1. Writing High Quality IEPs

2. AGENDA 9:00-9:15 Introductions & Agenda 9:15-9:45 Overview of Resources 9:45-10:15 Demographics & Meeting Participants 10:15-11:45 Special Factors & Present Levels 11:45-12:45 LUNCH 12:45-1:45 Transition 1:45-2:15Assessment & Accessibility Supports 2:15-3:15Goal Writing 3:15-4:00 Service Summary & ESY

3. GROUP ROLES FOR THE DAY ●Facilitator ●Time keeper ●Note taker / Poster maker ●Speaker

4. GROUP AGREEMENT Many examples today come from current IEPs… 1.Constructive criticism only 2.There is good in every example 3.Respect each other and the challenges we face in doing the work we do (kind words!)

5. OVERVIEW OF RESOURCES ●Oregon IEP / Toolkit / Guidance Document (NEW in September) - http://www.ode.state.or.us/search/page/?id=1163 http://www.ode.state.or.us/search/page/?id=1163 ●Standards-based IEPs http://www.ode.state.or.us/search/page/?id=4157 ●Transition http://www.transitionta.org/ http://www.ode.state.or.us/search/page/?=4279 ●Accessibility Manual http://www.ode.state.or.us/teachlearn/testing/admin/alt/ ea/updates/oregonaccessibilitymanual.pdf

6. OVERVIEW OF RESOURCES ●IDEA Legacy - http://idea.ed.gov/explore/homehttp://idea.ed.gov/explore/home ●OSEP Dear Colleague Letters - http://www2.ed.gov/policy/speced/guid/idea/letters/revpolicy/index.html http://www2.ed.gov/policy/speced/guid/idea/letters/revpolicy/index.html ●Federal Register - http://idea.ed.gov/download/finalregulations.pdf ●Oregon Administrative Rules (OARs) - http://arcweb.sos.state.or.us/pages/rules/oars_500/oar_581/581_tofc.html http://arcweb.sos.state.or.us/pages/rules/oars_500/oar_581/581_tofc.html o 581-015-XXXX o 581-022-XXXX ●OR Revised Statutes (ORS) - http://www.oregonlaws.org/ors/volume/9 http://www.oregonlaws.org/ors/volume/9

7. DEMOGRAPHICS

8. CHANGES: ●Additional line for secondary disability ●Word changes to include “Resident District” ●Additional line for “Most Recent (re)Evaluation

9. MEETING PARTICIPANTS

10. CHANGES: ●Additional lines for participants ●Additional section to document interpreter, if needed ●Additional section to document the Procedural Safeguards booklet was provided to parent

11. SPECIAL FACTORS

12. CHANGES: ●Reorder of the list of Special Factors ●Additional information required for English Proficiency - need to include English Language Proficiency Level ●Additional “Special Factor” to consider - Accessible Instructional Materials (AIM)

13. SPECIAL FACTORS 1.Behavior 2.English Proficiency 3.Blind/Visually Impaired 4.Communication 5.Deaf/Hard of Hearing 6.Assistive Technology 7.AIM - Specialized Formats (NEW)

14. SPECIAL FACTORS AIM - Accessible Instructional Materials ●Specialized formats of educational materials o Braille o Large Print o Digital o Audio ●Designed for students who are unable to read and/or access standard print materials ●Content does NOT change, only the format

15. SPECIAL FACTORS How might an IEP team address each of the special factors in the development of the IEP? (poster activity) TimerTimer 10:00 Present Levels of Academic AND Functional Performance, SDI, Related Services, Transition, Goals, Statewide Assessment, ESY, Supplementary Aids, Supports for School Personnel

16. PRESENT LEVELS What components or skills do you think of for: ●Academic Performance ●Functional Performance What else? ●Accommodations/Modifications? ●Progress on previous goals?

17. PRESENT LEVELS Sources of Data… What does YOUR district use?

18. PRESENT LEVELS NEW: PREVIOUS:

19. PRESENT LEVELS How do you ask a parent to provide input? What questions do you ask?

20. PRESENT LEVELS If you were reviewing a PLAAFP, what would you see in a “High Quality” sample? (Be specific!) TimerTimer 2:00

21. PRESENT LEVELS This is how we typically think about the PLAAFP...

22. PRESENT LEVELS Demographics: ●11th Grader ●Eligible under SLD ●IEP is currently in effect

23. PRESENT LEVELS

24. CHANGES: ●Expanded statement for parent input ●For both academic and functional performance, teams will identify: o Student strengths o Student needs o Disability impact statement ●Present level includes narrative and supporting data

