IEP 101 2015-2016.

IEP 101

Not there are people with varying levels of comfort and angst about the IEP process.
Frustrations may be high, but we want to help everyone. Today we will go over general information and provide you with a guide. In the future if you have questions feel free to contact your administrator and ask questions. We will work to find answers for you to help you in the process. Before we get started you need to be reminded of why we are here and how important IEP’s are….

IEP Guidebook Pass out Guidebook to everyone

This is a guide that can be used for planning IEP meetings so that they are NEVER late
IEP Checklist

IEP CHECKLIST 6 Weeks Before IEP Due Date: all service providers with 3-4 possible dates and times for annual IEP meeting Start new IEP Enter IEP date, check grade level and demographic information Reserve room if required by building administrator 5 Weeks Before IEP Due Date: Call parents and set date and time for IEP meeting Send Notice of Meeting home confirming date – Use the WebKIDSS form Send notice to all other members of the IEP team (LEA, Gen. Ed. tchr., SW, OT, PT, SLP…) Begin reviewing data collected during the year and the Progress Reports sent home Meet with the student’s gen. ed. teachers to get their input on strengths, areas of need, appropriate accommodations/modifications After Meeting Date Has Been Confirmed: Students 14+ complete appropriate Transition Assessment for the year if it has not been completed – there is one on WebKIDSS under Forms or you can go to KSDE, as noted on the sample IEP. **Must be updated annually**

Does My IEP Have…???

A good guide to review with every IEP you complete.
Does My IEP Have…… Initial Each Line: _______At least 3-5 Strengths about the student _______Parent Concerns noted or state “Parents expressed no concerns at this time.” _______Evaluation test results from School Psych under General Intellegence if this is an initial/reeval year _______I have PEER COMPARISON in Academic/Comm/Social Emotional sections (appropriate section for student) ________Frequency/Location/Duration for ALL services, accommodations/modifications, and assistive technology ________Frequency – when this accommodation/modification will be effective. EX: all test, all quizzes, writing assignments longer than half page, reading text longer than 1 page, etc… ________Location – what class(es) this accommodation/modification will occur ________Duration – how long this accommodation/modification will be effective ________Goals are measurable, use statement of what the student will do, contain 4 Benchmarks (the 4th will be the annual goal repeated), aligned with a KCCRS standard, contains a baseline, and tells how it will be measured _______Stated what subject areas the student will have accommodations on District Assessments _______Stated General Assessment, General Assessment with accommodations, Alternate Assessment has been chosen for state assessments If Alternate Assessment/DLM it is stated why appropriate – Student should be 1st %tile or lower on standardized test (School Psych will have this information) Accommodations/Modifications for all of the following assessments and used all year: Teacher test, Local, District and State Assessments match and are used all school year ________Special Education Services, written out, MATCH the Service Chart A good guide to review with every IEP you complete. Not required to be turned in, but we will be reviewing IEP’s and if you have areas that you are struggling with, then we may require it be completed.

Notice of Meeting Has… _______Been Completed in WebKIDSS _______Date sent home _______Day, Time, Location (school and room) _______Purpose of meeting checked _______Printed 2 copies (1 to send home and 1 to keep for the meeting date for parents to sign) _______IF there is not 10 day notice, Parents checked “Consent to waive 10 day notice” box AND signed the Notice of Meeting. ***KSDE does NOT want the Waiving to be a standard practice, districts have been dinged when percent of these become TOO HIGH*** Placement Form Has… ________Been Completed in WebKIDSS ________Date of meeting ________Parent/student address ________Reason for meeting marked ________Box “C” checked if any change in service and appropriate box underneath – Change in Service <25% or Material Change in Service >25% of the total school day ________Box “D” checked if any change in placement and appropriate box underneath – Change in Placement <25% or Material Change in Placement >25% of the total school day ________Box “E” when all services stay the same and only PLAFFP and goals are updated (Boxes A-D will not need to be checked). State under #1 - “Update annual Academic Performance/or appropriate areas) and annual goals to reflect the current demonstrated needs of the student.” ________Parents checked “Give Consent” or “Do Not Give Consent” and signed Staffing Notes Contain… ________Parent, LEA, General Education Teacher, Special Education Teacher, and other participants NAMES ________Box checked for: Parent Rights Offered, Accepted/Declined ________Document SAVED ________Document FILED

What To About IEPs? Discuss what is said on the comic.
The following slides are from the TASN IEP Boot Camp Presentation found at: Discuss what is said on the comic.

IEP Preparing for the IEP requires the right mix of… People
Information Basically, preparing for the IEP requires asking two questions: First, what information do we need to make decisions and write the plan, and second, who should be involved in the IEP and what can we do to prepare them for effective involvement? Let’s begin by reviewing the information to be collected.

Gathering Information
Results of most recent evaluation Results of current assessments Progress monitoring data Samples of student work Behavioral observations Impact of instructional or behavioral strategies Impact of accommodations and modifications Reports from parents The primary purpose of the annual IEP is to identify current needs and to develop goals for the coming year. The data to be collected needs to help the team gain an understanding of how the student is doing and how previously tried interventions and strategies have worked. Therefore the data to be collected could answer: How is the student doing now? -- current assessments, progress monitoring data, samples of student work, parent reports, teacher and student input What are the curricular expectations for a typically developing peer or where is the student performing in relation to the Kansas College and Career Ready standards What has been tried before? -- targeted strategies or interventions attempted For annual reviews, what services and supports have been provided and how successful were they?

Required Members of the IEP TEAM
Parents/education advocate Not less than one regular education teacher of the child, if the child is or may be participating in the regular education environment Special education teacher Qualified LEA representative Someone to interpret evaluation results Student, when appropriate Others with special knowledge or expertise about the child, including related services personnel as appropriate and transition services (e.g., outside agency) participants where relevant This slide lists the required membership of the IEP team as described in the law. As you can see, there are two red flags on this slide. There are a couple of items that find themselves on the list of most missed for IDEA file reviews. One of the items concerns the attendance of a regular education teacher of the child. Another finding was related to not having a qualified LEA representative at the IEP. Note: the school representative or designee must meet three criteria: Is qualified to provide or supervise provision of special education services Has knowledge of the general education curriculum, and Is knowledgeable about the availability of the school’s resources. We should also note that the IEP meeting may include anyone else the parent invites. The Local Education Agency (LEA) cannot exclude these individuals. There are additional representatives who should be invited for IEPs in early childhood, and for development of the Transition Services plan. The student must be invited to attend his/her own IEP meeting beginning at age 14, or younger, if a purpose of the meeting is consideration of the student’s postsecondary goals and the transition services needed to assist the student in reaching those goals. Beginning at age 18, if rights have transferred to the student, both the student and parents must receive 10-day written notice of the IEP team meeting. However, the parents no longer have the right to attend the meeting unless the student or LEA invite them. For IEPs related to younger students, it is recommended practice to include the student, but the parent has the right to determine whether or not the student may attend.

