SPECIAL EDUCATIONTRAINING2008-2009

PROCEDURES, CHANGES & IEPs

Presentation Contents

• Preparing the IEP Profile Page• ACOS and Extended

Standards• Write goals & benchmarks,

based on student needs• Service Minutes• Related Services• Evaluation for Annual Goal• Meeting Notices

• IEP Agenda• Parental Rights• State Performance

Indicators• Transition Page/Transition

Assessments• IEP Forms• Reminders• Resources

Preparing the IEPWriting the Profile CURRENT STATUS: STRENGTHS: IMPACT STATEMENT (needs):

MEDICAL: ASSESSMENTS:

ThinkLink Math ProbesIRISATsDIBELS, etc.

PARENTAL CONCERNS:IEP Planning Sheet

ACCOMMODATIONS: MODIFICATIONS: TRANSITION: (for st. > 16, or

turning 16 during the IEP

implementation)

IEPs

Alabama Course Of StudyExtended Standards

Curriculum

Determine Area of Weakness2 goals must be written

Required, Alabama Ext. St.Grades K-12

Additional Required Areas(Ext. St. not provided)

Science

Reading

Mathematics

Social Studies1 goal on functional level

English Language Arts1 goal on functional level

Reading = Area of weakness2 goals on instructional level

Math = Area of weakness2 goals on instructional level

Writ. Exp.= Area of weakness2 goals on instructional level

The student may have one area of weakness, or multiple areas.

Include all required goals for each subject area, which is typically 3 goals per area.

Look up subject area in ALEX, go to functional grade level, select appropriate content, then write an appropriate goal.

Alabama Course Of Study

Writing Goals and Benchmarks1) Determine Area(s) of Weakness

2) 2 goals must be written for the area(s) of weakness

3) Goals and Benchmarks must be measurable (duration and frequency) and have a time frame for completion.

“By the end of 36 academic weeks, ____ will be able to solve one-and two-step equation on formal and informal assessments with an accuracy of 80%. (ACOS Mathematics 11.6)”

Alabama Course Of Study

Writing Goals and Benchmarks

4) For block schedule (one semester), 2 benchmarks are acceptable for an academic area.

Example---Weakness in Mathematics• Student is taking Algebra IA on block schedule • 2 goals and 4 benchmarks (Each goal has 2

benchmarks.)

5) If an area of weakness is behavior, there must be a minimum of 1 goal with 4 benchmarks each. This would cover all 4 report periods (entire school year).

Alabama Extended StandardsCurriculum

What are Extended Standards?

Extensions of the State Content Standards for each grade level K-

12

Extended Standard Content

Areas

• Reading-all standards at the grade level• Math-all standards at the grade level• Science-all standards at the grade level• Social Studies-1 goal on functional level• Eng. Lang. Arts-one goal on functional level

(often written language)

Extended Standards (ES)

• Designed to allow students with significant cognitive disabilities (ALSDE Guideline is 55 IQ or below) access to the general curriculum.

• Clear link to the content standards for the grade level they are enrolled in STI.

Extended Standards (ES)

• ES Grade-level content may be reduced in complexity or modified to reflect pre-requisite skills.

• ES are linked to the general education standards (ACOS) but are:

Less complexLess difficultDivided into four levels of complexity

Extended Standards

The Four Levels of complexity are:(4) = Achieved level 3 complexity(3) = Proficient (same as ES)(2) = Requires some level of assistance(1) = Requires 1-1 assist to complete

Always begin by considering level 3 NCLB requires ES written in Reading, Math

and Science

Extended Standards

• Special Education is held accountable for all of the ES written at the grade level of enrollment.

• All standards at that grade level must be addressed.

• There must be goals for each content area, SES requires all ES for the grade level be included in the annual IEP.

