IEP Training for Kansas Schools IEP Boot Camp

IEP Training for Kansas Schools IEP Boot Camp for Gifted Kansas State Department of Education TASN - Technical Assistance System Network (June, 2019) Gifted IEP

Agenda • Changes in file review • Preparing for the IEP meeting • Content of IEP: – PLAAFPs – Measurable Annual Goals – Services www. ksdetasn. org Gifted IEP

File Review Changes for 2019 -20 • KSDE is merging the IDEA Requirements file review and the Gifted file review. • This has created 10 additional questions for gifted file review compared to last year. Gifted IEP

What Are the Most Frequent File Review Issues in Kansas? Was the notice of the IEP meeting given 10 calendar days before IEP meeting? ✔ Was functional performance described in the PLAAFPs (including IEPs of students identified as gifted)? ✔ Does the IEP include the projected date for the beginning of each service? ✔ Does the IEP include the frequency, location, and duration for each service? ✔ Gifted IEP

Preparing for the IEP Meeting Gifted IEP

Required Members of the IEP Team • Parents/education advocate • Student, when appropriate • Not less than one regular education teacher of the child, if the child is or may be participating in the regular education environment • Special education teacher • Qualified LEA representative • Someone to interpret evaluation results (for all IEP meetings, not just after re-evaluations) • Others with special knowledge or expertise about the child Gifted IEP

File Review: Notice of Meeting ü Provide 10 calendar day notice ü Date, Time, Location of meeting ü Purpose of meeting ü Titles or positions of people who will attend on behalf of the district/agency • Inform parents of their right to invite individuals whom parents believe to have knowledge or special expertise about their child Gifted IEP

File Review: Notice of Meeting ü Is there documentation that the IEP team annually determined educational placement? • So when planning, you must allow for 10 day notice of a date before or on the annual review date. • This is a problem area—Plan Ahead! Gifted IEP

File Review: Notice of Meeting ü Was the notice of the IEP meeting given to both of the child’s parents (or legal educational decision-maker and student, if the student is 18 years of age or older), in writing, at least 10 calendar days before the IEP meeting—unless properly waived in writing? Gifted IEP

Written Consent for Excusal is Needed Only for Required Team Members • • Regular education teacher Special education teacher LEA representative Individual to interpret evaluation results

Excusals from the IEP Meeting Required Members of the IEP team may be excused: • When the member’s curriculum area or related service IS being discussed, if 1) the parent and the LEA consent in writing to the excusal AND 2) the member submits written input to the parent and the IEP team prior to the meeting OR • When the member’s curriculum area or related service IS NOT being discussed, if 1) parents and agency agree in writing that the member’s attendance is not necessary because that member’s curriculum area or related services is not being discussed Gifted IEP

File Review: Attending IEP Meeting ü If the child is, or may be, participating in the regular education environment, did at least one regular education teacher of the child attend? ü Select YES if there is evidence that a regular education teacher attended the entire meeting. Or, if not in attendance and the regular education teacher’s area of the curriculum was not being modified or discussed in the meeting, then there must be evidence that the Local Education Agency (LEA) and parent agreed to the excusal in writing. Or, if not in attendance and the regular education teacher’s area of the curriculum was being modified or discussed, then there must be evidence that the LEA and the parent consented to the excusal in writing and the regular education teacher submitted written input to the parent and the IEP team prior to the IEP meeting or prior to leaving the IEP team. Gifted meeting. IEP

File Review: Prior Written Notices ü All required PWNs and requests for consent must be provided to the parents/legal education decision-maker in written language understandable to the general public and in the native language of the parent or other mode of communication used by the parent. Gifted IEP

PLAAFPs Present Levels of Academic Achievement & Functional Performance (PLAAFPs): a) are the way you identify and prioritize needs and b) establish baseline performance in order to develop an individualized and meaningful plan. c) identify degree of match between skills & environment Gifted IEP

Present Levels of Academic Achievement and Functional Performance (PLAAFPs) Types of information you must provide: 1. A description of the child’s present level of academic achievement AND functional performance 2. A statement that describes how the child’s exceptionality affects their involvement and progress in the general education curriculum 3. Baseline data for identified need

PLAAFPs Must Include CURRENT PERFORMANCE IMPACT OF EXCEPTIONALITY BASELINE DATA FOR IDENTIFIED NEED

PLAAFPs Must 1) CURRENT PERFORMANCE • Where is the student functioning now? (Includes both academic achievement and functional performance) • What are the parent concerns?

