IEP Development 2011

Do Now:

Complete the True/False Questionnaire

Any big changes?• NYS adopted a uniform IEP to be used by all

districts within NYS• Information is arranged in a new order that will

help facilitate discussions

Where are we? (Present Levels & Transition)Where do we need to go (goals)?

What programs/services are needed

to get us there?

• PLP’s concerns expressed by parents

Demographic Summary Page

Clicking on name Summary PageClicking on “black box” IEP

Can toggle between documents

Present Levels of Performance

Evaluations/reports: -aka Decisions Based On -Any findings that were considered and reflect the students needs and strengths are reported. -include transition meeting -Can include narrative summarizing the report ex: FBA: problems identified in the areas of agression. Aggression found to be avoidance/escape behaviors in response to stress and skill deficits

Test Results: -include most recent results only -leave in psych eval results

How to “pre-enter” assessments

“Storage Area” for reports/assessments:

--Can be entered throughout the year

-- Will be imported under PLP’s section

e

More technical style of writing

Drop downs for specific paragraphs including transition

**New** Consideration of student needs expressed by the parent

Physical:--Do not state name of medication--State impact of medication/side effects in the classroom.

Management:What do adults need to do for studentWhat material resources are neededWhat environmental mods are needed

Special Factors:BIP: yes narrative box

ESL, Blind, Hard of hearing:If the student does NOT have this need you must put NOT APPLICABLE. If they do, then decide yes or no

Effect of Student Needs:Further explain the area(s) of disability

AT:Linked to AT mod section**New** recommended for devices to be used in the student’s home?

Transition and Annual Goals

The Post-Secondary Goals provide:The “GPS” with a DESTINATION

The ANNUAL goals provide:The “roads” we take to get there!

Post Secondary Goals:• Required for the school year the student turns 15– Level 1 needs to be completed at age 12

• Includes the STUDENT’S preferences and interests

• Link transition information throughout the IEP– Describe transition with PLP dropdown option– Develop an Annual goal for transition (if a priority)– List transition meeting under evaluation/reports

Annual Goals

Annual Goals:• Focus on priority knowledge, skills, behaviors and

strategies to address the student’s needs as identified in the PLP (linkage!)

• Focus on foundational skills and strategies, not a restatement of the general ed curriculum or a list of curricular content…..

• Answers the question: “What skills does the student require to master the content

of the curriculum?”

NOT

“What curriculum does the student need to master?”

Annual Goals:• Should be reasonable in number (3-5 total)• Address the primary needs to access and make

progress in the general ed curriculum• Based on the students’ present abilities and rate of

progress, what is reasonable to address within one year?

• Goals must be written in observable and measurable terms

• Goal Bank vs custom/modified goal• NYSAA continues with benchmarks• Clarity on what the student will DO to show progress

towards goal

Evaluation plan:• Criteria: How well must the student perform, over what

time period to demonstrate mastery of the goal Ex: 8 of 10 trials over a 2 week periodEx: will increase TWW to 120-130 words/3 minutes

• Method of evaluation: how will progress be measured? Ex: checklist (not teacher observation… have it

documented!) Ex: using curriculum based measure writing samples

• Schedule for evaluation: when, how often, on what intervals of time will progress be measured? (not when student will achieve goal)Ex: every 5 weeksEx: every 3 weeks

Key Questions to Prioritizing Goals:• What is preventing this student from

participating in a less restrictive environment and /or from progressing in the general education curriculum?

• What foundation skills/needs cross multiple content areas or settings? (ex: reading, writing, behavioral)

• How many goals are reasonable given the student’s abilities and rate of progress?

Activity

Reporting Progress to parents : Defaults to 4x/yr

Elementary will need to change this to 3x/yr

Special ed program/related service: will be completed by CSE chair

Accommodations

Program Mods:**New** 1-1 or shared aide with explanation of purpose

AT: Connected to earlier AT question

Supports:Include consults or teacher training

ESY 12 month:CSE chair will complete

Testing Accommodations:must provide information for each section

Must be linked to disability and expressed in PLPs

Student needs to use mods on an on-going basis

“As appropriate” “when necessary” should not be used

Coordinated Set of Activities:For students age 15

If no needs, “no needs at this time due to…..” or “considered, but not needed”

Responsibility: - can not be solely student or parent. -can be school with student or parent

FYI--- Functional Vocational Assessment identifies needs in an actual work setting or in real work sample experiences

Participation:Drop downs available for alternate PE

Assessment:NYSAA **new** justificationEx: The student meets the criteria for the NYSAA because of her limited cognitive abilities combined with physical limitations. She is nonverbal. Her chronological age is 12 but her instructional levels are at the Kindergarten level

Resources

• IEP Guidance Document• NYS IEP FAQ• www.p12.nysed.gov/specialed/formsnotices/• Testing Accommodation Guidance• NYSAA criteria

Algonquin

• Annual Reviews: March 2- 17

• Writing Labs: February 1, 2, 7 & 8

• Inservice: TBD