Table of Contents - Muse TECHNOLOGIESkahaluuschoolssc.weebly.com/uploads/5/7/7/3/57733275/new...accommodations and specially designed instruction needed to enable students with disabilities

Table of Contents

Accessing the General Education Curriculum through Standards-Based Individualized Education Programs ……………………………………………….............................

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Identifying Information and Important Dates & Considerations When Developing An IEP …………………………………………………………………

5

Present Levels of Educational Performance (PLEP) ………………………………..................... 9

Stanford Diagnostic Reading Test (SDRT) ………………………………………………………………… 17

Transition Services …………………………………………………………………................................... 21

Goals and Objectives ……………………………………………………………….................................. 31

Progress Reports ……………………………………………………………………………………………………… 45

Extended School Year ……………………………………………………………………………………………… 47

Special Education and Related Services …………………………………………………………………… 51

Supplementary Aids and Services ……………………………………………………………………………. 53

State-Wide Assessment …………………………………………………………………………………………… 55

Least Restrictive Environment …………………………………………………………………………………. 57

Conference Information & Attendance at IEP Meeting ……………………………................. 61

IEP Amendments Without A Meeting ……………………………………………………………………… 67

Prior Written Notice (PWN) …………………………………………………………………………………….. 71

IEP Checklist for Legal Compliance ………………………………………………............................. 79

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Accessing the General Education Curriculum through Standards-Based Individualized Education Programs

The Individualized Education Program (IEP) is a document that specifies goals and services provided to students with disabilities. When the IEP is based on the Common Core State Standards (CCSS) or the Hawaii Content and Performance Standards III (HCPSIII), it ensures genuine access, participation and progress in the general education curriculum for these students. The Individuals with Disabilities Education Improvement Act (IDEIA) 2004 called for educationally relevant IEPs that strengthen the direct link to general education. Guidance from the Office of Special Education and Rehabilitative Services (OSEP) (July 2000) highlights the IEP process as “one of the most critical elements to ensure effective teaching, learning, and better results for all children with disabilities.” The IEP provides a structure where high standards are set and student outcomes are measured. In the state of Hawaii, the CCSS/HCPSIII is what ALL students need to know and accomplish. Therefore, it is imperative that the IEP be developed by carefully examining grade-level content standards and benchmarks to determine the specially-designed instruction the student will need to make progress in the general education curriculum. (In Hawaii, English language arts, teachers in grades K-2, 11-12 and mathematics teachers in grades K-2 and algebra II began implementing the CCSS in school year 2011-2012. English language arts and mathematics teachers in grades 3-10 will continue to implement the HCPS III until school year 2014- 2015. All teachers will teach the CCSS in school year 2014-2015.) This handbook was written to assist IEP teams to write standards-based IEPs. In doing so, the handbook should assist teachers to provide instruction that is rigorous and challenging, while allowing students with disabilities to access the general education curriculum.

Core Beliefs The following core beliefs set the foundation for the decision making process of the IEP team to ensure students can and will meet the challenge of high educational standards.

No Child Left Behind (NCLB) positively affects special education by making schools accountable for the learning and achievement of students with disabilities

The CCSS/HCPS III is the curriculum for all students, including those with disabilities.

All teachers are responsible for the education of all students. Therefore, general education teachers and special education teachers must collaborate to determine the reasonable accommodations and specially designed instruction needed to enable students with disabilities to master grade-level content standards and objectives.

Parents are partners in the educational process. Schools must ensure that parents are meaningfully involved in participation of the IEP process.

Teachers must understand and respect the unique needs of the student with disabilities.

Specially designed instruction must focus on closing achievement gaps and reflect age and grade-appropriate academic, behavioral, and social expectations.

Specially designed instruction must be specific, directed, individualized and intensive, and result in higher achievement for students with disabilities.

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In Hawaii, CCSS/HCPS III provide the “standards” framework within which the IEP team, through thoughtful and strategic planning, will determine the depth and breadth of the specially designed instruction for students with disabilities. Using these content standards that define the general education curriculum to develop IEPs will ensure that students with disabilities have the same opportunities to learn as their non-disabled peers.

Therefore, it is imperative that IEP teams have knowledge and understanding of the content standards and objectives at the student’s age and grade-appropriate level. This information combined with child-specific information related to the impact of the student’s disability on his or her academic and functional performance will provide the starting point for the development of the specially designed instruction.

NCLB compels IEP teams to rethink the meaning of genuine “access, participation and progress” in the general curriculum. The following chart illustrates how NCLB impacts the special education process relevant to the development of the IEP.

IDEA IDEA in Light of NCLB

Present Levels of Educational Performance (PLEP)

Develop Present Levels of Academic Achievement and Functional Performance based on results of multidisciplinary evaluation data, classroom performance information and results of statewide assessments

Present Levels of Educational Performance The development of Present Levels of Academic

Achievement and Functional Performance will also include an analysis of the student’s performance with regard to grade level content standards, objectives and performance descriptors. The expectations of the general education settings, including what and how students are required to learn in their grade level classrooms must be reviewed. Understanding and articulating the gaps between the student’s grade level expectations and his or her actual performance is critical to the development of present levels of performance and provides the foundation for annual goal development.

Annual Goals and Short-term Objectives Annual goals and short-term objectives show a

direct relationship to the PLEP and are related to meeting the student’s needs that results from the student’s exceptionality to enable the student to be involved in and progress in the general education curriculum.

Meeting each of the student’s other academic, developmental and functional needs that result from the student’s exceptionality.

Annual Goals and Short-term Objectives

IEP teams develop annual goals and short-term objectives in consideration of grade-level content standards, objectives and performance descriptors with mastery level as the minimum expectation. Annual goals and short-term objectives identify the areas for which specially designed instruction is needed to close identified achievement gaps.

Goals and objectives focus on essential content knowledge and skills for eventually being able to achieve at grade level. For some students, goals and objectives more appropriately focus on identifying the underlying access skills needed to reach specific components of the content standards, life outcomes, career development and community membership.

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Special Education and Related Services

The IEP must include a statement of the specific special education and related services, and supplementary aids/services (based on peer-reviewed research to the extent practicable), to be provided to the student and a statement of program modification or supports for school personnel that will be provided to enable the student to advance appropriately toward attaining the annual goals; to be involved and make progress in the general education curriculum and to be educated and participate with other students with and without exceptionalities.


To ensure genuine access, students with disabilities must participate in general education settings to the maximum extent appropriate.

If a student is to master grade-level standards, the provision of supplementary aids/services designed to support the student’s learning and progress is key. Supplementary aids/services must fill in the gaps between the student’s disability and the general education classroom. The likelihood of achievement of grade-level standards increases when the supplementary aids/services are: a)matched to needs specific to the student’s disability and how he/she learns; b)consistently implemented; c)frequently monitored for effectiveness; d)designed to foster student independence. Appropriately determined and implemented supplementary aids/services (based on peer-reviewed research to the extent practicable) reduce the need for removal from the regular classroom.

When removal from the general education classes is determined appropriate by the IEP team, instruction in the special education environment must be based on content standards and objectives. While a separate setting may be required to meet a student’s unique educational needs, the same opportunities to achieve high educational standards must be provided.

Accommodations in Administration of State-wide Assessment

The IEP must include a statement of any individually appropriate accommodations in the administration of statewide assessments of student achievement and, if the IEP team determines that the student will not participate in a particular statewide assessment of student achievement, a statement of why that assessment is not appropriate for the student; and how the student will be assessed.

Accommodations in Administration of State-wide Assessment

NCLB requires assessment and accountability for all students to ensure adequate yearly progress (AYP). Therefore, all students must participate in the Hawaii State Assessment at the grade level in which they are enrolled. The IEP team must consider the impact of test participation decisions on accountability and reporting.

State-wide assessments measure what students have learned at a given grade level. Denial of opportunities to learn the grade-level content standards and objectives will have a negative affect on mastery level performance and assessment results.

IEP team decisions relevant to accommodations for the administration of state-wide assessments must reflect the same accommodations afforded the student in the course of daily instruction.

While the IDEA requires students to participate in state-wide assessments, NCLB requires the results of those assessments to be used to determine whether or not schools and districts have met AYP requirements for accountability.

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IEP Planning Checklist

Approximately one month or more before the IEP Annual Review Date:

Contact administrator, regular education teacher, transition teacher (for those students 16 years or older), and the appropriate related service personnel and/or individuals who have knowledge or special expertise regarding the student, to identify dates and times they are available to attend IEP meeting.

Contact Parents via telephone, personal contact, regular mail, or certified mail to schedule a mutually agreeable date, time and place. It is not required to honor every parental request to schedule a meeting, particularly when the parent requests that a meeting be held outside normal business hours. However, a school must make every effort to work with parents to reach an amicable agreement about scheduling.

For students 16 years or older, make sure to extend an invitation to the student.

Create Conference Announcement. It is optional but highly recommended to mail the conference announcement to parents before the meeting as a reminder of the upcoming IEP meeting. Parents must be notified of the purpose of the meeting, date, time, location and who will be invited to attend.

Administer the Stanford Diagnostic Reading Test (SDRT), comprehension section to all students in Kindergarten through Grade 12. The test must be administered at the student’s current grade level or can be given one color level below their grade level. Students unable to negotiate the SDRT should be marked “exempt” and an alternate assessment that is more appropriate to the student’s current reading level should be used to assist in the development of the student’s IEP.

Administer a Variety of Assessments to obtain current information needed to show how well a student is progressing in the general education curriculum. This information is obtained through a variety of formative and summative assessments. (This includes standardized tests, classroom tests, informal observation inventories, performance-based assessments, work samples, evidence binders, rubrics, etc.)

Ask for Progress Reports from regular education teacher(s), other special education teachers and related service personnel when appropriate. This information is needed to identify current achievement levels in the Present Level of Educational Performance (PLEP). Also, information regarding the student’s classroom behavior should be included in the progress report. If the student is going to other special education teachers and/or related service personnel for instruction in English, math, speech, counseling, OT, PT, etc., request the draft goals and objectives to include in the IEP.

Prepare a draft of the IEP with current functional and achievement levels cited in the PLEP and appropriate goals and objectives. You may choose to send the draft home to parents for their review prior to the meeting.

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Identifying Information and Important Dates Completing the IEP- Page 1

IEP Meeting Date(s): Record the date of the IEP team meeting, using mm/dd/yyyy format. If multiple meetings are held in the development of the IEP, document each meeting date.

State of Hawaii Department of Education

INDIVIDUALIZED EDUCATION PROGRAM (IEP)

IDEA/CHAPTER 60

IEP Meeting Dates: 1. Student’s Name:

2. Date of Birth: 3. ID# 4. Grade:

5. Current School:

6. IEP Annual Review Date: 7. Reevaluation Date: 8. Care Coordinator:

1. Student Name: Use the student’s legal name to avoid confusion in the data collection

process. Do not include nicknames. 2. Date of Birth: Document the student’s date of birth using the mm/dd/yyyy format.

3. ID#: The student’s ten-digit ID number when first enrolling in a Hawaii Public school and may

be found on the student’s registration form and other educational records. 4. Grade: Enter the student’s current grade. For students not in Grades 1 through 12, use the

following codes: 31= Beyond grade 12 91= Kindergarten 92R=Preschool, age 5 92=Preschool, age 4 93=Preschool, age 3 94= Preschool, age 2

5. Current School: Enter the name of the school the student attends. 6. IEP Annual Review Date:

The annual review date of the IEP is one year from the IEP conference date. (For example, if the IEP meeting is held on February 10, 2010, the Annual Review Date will be February 10, 2011.)

