Created by- Melissa Denton Special Education Coordinator Westerly Middle School A Professional Development Presentation for Elementary and Middle School Special Educators

Page 1 of the IEP 3-13 Form 1. The IEP effective date starts: a. on the meeting date b. 10 days from the meeting date c. Needs to be discussed at the meeting

Page 1 of the IEP 3-13 Form 1. The IEP effective date starts: a. on the meeting date b. 10 days from the meeting date c. Needs to be discussed at the meeting This is an IEP decision. If it is dated to start on the meeting date, the parent must sign the Yellow Prior Written Notice Form to waive the 10 day implementation waiting period. If not, the plan is dated to start 10 days from the meeting.

Page 2 of the IEP 3-13 Form 6. T F If a parent does not attend, this form should be sent home and signed. 7. T F A regular education teacher is only needed if the child has core academics in the mainstream. 8. T F An IEP meeting can be held without the parent present.

Page 2 of the IEP 3-13 Form 6. T F If a parent does not attend, this form should be sent home and signed. Only IEP participants who attended sign the Participation Form. If a parent has waived their right to attend, it is best practice to write “parent waived participation” in their signature box.

Page 2 of the IEP 3-13 Form Most students have at least one general ed teacher. This might be the PE or allied arts teacher. If a regular ed teacher is not attending, the parent needs to know in advance and sign an excusal. This can be indicated on the Prior Written Notice form. If parent has signed to waive their right or this is the third attempt to hold the meeting with proper documentation. 7. T F A regular education teacher is only needed if the child has core academics in the mainstream. 8. T F An IEP meeting can be held without the parent present.

Present Level of Functioning Embedded in the PLAAFP is the data needed to write the baseline for annual goals. Functional areas would include: BehaviorOrganization Social SkillsDaily Living Skills Study Skills Attention/ Participation Work Completion Interest areas Communication Health needs How does the student’s disability impact their ability to access the general education curriculum? How does the student function in various settings throughout their school day? What supports have been beneficial to the student to increase their functional performance?

Page 3 of the IEP 3-13 Form 10. Which would not be appropriate to list under academic needs? a. No needs at this time. b. Seems to dislike writing. c. Scored deficient on the fall grade level M-COMP. d. Requires visual models to complete a multi-step algebraic equation.

Present Level of Academics Embedded in the PLAAFP is the data needed to write the baseline for annual goals. Academic areas would include: Reading: decoding, vocabulary, fluency, comprehension Writing: writing process, editing, organization, voice, structure Math: computation, problem solving How does the student’s disability impact their ability to access the general education curriculum? How has the student performed on grade level curriculum based measurements? Grade level rubrics? What can the student do independently? What supports increase the student’s access to the general education curriculum? If there is not a need in an area, you still need to include a statement demonstrating it as a strength area with supporting data and indicate “no needs at this time” under Needs.

PLAAFP Data Examples Curriculum based measurements “… scored 9 on the Fall MAZE. This is a deficient score. 18 is established for grade 6 in the Fall.” Rubric scores “ … scored a 2- on the sixth grade writing rubric with no adult support. A 3 is proficient. Areas of weakness noted are word choice, sentence structure and use of transition words.” Time samples “… takes, on average, 10 minutes to begin a task that the typical peer begins in 1 minute.” “ During a 60 minute core academic class, … is off task, an average, of 20 minutes.” Percentages “… completed 45% of all homework assigned during the first marking period in the four core academic courses.” “… came prepared to his four core academic courses 60% of the time during the first marking period.” Can an educator read the PLAAFP and begin instruction immediately? Can you write an annual goal after reading the PLAAFP for a student?

PLAAFP Checklist Does the PLAAFP: Address all areas directly related to the student’s disability? Include statements that are understandable, specific, measurable, and objective? Include baseline information for each need? Describe the student’s current performance? Describe how the student’s disability affects their performance in the general curriculum? Provide a “snapshot” of the student so anyone would be able to begin instruction and intervention? State “no needs at this time” in areas that the disability does not impact? ** Resource: Kalamazoo RESA

Page 6 of the IEP 3-13 Form 14. Which of following statements should not be used as a baseline for an annual goal? a. Completed 35% of all class work quarter one. b. Required 4 adult interventions during a 60 minute English class. c. Has difficulty comprehending textbook readings. d. Independently scored a 2 on the sixth grade writing rubric.