• If ES relate to each other, it could be appropriate to combine two standards into one. However, each standard is assessed separately on the Alabama Alternate Assessment. (AAA)

Examples Combining Standards Across Content

Areas ES.S. 7.3 and ES.R. 7.3

“By the end of 36 weeks, John will identify inherited traits, (e.g. hair, eye color and height) (S.ES. 7.3) by graphing for information (R. ES.7.3) during 4/5 opportunities.”

Collect 3 different pieces of evidence for each standard in Science, Reading and Math.

Example

“John will represent functional relationships by solving number sentences and use at least 2 different combinations of numbers to represent a given number using addition and subtraction with 70% accuracy by the end of the annual review period. (M. ES. 9.1(3) and 9.2(3) ) **Critical Skill”

Example

“By the end of 36 weeks, John will identify weather conditions using an instrument or technology (e.g., wind, direction and speed, temperature) by organizing pictures into data displays including tally charts and graphs with 80% accuracy. (M.ES 6.4 and S.ES. 6.1)”

Things to Remember• Extended Standard wording does not have to be

“exact”. • AAA is a test of “end” performance after the

student has learned the standard.• Use 3 examples of best work, per annual goal, not

same example.• Special Education is held accountable for all of

the ES written at the grade level of enrollment. • All standards at that grade level must be

addressed.• There must be goals for each content area, SES

requires all ES for the grade level be included in the annual IEP.

IEP Service Minutes

Service minutes are written in relation to each goal; therefore, you must consider the real time spent daily or weekly, working on that specific skill.

Example: Identifying the main character of a story is the goal. In the course of all reading done during the week, you must determine whether you are committing yourself to spend 10 min. or 20 min. daily or weekly dedicated to that skill.

Suggestion “up to 20 minutes”.

420 minutes is not appropriate. (7 hrs.)

IEP Related Services • The Related Services box on the Student Services part of the

annual goal page has many choices in it. There are several important ones for us to use. This has CHANGED as of 11/08/2007.

• Speech and Language Therapy (if the student has another primary disability)

• Occupational Therapy• Physical Therapy• Behavioral Health Counseling – to be used for Diann Tolbert• Intake/evaluation – to be used for NURSES and/or Diann Tolbert• Health Aide Services – to be used for NURSES in limited

situations (to be determined)• The items that have an * will be disappearing from the list

soon. Do NOT use them any more!!!

Speech Therapy, Preschool, and Adequate Yearly

Progress…

Adequate Yearly Progress (AYP) must be documented in all early childhood programs too!

AYP for Early Childhood

• OSEP is requiring all states to measure outcomes for all students, including preschool students.

• As part of the State Performance Plan, Developmental Standards and the Early Learning Progress Profile (ELPP) have been created to meet developmental needs for preschool children identified with disabilities.

• All students ages 3-5 years of age and receiving special education, must have ELPP completed within 30 days of entry into the program.

What is the Early Learning Progress

Profile (ELPP)?

• The ELPP is a compilation of information developed from normative data that assesses all developmental domains (cognitive, communication, motor, adaptive, social-emotional).

• Skills are scaffolded to reflect completion of prerequisite developmental levels.

• Preschool developmental curriculum standards must be used and coincide with each student’s current level of development.

ELPP Timelines

• Entry Data collected within 30 days of student entering the preschool program (to include walk-in speech therapy) on an IEP.

• Exit Data is compiled on students as they exit the program or transition to kindergarten.

• Students must have been receiving Special Education services at least six months prior to completing Exit data.

• Data is recorded and results are submitted to TRC no later than May 1 of each school year. Final summary information is reported to ALSDE prior to May 15 of each school year.

• Note: The ELPP is also readministered prior to each annual IEP review date for use in the Present Level and/or to develop goals for the following year

Speech Therapy and the

General Education Curriculum…

• Speech therapy goals should be written to allow each student to access, or participate in the knowledge and skills that make up the general education curriculum.

• Use academic content standards or extended standards

to reflect current skill level of the student.