The IEP can be reviewed, revised or rewritten at any time prior to the IEP annual review date.

7. Reevaluation Date: The projected reevaluation date is reflected in this field.

A reevaluation is conducted whenever conditions warrant or upon parent or teacher request, but at least once every three years.

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8. Care Coordinator: Indicate the person(s) responsible for the coordination of services for the student with disabilities and his/her family. (Felix, 1995).

The IEP teacher is usually the care coordinator for his/her student.

Write the first and last name of the person(s).

9. Considerations when developing an IEP

9. CONSIDERATIONS WHEN DEVELOPING AN IEP

The following factors must be considered: a. Strengths of the student and concerns of parents for enhancing the education of the student

b. Results of the initial or most recent evaluation

c. As appropriate, performance on any general State or district-wide assessment

d. Age of the student and the age-appropriateness of the setting

e. Special Factors (see items 1-6 below)

1. Does the student's behavior impede the student's learning or the learning of others? If yes, team must consider, if appropriate, strategies to address the behavior (including positive behavioral interventions, strategies and supports).

2. Is the student limited in English proficiency? If yes, the team must consider the student’s language needs as these needs relate to the IEP.

3. Is the student blind or visually impaired?

If yes, team must provide for instruction in Braille and the use of Braille, unless it determines, after an appropriate evaluation, that instruction in Braille or use of Braille is not appropriate.

4. Does the student have any communication needs? If yes, team must consider and address these needs.

5. Is the student deaf or hard of hearing? If yes, team must consider and address the full range of academic, language, communication and instructional needs, including the need to provide opportunities for communication and instruction in the student’s language and communication mode.

6. Does the student require assistive technology devices and services? If yes, team must consider and address these needs.

When reviewing an IEP, these additional factors must be considered:

a. Lack of progress towards annual goals and in the general curriculum, if appropriate b. Results of any reevaluation c. Information about the student provided to or by the parents d. Information about student’s anticipated needs e. Other IEP matters

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9e. Special Factors 1. Does the student’s behavior impede the student’s learning or the learning of others?

If yes, document these behaviors in the PLEP of the IEP. Then consider appropriate strategies to address the behavior including positive behavioral interventions, strategies and supports.

Conduct a functional behavioral assessment (FBA) in order to make a hypothesis about the function or purpose of the behavior. Information derived from the FBA can be used to write a Behavior Support Plan (BSP) and used to write goals and objectives in the IEP.

2. Is the student limited in English Proficiency? Is the student identified as an English

Language Learner (ELL)?

Limited English Proficiency is not a disability, but if a student with a disability is also a student with limited English proficiency, the IEP team must consider their language needs as related to the IEP.

3. Is the student blind or visually impaired?

If yes, the team must consider the use of Braille, unless it is determined after an appropriate evaluation of the child’s reading and writing skills and needs that instruction in Braille is not appropriate.

4. Does the student have any communication needs?

If appropriate, consider the use of alternative or augmentative methods of communication.

5. Is the student deaf or hard of hearing?

If yes, the IEP team must consider the child’s language and communication needs, opportunities for direct communications with peers and professional personnel in the child’s language and communication mode.

6. Does the student require assistive technology devices and services?

Assistive technology devices and /or assistive technology services are to be made available to a child with a disability if required as part of the child’s special education, related services, or supplementary aids and services. An assistive technology device means, “Any item, piece of equipment, or product system, whether acquired commercially off the self, modified, or customized, that is used to increase, maintain, or improve the functional capabilities of children with disabilities. The term does not include a medical device that is surgically implanted, or the replacement of such device.”

Assistive technology service means, “Any service that directly assists a child with a disability in the selection, acquisition, or use of an assistive technology/device.”

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When reviewing an IEP, these additional factors must be considered:

a. Lack of progress towards annual goals and in the general curriculum, if appropriate b. Results of any reevaluation c. Information about the student provided to or by the parents d. Information about student’s anticipated needs e. Other IEP matters

Note: The IEP team reviews the student’s IEP to determine whether the annual goals for the student are being achieved. This review must occur at least annually or earlier if a team member requests an IEP. If appropriate, the team revises the IEP to address the above factors.

For Agency Use Only:

Directions for Completing

Please check that parents had their procedural safeguards explained to them, and they received a copy of the "Procedural Safeguards Notice for Parents and Students under the IDEA of 2004 and Hawaii Law & Regulations” (7/2007 Rev), including updated revision and inserts, in language that they understand.

Please check that the parent was provided a copy of the IEP at no cost.

For Agency Use Only:

____Parent was provided an explanation and copy of the procedural safeguards.

____Parent was provided copy of IEP at no cost.

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Present Levels of Educational Performance

(PLEP) Student’s Name:_________________________________________________ Present Levels of Educational Performance

The Present Levels of Educational Performance (PLEP) must include data and information, written in observable and measurable terms, which describe both the student’s academic achievement and functional performance. The present levels of educational performance (PLEP) should provide a foundation for designing a student’s educational program and a baseline for measuring future progress.

Academic achievement refers to a child’s performance in academic areas (e.g. reading or language arts, math, science, etc.). The information may include:

a. Recent evaluation results b. Performance on statewide, district and /or school wide assessments c. Performance and progress in the general curriculum d. Strengths and needs of the student e. SDRT/SESAT scaled score and grade level equivalent

Functional Performance refers to skills or activities that are not considered academic, but are often used in the context of routine activities of everyday living. These may include skills or activities such as:

a. Social/emotional/behavior: the ability to express needs appropriately; b. Mobility: Ability to sit, stand, walk, or navigate around the school campus; c. Communication: Mode and level of communication; and d. Self-care: toileting, bathing, dressing, eating

If a student’s functional performance is age appropriate (based on data such as adaptive assessment scores, teacher observations and parent input), then a general statement to that effect is included in the PLEP.

10. PRESENT LEVELS OF EDUCATIONAL PERFORMANCE

Reading Assessment Used:

Assessment Date:_________ Grade Equivalent:_______ Scaled Score:_________

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5 Basic Rules in Writing a Defensible PLEP

Rule #1: Consider All Appropriate Information and Evaluations before Writing the

PLEP

The student’s most current information or data

Results from informal as well as formal (when applicable) assessment

Input from the student’s special and regular education teachers

Information reflecting parental concerns

Rule #2: Use Sufficient Detail in Statement so Levels are Meaningful

Baseline of Performance- Quantifiable enough so team can monitor progress (i.e.; grade level performance indicators, percentages, rubric scale, child’s starting point of skill)

What should the student know, understand, or be able to do?

Student’s unique learning style (i.e.; need for visual cues and visual strategies to compensate for weak auditory processing)

Explain and expand on strengths and needs

Rule #3: Cover All Aspects of Student Performance Affected by Disability

Academic Achievement, such as performance and progress in general education curriculum, statewide, district, and/or school-wide assessments, SDRT/SESAT Reading Tests.

Functional Performance, such as social, emotional, behavioral skills; physical independence and mobility; communication; and independent living skills.

Rule # 4: Relate Goals and Objectives to Needs in PLEP

There must be a direct link between the PLEP and Goals, Short-term Objectives, and Services

Rule # 5: Specify How Student’s Disability Affects Involvement and Progress in the

General Curriculum (What areas of the general curriculum is the child having difficulty with because of his/her disability?)

Does not have to be stated as a separate “impact statement” if it is documented throughout the PLEP. (For example: “John’s written expression difficulties result in a slower pace of progress on written assignments. It takes him, on average, twice as long as his peers to complete an assignment. This impacts his ability to complete tests requiring written expression within a prescribed time period.”)

It leads to accommodations and services. (For example, “John should be given additional time to complete written assignments.”)

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Present Levels of Educational Performance Checklist

YES NO

1. Does the PLEP reflect individual-need determinations?

2. Does it provide instructionally relevant information about the student, both academic and functional?

3. Does it identify how the student is progressing within the HCPS III Standards and Benchmarks?

4. Is it written in objective measurable terms? (Can the skills be observed? Describe the action, not the

conclusion of the evaluator)

5. Does it reflect the priorities and concerns of the student and his/her parents for the student’s education?

6. Is it based on the results of current evaluation reports, statewide testing results, performance-based assessments, student work, current progress data, teacher reports and records, and parent information?

7. Is it descriptive and specific?

8. Does it identify where the student is now so it is clear what he/she has to learn next and what supports and services are needed to get there?

9. Does it provide the basis for annual goals, and the direction for provision of appropriate educational programs and services?

10. Is it written in such a way that parents, professionals, and paraprofessionals can understand?

11. Does it reflect transition service needs, if appropriate?

12. Does it identify what impact the student’s disability is having on his/her ability to participate and progress in the general education curriculum?

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(The structural organization and formatting of the Present Levels of Educational Performance are left up to the teacher. Consider what will best help in communicating the required information with parents and the rest of the IEP team. Consult with your Resource Teacher or Autism Consultant Teacher, as well as your Special Education Department Chair, if necessary.)

Present Levels of Educational Performance SAMPLE

Student: Dell Computer Grade: 6 READING Strengths: Dell prefers informational text and humorous stories. She is able to answer literal questions about the text such as who, what, when, and where. Often, she is able to make high-level inferences and connections when engaged in a “book talk” or literature discussion. Dell is also able to demonstrate basic comprehension of more difficult text when it is read aloud to her. She is able to read isolated words typical of a 5th grade level text. Needs: Dell’s instructional reading is at the 3rd grade level. She needs to apply a variety of word-solving actions when encountering words that are difficult or unknown. She needs to examine word parts within words and use her knowledge of other known words, along with context clues, to help her figure out the unknown word. She tends to rely on sound-symbol relationships and needs to incorporate the use of language and meaning based cues as well. Dell needs to engage in reading to gain understanding of the author’s purpose, to interpret the story’s theme, and to use the structure of the text to guide her understanding of the key points or message. She also needs to work on using reading strategies, such as questioning the text/author, making connections, visualizing, and inferring. This will help her maintain engagement with the text and make sense of more complex text. WRITING Strengths: Dell is able to identify familiar topics to write about. With guidance and questioning she is able to brainstorm a variety of details to support her topic. She is able to write short, simple sentences that are complete and grammatically correct. Needs: Dell needs reminders and guiding questions to “narrow” her ideas from general to more specific topics. She experiences some difficulty spelling high frequency words and forming more complex sentences. She expresses that writing has to "get done” because teachers assign it. She feels self-conscious when she cannot readily spell a word correctly and tries to use words that she can spell. This limits the natural expression of ideas since she is focusing on translating what she is thinking into words she can spell. At this point, Dell needs experiences that enable her to view writing as a process that allows her to share ideas or demonstrate her learning. It will be helpful for her to understand the process of writing; to see that her ideas are the basis

