SOPM: Page 92- if applicable:) “Interim Monolingual Speech pending availability of a bilingual provider” Declassification test accommodations (See SOPM Page 88) (See SOPM: Page 128)

44 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. 44

45 45 Facets of the IEP Educational Benefit IEP Meeting Agenda Biographical Data and Recommendations Sign in Present Levels of Performance Annual Goals Learning Environment Related Services Transition

46 46 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 )

47 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 post- secondary 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. 47

48 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. 48

49 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 49

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

51 51 Facets of the IEP Educational Benefit IEP Meeting Agenda Biographical Data and Recommendations Sign in Present Levels of Performance Annual Goals Learning Environment Related Services Transition Programs Considered

52 52 > General Education with Supplementary Aids & Services should be your first consideration. > Provide an explanation of all programs/services considered and the reason for rejection. 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. NOTE: All services/program options discussed at the IEP meeting should be listed _________________________ Least Restrictive Environment (See SOPM Page 81) (See SOPM Pages 11, 66, 81, 98 & 103)

53 53 Facets of the IEP Educational Benefit IEP Meeting Agenda Biographical Data and Recommendations Sign in Present Levels of Performance Annual Goals Learning Environment Related Services Transition Programs Considered Modified Promotion Criteria Participation in Tests

54 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. 54

55 55 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).

56 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. 56

57 57 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.

58 58 Steps in Determining Modified Promotion Criteria… Step 1: 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)

59 59 Steps in Determining Modified Promotion Criteria… Step 2: 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

60 60 Steps in Determining Modified Promotion Criteria… Step 3: 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 = %)

61 61 Facets of the IEP Educational Benefit IEP Meeting Agenda Biographical Data and Recommendations Sign in Present Levels of Performance Annual Goals Learning Environment Related Services Transition Programs Considered Modified Promotion Criteria Participation in Tests THE END


Download ppt "Step by Step: A Walk Through the Facets of the IEP March 2010 Presented by NYC DOE IEP Managers."

Similar presentations


Ads by Google