Present Level of Performance in Speech Therapy

• DO NOT use the student’s exceptionality to explain how the disability affects involvement/progress in the general curriculum!

• Example: Do NOT write “Sara’ s articulation disorder affects her progress in the general curriculum. Instead Write: “Sara’s articulation errors cause difficulty in producing common sounds at the beginning of a series of words (LL.P.12).

IEP Related Services

Adaptive P.E. is considered Physical Education---Physical Education (A.P.E.) is a requirement of ALSDE. It is the recommendation of SES that A.P.E. is entered into SETSWeb as a special education service.

Separate goal page written for Adaptive P. E. Elementary School = 30 minutes required

(minimum)Middle School = 45 minutes required (minimum)High School = 45 minutes required (minimum)

IEP Related Services

Occupational Therapist (OT) services typically attached to written language

goal page

Physical Therapist (PT) services typically attached to adaptive P.E. goal

page

IEPRelated Services

• Transportation form (on SES website) must be typed and

returned to K. Fisher at TRC by FAX @ 852-6708• If special transportation is due to behavioral

issues, there must be a Behavior Intervention Plan (BIP) in place addressing the behavior. The BIP and other pertinent information from the IEP must be shared with the bus driver.

• Allow 3 days for the addition of transportation as a service

IEP Related Services in SETSWeb

Use the Insert button to add each one who sees the student. Typically, you will use the IEP dates from the profile page.

Up till now, some of these services have only been listed on the IEP Profile page. They MUST be listed here as a related service in order to bill Medicaid. All students should have the data listed here whether they are Medicaid eligible or not. It is not necessary to fill out the diagnosis or procedure type while writing the IEP. That will be done by the service provider. Each service provided to the student must be listed as a separate Related Service.

IEP Related Services Nurse:

IEP Related Services Nurse:

IEP Related Services Occupational Therapist:

IEP Related Services Physical Therapist:

IEP Related Services Professional Counsel or Licensed Social Worker:

There are other choices available in the drop down list. It is important to know that Vision is NOT to be used for the Teacher of the Visually Impaired and Audiology is NOT to be used for the Teacher of the Hearing Impaired. Those teachers go under the Special Education Services box, not Related Services

Evaluation for Annual Goal

Purpose of Evaluation is Progress Monitoring!

• Checking “Teacher Observation” requires a formal observation. The form is available on SETSWeb.

• Be sure the type of evaluation is appropriate for that goal. A teacher observation would be appropriate for monitoring progress on a behavior goal (social interaction); however, this would not be appropriate for progress in the Algebra I class. A better choice would be work samples or grades.

Type(s) of Evaluation for annual goal:

Curriculum Based Assessment Data Collection Teacher/Text Test State Assessment(s) Teacher Observation Work Samples Grades Other: Brigance, ThinkLink, OWLS, standardized assessment, criterion- referenced assessment

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IEPs and the trail that follows!

Meeting Notices

Mark the first 5 boxes, indicating who has been invited, including someone to interpret assessment results.

Remember to attach a copy of the parental rights to the meeting notice.

Send home the IEP Planning Sheet. This allows for parental input, even if they do not attend the meeting.

IEPs and the trail that follows!

Meeting Notices

Mark the results of your attempt to schedule the meeting in SETSWeb, after the notice has been sent home.

Parents are given 10 days notice to provide a reasonable amount of time for them to arrange to attend. Meetings may be scheduled before the 10 days have passed if it is convenient for the parent. Do not write, “Parents waived right to 10 day notice”.

Write the following: “Meeting scheduled at parent’s convenience.” “Parent selected date/time.”

IEP Meeting Agenda

1. Introduction of Participants2. Purpose of IEP Meeting3. Student’s Current Status

Assessment data Grades Attendance Behavior

4. Concerns Student Parent Teacher

5. Possible Solutions (i.e. FBA, BIP, schedule change, change

exit option, additional accommodations, etc.)