25. PRESENT LEVELS This is how we SHOULD think about the PLAAFP...

26. Demographics: ●2nd grader ●Eligible under SLD and CD Timer Timer 15:00 TimerTimer 15:00 PRESENT LEVELS (1 of 3)

27. 2 of 3

28. 3 of 3

29. PRESENT LEVELS Activity: Create a PLAAFP Scoring Guide As a table group, identify 5-10 “YES/NO” questions you believe should be on a scoring guide or rubric for someone evaluating the quality of a PLAAFP. Example - Is there an explanation for each score/data set listed? Yes/No TimerTimer 10:00

30. Lunch Timer

31. TRANSITION PLANNING What is DIFFERENT about an IEP for a student with transition needs than a younger student? Hint - Which IEP components are required for transition students that aren’t for others? There are 8… TimerTimer 2:00

32. TRANSITION PLANNING 1. The ____________ MUST be invited 1. The student MUST be invited

33. TRANSITION PLANNING A student MUST be invited to the IEP meeting if post-secondary goals are to be addressed (at least annually) INVITE = ATTEND Note - Of all components in an IEP, this was the standard MOST OUT OF COMPLIANCE for the 2014-2015 school year

34. TRANSITION PLANNING 2.IEP Teams must conduct Age-Appropriate __________ __________ (AATA) to determine the student’s PINS 2. IEP Teams must conduct Age-Appropriate Transition Assessments (AATA) to determine the student’s PINS

35. TRANSITION PLANNING 3.PINS stand for _________, ________, __________, and ______ 3. PINS stand for Preferences, Interests, Needs and Strengths

36. TRANSITION PLANNING Assessments may be formal OR informal Formal: CIS, Naviance, ACT/SAT, WJIII, TAGG, others? Informal: Observation, Interview, Teacher-Created, others? How to know if you have enough data: Ask yourself: Can I describe PINS for Employment, Education, Training, and Independent Living?

37. TRANSITION PLANNING EMPLOYMENTEDUCATIONTRAININGINDEPENDENT LIVING PREFERENCES Prefers working alone, working with his hands, working afternoons/evenings (Interview, Observation, Survey) Prefers not to do any formal education/classes INTERESTS Interested in carpentry and mechanics (survey) Would like to do an apprenticeship/work experience in a shop (Interview) Would like to live with friends after graduation (interview) NEEDS Needs more work experience, needs a job that keeps him busy, less reading/writing required Reading/Writing is low (Accuplacer test) Needs help with public transportation (Parent report) STRENGTHS Math skills are strong (WJIII, ACT) Organized in classes (observation)

38. TRANSITION PLANNING 4. Use your Age Appropriate Transition Assessments (AATA) to develop your _______________ __________s (PSG) 4. Use your Age Appropriate Transition Assessments (AATA) to develop your Post-Secondary Goals (PSG)

39. TRANSITION PLANNING You must consider post-secondary goals in these areas: ___________, ____________, __________, and when appropriate ____________ ______ ______ You must consider post-secondary goals in these areas: education, training, employment, and when appropriate, independent living skills

40. TRANSITION PLANNING Most common errors: ●Doesn’t occur AFTER leaving K-12 ●Missing one of the required areas (education, training, employment, independent living) ●Not measurable (wants to, would like to) ●Not related to AATA Ask yourself: If I ran into this student in 1 year, could I say “Yes, he met his goal” or “No, he didn’t meet his goal”.

41. TRANSITION PLANNING IT’S OK TO SEPARATE THEM: ●Employment: One year after high school, Johnny will be employed in ________ ●Education: 3 months after graduation, Johnny will enroll in _________ ●Training: 3 months after graduation, Johnny will obtain on-the-job training in __________ ●Independent Living: One month after high school, Johnny will travel independently on public transportation to and from ________

42. TRANSITION PLANNING Questions to consider when writing a post-secondary goal: Does it occur after high school? Is it measurable? What is the education goal? What is the training goal? What is the employment goal? What is the independent living goal?

43. TRANSITION PLANNING

44. __ thinks that he might want to learn game design at Lane Community College. Last year, he was interested in attending culinary school. __’s goal will have him exploring his characteristics related to personal, educational, and career development. __ will work on this goal in the resource room and in his careers class. __ will identify at least 2 occupations/jobs that are interesting to pursue. He will complete a portfolio which will include resumes, cover letters, and job application. __ will complete a skills assessment.

45. TRANSITION PLANNING

46. 5. Teams must identify Transition _________ necessary to support progress towards the PSG 5. Teams must identify Transition Services necessary to support progress towards the PSG

47. TRANSITION PLANNING These may include SDI, related services, community experiences, work experiences, and other opportunities available.

