10/8/20151 Focusing on the IEP Process Cypress-Fairbanks Independent School District

10/8/20152 The “individualized education program”, or IEP, is at the heart of providing a free, appropriate public education (FAPE) to students with disabilities under the IDEIA. Spectrum K12 School Solutions Inc – 2008

10/8/20153 Let’s Take A Closer Look Appropriate IEPs –Use clear measurable objectives that includes condition and mastery criteria –Guide the learning process –Incorporate the data collected

10/8/20154 Let’s Take A Closer Look Appropriate IEPs –Aligned with IDEA –Provide clear understanding to all stakeholders –Are legally defensible –Aligned with standards/grade level standards.

10/8/20155 Philosophy for IEP Writing We believe that students’ Individual Education Plans must be written based on discrepancies and areas of concern/needs that have been identified through assessment and data collection.

10/8/20156 No Child Left Behind How NCLB affects IEP writing –Move all students to grade level skills by 2016 by focusing on grade level skills –Increase participation in on-level state assessments 2% can take TAKS – M (modified) 1% can take TAKS – Alt (alternative) –Close the achievement gap –Instill higher level critical thinking skills

10/8/20157 IEP Pyramid Implement Placement Objectives Standards Based Goals Present Levels – Strengths/Challenges/Data Spectrum K12 School Solutions Inc – 2008

10/8/20158 Keeping the Meeting on Track IEP Meetings are like Railroad Trains –PLAAFP drive the IEP development process just as the engine pulls the train –Goals and objectives provide the fuel for the IEP –Goals aligned to content standards are based on a data- based PLAAFP. It is the data that keeps the IEP on the right track –Services, LRE and other decisions are determined by the PLAAFP and goals, like the passenger cars are pulled along after the engine. Spectrum K12 School Solutions Inc – 2008

10/8/20159 We Need To Know How to….. Collect assessment for IEP development Link Present Levels of Academic Achievement and Functional Performance (PLAAFP) and IEP Use assessment data to write measurable goals and objectives that can be measured and mastered in a year Tie IEP to grade-level TEKS Monitor and use data collection system

10/8/ Conduct/Gather Data PLAAFP Draft prior to ARD IEP Conduct/Gather Data Conduct/Gather Data IEP Progress Reports Update IEP

10/8/ Conduct Assessment and Gather Data Establish baseline level for all students Gather previous formal and informal data including State Assessment and criterion-based assessment (e.g., Scholastic Reading Inventory (SRI),Student Formative Assessments (SFA), Brigance, ORI/IRI, district benchmarks, DRA)

10/8/ Conduct Assessment and Gather Data Analyze case management information Collect related service information Evaluate IEP goals and objectives not mastered

10/8/ Present Levels of Academic Achievement and Functional Performance (PLAAFP’s) The PLAAFP addresses specific areas –Academic –Physical –Behavioral –Vocational –High School Functional Vocational Must be given to the diagnostician 2 days prior to the ARD.

10/8/ Writing PLAAFP’s With the End in Mind Measure must be current and accurate (Baseline) A current PLAAFP is required at every ARD Major PLAAFP components include a review of: –Current report card data (e.g., grades, attendance, conduct) –Previous state assessment results –Behavioral information –Teacher observations –Previous IEPs to document strengths and needs

10/8/ Writing PLAAFP’s With the End in Mind List the student’s needs in skill- based language Areas of concern –Prioritize areas of need. –Academic and behavior/social concerns should be addressed in an IEP.

10/8/ PLAAFP Page Present Strengths and Competencies: Bob is a 7th grade student with a Specific Learning Disability who has received Resource, and Co Teach through his career, and using multiple accommodations to individualize his instruction, in Math, he can use basic tools and measurement. He can also add and subtract 2 digit numbers with regrouping and calculate the value of coins to $1.00 without use of the calculator. He can compute basic operations at a 3rd grade level. In Reading, Bob is able to decode multi-syllable words, assists other students in pronouncing words, and orally answers a variety of factual questions regarding what he has read. His AGS Reading Level Instructional Level is 3.5, and he is considered a beginning reader. Teachers note that behaviorally, Bob get his work completed and turned in, he participates in class discussion and volunteers to answer in class.