Who can give consent for educational decisions?
Parent is available: Natural (biological) parent(s): Notify both parents unless a court order precludes this from happening. Consent from one parent is sufficient. Adoptive parent(s): If adoption is not final, an education advocate is needed; Guardian: “Letters of Guardianship” issued by a court. Parent is unknown or unavailable (Person acting as a parent): Person Acting as a Parent: A person other than a parent who is legally responsible for the welfare of a child. Education Advocate: Appointment as education advocate completed Foster parent: If appointed as education advocate The student at age 18: At age 18 the student becomes his/her own educational decision-maker unless otherwise determined by a court An important consideration of the IEP process is determining who can give consent for education decisions and making sure the correct people are invited to the IEP meeting. Parents include: Natural (biological) parent(s); If parents are divorced, then both parents should be notified unless a court has ordered otherwise. Consent related to the IEP is sufficient from one parent even if the other parent refuses to consent. Adoptive parents. If adoption is not final, then an education advocate is needed. Decree of adoption is documentation. Guardian: Guardianship is documented by “Letters of Guardianship” issued by the court system. If a parent is unknown or unavailable then the IEP planning should include Person Acting as a Parent: A person other than a parent, such as a grandparent, stepparent or other relative with whom a child lives, who is legally responsible for the welfare of a child. Education Advocate: Appointment as an education advocate has been completed and is documented with a Letter of Appointment from Families Together. Foster parent: Only if appointment as an education advocate has been completed and is documented with a Letter of Appointment from Families Together. The student at age 18: At age 18 the student becomes his/her own educational decision-maker unless determined by a court to be incompetent.

Preparing Notice of Meeting
Provide 10 calendar day notice Date, Time, Location of meeting Purpose of meeting Titles or positions of people who will attend- NOT NAMES Inform Parent of right to invite individuals whom parents believe to have knowledge or special expertise about their child Attempts of notifying, 3 tries by 2 different methods To ensure that team members are involved in an effective and meaningful IEP planning process, it is important to think beyond the 10 day required minimum. Contacting parents and collecting their feedback ahead of time, as well as collecting all the student data you need, obviously requires more time – and will go more smoothly – if you start well before ten days ahead of the IEP meeting date. For example, some teachers begin talking with parents 60 days ahead of the meeting. IEP meetings are to be scheduled at mutually agreed upon times and places. Because many, if not most parents work, the team may agree to meet after school or during lunch to accommodate the parents. Be sensitive to the fact that some parents may have their pay docked if they leave their jobs during their scheduled work day. Again, scheduling the meeting 30 to 60 days before the IEP meeting may help maximize attendance.

Developing a Vision for the Student
There must be documentation that the parent’s concerns were considered when planning the IEP. For students who need secondary transition planning, the students’ strengths, needs, preferences, and interests must be considered in the development of the IEP The red flag item on this slide is a reminder of a requirement of the IEP for there to be documentation that the parent’s concerns were considered. For Secondary Transition-aged students, the student’s strengths, needs, preferences and interests must also be considered in the development of the IEP.

Preparing for the IEP CHECK IN
Materials: The Preparing for the IEP Check-in is in the participant handout, pg. 3. Directions: There are a set of 6 questions. Please answer the questions and then we will discuss. Correct answers: False. You should report comprehensive evaluation results only if they are the most recent results and are still relevant to the student’s current functioning. You do not need to have IQ scores. True. You should collect progress monitoring data related to the student’s progress on last year’s IEP goals. True. You need to gather objective data about how well the student has performed using any accommodations and services identified from the previous IEP. False. It is required that students be invited to the IEP meeting at age 14. While it is not a requirement to include the student at a younger age, there are several advantages to including the student as young as pre-school age. False. There must be documentation that the parent’s concerns were considered when planning the IEP. – Parent input should go into the development of the IEP. Gathering information ahead of time allows parents to be meaningfully involved. False. Based on the 2004 amendments to IDEA, a general education teacher is required to participate in the IEP. A written consent for an excusal of attendance and written input prior to the meeting is required if a general education teacher is not present.

Present Levels of Academic Achievement and Functional Performance (PLAAFPs)
3 types of information needed: Current performance Impact of the exceptionality Baseline data for identified need(s)

PLAAFPs Present Levels of Academic Achievement & Functional Performance (PLAAFPs): a) are the way you identify and prioritize needs and establish baseline performance in order to develop an individualized and meaningful plan. identify degree of match between skills & environment Purpose Present Levels of Academic Achievement & Functional Performance Contain information that ranges from very broad to highly specific. All kinds of information, from broad to very specific, are required to develop a legal and meaningful plan. It is through the PLAAFP that you will: a) identify and prioritize the specific needs of the child b) establish baseline levels performance in relation to the general curriculum academic standards in order to develop an individualized and meaningful plan c) and identify the degree of match between skills of the child and the instructional environment for the purpose of guiding decision making.

IMPACT OF EXCEPTIONALITY BASELINE DATA FOR IDENTIFIED NEED
PLAAFPs Must Include BROAD CURRENT PERFORMANCE IMPACT OF EXCEPTIONALITY The three parts of the PLAAFP move from broad information to very specific information about the student’s academic achievement and functional performance. Information must be sufficient to enable the team to design good instruction and make appropriate service decisions. BASELINE DATA FOR IDENTIFIED NEED SPECIFIC

(AND other performance skills)
PLAAFPs Must BROAD (AND other performance skills) CURRENT PERFORMANCE Current Performance in the General Curriculum This is the broadest information included in the PLAAFP. It includes anything that CURRENTLY has an impact upon the student’s performance. Is not limited to academic considerations but also includes functional issues related to behavior, motor, speech/language or any other concern. It is important that IEP teams remember to take out past information that is no longer relevant. A team could include information about past performance – IF it is CURRENTLY relevant to the student (e.g., for a student now 16 years old - ear infection when the student was 3 – not relevant; student received a TBI at age 13 – still relevant.) In early childhood the general curriculum is defined as appropriate activities, that is, the kinds of things that typically developing children at the same age will be doing. Include information about things that have an impact on student performance even if not directly tied to the curriculum. Information should focus on issues that address the unique needs of the child. This is the starting point for helping identify needs – it is at this level that you will highlight strengths and note broad concerns. As you progress through writing a present level statement you’ll get more specific about concerns. For students ages 14 and over, the PLAAFP should focus on the students strengths, needs, interests and preferences in relationship to his/her postsecondary goals. The PLAAFP should be framed around areas of transition services such as: Instruction Related services Community experiences Employment Adult living Objectives Daily living skills Functional vocational evaluation ( KSDE, 2005) SPECIFIC