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of her writing and that spelling will be taken care of during the editing phase. She needs to apply word solving strategies to help her spell unknown words. Prior to editing and during the revision phase, Dell needs to work on the areas of sentence fluency and word choice in order improve her skills in developing complex sentences. MATH Strengths: measuring and classifying angles explaining the relationship between squares and roots creating and reading graphs determining landmarks for a set of data (median, mode, range, minimum and

maximum) describing properties of geometric figures using calculation strategies (e.g., using addition/subtraction and multiplication/division

facts; using landmark numbers; applying associative property to group numbers into multiples of 10s; use of distributive property to simplify multiplication of multi-digit numbers)

finding the value of unknown variables Needs: Dell needs to work on math concepts and skills that are typical of what other 6th graders need to work on (based on the Hawaii Content and Performance Standards III - HCPSIII). In addition, there are needs in the area of math that are due to difficulties in reading and writing. They include: 1) solving multi-step problems presented in written format; 2) describing what she is doing or trying to do as she solves a problem; and 3) explaining how she solved her problem. SOCIAL/BEHAVIORAL Strengths: offers to help others at home and at school enjoys sharing, often bringing snack items for the class or telling stories about

home/family easily engages in conversations with her peers and younger students attends to the task at-hand; generally follows through on her responsibilities

Needs: When Dell perceives that a task/assignment is too difficult, she will initially not engage in it. For example, she will lay her head on her arm, fidget with items around her, rock back and forth in her chair, and/or sighs and looks around the room. However, these behaviors have decreased significantly in frequency, duration, and intensity this school year. At this point these behaviors appear to signal to teachers that Dell needs additional support to better understand what she

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needs to do. She needs to work on asking for help. More specifically, she needs guidance to specify what aspect of the task/assignment she does understand and what parts are confusing for her. Finding appropriate ways to obtain help (which includes the acknowledgement that help is needed) will support her in obtaining the assistance she needs and foster her participation during class. FUNCTIONAL PERFORMANCE Communication, physical independence/mobility, and independent living skills are appropriate for her age. There are no needs. PARENT INPUT/CONCERNS: Parents notice a much more positive attitude towards school and interest in “school” related learning. There are concerns about her moving on to intermediate school, especially with her difficulties in reading and writing.

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RUBRIC: Present Levels of Education Performance Standards-Based IEP

COMPLIANCE REQUIREMENTS NOT MET MEETS COMPLIANCE REQUIREMENTS GOOD PRACTICES

Information about Present Levels of Educational Performance is missing: Describes only some of the child’s needs and

ignores other areas. Information is insufficient to establish a

baseline in need areas.

Describes Present Levels of Educational Performance: Reflects the entire range of the child’s needs, including both academic

(reading, math) and functional performance (daily life activities, mobility, vocational skills, health etc.)

Transition assessments related to training, education, employment and

independent living skills beginning at age 16 Creates a baseline for designing educational programming and measuring

future progress. Specifies strengths and needs in each area.

Contains all required elements described under “MEETS” as well as some of the following:

Progress towards meeting grade level standards, benchmarks, or appropriate developmental level benchmarks

Performance (including an explanation) on any state, district or school-wide assessments

Progress on General Learner Outcomes

Essential components of literacy: - Phonemic awareness/phonics - Comprehension - Vocabulary - Fluency

Information about the student’s progress on his/her IEP goals and objectives

Statement of student’s interests and/or post high school goals

Descriptive statements are objective and concrete (observable and measurable)

Language is clear and easy to understand, i.e. limited use of professional/technical terms

Missing SDRT/SESAT (or other reading assessment) score. Exemption not noted.

SDRT/SESAT score or other reading assessment if SDRT or SESAT is not appropriate (administered within 90 days prior to the IEP); or exemption from SDRT is noted.

Appropriate “Considerations” or “Special

Factors” were not described or considered. Considerations addressed when appropriate:

Performance on any state, district or school-wide assessments

Information and/or concerns about the student provided to or by the parent

Lack of progress towards annual goals

Information about student’s anticipated needs

“Special Factors” as appropriate, including: Behavior, English proficiency (ESLL), Blind or Visually Impaired, Communication needs, Deaf or Hard of Hearing, and Assistive Technology

Impact Statement

Problems that interfere with the child’s education

are not described. Impact statement addresses LRE, services or

placement, not the impact of the disability. For preschool children, there is no statement that

addresses the child’s participation in appropriate activities.

Impact statement is missing.

Impact Statement

Describes the problems, as a result of the disability, that interfere with

the child’s education (progress in the general curriculum). For preschool children, describes how the disability affects the child’s

participation in appropriate activities. Information may be contained within the body of the PLEP instead of a

separate statement.

Overall, the PLEP provides clear information that makes it easy for the reader to understand the student’s strengths and needs, why the student requires special education and what kind of help and support the student requires in order to receive a Free Appropriate Public Education.

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Notes

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Guidelines in Administration of the SDRT/SESAT

Per the Felix Consent Decree, the Stanford Diagnostic Reading Test (SDRT) must be administered to all students in kindergarten through grade 12.

For the SDRT, the Reading Comprehension section of the test must be given. The test must be administered at the level that matches the student’s current

grade level or within one color level of the student’s current grade. Indicate both the grade equivalency and the scaled score. Students who are unable to negotiate the SDRT should be marked “exempt” and

alternate assessments that are more appropriate to the student’s current reading level should be used to assist in the development of the PLEP and goals and objectives. Also exempt are students enrolled in preschool and grade K-4 students in a Hawaiian immersion program. (See Guidelines/Criteria attached to checklists in the pocket section of this folder.)

Administer within 90 days prior to an annual IEP meeting. It is recommended

that the SDRT/SESAT be administered as soon as possible after an initial IEP meeting.

If reading score is below grade level, develop appropriate goals and objectives for

reading.

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Notes

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Transition Services Transition services means a coordinated set of activities for a child with a disability that-

a. Is designed to be within a results-oriented process, that is focused on improving the academic and functional achievement of the child with a disability to facilitate the child’s movement from school to post-school activities, including postsecondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation;

b. Is based on the individual child’s needs, taking into account the child’s strengths,

preferences, and interests; and includes—

Instruction;

Related services;

Community experiences;

The development of employment and other post-school adult living objectives; and

If appropriate, acquisition of daily living skills and provision of a functional vocational evaluation.

Transition services for children with disabilities may be special education, if provided as specially designed instruction, or a related service, if required to assist a child with a disability to benefit from special education (34 CFR Sec 300.43).

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Transition Page

11. Post High School Goal(s): Guiding questions for determining post high school goals:

What does the student plan to do after leaving high school?

Will the student attend college, join the military, or enter the work force?

Will the student enter a sheltered workshop, day care facility, or move to a group home, etc.?

Student’s Name: TRANSITION SERVICE NEEDS

11. Post High School Goal(s):

12. Student’s Interests:

13. Beginning at age 14 years, or younger if appropriate, statement of transition service needs focusing on the courses of study needed

to reach post school goal(s):

14. Beginning at age 16 years, or younger if appropriate, a statement of needed transition services and, if appropriate, a statement of interagency responsibilities or any needed linkages.

Post-School Outcome: l Transition Service(s) Needed:

Agency(s) Responsibilities/Linkages (if appropriate):

Post-School Outcome:l Transition Service(s) Needed:


Post-School Outcome: l Transition Service(s) Needed:


Post-School Outcome: l

Transition Service(s) Needed:


15. TRANSFER OF RIGHTS AT AGE OF MAJORITY: Beginning at least one year before the student reaches the age of majority (18), the student and his/her parent(s) have been

informed that the rights under the Individuals with Disabilities Education Act (IDEA), Part B and Chapter 60 will transfer to

the student on reaching age 18 unless a legal guardian has been appointed.

Date Notice given: __________________

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12. Student Interests: Ask student what they are interested in.

Do you have any special interests, talents, skills, or preferences?

What interests, talents, skills, or preferences do you have that can help to determine a possible career choice?

13. Beginning at age 14 years, or younger if appropriate, statement of transition

service needs focus on a courses of study needed to reach post school goal(s): Focus on the planning of a student’s courses of study during the student’s secondary school experience.

Sample Statements of Transition Service Needs

“Mary will earn credits towards a high school diploma as well as gain experience in job related skills through the occupational skills and work study programs.”

“Rose has not identified any post high school goals; therefore she will complete a course of study to develop academic skills towards a high school diploma as well as develop independent living skills, and explore possible career opportunities.

“Joe will participate in life-skills curriculum focused on developing functional daily living skills, community-based instruction, and supported employment opportunities.”

“John will focus on a consistent communication system as part of his functional daily living skills program that will enable him to communicate his needs to a variety of people that will assist him in the home and community setting.” 14. Beginning at age 16 years, or younger, if appropriate, statement of needed

transition services and, if appropriate, a statement of interagency responsibilities or any needed linkages: For students 16 years or older, a transition plan as part of the IEP must:

Identify post-secondary goals in the IEP in the areas of training, education, employment, and where appropriate, independent living skills, based on student interview and age-appropriate transition assessment. For example, student might want to obtain full-time competitive employment or attend a community college program upon leaving school.

Examples of age-appropriate transition assessments include: Brigance Inventories Reading-Free Vocational Interest Inventory Armed Services Vocational Aptitude Battery (ASVAB) Career Occupational Preference Interest Inventory (COPS) Career Ability Placement Survey (CAPS) General Aptitude Test Battery (GATBP) Myers-Briggs Type Indicatory (personality inventory) Independent Living Inventory

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Document the assessment(s) used. Some assessments may be given by other agencies or may need to be given by trained personnel.

Include annual, measurable post-secondary goals in the areas of training, education, employment, and where appropriate, independent living skills. The achievement of these goals should help the student advance toward meeting the identified outcomes.

Transition services are to be provided to assist the student in reaching those goals. They should be written in the transition plan in the IEP to include the following components: WHO is to provide the service, a VERB indicating the kind of action to be taken, and the SERVICE to be provided. (These statements can be written as annual goals, as appropriate.) Parental consent is required prior to inviting outside agency representatives (who are currently or are likely to provide or pay for services) to the IEP meeting. Complete the form, “Consent to Invite Agency Representatives to IEP Meetings Regarding Transition Services.”

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TRANSITION SERVICE NEEDS

(Student’s Name: Sample 1)

11. Post High School Goal(s): seamless transition to a sheltered workshop/supported employment setting.

12. Student’s Interests: enjoys listening to music, dancing, watching videos, spending time with family/relatives, going to the beach. Participant in the Special Olympics

13.Beginning at age 14 years or younger if appropriate, statement of transition service needs focusing on the courses of study needed to reach post school goal(s): participate in a community based instruction (CBI) program, on a certificate route. 14. Beginning at age 16 years or younger if appropriate, a statement of needed transition services and, if appropriate, a statement of interagency responsibilities or any needed linkages.

Post-School Outcome: Vocation: to be employed. Transition Service(s) Needed: Transition teacher will provide opportunities for student and family to visit sheltered/supported workshop programs. CBI teacher will continue to develop vocational skills and behaviors (see goals and objectives). Transition and classroom teacher will continue to assist student in exploring vocational interests. (See goals and objectives)

Agency(s) Responsibilities/Linkages (if appropriate): DVR

Post –School Outcome: Instruction: will not continue in a post secondary educational program. Transition Service(s) Needed: CBI teacher will continue to provide direct instruction in functional and age appropriate reading and math based skills related to daily routines. (See goals and objectives). CBI teacher will continue to provide instruction and opportunities for student to display appropriate social/and work behaviors on and off campus. (See goals and objectives).