6. Implementation and Follow-up Responsibilities7. Minutes

Read Aloud Signed

Parental RightsParental Rights (Procedural Safeguards) should be

givento parents one time per year (get it signed) or upon:1. Initial referral2. Request for evaluation3. The first State complaint in a school year4. The request for a due process hearing in a school

year5. Parent request, or 6. When a decision is made for disciplinary action that

constitutes a change of placement (over 10 days)

Best practice is to offer at every meeting and get a signature!

State Performance Indicators

In accordance with IDEA, each state must have a

State Performance Plan (SPP) to evaluate our

implementation of IDEA.

Alabama has 20 Indicators

SDE will conduct online monitoring; however, review dates will not be provided.

STATE PERFORMANCE PLAN INDICATORS

1. Graduation Rates2. Drop-Out Rates3. Assessment Data4. Suspension/

Expulsion5. School Age LRE6. Preschool LRE7. Preschool Outcomes8. Parent Involvement 9. Disproportionality w/

a Disability10. Disproportionality w/

an Eligibility Category

11. Child Find12. Early Childhood Transition13. Secondary Transition14. Post-School Outcomes15. Identification and

Correction of NonCompliance16. Complaint Timelines17. Due Process Timelines18. Hearing Requests resolved by Resolution 19. Mediation20. State Reported Data

Transition PageIndicator #13

• Required for students in high school (Grades 9-12)

• Required for middle school students who are 15 and will turn 16 during the implementation of the IEP, and optional for all other middle school students.

►Added “This student is in a middle school course of study that will help prepare him/her for transition.”

Notes: Was added_to meet requirements of indicator # 13 in the State_Performance Plan that asks for the percent of youth aged 16 and above who are working toward a curriculum that will address the student’s transition service needs.____________

Example---- Can be a functional class, study skills class, and/or a transition skills class. ______________________________________________________________________________________________________________________________________________________________

Transition Assessments/Inventories

• Madison County Schools’ Informal Transition Inventory Student and/or Parent Questionnaire (SES Website)• Career Interest Inventory (see resource links) At the end of the assessment, a report will be displayed. There is a fee to print

the entire report; however, you can print each page of the report individually, then use a marker/highlighter to complete the bar graph. The most important page to print provides a report on Occupational Interests and the percentile scored. This page has the heading, “Your Basic Interest Profile”.

• Career Interest Inventory Booklet: School To Career (source unknown)• Career Clusters Interest Survey (Oklahoma Dept. of Career &

Technology)• Career: Career Cluster Interest Inventory (Document funded by 1998

Carl D. Perkins Voc. Act)• Who Am I? Experience Sheet (source unknown)

IEP Forms

Must Do List:Notice of Intent Regarding

Special Education ServicesNotice and Consent Regarding

Payment from Medicaid BenefitsPersons Responsible for IEP

Implementation

Notes:_Use this form to document:

1) The IEP Team’s decsion to provide or not to provide the special ed./related service an IEP Team member is requesting to be added.

2) The student will not be returning to school due to exiting with a regular diploma, or turning 21 prior to August 1 (Rule goes into effect beginning July 31, 2008) or

3) to document that the parent, or student, who has reached the age of majority has been notified that the student who is exiting school with an AOD or before age 21 has the right to receive services to age 21.

► This is now a required form in STI.

►Each time the public agency proposes to access the parent’s private insurance proceeds, the agency must:

Obtain parental consent in accordance with these rules.

Inform the parents that their refusal to allow the public agency access to their private insurance does not relieve the public agency of its responsibility to ensure that all required services are provided at no cost to the parents.

Notes:_________________________________________________________________________________________________________________________________________________________________________

IEP Forms Must Do List:

Persons Responsible for IEP Implementation Form must be signed, at the beginning of the year and when courses and/or teachers change, by all parties involved with the implementation of the IEP (add form to IEP process).

