Best Practices in Writing IEPs 3520 Think about

Best Practices in Writing IEPs 3/5/20

Think about the last IEP meeting you attended: 1) What went really well during the meeting? 2) What would you have changed about the meeting?

If you asked your colleagues at school, how would they define Special Education?

Special Education is not synonymous with Location

Communication about IEP responsibilities NJAC 6 A: 14 -3. 7(a) The district board of education shall inform each teacher and provider … of his or her specific responsibilities related to implementing the student’s IEP and the specific accommodations, modifications, and supports to be provided for the student in accordance with the IEP. The district board of education shall maintain documentation that the teacher and provider, as applicable, has been informed of his or her specific responsibilities related to implementing the student’s IEP

Questions for the classroom teacher q How do I know this student’s academic, functional, and socialemotional needs in order to help contribute in the IEP writing process? q What data am I using to make recommendations for modifications and accommodations? q How am I translating IEP information into specialized instruction for this student?

Legal Implications of IEP Involve the provision of: Free and appropriate public education and Least restrictive environment

LRE and restrictiveness q NJAC 6 A: 14 -4. 2(a)11 When determining the restrictiveness of a particular program option, such determinations are based solely on the amount of time a student with disabilities is educated outside the general education setting

Educational Benefit (Rowley v. Board of Education of the Hendrick Hudson Central School District, Westchester County NY) “According to the definitions contained in the Act, a ‘free appropriate public education’ consists of educational instruction specially designed to meet the unique needs of the handicapped child, supported by such services as are necessary to permit the child ‘to benefit’ from the instruction. Almost as a checklist for adequacy under the Act, the definition also requires that such instruction and services be provided at public expense and under public supervision, meet the State's educational standards, approximate the grade levels used in the State's regular education, and comport with the child's IEP. Thus, if personalized instruction is being provided with sufficient supportive services to permit the child to benefit from the instruction, and the other items on the definitional checklist are satisfied, the child is receiving a ‘free appropriate public education’ as defined by the Act. ”

Rowley (continued) To confer an educational benefit on the child, each IEP must be reasonably calculated

Endrew vs. Douglas County School District

Endrew vs. Douglas School District Chief Justice Roberts stated “a student offered an educational program providing‘merely more than de minimis’progress from year to year can hardly be said to have been offered an education at all. ”

Implications of the Endrew case q IDEA does not “guarantee any particular level of education, ” and “cannot and does not promise any particular educational outcome. ” q “…crafting an appropriate program of education requires a prospective judgment by school officials” q “…any review of an IEP must appreciate that the question is whether the IEP is reasonable, not whether the court regards it as ideal. ”

How does the Endrew case relate and apply to IEP development?

q. An IEP cannot provide FAPE without measurable goals q. Measurable goals come from data from the PLAAFP q. The IEP should be “appropriately ambitious”

IEP Development Pillars q Present Levels of Academic Achievement and Functional Performance q Goals and Objectives q Supports for School Personnel q Monitoring of Student Progress

PLAAFP

PLAAFP q Consider the strengths of the student and the concerns of the parent for enhancing the education of their child NJAC 6 A: 14 -3. 7(c)1 q Consider the results of the initial or most recent evaluation and, as appropriate, consider the student’s performance on any general state or districtwide assessment NJAC 6 A: 14 -3. 7(c)3. q In the case of a student whose behavior impedes his or her learning or that of others, consider…strategies, including positive behavioral interventions and support to address that behavior NJAC 6 A: 14 -3. 7(c)5 q List the sources of information, which may include evaluation data, teacher reports, classroom observations, interests and preferences of the student and parental input used to develop the IEP

What are some areas within the PLAAFP that are difficult to understand as a classroom teacher or parent?

Documenting the delivery of Free and Appropriate Public Education (FAPE) q Within PLAAFP q Detailed and Functional Goals and Objectives q Functional Assessment data q Standardized testing data

Focus on current student functioning q Identify current informal and/or formal data to report on current performance q Identify characteristics that affect the student’s performance (communication needs, behavior, etc. ) q. Identify the relation with the student’s learning the general education curriculum

Current student functioning Within the PLAAFP, indicate functional information from evaluation reports so the classroom teacher can correlate with instructional practices and / or recommendations for modifications by content area q

Bringing Cognitive and Educational Testing to Life Cattell Horne Carroll (CHC) Theory q Most comprehensive psychometric theory regarding cognitive and academic abilities q During meetings with parents and teachers, it is important to make the data relevant to its impact in the classroom so that the teacher can link appropriate progress monitoring procedures and/ or modifications https: //tinyurl. com/Linking-CHC-to-Intervention

PLAAFP q Take out old testing scores and reference that the evaluation reports are within the student’s file q Specificity means communication (If there is formative assessment data improvement, note it clearly) q Be mindful to write in constructive tone within the PLAAFP

Demystifying Standardized Testing Data q Evaluation testing scores need to be clearly understood by parents and teachers q Link score to differentiation and developing goals and objectives

Grade Equivalent Scores q Compares a student’s performance on grade level material against the average performance of students at other grade levels on that same material and is reported in terms of grade level and month

Grade Equivalent Scores q Do they demonstrate progress? q Reliability with grade level equivalent scores?