Page 6 of the IEP 3-13 Form 14. Which of following statements should not be used as a baseline for an annual goal? a. Completed 35% of all class work quarter one. b. Required 4 adult interventions during a 60 minute English class. c. Has difficulty comprehending textbook readings. d. Independently scored a 2 on the sixth grade writing rubric. This statement does not include data. The baseline must include data in order for an annual goal to be written and measured.

Page 6 of the IEP 3-13 Form 15. A well written baseline correlates directly with what other section of the IEP? a. PLAAFP b. Specialized instruction / services c. Supplemental aids and services d. Areas to be addressed

Page 6 of the IEP 3-13 Form 15. A well written baseline correlates directly with what other section of the IEP? a. PLAAFP b. Specialized instruction / services c. Supplemental aids and services d. Areas to be addressed The baseline is a “cut and paste” from the PLAAFP. It is one phrase stating the student’s current performance in the area of this goal page using specific data.

Page 6 of the IEP 3-13 Form 16. A well written annual goal is not: a. Obtainable in a year b. A description of the supports that should be provided to the student c. The next step based on the baseline data d. Easily measured to track student progress e. Based on grade level expectations

Page 6 of the IEP 3-13 Form 16. A well written annual goal is not: a. Obtainable in a year b. A description of the supports that should be provided to the student c. The next step based on the baseline data d. Easily measured to track student progress e. Based on grade level expectations An annual goal is the next step to improve the data in the baseline. It should not include how adults will support or supplement instruction. It is a statement of what the student will be able to do related to a standard.

Baselines and Annual Goals If we wrote IEPs for our New Year’s resolutions, they would look like this: Baseline: Mary is overweight. Annual Goal: Mary will lose weight this year. Baseline: Mary weighed 145 pounds in January (The PLAAFP indicates that for Mary’s height and age, she should weigh 125 pounds.) Annual Goal: Mary will weigh 135 pounds in January What was Mary’s starting weight? How will we know if she met her goal? Does she need to lose 5 pounds or 50 pounds? We now know her starting weight. We also know how much her goal weight will be. We need to set a practical goal that can be accomplished in 1 year.

Baselines and Annual Goals Another example: Baseline: Steve exercises, on average, 30 minutes a week. Annual Goal: Steve will walk 4 miles a week. Baseline: Steve exercises, an average, of 30 minutes a week. (The PLAAFP indicates that for his age, he should exercise 120 minutes a week.) Annual Goal: Steve will exercise, an average, 90 minutes a week. The baseline data is not related to the annual goal. How many miles does he walk now? How many minutes a week will he exercise this time next year? We know his starting data. We will continue to collect data on the number of minutes he exercises a week. We can tell when he meets his goal!

Page 6 of the IEP 3-13 Form 17. Each annual goal must have at least: a. One objective or benchmark b. Two objectives or benchmarks c. Three objectives or benchmarks 18. When writing objectives, you must list: a. the sub-skills needed to meet this goal b. specific targets throughout the year c. either is correct depending on the goal

Page 6 of the IEP 3-13 Form 17. Each annual goal must have at least: a. One objective or benchmark b. Two objectives or benchmarks c. Three objectives or benchmarks 18. When writing objectives, you must list: a. the sub-skills needed to meet this goal b. specific targets throughout the year c. either is correct depending on the goal

Benchmarks or Objectives? Each annual goal must have at least 2 benchmarks or objectives. Let’s look back at our real life annual goals: Mary’s annual goal was to weigh 135 pounds by January of Benchmarks: By April, Mary will weigh 142 pounds. By August, Mary will weigh 139 pounds. By January, Mary will weigh 135 pounds. Objectives: Mary will drink no more than one sugary beverage a week. Mary will exercise 3 times a week for 30 minutes. Mary will log her food intake.

Benchmarks or Objectives? Benchmarks: By April, Mary will weigh 142 pounds. By August, Mary will weigh 139 pounds. By January, Mary will weigh 135 pounds. Objectives: Mary will drink no more than one sugary beverage a week. Mary will exercise 3 times as week for 30 minutes. Mary will log her food intake. Benchmarks are goals to measure progress throughout the year. It helps to see if the student is on track to reaching their goal. Objectives are the subskills or steps a student needs to take to reach their goal. Objectives help a teacher plan instruction to assist a student with reaching their annual goal.