Examples: Staff Support, Nurses and Bus

Drivers when pertinent

► The name of this form changed from “ ACCESS TO IEP DOCUMENTATION” to “Persons Responsible for IEP Implementation.”

Notes:__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Annual Goal Progress Report Student Name: ___________________ Teacher: ___________________ Date Sent: _____________

School Year 2008/2009 Reporting Dates

1st 9 weeks 2nd 9 weeks 3rd 9 weeks 4th 9 weeks

Reading (1) 9 week Report Card/ Annual Goal Progress Report used to report progress for this period.

9 week Report Card/ Annual Goal Progress Report used to report progress for this period.

9 week Report Card/ Annual Goal Progress Report used to report progress for this period.

9 week Report Card/ Annual Goal Progress Report used to report progress for this period.

Reading (2)

Reading (3)

Reading (4)

Language (1)

Math (1)

Math (2)

Math (3)

Math (4)

Social Studies

Science

Adaptive Physical Ed.

Please see progress report from the Adaptive Physical Education Teacher for progress towards this goal.

Use the legends below to interpret your child’s progress toward the annual goals. The 1st column indicates the Report of Progress. The 2nd column indicates the Extent of Progress.

Report of Progress on Annual GoalsExtent of Progress Toward Meeting the Annual Goals

1. Goal ha been met. 1. Goal mastered.

2. Some progress made. 2. Anticipate mastery.

3. Very little progress made. 3. Do not anticipate mastery.

4. No progress made. 4. N/A Not applicable during this grading period.

Teacher Comments:

Please Sign and Return:Please let me know if you would like to schedule a meeting or phone conference to discuss your child’s progress.

9 Week Progress Reports

• As of one week after the 9 week progress reports are sent out, the SETSWeb progress report will be locked for that 9 weeks.

• The primary reason for this action is to save teachers from overriding their own 9 week progress reports.

Special Ed. Form Changes

• Notice of Proposed Meeting Form/Phone conf. statement

• Parental Rights/State Enforcement Mechanisms• Notice and Consent for Initial Evaluation/date the

signed consent received • Notice of Intent Regarding Special Education

Services/Implement change immediately • SOP (Cover Page, Transition Goal Progress

Report, Student Input Form, Progress and Accommodations)

• Post School Transition Survey (TBA)

Reminders:• Write in the IEP only the elements required in

order to provide FAPE• Additional concerns/issues can be noted in the

minutes • Students on Extended Standards or Certificate

must move through the high school grades, with peers, without being held in a grade until 12th, where they may be held as a repeater.

Example: 9th (one year), 10th (one year), 11th (one year), and 12th (may be held as a repeater)

AAA Training

ALSDE will conduct statewide training in October, location and date to be announced.

RESOURCES• Profile page template ( SES website)• ALEX http://alex.state.al.us/specialed/• Mastering the Maze

http://www.alsde.edu/html/sections/documents.asp?section=65&sort=24&footer=sections

• AL Administrative Code http://www.alsde.edu/html/sections/documents.asp?section=65&sort=1&footer=sections

• ALSDE (p. for IEP samples—state dept. doesn’t require benchmarks; however, MC does require them.) ALSED Website: www.alsde.edu

• Extended Standards http://www.alsde.edu/html/sections/documents.asp?section=65&sort=16&footer=sections

• AAA link (SDE powerpoint): ftp://ftp.alsde.edu/documents/91/Revised%202007%20AAA%20for%20Fall%20Regional%20Workshops.ppt

RESOURCES• Alabama Extended Standards Q&A

http://www.alsde.edu/html/sections/doc_download.asp?section=65&id=8487&sort=16

• Technology Assistance for Special Consumers (TASC) tasc@hiwaay.net Information on Assistive Technology Workshops located at http://tasc.ataccess.org

• Informal Transition Inventory ( SES Website)• Career Interest Inventory

http://www.free-career-test.com/tfct.asp