File Review: Parent Concerns üDid the IEP or child’s education record contain documentation that the IEP team considered parent concerns for enhancing the education of their child?

Examples 1) CURRENT PERFORMANCE Examples of Academic Achievement: Learning Strengths Results of advanced placement tests Standardized Assessments Learning Rate Reading or Math Screening Data Mastery of advanced curriculum Progress Monitoring Data Results of most recent re-evaluation

Examples 1) CURRENT PERFORMANCE Examples of Functional Performance: Social/emotional issues Task persistence/task completion Social skills with peers Memory issues Career interests Time management Perception or Attention Issues Communication with adults/peers

Transition Information? • Transition is not part of the IEP for students identified as gifted only. That means that transition assessment information is not required to be included in PLAAFPs. Nevertheless, postsecondary interests may be an important part of planning an IEP for older students. Gifted IEP

Linking to Standards 2) IMPACT OF EXCEPTIONALITY How does the student’s exceptionality impact their ability to access and progress in the general curriculum? Describe the degree of match between the student’s performance and the expectations of the standards. Gifted IEP

Examples 2) IMPACT OF EXCEPTIONALITY Instructional Level Curriculum-based Assessments Reading Level District Assessment State Assessment Rate of Learning Performance within State Standards Classroom Performance Social/emotional needs Appropriate curriculum Ability to work with a team Issues with prioritizing time Gifted IEP

File Review: Impact of Exceptionality üDoes the IEP describe how the child’s exceptionality affects the child’s involvement and progress in the general education curriculum? Gifted IEP

Access or Progress for Gifted Students Access: the student is involved in the appropriate curriculum Progress: the student is able to make progress in the appropriate curriculum Gifted IEP

PLAAFPs Must 3) PROVIDE BASELINE DATA FOR HIGH-PRIORITY NEEDS Anything can serve as baseline data if it is: • Specific • Measurable • Objective • Able to be given frequently to show growth

Examples 3) PROVIDE BASELINE DATA FOR EACH IDENTIFIED NEED Correctly Answered Questions Error Analysis Correct Responses Percent Correct Number of Times Behavior Occurs Rubric Ratings Formative Assessments Checklists Criterion Referenced Tests Observations Gifted IEP

Evaluating Your Own IEP: PLAAFPs Gifted IEP

There are many ways within the IEP to address needs identified in the PLAAFPS — — — — Non-Special Education Supports Acceleration Accommodations Program Modifications Supports for School Personnel Positive Behavioral Supports Related Services Measurable Annual Goals for specially designed instruction Gifted IEP

Measurable Annual Goals describe the anticipated progress that will result from specially designed instruction the student will receive. Gifted IEP

Measurable Annual Goals Characteristic #1 Based on data contained in the PLAAFP Gifted IEP

Measurable Annual Goals Characteristic #2 Has 4 Components: a. Behavior b. Condition c. Criteria d. Timeframe Gifted IEP

Measurable Annual Goal Characteristic #3 Can pass the “Stranger Test” Gifted IEP

Goals Are Not About • • Participation Attendance Activities Products Teacher Behavior Opportunities Events Gifted IEP

Goals Are About PROGRESS the student makes as a result of specially designed instruction Gifted IEP

Measurable Annual Goals Development Step 1 Identify and select a need from the PLAAFP. Gifted IEP