Examples BROAD SPECIFIC CURRENT PERFORMANCE
Learning Strengths Strengths and Weaknesses Standardized Assessments Vocational/Career Interests Instructional Preferences Skills related to Interests Learning Rate Independent Living Skills Social/emotional Issues Some examples of the type of information that is considered “current performance” are: Learning Strengths Parent Concerns Standardized Assessments from state or district assessments or from the initial evaluation or most recent re-evaluation MTSS schools would have universal screening and progress monitoring data that could be used Instructional preferences Learning rate Strengths and weaknesses Social/emotional Issues Vocational/Career interests Skills related to interests Independent living skills Post-school training/education interests Think about what the child’s performance tells us about what needs the child has and what steps need to be taken so the child can be successful toward the vision. SPECIFIC

2) IMPACT OF EXCEPTIONALITY
PLAAFPs Must BROAD 2) IMPACT OF EXCEPTIONALITY Impact of the exceptionality = How does the child’s exceptionality affect his/her involvement and progress in the general education curriculum? Description of the Student’s Performance in the General Education Curriculum This description needs to include how the child’s disability or giftedness affects the child’s involvement (access to) and progress in the general education curriculum. The description needs to clearly describe how the student’s exceptionality manifests itself What does one see about this student that is different from typical peers that is a result of the exceptionality? How is the student’s exceptionality getting in the way of being involved in or having access to the general curriculum? Or, for gifted students, how is the exceptionality impacting the student’s ability to access a more advanced curriculum that is at their level of functioning/skills? How is the student’s exceptionality getting in the way of progressing in the general curriculum? Or for gifted students, how is the exceptionality impacting progress at an advanced level in the scope and sequence of the curriculum? This is not limited to academic considerations but also includes functional issues related to behavior, motor, speech/language or any other concern. These too should include a description of how this concern manifests itself. For students with Autism Spectrum Disorders, information may be drawn from the Ziggurat Model Assessment if it is being used by your district. The results of career exploration activities and formal and informal assessments can assist students and parents in identifying the young adult’s strengths, weakness, preferences, and interests related to high school (KSDE, 2005). This information is important to help get away from the “tutoring” SPED teacher or the “homework helper”. We need to dig deep enough to understand where the specialized instruction will make a difference for each student. Need the drill down within the areas of impact to be able to target student needs. PLAAFPs will be the basis for all other decisions. SPECIFIC

Examples BROAD 2) IMPACT OF EXCEPTIONALITY Which Standards are Appropriate Birth-6 Curriculum Measures Instructional Level Routines-Based Assessments Reading Level District Assessments State Assessment Performance on Classroom Tests How Behavior affects ability to progress or access general curriculum Examples of descriptions about General Academics: Description of level/which books student reads Reading fluency measures or grade level of performance Instructional Level (again, much information can be gleaned from MTSS screening or Progress Monitoring probes) How student performs on state assessments, district assessments, or classrooms quizzes and tests. For those students with significant disabilities, we may need to include pre-reading strengths, such as the ability to orient to a book, engage in joint attention and so forth. Behavior examples For behavior, include information about how the behavior affects the child’s ability to progress or access the general curriculum. Remember, behavior is a result of not only the student, but the student’s environment. So we need to make sure that statements are prefaced with “given a large group instructional environment”, or “in activities that encourage movement” so that the reader has an understanding of behavior within context. Severe Disabilities: For students with severe disabilities consider using Kanas College and Career Ready Standards extensions or links for assistance in describing the student’s performance in the general curriculum. Also, it is appropriate to discuss the student’s current performance compared to their past performance. Do not underestimate students with significant needs, always consider using the general standards first, and then look at available extensions or links to the standards. Tying instruction to standards ensures that the program developed is directed at the same end goal as programs developed for non-disabled learners. Early Childhood: For early childhood students it is participation in developmentally appropriate activities. Look at the Kansas Early Learning Standards and consider standards for kindergarten. Also consider Birth to 6 curriculum based measures as well as an analysis of how the child participates in daily routines. Transition Related Issues: Current skills related to post-school employment, independent living, post-secondary training/education should be addressed by IEP team and included in the PLAAFP. Description of degree of match between the student’s current skills and the student’s post-school outcomes in each of these areas is necessary for a comprehensive transition plan. Transition planning is essential when developing the IEP. SPECIFIC

Linking to Standards BROAD 2) IMPACT OF EXCEPTIONALITY Describe the degree of match between the student’s performance and the expectations of the standards. This has to be determined for each academic domain: Reading, Math, Written Language, Science and Social Studies. For preschool, this will include information related to development. Part of describing a student’s performance in the general curriculum involves providing information regarding how the student will be expected to meet the state standards: through work directly in the general standards or through linkages to the standards/extended standards. Therefore, to be able to effectively link the IEP to the state standards you will need to know what the various standards are and the skills required to achieve those standards. Remember that all local district curricula are required to be aligned with the Kansas College and Career Ready Standards. In order to determine which State Assessment the student should take, it is necessary to be able to accurately describe and understand the degree of match between the student’s performance and the state standards for that curricular area. Aligning the IEP goals and objectives to standards is not just good practice, it is essential. Far too many individual programs attempt to “plug holes” in skill or skill development without having an understanding of the end goal. SPECIFIC

3) PROVIDE BASELINE DATA FOR EACH IDENTIFIED NEED
PLAAFPs Must BROAD 3) PROVIDE BASELINE DATA FOR EACH IDENTIFIED NEED Baseline Data Most specific information that is included in the PLAAFP is baseline data. Baseline data is typically collected for needs that are seen as the most significant. Provides the starting point for measurable goals to be written for the student. For information to be considered baseline data it must be 4 things: Specific – must be clear what is being measured. Objective – you and your neighbor should be able to score/rate/measure it and come up with the same information. Measurable – something that can actually be measured, not broad concepts and be able to show small increments of growth. Identify frequency of the data collection– you need to be able to collect the information in the same way (consistent) and be able to show progress over short periods of time. SPECIFIC

3) PROVIDE BASELINE DATA FOR EACH IDENTIFIED NEED
Examples BROAD 3) PROVIDE BASELINE DATA FOR EACH IDENTIFIED NEED Words Read Correctly Mean Length of Utterances Correct Responses Percent Correct Number of Times Behavior Occurs Correct Math Problems Correctly Answered Questions Running Records Error Analysis REFLECTIVE OF SKILLS ADDRESSED IN STANDARDS Anything that is: 1) Specific 2) Measurable 3) Objective 4) Able to be given frequently and show growth can be used as baseline data. This is important when deciding whether something can be used as baseline data. Academic baseline data needs to reflect the skills found in the Kansas College and Career Ready standards. We encourage teachers to use natural data collection methods for baseline data. There is no requirement that data be collected using a formal test. Try to use a method of data collection that accurately measures the skill you are working on but does not require a significant time commitment on your part. Consider how you are going to do frequent progress monitoring of the student and use the same measurement as your baseline. The collection of data is only the first step in developing a data driven program, after we have data, we must analyze the data we have collected and understand what it is and is not telling us. Remember, data collection starts with determining which skills and behaviors we want to address and then defining those skills and behaviors in measurable terms. SPECIFIC