Post-School Outcome: Community Experiences: Access and be aware of resources within community Transition Service(s) Needed: CBI teacher will continue to provide direct instruction in the Community Experience Domain (see goals and objectives). Transition and classroom teacher will share resource information with family. Family includes student on all family activities, has a large extended and supportive family unit. Parents will continue to access DOH SW for direct services as needed.


Post-School Outcome: Independent Living: Student will continue to live within the family home as a contributing member to the household.

Transition Service(s) Needed: CBI teacher will provide direct instruction in the Independent Living Domain (see goals and objectives.) Parents have agreed that those identified will also be reinforced within the home as part of student’s regular routine.


Post-School Outcomes: Related Services: Per parents, they will continue to communicate directly with their DOH Social Worker to address their child’s needs. Transition Service(s) Needed: Addressed, not appropriate at this time.


15. TRANSFER OF RIGHTS AT AGE OF MAJORITY: Beginning at least one year before the student reaches the age of majority (18), the student and his/her parent(s) have been informed that the rights under the Individuals with Disabilities Education Act (IDEA), Part B and Chapter 60 will transfer to the student on reaching age 18 unless a legal guardian has been appointed.

26

TRANSITION SERVICE NEEDS

(Student’s Name: Sample 2)

11. Post High School Goal(s): Student would like to attend a vocational training program in a field where he can work outdoors and with his hands. Would like to be employed in this field full-time, possibly owning own business. 12. Student’s Interests: Student is interested in building things, art, sports, hanging out with friends, music, going to the beach, cruising the net. Helps uncle on weekends as a handyman. According to the RIASEC interest inventory, student shows an interest in the Industrial & Engineering Technology or Natural Resources career pathways. 13. Beginning at age 14 years, or younger if appropriate, statement of transition service needs focusing on the courses of study needed to reach post school goal(s): Course of study to focus on meeting the requirements for graduation with a diploma. 14. Beginning at age 16 years, or younger if appropriate, a statement of needed transition services and, if appropriate, a statement of interagency responsibilities or any needed linkages.

Post-School Outcome: Vocation: to be employed full-time Transition Service(s) Needed: Transition teacher will assist in exploring local job training programs in the area of construction/carpentry, masonry, welding. Transition teacher will assist student in completing resumes and applications to CCs of choice (refer to goals and objectives.) Transition teacher to assist in career exploration and course selections based on vocational interest. Transition teacher to provide student with the opportunity to work on ECOS through Career Pathways to increase employability in the workforce. Transition teacher will assist student in exploring work experience opportunities in area of interest. Transition teacher will coordinate a meeting for student and family with DVR. Agency(s) Responsibilities/Linkages (if appropriate):

Post-School Outcome: Instruction: to participate in a job training program. Transition Service(s) Needed: Classroom teacher will provide direct instruction in reading, writing and math to meet college entrance; course and employment requirements (refer to goals and objectives). Transition teacher will provide opportunity to visit local community colleges, listen to speaker/presenters in areas of interest, take the COMPASS placement test and attend the Career and College and Construction and Building Fairs. Agency(s) Responsibilities/Linkages (if appropriate);

Post-School Outcome: Community Experiences: To access and be aware of resources within student’s community. Transition Service(s) Needed: Transition teacher to review the Hawaii State Driving License manual with student in preparation for taking the written test. Family to reinforce the test information at home and take him to the test. Currently, student accesses community independently using The Bus. Transition teacher to review financial plan and the process/purpose of opening a checking account (see goals and objectives). Agency(s) Responsibilities/Linkages (if appropriate):

Post-School Outcome: Independent living: To live independently with minimal support from family. Transition Service(s) Needed: Is able to meet daily care needs, has chores assigned within the home and able to prepare simple meals. Also helps with the care of younger siblings. Transition teacher to review Personal Goal Planner with student. Agency(s) Responsibilities/Linkages (if appropriate):

Post-School Outcomes: Related Services: does not receive any related services at this time. Transition Service(s) Needed: Agency(s) Responsibilities/Linkages (if appropriate): 15. TRANSFER OF RIGHTS AT AGE OF MAJORITY: Beginning at least one year before the student reaches the age of majority (18), the student and his/her parent(s) have been informed that the rights under the Individuals with Disabilities Education Act (IDEA), Part B and Chapter 60 will transfer to the student on reaching age 18 unless a legal guardian has been appointed.

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GRADUATION

Graduation with a Regular Diploma

A student’s right to FAPE is terminated upon graduation with a regular high school diploma, but is not terminated by any other kind of graduation certificate or diploma.

Prior Written Notice is required because graduation from high school with a regular diploma constitutes a change in placement. Schools are expected to provide the notice “a reasonable time” before proposing to graduate a student in order to ensure that there is sufficient time for the parents and student to plan for, or challenge, the pending graduation.

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Summary of Performance

The Summary of Performance is required to be provided to students whose eligibility for SPED services terminates, including those who

Age out or

Receive a regular high school diploma The Summary of Performance need not be provided to students who

Drop out

Released per Form 4140

Leave at the age of 18 without a diploma

Do not return the following year after reaching 18

Are in-flight Reminder: Since services will be terminated (change of placement) a PWN must be provided. The Summary of Performance includes 3 sections (see form)

Academic Achievement -Most recent academic scores (reading and math) -Report card from final year -Progress reports from the IEP

Functional Performance (from the PLEP) -Social/emotional/behavioral performance -Independence/Mobility -Communication - Independent Living

Recommendations to help student meet outcomes (need to determine student’s status toward achievement of post-secondary goals first)

Index teacher should complete the form prior to leaving for the summer for both on-time graduates and those leaving after the summer session. The Summary of Performance is not part of the IEP. Document the date Summary of Performance was sent/given to parent/guardian or adult student.

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State of Hawaii

Department of Education

Summary of Performance Academic and Functional

Achievement

The Individuals with Disabilities Education Improvement Act 2004 (IDEIA) requires the school to “provide a summary of secondary goals.” Section 614(c) (5) (B) (ii). This document contains information gathered from a variety of sources and summarizes the student’s accomplishments. Recommendations for post-secondary transition planning are also included. This information may be shared as deemed appropriate. School: Aloha Elementary Date: 6/9/10 _______________________________________________________________________ To: Parents (Student and/or Parent/Guardian)

_______________________________________________________________________ RE: Graduating Student Birthdate: 8/22/90 _______________________________________________________________________ (Student’s Name)

The above named student has: x Received a diploma_ Reached the age of 20

Academic Achievement (Most recent academic achievement levels) Math: average (see attached) Date: 1/10/10 Name of Test Woodcock Johnson III Reading: average (see attached) Date: 1/15/10 Name of Test: Woodcock Johnson III Report Card and/or Progress Reports for current school year must be attached.

Functional Performance

Skill Level (as appropriate)

Description of Present Levels (Updated from the latest Present Levels of Educational Performance) (Attach additional pages as necessary)

Social/Emotional/ Behavioral

Student is polite and well mannered. He approaches most tasks with good effort and motivation. He continues to become agitated with changes; however, explaining upcoming changes clearly along with visual prompts and clear rationale assists student to accept change and decreases his anxiety and frustration level.

Independent Living Student is generally able to care for himself. He can prepare simple meals and do household chores such as laundry independently. He is working on community access skills such as taking the bus and volunteering at a possible job site.

Physical/Independence Mobility

Student is physically independent and requires no assistance with mobility.

Communication Student often loses focus when others are talking. He struggles with understanding other people’s perspective. He sometimes enjoys interacting with same age peers but needs to be taught conversational strategies and topics appropriate to situation.

Distribution: Student/Parent Summary of Performance Student’s Confidential Folder 5/26/06

Page 1 of 2

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Post-Secondary Transition Planning Status and Recommendations

Post-Secondary Outcomes (from most recent transition

plan)

Student’s Status Toward The Achievement of

Post-Secondary Goals

Recommendations For Post-School Actions To Assist The

Student

Academic Attend a community college

Student received a diploma and has visited the Windward Community College campus

Register for college classes and work with the academic counselor to identify necessary supports.

Vocational Obtain employment

Student has volunteered for approximately one year at a library. He has practiced work skills such as shelving books, as well as social and communication skills.

Work with the Division of Vocational Rehabilitation to access job training opportunities and support.

Community Participation Navigate within the community

Student participated in various programs at the Kaneohe Recreation Center. Student is nearly able to take the bus independently.

Continue participation in Rec Center programs of interest. Practice familiar bus routes.

Independent Living Be a contributing member of the household

Student is able to balance a checkbook, cook simple meals, do laundry, shop.

Continue to require student to do chores and complete other necessary household responsibilities.

Related Services Communicate effectively with others.

Is able to initiate a spontaneous conversation on topics of high interest. Has made good gains in expressing pleasantries, greetings and asking for clarification.

Practice the following:

Coping strategies when confused

Decreasing inappropriate gestures.

Increasing verbal language to communicate wants and needs.

DISTRIBUTION: Student/Parent Summary of Performance Student’s Confidential Folder 5/26/06 Page 2 of 2

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Goals and Objectives Annual goals and short-term objectives identify the areas for which specially designed instruction is needed to close identified achievement gaps. These are directly linked to the needs stated in the Present Levels of Educational Performance (PLEP). Goals and Objectives focus on essential content knowledge (standards) and skills to achieve grade level benchmarks. These goals and objectives not only focus on reading, writing, and math skills but also include career life skills, communication, large motor and fine motor skills, behavior, etc. INDIVIDUALIZED EDUCATION PROGRAM ANNUAL GOAL

16. STANDARD(S) l

17. MEASURABLE ANNUAL GOAL l 18. How will progress toward the annual goal be measured?

19. BENCHMARKS / SHORT-TERM OBJECTIVES l

16. Standards are statements taken from the Hawaii Content and Performance Standards. They indicate what a student should know and be able to do at his/her grade level.

Did you do the following?

Select a statement from the “drop down” box in eCSSS that indicates what standard the student will be working on?

Consider the needs of the student and the baseline data when selecting a standard statement?

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17. Annual Goals are statements that indicate a reasonable expectation for student progress during a 12 month period. Goals are written so that they are clear, observable, measurable, and able to be monitored. There should be a direct relationship between the PLEP and the annual goals.


State the goal in measurable terms?

State the goal to be mastered in 12 months?

Check that there is a direct relationship to the identified needs in the PLEP and baseline data?

Relate to student’s involvement in the general education curriculum?

18. Methods of Evaluation identify how the student will be monitored to determine the progress made on the goals and objectives. Various sources such as rubrics, standardized tests, classroom tests, Running Records, observation, writing samples, work samples, evidence binders, checklists, logs, etc. can be used.


Select from the “drop down” box in eCSSS the type of measurement that will be used to measure progress on each benchmark/short-term objective?

Select all that apply? (May be more than one)

19. Short-term Objectives break down the skills described in the annual goal into discrete components. They are written in specific terms which must include a condition, observable behavior, and criteria. Short-term objectives identify small steps along the way in achieving the measurable annual goal. It enables the IEP team to monitor progress towards the annual goal. Short-term objectives or benchmarks can be written to support measurable annual goals.


Write discrete steps that the student will accomplish towards meeting the annual goal?

Write statements that include a condition, observable behavior, and criteria?

20. Benchmarks are major milestones that indicate the student’s progress during the year towards achievement of the annual goal. It identifies the amount of progress that the student is expected make within specified segments of the year.

For example: “By the 1st marking period, the student will be able to work independently in his math class for 15 minutes in 3 out of 4 trials”

“By the 2nd marking period, the student will be able to work independently in his math class for 30 minutes in 3 out of 4 trials.”