Measurable Annual Goal Development Step 2 Consider the general education standards and curriculum for the student’s grade level and the level of the student’s current learning needs. Gifted IEP

Measurable Annual Goals Development Step 3 Identify the performance to be measured. (Behavior) Gifted IEP

Behaviors Examples: • Solve • Compose • Answer • Score • Initiate an interaction • Increase (e. g. , a rate) Non-Examples: • Participate • Attend • Explore • Consider • Review Gifted IEP

Measurable Annual Goals Development Step 4 Specify how the progress toward the goal will be measured. (Condition) Gifted IEP

Examples of Condition Note: This is a measurement condition, not an instructional condition • • Given a 5 th grade text Given an English Class writing assignment Given a scientific experiment Given a research rubric to develop a research paper in science, Gifted IEP

Non-examples of Condition • • • The student will learn Student will apply Through extension of the curriculum Will have the opportunity After studying After participating in 5 role playing activities • Given instruction in Gifted IEP

Measurable Annual Goals Development Step 5 Determine to what level the behavior must occur. (Criteria) Gifted IEP

Measurable Annual Goals Development Step 6 Specify amount of time that will be required for the student to attain the criterion. (Timeframe) Gifted IEP

The Timeframe should specify a specific point in time when the goal will be reached Acceptable examples: • At the end of the IEP year • By May 28, 2020 • By the end of the second semester Unacceptable examples: • Throughout the IEP year • For the duration of the IEP period beginning 5/1/19 • From 8/18/19 through 8/17/20 Gifted IEP

Goal: By May 17, 2020, Stewart will complete all tests in each of his three dual credit courses with sufficiently high scores to receive both high school and college credits for the three courses. Behavior? Conditions? Criteria? Timeframe? Gifted IEP

Goal: By May 2018, Stewart will complete all tests in each of his three dual credit courses with sufficiently high scores to receive both high school and college credits for the three courses. Behavior? Will complete tests Conditions? All tests in 3 dual credit courses Criteria? High enough score to earn dual credit Timeframe? By May 17, 2020 Gifted IEP

ACTIVITY Goal: By April 30, 2020, given a mixed 4 th grade level math calculation probe of 25 problems, Jeff will correctly solve 95% of all problems presented. • • What’s the behavior? What’s the criteria? What’s the condition? What’s the timeframe? Gifted IEP

What’s Missing? When given a 8 th grade level passage, Deb will correctly answer 10 inferential-type comprehension questions about the passage with 95% accuracy. Gifted IEP

What’s Missing? When given a 8 th grade level passage, Deb will correctly answer 10 inferential-type comprehension questions about the passage with 95% accuracy. Answer: Timeframe Gifted IEP

Evaluating Measurable Annual Goals Directions: Review the goals on pages 6 through 8 of the handout. Correct the ones that are missing required components. Look for Behavior (Skill), Condition (Measurement), Criteria, Timeframe Gifted IEP

Evaluating Your Own IEP: Measurable Annual Goals Review your measurable annual goals to see if they contain the four components: Behavior (Skill), Condition (Measurement), Criteria, Timeframe Gifted IEP

Goal Basics (FAQs) • Every IEP has to have at least 1 goal • More than one person can work on a goal • Make sure you are clear who is doing progress monitoring of the goal and reporting to parents • The goal is about what improvement you expect the student to make, even if the only service being provided is consultation. Gifted IEP

Measurable Annual Goals PLAAFP Services Gifted IEP

SERVICES Special Education Services Related Services Supplementary Aids and Services Accommodations Program Modifications Supports for School Personnel Gifted IEP

For Each and Every Service • Describe the service • Provide the Date of the Beginning of each service (Note: the IEP start date does NOT serve the function of the start date for any service) • Describe the Frequency, Location, and Duration of each service • Show that the IEP team considered each service, even if it is decided that the service is not needed Gifted IEP