Evaluating PLAAFPs ACTIVITY Materials: participant handout, pg. 5
Time: 15 Minutes Directions: On page 3 of the handout, there is a list of snippets from PLAAFPs. They are not complete PLAAFPs and if you were to use them as complete PLAAFPs the State would not accept them as being complete as they stand. We will use these snippets to help us focus on the three different types of information that should be included in a complete statement of PLAAFPs. With that in mind, please read each statement and indicate what, if any, information is missing based on what we discussed earlier about: Description of current performance Description of the performance in the general curriculum Baseline data It is completely possible that multiple pieces of information could be missing or the statement may include information about all 3 required components. Take about 10 minutes to read the statements and indicate what of the 3 components is missing if any. CP = Current performance is missing IE = Description of Impact of Exceptionality is missing BL = Baseline is missing OK = nothing is missing Answers: BL, IE – General curriculum we say is missing, some people argue because the things we describe here are related to the general curriculum. The problem is that there is no clear description of the child’s performance in relationship to his peers performance in the general curriculum. The second kind of data that is missing is baseline data. There is no data within this PLAAFP that meets the 4 characteristics of baseline data. IE, BL – The issue here is that some people have heard that you cannot put norm referenced tests within a PLAAFP, you can report norm referenced test scores within current performance but you need to realize that they are limited to current performance and are not linked to the general curriculum and does not provide baseline data. IE, BL (CP)– Whether this is current performance depends on when the second grade reading diagnostic was given. Is the test 2 years old or was it given to him as a 4th grade student? When districts were required to select a second grade reading diagnostic test they were told to select one that was aligned with general curriculum so therefore this test should be a valid measure of performance in the general curriculum. The issue is that baseline data is missing in this example because the information obtained from a diagnostic test does not measure in narrow enough increments to be used in progress monitoring as frequently as required for progress reporting. BL - Four is missing baseline data and has all other information. The concern with this child was behavior and this PLAAFP does in fact state how the behavior effects performance in the general curriculum. As a result of his behavior he is failing his vocational class. OK – If you are not familiar with curriculum based measurement you have a disadvantage on this one. A curriculum based measurement probe is pulled directly from the local curriculum so therefore is performance in the general curriculum and it provides specific and objective data, 2 digits correct in this case, that can be given frequently and meets the definition of baseline data. CP, IE, BL – Number 6 is missing all three parts. The test is 2 years old so it is not current, it tells us nothing of the student’s performance in the general curriculum and being a norm-referenced test is not appropriate to be given frequently enough to measure progress. IE, BL – The test was taken recently so it is current performance but remember norm-referenced assessments are not tied to our general curriculum and cannot provide baseline data. IE, BL – The information in this example is current and does tell us in broad terms how Sammy is performing but it does not have any link to the general education curriculum and does not contain any baseline data because there is no measure that is good at monitoring progress over short-periods of time.

Measurable Annual Goals

There are many ways within the IEP to address needs identified in the PLAAFPS
Non-Special Education Supports Program Modifications Supports for School Personnel Assistive Technology Supplementary Aids & Services Positive Behavioral Supports Transition Services Related Services Measurable Annual Goals for specially designed instruction The IEP team must then consider the needs and determine how best to meet them. These are some of the many ways that students’ needs might be met. Not every need will be met by a special education service or through a measurable annual goal. The IEP team needs clear information to base decisions on, the PLAAFP is that source of information. The IEP team must prioritize the student’s needs and determine how each will be met. As a general rule, the IEP goals should be concerned primarily with the highest-priority needs, with other needs being met through other means. Too many goals can lead to an IEP that is difficult to implement and can create a situation where a student is working on too many skills at once, setting them up to not achieve success. In general, five goals or less will ensure that goals will be addressed thoroughly.

Measurable Annual Goals describe the anticipated progress that will result from specially designed instruction the student will receive. Purpose It is very important to keep in mind, that every need identified in the PLAAFP is addressed somewhere in the IEP but DOES NOT have to be addressed through a goal. Measurable annual goals: address academic and functional needs. are to be written in such a way that describes clearly or specifically the anticipated progress a student will make as a result of our specially designed instruction. ALWAYS focus on student performance and NEVER on teacher behavior. Remember: Special education is defined in federal law as specially designed instruction. Specially designed instruction is what you are going to do to promote student success or support the student to achieve the goals set forth in the IEP. There is an IDEA requirement to ensure students can access and have the opportunity to progress in the general curriculum. This is why standards based IEPs are recommended—they clearly identify the link between the child’s present levels, goals, and the general curriculum as described by the standards. However, there is no legal requirement that a goal or the IEP contains the specific language or a direct reference to the state standards. Some teachers have used standards as the wording for a goal. This is NOT legally acceptable, because the goal must be individualized for the student, and must be written in a way that has all the required components and characteristics of a goal.

Measurable Annual Goal Characteristic #1
Based on data contained in the PLAAFP In very simple terms when you hear “based on data contained in the PLAAFP” it means: does the PLAAFP contain information to explain why this is a goal? (i.e. does the PLAAFP describe a priority student need around the specific skill contained in the goal?) does the PLAAFP contain specific, objective, measurable data collected in a way that you will be able to continue to collect the data to monitor student progress every 6-9 weeks? If you can answer yes to both of these items then the goal is based on data contained in the PLAAFP.

Has 4 Components: Behavior Conditions Criteria Timeframe State guidance identifies 4 components that are required in a measurable annual goal: Behavior: clearly identifies the student performance which is being monitored; it reflects an action which can be directly observed and measured. Condition: specifies the manner in which student progress toward the goal is measured and involves the application of skills or knowledge. Criteria: identifies how much, how often, or to what standards the behavior must occur in order to demonstrate that the goal has been achieved. Timeframe: specifies the amount of time in the goal period.

Can pass the “Stranger Test” If you as a teacher win the lottery and decide not to come to work tomorrow, could someone else implement an IEP that you have written? If a goal is written correctly, someone who did not write it should be able to use it to develop appropriate instructional plans and know how to assess student progress. If this is true about the goal you have written, you pass the “stranger test!” Could someone else plan instruction to carry out the goals that you have written on the IEPs for the students you are currently teaching?