10/8/ PLAAFP Page Academic Development: (Statements about the student’s grades and academic progress, in each subject, since the last ARD meeting.) TAKS-Accommodated – Math – Did not pass TAKS-Accommodated – Reading – Did not pass AGS Reading – Instructional Level 3.5

10/8/ PLAAFP Page Areas of Concern: (academic, behavioral, developmental, physical, vocational) As Bob has a learning disability in the areas of Math and Reading, Bob has difficulty with solving word problems. Bob needs a representation of the problem to assist in solving the problem. In Reading, Bob has difficulty in identifying word meaning in reading.

10/8/ Individualized Education Plans (IEPs) Goals need to be based on grade level TEKS. Goals and objectives should be measurable. Goals and objectives should be mastered by the student within one year. Goal statements should be tied to areas of concern from PLAAFP’s.

10/8/ Goal Checklist  Goal begins with the statement, “By May 2009, using grade-level curriculum... ”  Goal includes the student name.  Goal based on the critical TEKS at each grade level.  Goal ends with the statement “as evidenced by the mastery of the following objectives at the criteria indicated below”.

10/8/ Goal Statement Example By May 2009 using grade level curriculum, Sally will comprehend selections using a variety of strategies as evidenced by mastery of the following objectives at the criteria level indicated below.

10/8/ Objective Checklist  Object begins with a month and year.  Objective states student name.  Objective states a condition but not an instructional level.  Objective written using the vertical alignment of the critical TEKS at the student’s enrolled grade level.  Objective has a specified mastery criteria.

10/8/ Objective Example By December 2008, Bob will develop an appropriate problem- solving strategy when given a one- step problem with 7 out of 10 opportunities.

10/8/ Goals and Objectives Thinking Process  Are they based on individual student need that is documented on the PLAAFP?  Are goals and objectives measurable?  How will you collect data on the IEP?  What data collection system will you use?  Are they clear and understandable to all?

10/8/ Modification Only IEP’s Look at the area of need on PLAAFP page. This IEP would ONLY be used when modifications are the student’s only need. Note: If a student has a Behavioral IEP then a student does not need a Mods Only IEP.

10/8/ Non-TEKS Based IEPs Behavioral Social Organizational Vocational (High School) Transition Self-help Daily Living Functional Communication Developmental (3 year olds)

10/8/ After the ARD

10/8/ Planning for Data Collection A critical component is the gathering and collection of data Look for simple data collection tools (one example is on inside.cfisd.net) Determine the frequency of collection based on the objective but not less than 10 times per 6 weeks.

10/8/ Forms for Data Collection IEP Data Collection forms Teacher created data forms Teacher observation logs Time samples Running Records (primarily elementary) Work samples Grades Academic/behavioral competencies Physical demonstration and recording of results Six Traits Conference Forms Point Sheets

10/8/ Who Collects the Data Special Education Teacher General Education Teacher Special Education Paraprofessional Specific responsibilities are determined by the instructional arrangement as noted on IEP objective.

10/8/ IEP Progress Report Each 6 weeks, parents/guardian receive an IEP Progress Report. Regularly and meaningfully report information to parents through the IEP Progress Report. Progress will be reported by percentage or number of trials correct (e.g., 3 out of 4) based on IEP objective. The IEP and the IEP Progress Report are the same and should be copied and sent home to the parent/guardian each 6 weeks.

10/8/ IEP Progress Report Data collection is an integral part of each IEP review. Progress is based on concrete data that has been collected. Both goals and objectives need to be written so that they can be accomplished in one year.

10/8/ Monitoring IEP Progress Monitor students having difficulty mastering IEP Goals and Objectives. Revisions should be documented when –The ARD Committee meets to review student progress. –IEPs are not mastered by the annual ARD date.

10/8/ Conduct/Gather Data PLAAFP Draft prior to ARD IEP Conduct/Gather Data Conduct/Gather Data IEP Progress Reports Update IEP

10/8/ Determining Mastery Evaluate data collected –Percents –Number of trials or opportunities –Pre and post tests Examples might include –An increase or improvement to a mastery level. –Demonstrated an increase in performance towards projected mastery 2 six weeks in a row. **Use professional judgment to determine and explain mastery.