Special Education is specially designed instruction that addresses the unique needs of a student that results from the student’s exceptionality and that is provided in order for the student to advance toward attaining the annual goals. Gifted IEP

Related Services are: developmental, corrective, and supportive services that are required for a student with an exceptionality to benefit from special education services. Gifted IEP

Gifted Students Are Not Eligible For All Related Services: – – – – – Assistive Technology Art Therapy Audiology Counseling Services* Dance Movement Therapy Early Identification and Assessment Interpreting Services Music Therapy Occupational Therapy Orientation and Mobility Services – Parent Counseling* – Physical Therapy – Recreation (including Recreation Therapy) – Rehabilitation Counseling Services – School Health Services – School Nurse Services – School Psychological Services* – School Social Work Services* – Transportation* Gifted IEP

Examples of F/L/D for Related Services Transportation • Frequency – every day when school is in session • Location – in school vehicle • Duration – time to travel from home to school and from school to home on the bus route • Start Date – August 15, 2018 Counseling Services • Frequency – three days per week • Location – counselor’s office • Duration – a total of 600 minutes per semester • Start Date – January 4, 2019 Gifted IEP

Supplementary Aids and Services, and Other Supports Some examples of supplementary aids and services include: • Assistive Technology • Nonacademic and extracurricular services • Accommodations (only type of supplementary aid/service for which students identified as gifted only are eligible) Gifted IEP

Accommodations are small changes in procedures that do NOT change what is being taught or measured. The frequency, location, and duration of each accommodation must be documented on the IEP. Gifted IEP

Examples of F/L/D for Accommodations Accommodation Start Date Duration Location/Frequency Extended time for assignments Feb. 18, 2017 Todd will receive a time extension of 1 ½ of the required assignment time to complete the assignment In all core classes (social studies, science, math, and language arts), whenever written assignments are given Extended time for tests Feb. 18, 2017 Todd will receive a time extension of 15 minutes for every hour of test time required to complete the assessment In all core classes whenever written assessments are given Clarification of Directions Feb. 18, 2017 Todd will be given initial directions with all students, then asked for understanding. If he does not understand, directions will be restated for him individually, not to exceed three times In all core, elective, and vocational classes whenever oral directions are given

Assessment Accommodations • IEPs for students with an exceptionality (both disabilities and giftedness) must include a list of any assessment accommodations needed. • Examples of statements for no assessment accommodations needed: – This student will participate in general assessments without accommodations. – This student will not take an alternate assessment and will not receive any accommodations for any state or district-wide assessments. Gifted IEP

Program Modifications are alterations in procedures that change what is being taught or measured. Gifted IEP

Examples of F/L/D for Modifications Modification Start Date Location Frequency Duration During her general education math class, Linda will be asked to complete extended learning assignments with multiplication and division problems August 14, 2017 In core math class Whenever a math assignment or classroom math assessment is given For the duration of all math assignments Kendra will be provided with written materials at her instructional level (currently two years above grade level) during reading class. January 4, 2018 In reading class Whenever written materials are provided for reading instruction. For the duration of reading class. Jeremy will be provided with a spelling list of 30 words each week, instead of the class list of 20 words. October 22, 2017 In language arts Whenever spelling class assignments and assessments are given. For the duration of spelling instruction, practice, and assessment each week. IEP Gifted

Credit for College Course Any gifted child may receive credit for college study at the college or high school level, or both. If a gifted child chooses to receive college credit, however, the student shall be responsible for the college tuition costs. (K. A. R. 91 -40 -3(h)) Gifted IEP

Testing Out Each gifted child shall be permitted to test out of, or work at an individual rate, and receive credit for required or prerequisite courses, or both, at all grade levels, if so specified in that child’s individualized education program. (K. A. R. 91 -40 -3(g)) Gifted IEP

Supports for School Personnel Supports for school personnel are professional development or training for staff members that is beyond what is provided to all staff. Examples: • consultation with an itinerant teacher, • learning about the social/emotional needs of students identified as gifted, • materials, and • modifications to the environment. Gifted IEP