Measurable Annual Goal Development Step 1
Identify and select a need from the PLAAFP. In your resource guide for this module you will find the steps for writing measurable annual goals. This page will serve as a guide to our discussion and is also meant to be a reference tool as you write your IEPs. The first step in writing a measurable annual goal is to identify and select a need from the PLAAFP that you are going to provide specially designed instruction around and will monitor progress through a measurable annual goal. When you are identifying and selecting a need…ask yourself such questions as… 1) Should this concern be addressed through a measurable annual goal? 2) Should this concern be addressed through program modifications? 3) Should this concern be addressed through some other method? Just a reminder, that not all needs have to be addressed through goals, we have a lot of ways in the IEP that can be used to meet a student’s individual needs.

Consider the general education standards and curriculum for the student’s grade level and age/grade expectations for other performance skills. We are responsible by law to provide our students access to the general education curriculum. Everything in the IEP – the PLAAFPs, special education and related services provided and monitored should be related to state and local standards. We are always going to start with the standards. We need to understand how big the gap is between where the student is and where he should be in the general curriculum. This is one way to help us prioritize where the specially designed instruction should focus. The measurable annual goals you write for students should be focused on the skills contained in local curricular standards and assessments. In addition, there may be educational needs that result from the student’s exceptionality that are not addressed in curricular standards but must be addressed in order for the student to receive and benefit from education (e.g. behavior and unique communication needs). For example, if a student needs to learn Braille or sign language, will we find those things in the general education curriculum? Neither of these are in typical general education curricula but are needs that must be addressed if the student is to be able to access the general education curriculum. Guiding Questions: Based on the student’s current level of skills (academic, behavioral, social, communication, etc.), at what level of our school’s general curriculum is the student successfully achieving now? What skills (academic & functional) does this student need to develop in order to take the next steps – to continue to access and progress in the general education curriculum?

Identify the performance to be measured. (Behavior) The behavior component of the goal is what you expect the student to do. Behavior: must reflect skills to be learned by the student. is focused on what the student is doing/performing and is almost always an action verb. To help figure out what the behavior is, ask such questions as: How will the learned skills be exhibited? What will we see the student doing? Is the behavior being asked related to appropriate curriculum or standards or related to the disability that hinders the student’s ability to progress? Some examples are: Sarah will read Claude will correctly solve Mary will score Matt will return completed homework Scott will initiate interaction Raul will compose Remember in step 1 we mentioned the goal is to be based on data included in the PLAAFP. Once again, the way you are going to measure the behavior in the goal should have a direct link back to data collected in the same fashion in the PLAAFP (i.e. baseline data). If the PLAAFP lacks baseline data you will need to go back and collect it prior to writing a goal.

Specify how the progress toward the goal will be measured. (Condition) The next step is to specify how the progress toward the goal is going to be measured. This refers to the condition of the goal. Guiding Question: Under what conditions do we expect the student to perform the behavior we are specifying in the goal? The condition under which progress will be measured would include things such as: Using what materials – when presented with a 2nd grade reading text, with a 4th grade math probe In what setting – where & when will it occur – on the playground, during unstructured time, during transition time, during instructional time, in the classroom. Under what circumstances – when given a story prompt, when given a 10th grade writing stem With how much support or assistance – with physical prompt, with verbal cues, independently Reminder: The baseline data in the PLAAFP needs to have been measured under the same condition so that you will be able to tell how much the student has progressed.

Determine to what level the behavior must occur. (Criteria) Criteria – the level of skill proficiency the student must achieve to meet the goal. When setting the criteria for the goal ask questions such as: 1) Where do you want the student to be one year from now? 2) How does the student respond to new material? 3) How does the student respond to different types of instruction? Going back to the research again, we know that students that have high expectations set progress more. So when setting a goal: make the goal challenging but keep it realistic as well. The old way of thinking was that a child’s goal would be to make a year’s gain in a years time – that is no longer acceptable. We need to set up instruction that is going to help them make more than a years gain in a year in order to close the gap. This is another reason we need to prioritize and really focus our goals and instruction to the areas that are going to make a difference. use the student’s baseline performance as your guide – it provides the starting point and helps you realistically estimate where the student should be performing a year from now. carefully consider why you are setting the criteria at the level you are. Why are you setting it at 80%? Is that the level of performance we really want? Is it OK to be able to safely cross the street 80% of the time? Is it OK to not hit the kid next to you 80% of the time? If the current baseline performance of a specific skill is 0, is it realistic to expect it to increase to 80% in one year?

Specify amount of time that will be required for the student to attain the criterion. (Timeframe) The timeframe for measurable goals is typically 1 year. Goals may be for a shorter period of time. However, at least one goal must be in progress at all times during the academic year. Goals cannot exceed 1 year. If you find that the level at which you want the student to perform is beyond what can be achieved in one year then you should break the goal apart and address part of it this year and then address the rest in the next year. Ways to describe the timeframe within the goal would be: In 36 weeks… By October 31, 2014… Next, let’s do a quick activity to make sure we can recognize the 4 parts of a measurable goal.

Activity Goal: By April 30, 2014, given a mixed 4th grade level math calculation probe of 25 problems, Jeff will correctly solve 95% of all problems presented. What’s the behavior? What’s the criteria? What’s the condition? What’s the timeframe? Go over the answers orally with the group. Behavior – will correctly solve Condition – given a mixed 4th grade level math calculation probe of 25 problems Criteria – 95% correct of all problems presented. Timeframe – By April 30, 2014

What’s Missing? ACTIVITY
Activity: What’s Missing in the Measurable Annual Goal Materials: participant handout, page 8 Time: 5 minutes Directions: Look through the example measurable annual goals written at the bottom of the page and identify which of the 4 required components of a measurable annual goal is missing, if any. There could be multiple parts missing. Number 1 is not a complete goal: Behavior- improve is not specific enough and reading & writing are too broad Criteria – 90% accuracy Condition – no condition given Timeframe – no timeframe given Number 2 is not a complete goal either, Behavior- correctly answer is a good start, but functional math problems is too broad Criteria – 85% accuracy Timeframe – 36 weeks Number 3 is a complete goal, Behavior- correctly answer 10 inferential type questions Criteria – 95% accuracy Condition – when given a 8th grade level passage Timeframe – 34 weeks

Check In Measurable Annual Goals Directions: Locate the Check In in your handout (page 9). Please answer the 4 True-False questions and the one multiple mark question and be ready to discuss. Answers: False – All needs identified in the PLAAFP must be addressed somehow in the IEP, however, writing goals is only one of many options that you have for addressing a student’s needs. True – There must be baseline data collected prior to writing the goal that indicates the current performance of the student for each goal written. True – The measurement method of the baseline data needs to be the same measurement method used in the goal. False – You can use any method of measurement you like as long as it’s (1) specific (2) objective (3) measurable (4) able to be given frequently The four components of a MAG are: a) behavior d) criteria e) condition h) timeframe

Documentation Required for Assessments
For a student with a disability who is NOT taking the regular state assessment, a statement on the student’s IEP must address: Why the student cannot participate in the regular state assessment. AND Why the DLMassessment is appropriate. Additional documentation only is required for students who DO NOT take the regular statewide assessment. For students taking the DLM the IEP must include a statement of why the student cannot participate in the regular statewide assessment, AND a statement of why the DLM assessment chosen is appropriate for the student. It is not enough just to say that the student has an IEP or he/she would perform better if given an assessment other than the regular assessment. There are specific eligibility requirements that MUST BE determined for students taking the DLM. The guidance documents used to assist a student’s IEP team in determining whether he/she is eligible to take the DLM can provide the statements needed to document the student’s eligibility on his/her IEP.