Benchmarks need to include a specified timeframe, condition, observable behavior, and criteria.


Consider the sequence of steps and skills needed to achieve the annual goal?

Write statements with a specific timeframe, condition, observable behavior, and criteria?

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Guide for Writing Effective Academic and Behavioral Goals

and Objectives/Benchmarks (Adapted from Diana Browning Wright and Clayton R. Cook)

According to this guide, there are 5 critical components to developing an effective goal that is measurable, progress “monitorable,” and legally compliant: (a) by when, (b) who (the student), (c) will do “what”, (d) under what conditions, and (e) at what proficiency level.

1. By when: this component reflects the time frame (date) in which a summative (end point) evaluation of whether the student has met his or her goal. Goal time frames generally fall into one of two categories: (1) goals set for benchmarks or periodic progress, and (2) annual goals set for IEPs. The date/time specified here does not preclude ongoing, formative evaluations to determine whether the student is making adequate progress toward his/her goal. In fact, repeated assessment and monitoring of the student’s progress toward goal attainment is encouraged to use as a basis to make on-the-go instructional decisions and alterations.

2. Who: this component is intended to explicitly identify who the goal is being developed for.

3. Will do “what”: this component is concerned with identifying the skill or behavior of focus. It is important that it is a teachable or alterable skill or behavior. Also it is necessary for the target skill or behavior to be observable and measurable. The simple test to apply here is the “Dead Man’s Test.” That is, if a dead man can do it, then it is not an appropriate skill or behavior. For example, reading aloud is something a dead man cannot do. Thus, it would represent a good skill to develop a goal for and progress monitor.

4. Under what conditions: this component requires detailing the location, activity, or other conditions surrounding the execution of the target skill or behavior.

5. At what proficiency level (goal criterion): this component requires specifying the goal criterion. In other words, this is where the team specifies the level of proficiency of the skill the team is hoping the student will achieve in response to the instructional program. The goal criterion should be based on some type of data from classroom, school, district, or national norms. Thus, prior to determining at what proficiency level the student will demonstrate the behavior or skill the team should consult some type of normative data to use as a basis to establish the goal criterion. It is important to develop ambitious goals that are neither too easy (not pushing the student’s limits) nor too hard (unrealistic and beyond the student’s capabilities).

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Despite the importance of the 5 components to developing effective academic and behavioral goals, there are other considerations that must be taken into account before the actual goal writing process begins. These considerations are (a) establish present levels of performance, (b) select target skills or behaviors based on student need, (c) selection of appropriate progress monitoring tool, (d) establish baseline, (d) consult local, district, or national norms to determine appropriate goal criterion (proficiency level), and (e) write the goal.

1. Establish present levels of performance: Using standardized norm-referenced measures or rating scales, determine how the student is performing relative to his/her peers. Review results of formal and informal measures of progress. This information will serve as the basis of identifying the student’s needs.

2. Select target skills or behaviors based on student need: Identify the skills or behaviors that goals should be developed for. Consider skills that are measurable, monitorable, and teachable/alterable.

3. Selection of appropriate progress monitoring tool: It is important to select and use a tool that can be repeatedly used to determine if the student is making adequate progress toward his/her annual goals.

4. Establish baseline: Once the progress monitoring tool has been selected, it is important to establish baseline rates of behavior using the progress monitoring tool. Typically three data points are collected to obtain a stable estimate of the student’s baseline level of the skill or behavior. The student’s baseline is used to (a) determine the goal criterion and (b) assess the student’s response to the plan (i.e., subsequent change in the skill or behavior from the baseline as a function of the IEP).

5. Consult local, district, or national norms to determine appropriate goal criterion: Determining the appropriate goal criterion requires two important pieces of information: (a) baseline information and (b) norms. Without norms, it is difficult to determine whether one is being overly ambitious with the goal or too easy. The goal criterion should be reasonably ambitious; that is, not too hard or too easy.

6. WRITE THE GOAL!

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Guide for Writing Effective Academic and Behavioral Goals and Objectives/Benchmarks (Adapted from Diana Browning Wright and Clayton R. Cook)

1. By When 2. Who 3. Will Do “What” 4. Under What Conditions 5. At What Level of Proficiency

By when will criteria be reached (This is

the final date to determine if the

goal/objective has been met)

The student Specify what the student will do that is

observable and measurable.

The “will do” should be teachable or alterable

skills or behaviors.

These skills or behaviors should be

observable and measurable to allow

for adequate progress monitoring

Under what conditions (What variables are present?

Examples: in what location, during what activity, with what

staff.

At what level of proficiency (Examples:

number of times, % correct, % of observations,

frequency of behaviors)

What level of competence are you striving for?

By 6/10 Billy Will read 3rd grade passages aloud.

During the Language Arts block At rate of 68 words read correct per minute

By 1/10

Jane

Will solve whole number addition and subtraction problems

to 10

Given manipulatives With no more than one error in 10 problems

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Examples

Condition

Conditions address the circumstances or setting under which the student is expected to perform the skill. The condition also may indicate what specific assistance or help will be given the student to accomplish this skill.

Examples of Conditions Language Arts-

Before/while/after reading the text

Given a fiction/nonfiction selection/magazine article to read

Given a ___grade level passage/text to read

Given topics of personal interest/writing prompt/outline/model

When provided with an essay writing template

Given the definitions of vocabulary words

After/during discussion

After each chapter in the novel

Given a graphic organizer Math-

Given a worksheet with whole number problems

Given timed computation drills

During problem solving activities

Given the use of a calculator

Given problem situations related to _____

Given currency and coins

Given real world application problems Behavior-

Given social skill role play scenarios

Given opportunities for social interactions with peers

During unstructured time

When conflict occurs

In group activities

Given a self-monitoring chart

Provided with anger management strategies

With adult support

In spontaneous conversation

Given class assignments

Given directions to follow

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Other-

Using a picture work schedule

When prompted/modeled/demonstrated/requested

During community-based activities

With adapted devices/assistive devices

Given a map of the bus routes

With hand-over-hand/minimal assistance

Using picture communication symbols

Given a social story of appropriate topics

Given a chapter outline

When a peer initiates conversation

Given an oral test

Given 5 chapter questions to answer

While the teacher is instructing

Given a grade level textbook

Given a hypothetical situation

Given multi-step directions

Provided with a blank study guide

When shown a diagram of ____

For all homework assignments

Given examples/models of ____

When provided with ____

Given class assignments

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Observable Behavior

Tells us what a student will do. The specific, measurable and observable behavior or skills to be performed include a verb that tells what the learner will do.

Examples of Observable Behavior Verbs: access apply attend calculate complete compose connect count describe determine draw estimate explain follow get identify keep label locate look create measure name orally state point to produce read recall record request retell revise sequence show solve say use watch work write

Proficiency Level or Criteria

Criteria is used to measure how well the student performed the skill. It can be expressed using percentage, fraction, frequency rate, ranking on a rubric, scores, etc.

Examples of performance criteria or level of attainment Accuracy:

With 80% correct

Without error

Scoring at the proficient/satisfactory/exemplary level (rubric)

At a rate of 125 words per minute (wpm) with 95% accuracy

To the 8th grade level

50% gain over the pretest score

10 points more than the pretest score

Count/Frequency

With no more than ____reminders/errors/prompts, etc.

At least ___times per period/day/week, etc.

In 8 out of 10 trials

Duration:

On 3 consecutive days

For 20 consecutive minutes

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Annual Goals and Objectives Checklist

YES NO

1. Are the goals clear and understandable?

2. Are the goals stated in positive terms?

3. Is there at least one goal for each area of need?

4. Are the goals based upon the PLEP?

5. Are the goals practical/relevant when the student’s academic, social, and vocational needs are considered?

6. Are the goals and objectives measurable and in logical sequence?

7. Do the goals describe what the student can reasonably be expected to accomplish within one year?

8. Are the goals and objectives aligned with the standards (HCPS III)?

9. Are transition goals based on student preferences and desires? (if applicable)

10. Do the short-term objectives represent a task analysis of the annual goal?

11. Does each objective describe the observable behavior expected of the learner?

12. Does each objective specify the level of performance that will be accepted as successful achievement of the objective? (criteria)

13. Does each objective indicate the conditions under which the performance is expected to occur?

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Sample Annual Goals and Objectives Page

Student “A” Grade 1 Math

17. MEASURABLE ANNUAL GOAL l

Given 10 problems of single digit addition and subtraction problems, Student A will solve the problems

correctly on at least 3 of 4 opportunities.

18. HOW WILL PROGRESS TOWARD THE ANNUAL GOAL BE MEASURED?

Observation, Daily work, Other: Performance Assessment

19. BENCHMARKS / SHORT-TERM OBJECTIVES

1. When shown numbers 1 – 100, Student A will correctly state what the number is in three of four

opportunities.

2. When asked to write a number between and including 1 – 100, Student A will write the number

accurately in three of four opportunities.

3. Student A will represent whole numbers up to 100 in a variety of ways, correctly counting by 1’s, 2’s,

5’s, 10’s in three of four opportunities.

4. When given 10 word-problems involving single digit addition and subtraction, Student A will be able

to use a variety of strategies to solve problems correctly in three out of four opportunities.

16. STANDARD(S)

Numbers and Operations: NUMBER SENSE-Understand numbers, ways of representing numbers,

relationships among numbers, and number systems.

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Student “B” Grade 4 Reading

17. MEASURABLE ANNUAL GOAL

After reading a grade-appropriate text at his/her instructional level, student will write responses to

questions involving interpretative, personal and critical responses with a proficiency rating of 3 on a 4-

point scale in three out of four opportunities


Observations, HCPS III Rubric Rating Scale, Informal Performance Assessment Rubrics


1. Given 10 literature books read for each quarter, Student will:

a. identify the conflict and resolution in each text.

b. make personal connections with two of the texts with a proficiency ratings of 3 on a 4-

point rubric scale.

c. choose two books with similar themes and explain the theme with a proficiency rating of

3 on a 4-point rubric scale.

2. Given 10 literature books, student will give a 10 minute oral book talk or a written book review

giving information about the organizational structure, main idea and personal reflections about the book

with a proficiency rating of 3 on a 4-point rubric scale.

16. STANDARD(S)

Use knowledge of the conventions of language and texts to construct meaning for a range of literary

and informational texts for a variety of purposes. Use reading strategies to construct meaning from a

variety of texts. Respond to literary texts from a range of stances; initial understanding; personal; and

critical.

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Student “C” Grade 9 Behavior

16. STANDARD(S)

Health: Interpersonal Communication: Use interpersonal communication skills to

enhance health.


In response to a frustrating situation, he will not yell or swear at least 95 % of the time.


Observations; records, daily work.

P

Wri


1. By the end of the October, in response to a frustrating situation, Student C will not yell or

swear at least 25% of the time.

2. By the end of January, in response to a frustrating situation, Student C will not yell or


3. By the end of March, in response to a frustrating situation, Student C will not yell or


4. By the end of the school year, in response to a frustrating situation, Student C will not

yell or swear at least 95% of the time.

5. After an incident causing Student C to yell and swear, he will verbally:

a. identify what caused the anger or frustration, and

b. identify 3 possible appropriate, alternative responses to the situation

100% of the time.