Page 9 of the IEP 3-13 Form 21. An IEP written from April to April will have services that are written as follows: a to b to c to to

Page 9 of the IEP 3-13 Form 21. An IEP written from April to April will have services that are written as follows: a to b to c to to Services must be written for the school year only. ESY services should be dated as their own service on a different line.

Page 9 of the IEP 3-13 Form 22. Which of the following is not a description of special education? (select all that apply) a. Direct instruction in the writing process b. TA support in mainstreamed classes c. Supplemental instruction in comprehending content area text readings d. Strategy instruction to increase on task behaviors e. Providing a graphic organizer

Page 9 of the IEP 3-13 Form 22. Which of the following is not a description of special education? (select all that apply) a. Direct instruction in the writing process b. TA support in mainstreamed classes c. Supplemental instruction in comprehending content area text readings d. Strategy instruction to increase on task behaviors e. Providing a graphic organizer These are both supplemental aids and supports. The description should be the “specialized instruction” required to meet that annual goal. The time recorded must be provided by a special educator.

Specialized Instruction The IEP must include what specialized instruction will be provided to meet the annual goal. It is a descriptive statement of the services. Resource in Math Supplemental instruction in a small group setting in problem solving strategies Co-taught English class In-class modeling and conferencing to increase independence in the steps of the writing process Self Contained Reading Direct instruction in reading multisyllabic words using a research based multi sensory reading approach

Supplemental Aids and Services Supplementary aids and services means aids, services, and other supports that are provided in regular education classes, other education-related settings, and in extracurricular and nonacademic settings, to enable children with disabilities to be educated with nondisabled children to the maximum extent appropriate... Areas to consider: What needs to be changed in the student’s environment? Assigned seating, free of distractions, larger desk, safety area provided What supports by staff does the student need? Teacher assistant in core academics, conference with adult during editing stage What does the student need for specialized equipment? Computer access for writing over a paragraph in length, word prediction software How does the pacing of instruction need to be adjusted? Allow break after 20 minutes on task, extended time to complete assignments How does the presentation of instruction need to be adjusted? Copies of notes provided during lectures, use concrete examples, provide visual to support key concepts, pre-teach vocabulary Additional resource: Checklist of Supplemental Aids and Services

Supplemental Aids and Services Do instructional materials need to be adapted or modified? Adjust vocabulary to student’s reading level, larger print font, highlight directions Will the student’s curriculum be modified? Assessed on key concepts, applies skills using whole numbers, parallel curriculum How will the student be assessed? What will they be held accountable for? Taken in spec. ed setting, read to student, scribe records answers, taped responses What supports are needed for social integration with peers? Checklists of social expectations, social stories, cue for on topic discussion What supports are needed to assist the student with managing behaviors or regulating emotions? Debriefing behavioral incidences, 5 point scale, level system with rewards What supports are needed for staff to increase the student’s learning throughout their day? OT consultation, Collaboration with School Psychologist for behavior planning Additional resource: Checklist of Supplemental Aids and Services

Page 12 of the IEP 3-13 Form 24. The “Explanation of Non-participation”: a. Can be left blank for most students b. Must list how the student’s program is different than a typical non-disabled peers schedule c. Should be a brief narrative describing the special education services the student will receive on a typical day

Page 12 of the IEP 3-13 Form 24. The “Explanation of Non-participation”: a. Can be left blank for most students b. Must list how the student’s program is different than a typical non-disabled peers schedule c. Should be a brief narrative describing the special education services the student will receive on a typical day You must include in this box how a student’s schedule will be different than their peers. Any class that they will not attend must be recorded and discussed at the IEP meeting.

Page 13 of the IEP 3-13 Form 25. The following is not true when completing the assessment accommodation chart: a. Accommodations listed in this chart can only be used once a year for state testing. b. All accommodations must be also listed in the supplemental aids and services page. c. All accommodations must be from the state approved list

Page 13 of the IEP 3-13 Form 25. The following is not true when completing the assessment accommodation chart: a. Accommodations listed in this chart can only be used once a year for state testing. b. All accommodations must be also listed in the supplemental aids and services page. c. All accommodations must be from the state approved list Just the opposite. Accommodations provided during a state assessment must be used throughout the school year to support the student taking assessments. All accommodations listed on this page must also be listed on the supplemental aids page.