48. TRANSITION PLANNING 6. Teams then identify the anticipated _________ of ________ (COS) 6. Teams then identify the anticipated Course of Study (COS)

49. TRANSITION PLANNING Most common errors in developing a COS: ●List of classes needed for graduation ●Statement that says “Courses needed for a regular diploma” and nothing more ●Does not cover multiple years ●Team assumes if student is in specialized placement or self-contained classrooms, he/she does not require a COS ●Does not support the PSG

50. TRANSITION PLANNING 7. With parental consent, the IEP team must invite any _________ _________ _________ responsible for providing or paying for services after high school 7. With parental consent, the IEP team must invite any Participating Adult Agency responsible for providing or paying for services after high school

51. TRANSITION PLANNING Steps: 1.A parent or adult student can invite a representative from a local agency 2.If the school is inviting, they need to FIRST get consent from the parent or adult student to invite a representative 3.Reach out to your local agency to request participation early in the school year; don’t wait until the last minute to invite them to the IEP meeting 4.If they cannot attend, gather information to share at the meeting 5.It your responsibility is to INVITE - if they don’t show up, make sure to document the information you gathered on the transition planning pages (or PLAAFP) of the IEP to share with the parent

52. TRANSITION PLANNING 8. Develop measurable annual ________ to support progress towards the PSG 8. Develop measurable annual goals to support progress towards the PSG

53. TRANSITION PLANNING Annual goals must support progress towards the Post-Secondary Goal ODE guidance – annual goals align to post- secondary goals Best practice – identify at least one annual goals and label it “transition”; some districts require this practice

54. TRANSITION PLANNING 8 Additional Components of a Transition IEP: Student Age Appropriate Transition Assessment PINS - Preferences, Interests, Needs & Strengths Post-Secondary Goals - Education, Training, Employment, & when appropriate, Independent Living Transition Services Course of Study Participating Adult Agency Annual Goals

55. ASSESSMENT

57. CHANGES: ●All assessments included ●Check one of the other – “with” or “without” accessibility supports for each assessment ●Modified Cut Score included ●Exemption of domains for ELPA and KA included with explanation

58. ASSESSMENT

59. What has been the guidance from your district as to how you should be documenting the accessibility supports for statewide testing? This may look different by districts TimerTimer 2:00

60. ASSESSMENT Requirements for districts: ●All accessibility supports are accommodations under IDEA, thus all supports should be documented (Universal Tools, Designated Supports, and Accommodations) ●If a student receives an accommodation on the statewide assessment, it should also be an accommodation he/she receives during instruction

61. ASSESSMENT Standard vs. Alternate Assessment? Decision should not be made based on eligibility or placement alone New Guidance Coming Soon!

62. ASSESSMENT Modified Cut Scores: ●An IEP team may determine an alternate score on the statewide assessment for GRADUATION PURPOSES ONLY ●This is an INDIVIDUAL score, and should be based on a review of student data and present levels of performance ●Teams may change this score at any point ●Modified cut scores may NOT be used for Essential Skills for a standard diploma (only modified diploma)

63. GOAL WRITING What is the difference? ●Measurable Annual Goal ●Measurable Short-Term Objective

64. GOAL WRITING

65. CHANGES: ●Layout of information if different ●Additional line for “Related Content Standards, if applicable” ●One goal page with objectives, if needed ●Progress towards goal - narrative and supporting data

66. GOAL WRITING

67. WRITING MEASURABLE GOALS What was done well? What needs to be improved?

68. WRITING MEASURABLE GOALS ACTIVITY - Each group will rewrite the assigned goal using a poster while making sure all goal components (handout) are included appropriately. (share out poster) TimerTimer 10:00

69. SAMPLE GOAL 1 - Reading

70. SAMPLE GOAL 2 - Reading

71. SAMPLE GOAL 3 - Reading

72. SAMPLE GOAL 4 - Reading

73. SAMPLE GOAL 5 - Reading

74. SAMPLE GOAL 6 - Math

75. SAMPLE GOAL 7 - Math

76. SAMPLE GOAL 8 - Math

77. SAMPLE GOAL 9 - Math

78. SAMPLE GOAL 10 - Writing

79. SAMPLE GOAL 11 - Writing

80. SAMPLE GOAL 12 - Writing

81. SAMPLE GOAL 13 - Behavior

82. SAMPLE GOAL 14 - Study Skills

83. SERVICE SUMMARY TimerTimer 5:00

84. SERVICE SUMMARY

85. CHANGES: ●Additional column “Role Responsible for Monitoring” ●Two separate sections for supplementary aids and services - one for Accommodations and one for Modifications

86. EXTENDED SCHOOL YEAR (ESY)

87. CHANGES: ●Additional criteria/inquiry questions addressing both required components: ○Regression ○Recoupment ●Separate “Service Summary” section

88. Final Questions and Feedback Any additional questions? Please provide us feedback so we may improve this training and future trainings! http://goo.gl/forms/9jxIjMedoV Contact: Laura Petschauer, ODE Education Specialist laura.petschauer@state.or.uslaura.petschauer@state.or.us