Consider and document on the IEP which state assessment the student will take
Student participation in the DLM is determined by the IEP team A student that takes the DLM must take the DLM assessment in all content areas DLM participation criteria: The student has a significant cognitive disability The student is learning content linked to (derived from) the KCCRS The student requires extensive direct individualized instruction and substantial supports to achieve measurable gains in the grade-and age-appropriate curriculum Student’s participating in the DLM must have 4 benchmarks for each goal Short-term objectives and benchmarks are required for all goals on IEPs for students that are taking the Dynamic Learning Measures (DLM).

Services

PLAAFP Services are determined AFTER the student’s needs are clearly understood and goals for the student are written. The information contained in the PLAAFP and Measurable Annual Goals provides the “WHY” for all services the student needs to receive a free and appropriate public education (FAPE) in the least restrictive environment (LRE) along with their nondisabled peers. Services

SERVICES Special Education Services Related Services
Supplementary Aids and Services Accommodations Program Modifications There are five major areas that are linked to services in the student’s Individualized Education Program (IEP). These areas are: Special Education Services Related Services Supplementary Aids and Services, including Accommodations Program Modifications Supports for School Personnel (These are defined on the next several slides.) Supports for School Personnel

Special Education Special Education is specially designed instruction that meets the unique needs of a student with a disability and which ensures the student has access to and/or benefit from participation in the general education curriculum. Special Education is individually designed instruction to meet the needs of the unique needs of a student with a disability, such as adapting content, methodology, or instruction. This specially designed instruction ensures the student with a disability has access to and/or benefit from participation in the general education curriculum.

Supplementary Aids and Services, and Other Supports
Supplementary Aids and Services, or other supports (including accommodations) are provided to the student with a disability in the general education classroom, or other education related settings, to enable the student to be educated with nondisabled peers to the maximum extent appropriate. Supplementary aids and services, and other supports need to be grounded in peer reviewed research to the extent practicable. The student’s IEP team decides the types of supplementary aids and services, and other supports needed by the student with a disability in order for him/her to access and participate in the general education setting with nondisabled peers. Some examples of supplementary aids and services, and other supports may include: Assistive Technology (AT) devices and services is considered a supplementary aid and service if the student needs assistive technology to remain in the general education classroom (or other education settings) with his/her nondisabled peers to the maximum extent appropriate. In the above situation, assistive technology devices and services would be listed as a supplementary aid or service on the student’s IEP. Additionally, the frequency, location, and duration of the assistive technology device and service would be listed in the student’s IEP. The school is responsible for maintaining, servicing, repairing, and replacing AT devices that are identified on the student’s IEP if the device(s) are used on or off school property. If the student needs access to the AT device both at school, home, or other settings to receive FAPE, it MUST be documented on the IEP that the AT device is necessary for the student to participate in non-school settings (e.g., extra curricular activities. The AT device needs to be provided in a timely manner. If the AT device is covered by Medicaid insurance, and Medicaid pays for the device, the device is owned by the student and his/her family. Ancillary FAPE requirements apply to AT devices that are purchased by the school. If the AT device(s) is purchased by the school the use if the AT device(s) outside of the school or in the student’s home, is determined on a case-by-case basis. The student’s IEP Team makes the determination whether or not that the student needs access to the AT devices(s) at home in other settings in order to receive FAPE. Nonacademic and extracurricular services are those services that allow a student with a disability equal opportunity to participate in nonacademic and extra curricular activities with his/her nondisabled peers. These are nonacademic and extracurricular activities that are school sponsored during the regular school year. Examples of nonacademic and extracurricular activities include; counseling services; athletics; transportation; health services; referrals to agencies that provide assistance to individuals with disabilities; and employment of students including both employment by the agency and assistance in making outside employment available

Supplementary Aids and Services, and Other Supports: Accommodations
are small changes in procedures that do NOT change what is being taught or measured. Program Accommodations are small changes in procedures that DO NOT CHANGE what is being taught or measured. Accommodations DO NOT reduce learning expectations; they provide access. Accommodations are intended to mediate the effects of a student’s disability; they DO NOT reduce learning expectations. (2011, June. Kansas Special Education Process Handbook.) The frequency, location, and duration of each accommodation needs to be determined by the student’s IEP Team and MUST BE documented on the student’s IEP. REMEMBER, if a student will be using an accommodation on a state or district wide assessment that accommodation needs to be used in daily instruction and assessment within the classroom setting ( , August. Accommodations Manual: How to Select, Administer, and Evaluate Accommodations, for Instruction and Assessment).

Supplementary Aids and Services, and Other Supports: Accommodations
Remember If a student uses an accommodation on a state assessment, that accommodation must be used in classroom instruction and assessment . REMEMBER, if a student will be using an accommodation on a state or district wide assessment, that accommodation needs to be used in daily instruction and assessment within the classroom setting, and documented on the student’s IEP.

Program Modifications
Program Modifications are alterations in procedures that DO CHANGE what is being taught or measured. Program Modifications ARE NOT included under supplementary aids and services, and other supports. Program modifications are alterations in procedures that DO CHANGE what is being taught or measured. The frequency, location, and duration of each program modification needs to be determined by the student’s IEP team and MUST BE documented on the student’s IEP. (K.S.A (c)(4); 34 C.F.R (a)(4)(i)) Program modifications may address various areas, including environmental and structural changes, how the student will participate in direct instruction, learning activities, collaborative workgroups, large group instruction, and other events that occur in the general education classroom. Some examples of program modifications include, but are not limited to, the following: mastery of a smaller number of objectives; fewer response items on a test; and/or fewer distractors on a multiple choice problem. If a student uses a modification on a state or district wide assessment, that modification needs to be used in daily instruction and documented on the student’s IEP. Remember that if you use a modification or non-approved accommodation on the state assessment, the student will count against the district as not assessed.