Grade Equivalent scores q When a third grade student receives a grade equivalent of 5. 0 on a third grade Math test, it does not mean that he or she is capable of performing those math skills taught in fifth grade. q It means that the student has performed as well as the average fifth grade student, on the third grade test.

https: //tinyurl. com/Pearson-GE-AE-Interpretation

Percentile Ranks q. Percentile ranks range from 1 to 99 and compare a student’s performance with other students at the same grade or age level q Percentile ranks cluster around the mean, and stretch out the high and low ends of the bell curve q Percentile rank is not the same as percentage correct

Explaining Evaluation Testing Scores q Hailey scored at the th 30 percentile. What can you say about the score?

Standard Scores q Standard scores have a designated mean and occur in equal intervals (standard deviations) q Standard scores are more accurate than age or grade equivalent scores and enable comparison of a student's scores on different types of tests q Standard scores are based not only on the mean at a given age level but also on the distribution of scores

Explaining Evaluation Testing Scores Jason earned a standard score of 88 (Mean=100, SD=15). q What can you say about the score?

Explaining Evaluation Testing Scores q Natasha earned a SS of 86 this year and a standard score of 86 three years ago on the same subtest. Was progress made?

For each area of need identified in the PLAAFP, the IEP should include an annual goal and/ or supplementary aid and service that addresses that need

Keep in Mind The PLAAFP creates a clear BASELINE of information in order to prepare the annual GOALS and OBJECTIVES

Sample PLAAFP Statements

Clean this PLAAFP statement up: Marco does not access extra help sessions to improve his grades. He shows no interest to raise his hand in class or participate in small group activities. Marco is unable to make inferences from material.

Clean this PLAAFP statement up: Suzanne has shown progress in English/ Language Arts. She decodes words and with context clues, is able to understand what she reads.

Clean this PLAAFP statement up: Alex needs to continue to work on solving problems with integers, solve for x, and multistep word problems.

Clean this PLAAFP statement up: Maria is able to write complete sentences and spell most words correctly.

Clean this PLAAFP statement up: Scott forgets to capitalize and use punctuation consistently. He does perseverate on writing tasks and fails to incorporate details to justify his position. His writing is difficult to read and may need occupational therapy.

Clean this PLAAFP statement up: When Miranda is able to focus, she completes classwork with accuracy.

Clean this PLAAFP statement up: Angelina has a hard time staying organized with class material and the contents of her desk. Sometimes she will share that she does not want to finish her classwork or do her homework.

q Connect PLAAFP information to Goals and Objectives

Goals and Objectives NJAC 6 A: 14 -3. 7(e):

NJAC 6 A: 14 -3. 7(e):

Goals and Objectives q Indicate grade level within objectives (When decoding __ grade level text…) q With social-emotional learning goals, indicate “at an appropriate level for a ___ grader”

S. M. A. R. T. Annual IEP Goals q. Specific q. Measurable q. Attainable q. Realistic q. Timely

Developing Goals q What skills does the student need to master the content of the curriculum? q Goals should identify the student’s needs across content areas q Only include goals that are linked to a need identified in the PLAAFP

Functional Goals Address: q. Social Skills q. Study Skills q. Behavioral Skills q. Communication Skills Ask yourself, “What skills does my student need to master the content of the curriculum? ”

When developing Goals …. q Prepare the goal and objective in a way that if a stranger read them the IEP, he or she would know exactly what is expected

Restate the following Goal language q Student will improve comprehension skills What is the target that the teacher can measure?

Clearly identify conditions q Indicate the type of support provided to the student (verbal prompt, visual cue, graphic organizer, etc. ) q Indicate grade level of content area

How are we evaluating progress? q. Student work samples / tests / worksheets q. Behavioral data (daily, weekly, monthly charts/ graphs) q. Office discipline referral data q. Checklists (teacher or student monitored) q. Curriculum based tests q. Measure student performance on set basis (weekly, monthly) q. Rubrics

Formative Assessments and Monitoring Student Progress qhttps: //tinyurl. com/20 -Formative. Assessment-Tools

Free Progress Monitoring Tools q qhttps: //tinyurl. com/TPT-Free-Progress. Monitoring

Creating a goal and objective for… q. School Absenteeism? q. Lateness to Class? q. Homework completion?

Final thoughts q How are we identifying and providing a toolkit for our students to use when navigating with his or her educational disability? q How are we capturing the student’s academic achievement and functional performance progress during instructional time across ? q How are we prepping our students for positive post-secondary outcomes?

Please Complete Workshop Evaluation https: //www. surveymonkey. com/r/X 72 BL 6 M