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Student “D” Grade 7 Writing

16. STANDARD(S) LANGUAGE ARTS - WRITING

Use the writing process and conventions of language and research to construct

meaning and communicate effectively for a variety of purposes and audiences using a

range of forms. Use rhetorical devices to craft writing appropriate to audience and

purpose.


1. Student will complete three published writing pieces per quarter that include a

variety of genres with a proficiency rating of 3 on a 4-point writing rubric.

2. Student will use a variety of strategies and resources to correct spelling,

punctuation, and use of grammatical constructions with no more than 1 error

per paragraph on spelling, punctuation, or grammar on a selected published

piece.


Given writing prompts of at least three different genres (expository, narrative,

persuasive, procedural), student will choose one of the prompts to write an essay with

a proficiency rating of 3 on a 4-point writing rubric scale.


Observations; records, daily work, writing rubric

44

RUBRIC: Goals and Objectives Standards-Based IEP

COMPLIANCE REQUIREMENTS NOT MET MEETS COMPLIANCE REQUIREMENTS GOOD PRACTICES

Annual Goals are insufficient and do not relate to the student’s needs that result from the disability. Goals are not established for each area identified in the

IEP as an educational need resulting from the disability. Goals do not directly correlate with the PLEP. Goals are insufficient to enable progress in the general

curriculum Goals do not address relevant content standards,

benchmarks, performance indicators or underlying skills needed to reach specific indicators for content standards.

Goals do not address other educational needs resulting from the disability.

Annual Goals relate to meeting the student’s needs that result from the disability. Goals are established for each area identified in the PLEP as an

educational need (academic or functional performance) resulting from the disability.

Goals correlate directly with the student’s present levels of educational performance (PLEP).

Goals address areas of need in order to enable the student to be involved in and progress in the general curriculum.

o relevant content standards and grade level benchmarks

o underlying skills needed to reach specific indicators for content standards

Goals address other educational needs resulting from the disability, i.e. use of assistive technology, interpersonal relationships, self-help skills.

Goals and objectives closely mirror language used in the standards and grade-level benchmarks.

All objectives are strategic to the accomplishment of the goal.

Goals and objectives show a logical progression/change from previous IEPs leading towards a long-term (post high school) goal.

Short-term objectives are written in a sequential order that reflects a progression through the various skills needed to meet the annual goals and permit monitoring of progress throughout the year.

Short-term objectives provide general benchmarks for determining progress, but are specific enough to serve as the basis for classroom instructional plans.

Annual Goals are not Measurable: Goal statements are vague such that one would not be

able to determine if they had been reached. Goals are not reasonably accomplishable within a 12-

month period. Goals do not include benchmarks or short-term

objectives, or the benchmarks or objectives do not address sub-skills of the goal.

Objectives do not contain conditions, observable behaviors or measurable performance criteria.

Methods of measurement are not described. Methods of measurement are inappropriate.

Annual Goals are Measurable: Annual Goal statements describe what the student can

reasonably be expected to accomplish within a 12-month period in his/her special education program.

Annual Goals include benchmarks or short-term objectives that describe/address a sub-skill of the annual goal.

Objectives clearly describe the new behavior/skill that the student is to demonstrate.

Objectives/benchmarks are measurable, intermediate steps between the present levels of educational performance and the annual goal.

Objectives provide general benchmarks for determining progress.

Objectives contain: conditions, observable behavior, and measurable performance criteria.

Methods of measurement are described.

Measurement: Measurements of progress include specific

descriptions of classroom/school-wide assessments as well as individualized assessments and/or applied performance demonstrations.

A majority of goals/objectives are mastered within a 12-month period.

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Progress Reports

Progress Reports evaluate the student’s progress towards the goals and objectives of the IEP. Progress reports must be sent to the student’s parents quarterly, concurrent with the issuance of report cards. Special education students are still required to have a report card that indicates their progress towards grade level standards and benchmarks of the Hawaii Content and Performance Standards III (HCPS III). 18. How progress will be measured?

Indicated the type(s) of measurement(s) used to measure progress on each annual goal. Select from the eCSSS drop down box one or more of the following choices:

Standardized Tests

Teacher-made Tests

Observation

Daily Work

Other

INDIVIDUALIZED EDUCATION PROGRAM ANNUAL GOAL

16. STANDARD(S) l

17. MEASURABLE ANNUAL GOAL l 18. How will progress toward the annual goal be measured?

19. Benchmarks/Short-Term Objectives Progress on the goals is reported quarterly unless noted below

Date: R1

Date: R2

Date: R3

Date: R4

Progress Codes: N/A –Not Applicable during this reporting period M- Mastered P- Progressing E- Emerging NP- No Progress

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Notes

47

Extended School Year (ESY) 20. How do I address Extended School Year?

The standard for an extended school year: The IEP team must base their decision on factors including, but not limited to: 1) Nature or severity of the disabling condition.

2) Areas of learning crucial to attaining goals of self-sufficiency and independence from caretakers.

3) Extent of regression caused by interruption in educational programming. 4) Rate of recoupment following interruption in educational programming. Definition: Extended School Year (ESY) services may be defined as special education and/or related services that are provided by the school or an agency to students with disabilities who require such services beyond the regular instructional year in order to receive a free, appropriate public education (FAPE). Extended school year services are not required to enhance a child’s education beyond an otherwise appropriate IEP or to provide a child with the best possible educational program. Conversely, educational programs are intended to provide more than a mere trivial benefit. Accordingly, ESY services are required as part of a FAPE when determined to be necessary for a child to progress educationally over time and to benefit from the IEP. Guidelines:

ESY must be developed and documented through the IEP process.

Students identified in need of an ESY will be provided a program at no cost to the parents.

The decision regarding eligibility for ESY services must be made on an individual basis, and not based on a student’s category of disability.

Schools may not unilaterally determine or limit the type, amount or duration of the services available during the ESY. Typically, ESY services would be provided during the summer months. However, ESY services may be provided during intersessions or other times when school is not in session if the IEP team determines that the child requires ESY services during these time periods in order to receive FAPE.

20. EXTENDED SCHOOL YEAR (ESY): Unless the student requires extended school year as part of a free and appropriate public education, the IEP will be in effect during the regular school year only.

The standard for an extended school year has been applied: The student (check one) _____DOES NOT meet the standard for an extended school year _____DOES meet the standard for an extended school year State the extent to which ESY is necessary:

Check one

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Guiding Questions for Determining Eligibility for an Extended School Year (ESY):

What area(s) of learning will be impacted by an interruption of service delivery?

Is the student likely to fail to achieve goals or objectives due to an interruption of instruction?

Are the student’s goals and objectives reasonable and attainable in 1 year?

What level of mastery has the student demonstrated?

How long did it take the student to obtain (that level of) mastery?

How long did it take the student to regain any skill(s) lost during an interruption of service delivery?

Will the student take longer than acceptable to “recapture” skills taught during the school year?

What evidence/data do we have on which we can base our decision?

Which special education or related services are needed during the summer?

Procedures Checklist:

When the IEP team undertakes a determination of a special education student’s eligibility for ESY services, it should collect and analyze all pertinent data including retrospective data such as the student’s past regression during breaks in educational programming and the student’s past rate of recoupment when the student recommenced special education and related services

Once eligibility for an ESY has been determined by applying the standard, indicate the decision by checking DOES or DOES NOT.

State the extent to which ESY is necessary. The IDEA, Section 300.11 provides the following definitions:

a. Day means calendar day unless otherwise indicated as business day or school day. b. Business day means Monday through Friday, except for Federal and State holidays

(unless holidays are specifically included in the designation of business day...). c. (1) School day means any day, including a partial day that children are in attendance

at school for instructional purposes. (2) School day has the same meaning for all children in school, including children with and without disabilities.

There has been much confusion and variability in the field when completing the statement of the extent to which ESY is necessary in Section 20 of the IEP. To improve clarity and understanding, it is suggested that IEP teams use “business day(s)’ when completing this section of the IEP. For example, “ESY services are needed if there is a

break in instruction for longer than 15 business days” If utilizing other than business days, please keep the above definitions in mind.

If the IEP team determines that ESY services are required in order to receive FAPE, specify which goals and objectives will be addressed during the ESY and indicate whether the service is required during ESY (YES or NO) in Section 21: Services.

Documentation of ESY in eCSSS includes services by breaks (summer, winter, fall, spring).

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ESY Service Delivery Options:

Extension of special education instruction in specified goal area(s) for the specified time period

Extension of related services for the specified time period. In order to receive FAPE, some students may require related services as the sole component of their special education program to enable them to benefit from the special education and related services included in their IEPs during the school year. It is important to note that the provision of related services is still tied to the student’s need for such services to benefit from special education (Section 8-56-2). That is, the provision of the related service during the ESY must be required to enable the student to benefit from the special education provided. Therefore, when a related service is proposed as the sole component of the student’s ESY, the IEP team would still apply the ESY standard and make a further determination that the provision of the related service during ESY is required in order for the student to benefit from the student’s special education when regular education programming resumes.

Sample ESY

Service Grid For ESY

20. EXTENDED SCHOOL YEAR (ESY): Unless the student requires extended school year

as part of a free and appropriate public education, the IEP will be in effect during

the regular school year only.

The standard for an extended school year has been applied: The student (check one)

_____DOES NOT meet the standard for an extended school year

X DOES meet the standard for an extended school year

State the extent to which ESY is necessary:

ESY services for special education and counseling are needed if there is a

break in instruction of 10 business days or longer. Sped services are required for 1145 .

min/wk and counseling is required for 60 min/wk

ESY Procedures

On the special education and related service grid of the IEP, indicate whether or not ESY

services are required for each service area.

Services Projected Projected Frequency Location ESY

Beg. Date End Date Yes/No _______________________________________________________________________________________________________________

Sped 4/1/10 4/1/11 1145 min/wk SpEd Yes

Counseling 4/1/10 4/1/11 60 min/wk SpEd Yes

OT 4/1/10 4/1/11 270 min/wk Eped No

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Extended School Day (ESD): The analysis to determine the necessity for an extended school day is the same as that for an extended school year. The IEP team determines whether or not a child can make meaningful progress on his IEP goals and objectives during the regular school day. If so, the child does not require ESD services. If not, an ESD is required. If ESD services are required, the IEP team must determine how long they are required and what goals and objectives and/or related services will be addressed. For example: “The student requires one hour per day of extended school day services provided in the home and/or community. ESD services will address goals and objectives for money management, meal preparation, and community access skills.”

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What is Special Education? Special Education is defined as specially designed instruction, at no cost to parents, intended to meet the unique needs of a child with a disability. Specially designed instruction means “adapting, as appropriate to the needs of an eligible child, the content, methodology, or delivery of instruction to: 1) address the unique needs of the child that result from the child’s disability; and 2) ensure access of the child to the general curriculum so that he or she can meet the educational standards within the jurisdiction of the public agency that apply to all children.” (34 CFR 300.39) Specially designed instruction describes the type of unique instructional services needed by a student with a disability in order to accomplish IEP goals and objectives. It is based on the student’s individual leaning needs as well as the content to be taught. It provides students with meaningful and productive learning experiences, promoting their independence as learners. These services include alterations and adaptations in instructional methods, materials, techniques, physical setting, or environment. It does not weaken the curriculum or change the standards. It is critical that the student with a disability have access to the content of what their grade level peers are learning in the general education curriculum. The specially designed instruction uses strategies that make the most of the student’s strengths instead of focusing on their weaknesses.