Supports for School Personnel
Supports for school personnel are professional development or training for staff members that is beyond what is provided to all staff. consultation with an itinerant teacher, learning a communication program that the student uses, materials, and modifications to the environment. Supports for school personnel may include: learning sign language classes learning a new software program learn how to program a new technology device receiving consultation from another teacher or related services provider

Supports for School Personnel
Remember: If a student has supports for school personnel identified on his/her IEP, the types of training and/or supports need to be documented on the student’s IEP, with projected starting date, and frequency, location, and duration. REMEMBER if a student’s team members need supports and/or training on in order to deliver instruction to the student, the types of training and supports need to be documented on the student’s IEP. REMEMBER, that supports for school personnel listed in the student’s IEP MUST indicate the projected date for the beginning of the services or supports, and the frequency, location, and duration of the training/supports.

Frequency, Duration, and Location
The law mandates that a student’s IEP MUST have the: Frequency Location Duration Projected date for beginning of service Extent to which the student with disabilities will not participate in instruction with his/her nondisabled peers in the regular class For all: Special Education Services, Related Services, Supplementary Aids and Services Program Accommodations, Program Modifications, and Supports for School Personnel When, where, and how long will each service be provided? What is the projected date of beginning of each service to be provided? The information on this slide is marked with a red flag because these are required pieces of information that are often found to be missing from student IEPs. A statement of special education, related services, supplementary aids and services (including accommodations), program modifications, and support for school personnel must be included in each student’s IEP, along with: Frequency, location, and duration for each of the services provided to the student Projected date for beginning of each of the services Explanation of the extent the child will not participate with non-exceptional children in the regular class Every IEP team member but especially the parent should clearly understand: When is the service going to be provided? (daily, weekly, or monthly) [FREQUENCY] Where is the service going to be provided? (general education classroom, SPED classroom, or job site) [LOCATION] How long is the service going to be provided? (during language arts block, during math class, 40 minutes, or 1 ½ hours) [DURATION] What is the projected date for the beginning of the service? What is the EXTENT to which the student with a disability will not participate with his/her nondisabled peers in the general education classroom? Even if the team decides that particular types of services are not needed, it must be documented on the IEP that student’s IEP team considered those services and none were needed.

Identifying Frequency, Location, Duration, Start Date and Extent
ACTIVITY Identifying Frequency, Location, Duration, Start Date and Extent Johnny will receive reading and writing instruction in the resource room each day during the language arts block. He will not be participating with his peers in the 4th grade classroom during this block since he will be receiving individualized instruction in the resource room. Materials: participants handout, pg. 14 GO THROUGH THIS ORALLY Directions: Read this sample statement of services and identify: The frequency, location, and duration of the services The projected start date of the services The extent to which the student will not participate with non-disabled peers in the regular class Debrief: Let’s talk about the frequency, location, and duration of Johnny’s services, and extent of participation with her nondisabled peers in the general education setting. Services=special education instruction in reading and writing Frequency = daily Location = resource room Duration =during the language arts block Start date = unknown, not reported in this sample Extent of Participation = will not be participating in general education during language arts block Again, there MUST BE a description of the services to be provided, a clear understanding of the frequency, location, and duration of EACH service, the projected start date of each services, and a description of the extent the student WILL NOT BE participating with peers in the general education classroom. Make sure this information is documented on the student’s IEP. This information MUST BE considered and documented for all; Special Education Services, Related Services, Supplementary Aids and Services Program Accommodations, Program Modifications, Supports for School Personnel, Even if the team decides that a particular type of service is not needed, it must be documented on the IEP that student’s IEP team considered that service and the team determined it was not needed.

Activity: Service Decisions
Time: 5 Minutes Materials: Participants handout, pg.15. Use the PLAAFPs and Measurable Annual Goals from one of your own district’s IEPs OR use the PLAAFPs and Measurable Annual Goal developed in previous activities in this training. Directions: Review the PLAAFPs and Measurable Annual Goal for a student. Based on the information provided and using Services Decision page in the Activities handout, determine how the student’s needs will be addressed with services (Special Education Services, Supplementary Aids and Services, Program Modifications and Supports for School Personnel.) Under the appropriate service area, write the statement of service to be provided. Make sure that your statements of service address frequency, location, and duration! Debrief: Let’s share some of the statements of service we wrote. Can we identify frequency, duration, and location for each? What is the start date and extent to with the student will not participate with non-disabled peers in the regular class? (Take participant’s through sharing a few statements of service. Make sure there is understanding and that all questions are answered.)

Check In Services Directions: Please locate the Services check in in your handout (page 12). Take a few minutes to answer each question and then we’ll go over them together. Answers: True False All of a) through f)

Special Factors/Considerations

Considerations by the IEP team that must be documented (but not necessarily on the IEP)
Strengths of the Child Concerns of the Parents for enhancing the education of their child  Results of the Initial Evaluation or most recent Reevaluation  Academic, Developmental and Functional Needs of the Child Behavioral Concerns Limited English Proficiency Braille (for children with disabilities) Communication Needs of all Children with Exceptionalities Communication Needs of Children who are Deaf/Hard of Hearing Assistive Technology (for children with disabilities) Extended School Year (for children with disabilities) Notification to Kansas Rehabilitation Services (for children with disabilities)  Physical Education Needs (for children with disabilities) Placement Determined Annually Potential Harmful Effects (for children with disabilities) These considerations might be documented in the IEP or in IEP meeting notes or in forms included in the student file. There are many important considerations that an IEP team must make that need to be documented. The list is included here as a reminder that the team must document these considerations, however, all of these discussions should have occurred early in the process, starting when the team began discussing Present Levels of Academic Achievement and Functional Performance. Strengths of the child: Consider the strengths and how they might be used for addressing the child’s needs. Concerns of the parents: Parents need an opportunity to express their concerns and those concerns should be reflected in the IEP Adaptive Physical Education: Does the child need access to adaptive PE? Is there a need for an individual health care plan to address any physical condition of the child? Extended School Year: Applies only to students with disabilities. Considerations should include likelihood of regression, slow recoupment, and predictive data based on professional judgment. Positive Behavioral Supports: Must document whether behavior impedes the learning of the child or of others and if so must determine what if any positive behavioral supports are needed. The focus should be on prevention of the behavior not on consequences. Braille: If the child is blind of visually impaired the team must consider whether the child needs instruction in Braille. Limited English Proficient/English Language Learner: Consider any language needs of the child as related to the IEP. Communication Needs: Does the child have any unique communication needs that should be addressed to assist the child in meeting their educational goals? Communication needs of children who are deaf or hard of hearing: Are opportunities for direct communication with peers or professional personnel needed? The type of sign language to be taught should depend only on the needs of the child. Assistive Technology: Does the child need any assistive tech device or service? If information to determine is not available, consider conducting an AT evaluation. If a device or service is needed, consider the nature and the extent to be provided.

We are going to focus on these two Special Factors
(i) positive behavioral interventions, supports, or strategies to address behavior (in the case of students whose behavior impedes learning or the learning of others); (v) needs for assistive technology devices and services.