Adapted from “Connecting West Virginia Content Standards and Objectives to IEP Development: A Technical Brief” West Virginia DOE.

Examples of Specially Designed Instruction

Student is provided training in anger management and alternative

behavior strategies

Student is provided behavior contingency plan with student-selected

reward and response cost.

Student is taught science vocabulary/key concepts prior to the

lesson.

Student reads the same piece of literature that others are reading

except that it has been written on a lower reading level.

Additionally, he is receiving intense reading instruction.

While the rest of the class is working on the subtraction of fractions

with unlike denominators, student receives instruction in numbers

without regrouping.

Student is provided instruction on how to read text for information.

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What Are Related Services? Related Services means “transportation and such developmental, corrective, and other supportive services as are required to assist a child with a disability to benefit from special education.” These services include, but are not limited to:

Audiological services

Counseling

Occupational therapy

Orientation and mobility training

Parent counseling and training

Physical therapy

Psychological services

Recreation, including therapeutic recreation

School health services and school nurse services

Social work services

Speech-language therapy

Transportation

Sample Special Education and Related Services Documentation (based on 9/24/2012 meeting date)

21. SERVICES Sped and Related Services

Projected

Beginning Date Projected

Ending Date

Frequency

(Mins/Times/Period)

Location ESY

Yes/NO

Special Education

10/01/2012

09/24/2013

900 min/wk

Special Education

Yes

Counseling

10/01/2012

09/24/2013

30 min./wk

Special Education

No

Speech Therapy

10/01/2012

09/24/2013

60 min/2times/wk

Special Education

Yes

Transportation

10/01/2012

09/24/2013

Daily

Yes

Use Student Transportation Form ST-11 when transportation is required:

to and from their home school within regular school hours; or

to and from a school that the student was placed via the IEP because the home school is not able to offer FAPE.

Use Student Transportation Form ST-16 when transportation is required:

for students on a Geographic Exception (GE); or

for students who attend their home school but require transportation beyond regular school hours.

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Supplementary Aids and Services Supplementary Aids and Services (§ 300.42) The term applies to “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 non-disabled children to the maximum extent appropriate.” They enable a student to:

a) advance appropriately toward attaining the annual goals; b) be involved and progress in the general curriculum and participate in

extracurricular and other non-academic activities; and c) be educated with students without a disability to the maximum extent

appropriate.

Examples of supplementary aids and services may be devices and adaptive equipment and tools such as use of a calculator, tape recorder, computer with an adaptive keyboard, wheelchair desk, elevator, specialized utensils, writing grips, etc. It is also adaptations to the environment, materials, and instructional methods such as providing preferential seating, making classroom accessible for wheelchair access, using highlighted texts, allowing extra time to complete assignments, reducing the number of problems to solve, using visual organizers, etc.

Program Modifications and Supports for School Personnel

Program modifications are changes in what a student is expected to learn and demonstrate. Examples of program modifications include: modifications in assignments and tests, reading level, study guides, and modifications in presentation or response. Modifications and supports are also to enable the student to:

a) advance appropriately toward attaining the annual goals; b) be involved and progress in the general curriculum and participate in

extracurricular and other non-academic activities; and c) be educated with students without a disability to the maximum extent

appropriate.

Supports for school personnel include those services that are provided to school personnel that help them to more effectively work with the child. Supports may include disability training, consultation, and special training for a child’s teacher.

Supplementary Aids and Services, Program Modifications and Supports For School Personnel:

Projected Beginning Date

Projected Ending Date

Frequency (Mins/Times/Period)

Location

Extended time to complete assignments

5/28/2006 5/25/2007 Daily Gen. Ed./SPED

Preferential Seating 5/28/2006 5/25/2007 Daily Gen. Ed./SPED

Behavioral Instructional Support Services

5/28/2006 5/25/2007 60 min/wk Gen. Ed./SPED

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Notes

55

State-Wide Assessment (Located on the Services Page of the IEP)

22. State-wide Assessment: Special education students must be included in all state and

district-wide assessment programs with appropriate accommodations/modifications as necessary. The Hawaii State Assessment is given in grades 3, 4, 5, 6, 7, 8, 10. Directions to Address State-Wide Assessment: 1. Check box #1 if student is not or will not be in grades 3, 4, 5, 6, 7, 8, or 10 for

the duration of the IEP that is being developed. 2. Check box #2 if the student will be participating in the Hawaii State Assessment

and no accommodations are necessary. 3. Check box #3 if the student will participate in the Hawaii State Assessment with

accommodations/modifications. Choose required accommodations/modifications such as: small group, extended time, etc.

4. Check box #4 if the student will participate in the Hawaii Alternate Assessment. List reasons for participation in the Alternate Assessment such as: “The student is unable to take the Hawaii State Assessment because of his significant cognitive impairment.”

22. STATE-WIDE ASSESSMENT: (Check one)

_____ 1. Not applicable for the present school year. The student is not or will not be in a

grade level participating in a state-wide assessment during the duration of the

IEP.

______ 2. Student will participate in state-wide assessment. No accommodations are

necessary.

______ 3. Student will participate in state-wide assessments with the following

accommodations/modifications:

______4. Student will participate in the Hawaii Alternate Assessment. Participation in

State-wide assessments is not appropriate for the following reasons:

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Notes

57

Least Restrictive Environment (LRE) Statement

23. Least Restrictive Environment Statement: Special Education is a service, not a place. The IEP team must consider the placement in which the student’s specially designed instruction (sped services) can be delivered without unnecessarily isolating the student from social interaction and instruction in the general education classroom with same age peers. Placement decisions must be “made by a group of persons, including the parents, and other persons knowledgeable about the student, the meaning of the evaluation data, and the placement options.” (Chapter 60) The full array of placement options needs to be available for all students. (The underlying principle is that children with disabilities will be educated in the regular education environment along with their non-disabled peers and that these children are only removed from that environment if it is determined that they cannot be appropriately served in the regular education environment, even with the use of supplementary aids and services.)

23. Explain the extent, if any, that the student will not participate with students

without disabilities in the general education class, extracurricular activities and

other non-academic activities:

Directions: List or describe the student’s participation in separate special

education classes and activities. This indicates when students are not with

their general education peers.

Examples:

The student will not participate with students without disabilities in

English, math, social studies and science classes.

The student will not participate with students without disabilities

during the language arts period.

The student will participate with students without disabilities

throughout the school day.

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Least Restrictive Environment (LRE) Continuum and Description Age: 6-20

1. General Education Setting

General Education Setting 80% or more of the school day

2. General Education Setting and Special Education Setting

General Education Setting 40% - 79% of the school day

3. Special Education Setting

General Education Setting less than 40% of the school day

4. Public Separate Facility

Specifically for students WITH disabilities more than 50% of the school day

5. Private Separate Facility


6. Public Residential Facility


7. Private Residential Facility


8. Homebound/Hospital

Long-term confinement due to the disability per team decision in residence of child's family or caregiver - or in medical facility on inpatient basis

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60

Notes

61

Conference Information

24. Date of actual IEP meeting(s) held. For each IEP meeting, complete a separate conference information page.

25. MEETING PARTICIPANTS Put an asterisk(*) beside the name of the person(s) who can interpret, if needed, the instructional implications of evaluation results.

Meeting Participants: List all persons by name that are in attendance at the IEP . meeting, specifying their positions

The required IEP participants include:

Representative of the DOE: A school administrator or designee must be present and have the authority to commit the resources necessary to implement the IEP. They must be:

a. Qualified to provide, or supervise the provision of, special education b. Knowledgeable about the general education curriculum c. Knowledgeable about the availability of resources of the Local

Education Agency

The parents of the child a. Notify parents early enough to ensure that they will have an

opportunity to attend. b. Schedule the meeting at a mutually agreed on time and place. c. Documentation of contacts made with the parents about the meeting

should be noted in eCSSS.

The student, whenever appropriate

Not less than 1 special education teacher of the child, or where appropriate, not less than one special education provider of the child;

a. The special education teacher or provider who is a member of the child’s IEP Team should be the person who is, or will be, responsible for implementing the IEP.

b. If the child’s disability is speech impairment, for example, the special education provider could be the speech language pathologist.

Not less than 1 regular education teacher of the child (if the child is, or may be, participating in the regular education environment);

IEP CONFERENCE INFORMATION

Please complete a separate page for each meeting.

24. Date _______________

25. MEETING PARTICIPANTS Put an asterisk (*) beside the name of the person(s) who can interpret, if needed, the .

instructional implications of evaluation results.

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a. The regular education environment includes nonacademic and extracurricular services and activities such as school assemblies, fieldtrips, clubs, sports, lunch, recess, etc.

b. The child’s participation in the regular education environment, not the regular education classroom, determines whether a regular education teacher is a required participant at the IEP meeting.

c. The IEP Team does not need to include more than one regular education teacher. If the child has more than one regular education teacher responsible for carrying out a portion of the IEP, the school may designate which teacher or teachers will serve as the IEP member(s), taking into account the best interest of the child.

d. The school could also agree that each teacher attend only the part of the meeting that involves modification to, or discussion of, the teacher’s area of the curriculum.

An individual who can interpret the instructional implications of evaluation results (may be a special or general education teacher, administrator or designee, related service provider, or an individual with special expertise.)

a. This individual should understand the evaluation results and have the skills or knowledge to assist the IEP Team in determining the special education, related services, and other supports that are necessary in order for the child to receive FAPE.

b. It is not required that the IEP team also includes the individual who conducted a particular assessment.

Other individuals with knowledge or special expertise regarding the child including related services personnel (at the discretion of the parent and school). The determination of the knowledge or special expertise of any individual must be made by the party (parents or school) who invited the individual to be a member of the IEP team.

It is the public agency (school) that determines the specific personnel to fill the roles for the required participants at the IEP Team meeting. A parent does not have a legal right to require other members of the IEP Team to attend an IEP Team meeting. Therefore, if a parent invites other school personnel (including contracted personnel) who are not designated by the school to be on the IEP Team, they are not required to attend.

Due to the confidentiality of information that is discussed at any IEP meeting, schools are required to get consent from the parent (or from the student if he/she has reached the age of majority and all educational rights have transferred to the student) before inviting representatives from any public agency (e.g. Developmental Disabilities or Department of Vocational Rehabilitation) to attend the IEP team meeting to discuss transition services. These representatives should not have access to any or all the student’s records unless the parent (or student of age) gives consent for such a disclosure.

It is not necessary to get consent from the parent or student before inviting to the IEP meeting a representative from the Department of Health, Family Guidance Center or a contracted agency responsible for special education and/or related services for the child. These agencies are considered an “arm” or extension of the DOE.

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Attendance at IEP Meetings IEP Team members may be excused from attendance at any IEP Team meeting if the parent and the school administrator agree (in writing) that the attendance of the member is not necessary. Required members of the IEP team may be excused from attendance for all or part of the IEP meeting. Excusal from attendance applies to the special education teacher or provider, the general education teacher, and the individual who can interpret the instructional implications of evaluation results. An administrator or designee shall be present at all IEP meetings.

If a team member’s area of curriculum or related service is not expected to be modified or discussed, the member may be excused if:

a. The parent and principal agree, and b. The agreement is in writing prior to the IEP meeting.

If a team member’s area of curriculum or related service is expected to be modified or discussed, the member may be excused if:

a. The parent and principal agree. b. The agreement is in writing prior to the IEP meeting, and

c. The excused IEP team member submits their written input (for the development of the IEP) to the parent and other members of the IEP team prior to the IEP meeting.

If the student has only one special education and/or regular education teacher responsible for implementing the IEP, it is not appropriate to utilize a substitute for either of those teachers for the purpose of avoiding the requirement to obtain consent for excusal from attendance.

If the student has more than one special education or regular education teacher responsible for implementing portions of the IEP, then as long as one of the teachers in each role group is able to attend, obtaining consent for excusal would not be required.

It is not necessary to obtain excusals for individuals who are invited to attend IEP Team meetings at the discretion of the parent or public agency because these individuals are not required members of an IEP Team.

If a related service provider (such as a physical therapist) is on the IEP Team and the IEP Team meeting involves a modification to, or discussion of that IEP Team member’s related service or area of curriculum, they must obtain written consent to be excused from the IEP Team meeting and provide written input prior to the IEP Team meeting.

If a student requires a related service, the related service provider should be at the annual IEP when all areas and services would be discussed, or obtain consent for excusal.

If the IEP Team reconvenes to revise the IEP and the related service will not be discussed, it is not necessary for the related service provider to obtain agreement for excusal from attendance.

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65

66

Notes

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IEP AMENDMENTS WITHOUT A MEETING

When making changes to an IEP after the annual IEP meeting, the parent and the school principal may agree not to convene a meeting and choose to develop a written document to amend or modify the IEP.

This process may be used only to revise an annual IEP. The IEP Team must convene a meeting to develop the annual IEP.

The agreement to amend an IEP without a meeting must be in writing.

IDEA 2004 does not place any restrictions on the types of changes that may be made, so long as the parent and the school agree. However, it is strongly recommended that amending an IEP without a meeting should be utilized only to make minor adjustments to the IEP, such as adding an objective, a supplementary aid or accommodation, or minimally changing the duration and frequency of service.

It is recommended that IEP teams not amend the IEP without holding a meeting when making placement decisions or when controversial amendments are proposed, or if there are any concerns from the parent or other IEP team members.

The process and documentation for amending an IEP without holding a meeting are as follows:

All team members, especially the parent, should review/discuss the proposed amendments and provide feedback (orally or in writing) to the IEP Care coordinator prior to sending any written documentation to the parent.

Document the date(s) the proposed amendments were discussed with the parent. This date is included on the form “Amendment of the Annual IEP.”

Proposed amendments must be documented on a Prior Written Notice (PWN). In this situation the PWN serves as the “written document to amend or modify the child’s current IEP,” and as such, is developed prior to writing any amendment in the IEP document itself. DO NOT make any changes to the current IEP until after the entire amendment process has been completed!

The PWN must be given to the parent along with the form “Consent to Amend the Annual IEP.”

Upon receipt of the parent’s signature agreeing to amend the IEP without a meeting, the amendments will be incorporated into the IEP and, the parent must be provided a copy of the revised IEP.

The date of the parent’s signature on the Consent to Amend form becomes the date of the revised IEP.

All IEP team members must be informed of the changes to the IEP!

The flowchart, “IEP Amendments without a Meeting” gives step-by-step instructions for the amendment process and documentation.

In the event the parent does not provide their written agreement to amend the IEP, do not proceed to implement the proposed revisions. Convene an IEP meeting. Upon agreement at the IEP meeting, proposed changes must be documented on the IEP and a PWN must be issued. It is not necessary to follow these procedures simply to correct clerical errors or “typos.”

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IEP Amendments without a Meeting

IEP Coordinator contacts parent and

IEP team members to discuss

possible changes to the IEP.

Parent or other IEP Team

members do not agree to

amend the IEP without

having a meeting, or have

concerns about what is

being proposed.

Parent, principal and other IEP Team

members agree to amend the IEP without

having a meeting.

Create PWN with proposed amendments.

Complete “Consent to Amend IEP” form

with principal’s signature.

Receive form back with signature that

parents agree?

Incorporate

amendments

into IEP.

If parents do not agree to

amendments DO NOT

incorporate the

amendments into IEP

Convene an IEP and

follow the regular IEP

process.

YES NO

Send consent form and PWN to parent

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70

Notes

71

Prior Written Notice (PWN)

What is Prior Written Notice? The Prior Written Notice is given to parents in a form letter stating and explaining the school’s proposal or refusal BEFORE it:

Starts an action

Refuses to start an action

Changes an action

Refuses to change an action regarding identification, evaluation, educational placement or the provision of FAPE to a child.

Examples

Starts an Action

“The student will receive special education services for 300 minutes

per week for language arts. The student will receive 60 minutes per

week for counseling services.”

“The proposed placement is in a special education class on a public

school campus for language arts instruction. Counseling is to take

place in group and individual sessions.”

Refuses to Start an Action

“The school will not provide 1:1 paraprofessional services as

requested by the parent.”

“The school will not implement the Lindamood-Bell LIPS Program.”

Changes an action

“Increase special education services from 300 minutes per week to

600 minutes per week to include math instruction.”

“Move the student to a lesser restrictive placement by delivering

special education services in the general education class for math.”

Refusing to change an action

“The school refuses placement in a private school at public expense.”

“The school is refusing to increase 1:1 paraprofessional hours as

proposed by the parent.”

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When is Prior Written Notice Required?

For areas involving:

Evaluation/Reevaluation (Assessments needed or not needed)

Eligibility (Meets or does not meet eligibility criteria; change eligibility; or rescission)

Program (IEP Provision of a Free and Appropriate Public Education (FAPE) -special education services, related services, extended school year, etc.)

Placement (IEP determination of the Least Restrictive Environment (LRE) and where special education and related services will be delivered)

Guidelines for Writing the Prior Written Notice (PWN)

1. Do not write a draft PWN. The PWN documents what was actually discussed at the meeting.

2. PWN is written AFTER the IEP meeting, not before or during the IEP meeting.

3. State the reasons why decisions were made based on the student’s unique needs and

the discussion during the meeting. 4. Write the PWN in language that is understandable to parents. Do not use educational

jargon and acronyms.

5. The PWN must be translated into the native language of the parents.

6. Do not use the term “The IEP team decided….” Just state the proposed or refused action. The PWN is the DOE proposal and offer.

7. The PWN must be written and sent to parents in a reasonable time before the action,

refusal or change is initiated. “Reasonable time” is considered to be 2 to 5 working days.

8. You may attach a cover letter that explains the PWN.

9. Deliver the PWN via regular mail, in person, or certified mail- return receipt

requested. Document the date the PWN was sent home.

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Guiding Questions for Writing Prior Written Notice Program

The PWN should reflect what was actually discussed at the meeting. Theses questions are examples for discussion purposes only.

1. Description of the proposed or refused action:

If an action is proposed, what action is the school proposing? o What services (special education and related services; supplementary aids and

services, program modifications and supports for school personnel) will the student receive?

If an action is refused, what specific IEP component proposed by the parent is the school refusing?

2. Explanation of why the action is proposed or refused:

If an action is proposed, why does the student require these services? o What areas of weakness in the PLEP are being addressed by special education

and related services? o Why will the proposed program enable the student to make meaningful

progress towards his or her educational goals?

If an action is refused, why is the proposal not appropriate or necessary for the student? State the reasons and support with data/evidence.

3. Description of other options considered:

If an action is proposed, what other options were considered but not included in the IEP?

o Were other related services considered? o Were more or fewer minutes of special education services considered? o Were other modifications/accommodations considered? o Were goals and objectives in other areas considered? o Was a behavior support plan considered? o Was a behavior support plan considered? o If ESY eligible, was a larger or shorter break in service considered?

If a parent proposal is refused, did the school consider other options?

4. Reasons these options were rejected:

If an action is proposed, why were the options considered in #3 above rejected and not included in the IEP?

If a parent proposal is refused, why were the options considered in #3 above rejected and not included in the IEP?

5. Description of the evaluation procedures:

What information did the school use to make the decision? o Could include, but not limited to: test scores, diagnostic reports, service

provider reports, IEP progress reports, disciplinary reports, observations, parent input, report cards, attendance records. Be specific!

6. Other relevant factors:

List any other information that is relevant to the IEP program.

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Guiding Questions for Writing Prior Written Notice Placement

The PWN should reflect what was actually discussed at the meeting. Theses questions are examples for discussion purposes only.

1. Description of the proposed or refused action:

If proposing an action, what placement on the Least Restrictive Environment continuum is the school proposing? Where will the student receive his or her special education services?

o Will all special education services be provided in general education classes? o Will special education services be provided in a combination of general

education and “pull out” services in separate special education classes? o Will special education services be delivered in separate special education

classes throughout the school day?

If refusing a placement proposed by the parent, what is the placement option that the school is refusing?

2. Explanation of why the action is proposed or refused:

If proposing an action, why is the proposed placement the least restrictive environment for the student, considering:

1) the academic benefits of placement in a general education classroom with supports;

2) the non-academic benefits of interaction with non-disabled children; and 3) the effects of the placement on the teacher and the other children in the

classroom?

If refusing a placement proposed by the parent, why is the placement option that the school is refusing not the least restrictive environment for the student?

3. Description of other options considered:

If proposing an action, what other placement options on the LRE continuum were considered but not chosen?

o Were more restrictive options considered? o Were less restrictive options considered?

If refusing an action proposed by the parent, were other placement options considered?

4. Reasons these options were rejected:

If proposing an action, why were the placement options considered in #3 above rejected?

If a parent proposal is refused, why were the placement options considered in #3 above rejected?

5. Description of the evaluation procedures:

What information did the school use to make the decision? o Could include, but not limited to: test scores, diagnostic reports, service

provider reports, IEP progress reports, disciplinary reports, observations, parent input, report cards, attendance records. Be specific!

6. Other relevant factors:

List any other information that is relevant to the placement decision.

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Notes

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IEP CHECKLIST for Legal Compliance PLEPGoals & ObjectivesProgramPlacement

School: Administrator / Designee:

Student: Meeting Date:

Care Coordinator: Yes No N/A

Administrator Offered Procedural Safeguards Notice

Meeting Participants

Administrator / Designee

Special Education Teacher

Regular Education Teacher

Related Service Providers adding/deleting services or providing input Name of Providers: (If not applicable mark N/A)

Parent / Guardian

Parent / Guardian notification is documented

Outside Agencies Name of Agencies/ Reps: (if not applicable mark N/A)

Present Levels of Performance (PLEP)

SDRT / SESAT & HSA (N/A only for Preschool, severely cognitively impaired)

Current Assessment Data (within one year)

Strengths identified

Needs identified and based on assessment results

Goals and Objectives

Measurable

Needs addressed in the IEP through Goals/Objectives and/or Accommodations

Behavioral Needs:

Functional Behavior Assessment / Behavior Plan (if not applicable mark N/A)

Transition (Age 14+)

Transition portion of IEP addressed appropriately

Placement

Placement and LRE are appropriate and documented

Prior Written Notice

Program and placement addressed

Comments/Notes: Follow-Up to be done: Kauai Complex Area 7/01/05 Rev. WDO 7/2007

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Notes

Documents

Table of Contents - Muse TECHNOLOGIESkahaluuschoolssc.weebly.com/uploads/5/7/7/3/57733275/new...accommodations and specially designed instruction needed to enable students with disabilities