Behavior Intervention Plan
If the behavior is impeding the learning of the student and/or peers: Specify intervention strategies, including positive behavioral interventions, strategies, and supports Use a BIP to specify the strategies needed to address the behavior that is impeding learning Understand the function of the behavior Describe the environmental changes that are needed Describe the functionally equivalent behavior that needs to be taught Attach the BIP to the IEP as a supplementary aid and support to maintain the LRE No student should ever be placed in a restrictive setting without evidence that even with supplementary aids and supports, the previous less restrictive environment would not suffice

Behavior Intervention Plan and ESI Issues
An Emergency Safety Intervention should not be a planned intervention for a specific student under foreseeable circumstances. This means an ESI would not be a part of a Behavior Intervention Plan. The BIP should focus on planned interventions designed to prevent the need for use of an ESI. If you’re planning for it, it means you can see it coming. If you can see it coming, every effort should be made for prevention.

Needs for Assistive Technology Devices and ESI Issues
Any assistive technology device that is a type of supplementary aids and services must be documented on the IEP. Mechanical restraint means any device or object used to limit a student’s movement. It is prohibited unless ordered by a person appropriately licensed to issue the order for the device, for a specific student. Consider these questions: Does the device/equipment limit the student’s movement? Has the device/equipment been ordered for use by a person appropriately licensed to issue the order? Is the device/equipment being used in a way that is consistent with the orders for use? Remember from our discussion of services, that Assistive Technology (AT) devices and services are considered a type of supplementary aid and service if the student needs assistive technology to remain in the general education classroom (or other education settings) with his/her nondisabled peers to the maximum extent appropriate. In this situation, the assistive technology devices and services would be listed as a supplementary aid or service on the student’s IEP. Additionally, the frequency, location, and duration of the assistive technology device and service would be described in the student’s IEP. Questions about the ESI prohibition on mechanical restraint is most often related to the use of devices such as standers or Rifton chairs, or to sensory therapeutic equipment like weighted vests or weighted blankets. The use of a Rifton chair, for example, is an exception to the prohibition on the use of mechanical restraint when it is ordered as a protective or stabilizing device for a student by a person appropriately licensed to issue the order for the use of the Rifton chair with that particular student. The use of a Rifton chair for a specific student should, at minimum, be documented in the orders and in the IEP. If the chair is used with a student other than for whom it was ordered, or in a way other than as ordered for use, then it may constitute mechanical restraint. With mechanical restraint, a device ordered for one student cannot be used to mechanically restrain a different student. Nor can it be used for a purpose that is not consistent with the use as per the orders. Consideration of these questions should include the following information: If the device does not limit a student’s movement, then the ESI regulation prohibition would not apply. If the device is ordered for use by a person appropriately licensed to issue the order for the device and the device is being used consistent with those orders, then the exception to the prohibition would apply, even if the device had the effect of limiting a student’s movement. School personnel should know whether or not their license would enable them to issue orders for such devices.

What are the greatest IEP issues for Kansas?
Was the notice of the IEP meeting given to the parents (and student if 18 years or older) at least 10 calendar days before the IEP meeting? Did an LEA representative attend the IEP meeting? Does the IEP include the projected date for the beginning of services, including special education services, related services, and supplementary aids and services; program accommodations; modifications; and/or supports for school personnel? Does the IEP include the anticipated frequency, location, and duration of services and modifications? If there are fewer than 10 calendar days between the date of notice of meeting and the meeting, you must have documentation the parent wished to waive their right to 10 day notice. The administrator may not sign the IEP at a later time if they were not in attendance. You must provide the anticipated start date for ALL services, modifications and supports for school personnel. Frequency, location, duration is required for Special Education Services, Related Services, Supplementary Aids and Services Program Accommodations, Program Modifications, and Other Supports for School Personnel

What are other IEP problems for Kansas?
Providing a laundry list of accommodations and failing to describe frequency, location, and duration for each accommodation listed. For example: when is “extended time” allowed? Have you described this with sufficient specificity that parents and teachers agree on how/when/where/under what circumstances the accommodation of “extended time” is used? Failing to write measurable post-secondary goals Failing to write measurable goals for students identified as gifted Make sure that these issues are carefully addressed in your IEPs.

Oh no!!!! It’s time for my first IEP of the year!!! How do I start it???

How to Start A New IEP Go to the kidss.keystonelearning.org
Click on the WebKIDSS word at the top of the page- I made this a favorite so I could skip steps in the future. Log In to WebKIDSS

How To Start An Annual IEP
On your home page of WebKIDSS, after you have logged in, you will choose Edit IEP Students Choose the student name from the drop box that will appear on the page you are taken to.

Select the Student’s name that you want to add an IEP too.

You will choose the 3rd button on the right side
You will choose the 3rd button on the right side. It says: Add New/Amendment IEP Record If Starting NEW IEP – choose middle button – Add New IEP If Amending – choose the 3rd button on the bottom – Add Amendment IEP

Put the date of the IEP meeting, as confirmed with parents, and Initiation Date as that day or the following day. Use the Forms on WebKIDSS for your Notice of Meeting, Placement Form, and Staffing Notes. To do this you will click on the dropdown menu and select Enter IEP Forms Data Click Add IEP button Next click on the dropdown menu and select ***Select a Form***

The forms you will use, as a Special Education Teacher are:
Notice of Meeting Notice of Meeting Parent 2 will print the names and addresses in column 2 of the Demographic page Placement Form Staffing Notes (for note taker to take notes during the meeting) Summary of Performance (can be used for students that are graduating) Transportation Request (if the student is one that requires special transportation) IEP Consent to Invite Non-School Members to IEP ECO – Early Childhood Outcomes Medicaid Parental Consent AND MORE

If the parent agrees to waive 10-day notice by phone, you may check the box for Consent to Waive 10 day Notice before parent signs (3rd box under ACKNOWLEDMENT) Notice of Meeting Form (Steps to fill out any form): You will type ALL required information on this form. Some information is automatically imported from the IEP and you will double-check the accuracy of the information.

Complete the Placement Form with information that is not automatically filled in

At the meeting, have a person take notes on the WebKIDSS form (you will need your computer at the meeting for this). Make sure the following is completed: All persons there typed in Box checked for Parent Rights Offered Box checked for Accepted or Declined Purpose of Meeting stated (annual IEP, Amendment, 3 year reeval, Initial Eval and IEP, etc…) What was discussed? If the student is 14+ make sure to note Transition Plan discussed. Their name as note taker If you rather do this in handwritten form, print this form and then GO FOR IT.

What Forms Must I Have? For any IEP meeting you must have:
Notice of Meeting least 10 days notice) Placement Form Staffing Notes Signature page from the IEP

What Is In The Resource Section?
IEP Checklists Indicator 13 Checklist Present Level Information Annual Goal Information Accommodation/Modification Information Helpful Websites

IEP 101 2015-2016.

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