Frequency, Duration, and Location The law mandates that a student’s IEP MUST have the: ü Frequency ü Location ü Duration ü Projected date for beginning of service For all: 1) Special Education Services, 2) Related Services, 3) Supplementary Aids and Services 4) Program Modifications, and 5) Supports for School Personnel Gifted IEP

Johnny will receive accelerated instruction in algebra at the middle school during the first period of each day. He will not be participating with his peers in the 4 th grade class for art/music/PE during this time period since he will be receiving advanced instruction in the seventh grade math class in another building. He will receive round-trip transportation from the elementary building to the middle school. Frequency? Location? Duration? Start Date? Gifted IEP

File Review: Special Education Services ü Does the IEP include the projected date for the beginning of special education and related services, supplementary aids and services (including accommodations), program modifications and supports for school personnel? ü Does the IEP include anticipated frequency, location and duration of special education and related services, supplementary aids and services (including accommodations), program modifications and supports for school personnel? Gifted IEP

Evaluating Your Own IEP: Services Review your Services statements to see if they provide: Start Date, Frequency, Location, Duration Were all services considered? Gifted IEP

Progress Reports v. To judge the intermediate progress of the child toward achieving his/her measurable annual goal(s) v. To inform the parents of their child’s progress toward the measurable annual goals Gifted IEP

Progress Report Characteristic #1 • Uses the same measurement method as used in the PLAAFP and measurable annual goal Gifted IEP

Progress Report Characteristic #2 • Indicates the progress of the child toward achieving his/her measurable annual goal. Gifted IEP

Progress Report Characteristic #3 • Provides baseline data for next year’s IEP. Gifted IEP

Progress Report Documentation Requirements 1. Description of how the child’s progress toward meeting the annual goals will be measured. (on the IEP) 2. When periodic reports on the progress the child is making will be provided. (on the IEP) 3. Progress Toward Goal (on Report) Gifted IEP

File Review: Progress Toward Annual Goals üDoes the IEP describe how progress toward meeting the annual goals will be measured? üDoes the IEP describe when periodic reports on the child's progress toward meeting the annual goals will be provided to the parent? Gifted IEP

Considerations by the IEP team that must be documented (but not necessarily on the IEP) Strengths of the Child Concerns of the Parents for enhancing the education of their child Results of the Initial Evaluation or most recent Reevaluation Academic, Developmental and Functional Needs of the Child Behavioral Concerns Limited English Proficiency Braille (for children with disabilities) Communication Needs of all Children with Exceptionalities Communication Needs of Children who are Deaf/Hard of Hearing Assistive Technology (for children with disabilities) Extended School Year (for children with disabilities) Notification to Kansas Rehabilitation Services (for children with disabilities) • Physical Education Needs (for children with disabilities) • Placement Determined Annually • Potential Harmful Effects (for children with disabilities) • • •

The IEP Amendment Process A. After the annual IEP meeting for a school year, the parent of an exceptional child an appropriate representative of the agency providing services to the child may agree to develop a written document amending or modifying the child’s current IEP, without convening an IEP meeting. B. If the parent and agency representative develop a written document amending or modifying a child’s current IEP, the document shall be dated and signed by the parent and the agency representative. The parent and the agency shall be provided a copy of the document.

File Review: IEP Amendment üIf the IEP was amended during the current school year, either through the written amendment process or during an IEP team meeting, was prior written notice and request for consent, if needed, provided to the parent informing them of the proposed action to amend the IEP?

This IEP is the child’s only IEP • The IEP team knows this child -- help others understand the unique strengths and needs of this individual. • We have focused on requirements, but the best IEPs come from knowledge of and caring for a single student.

• For questions about IEPs for students who are gifted, contact Melissa Valenza at KSDE, mvalenza@ksde. org • Other IEP resources are available at www. ksde. org on the KIAS page. • Other IEP trainings are available at www. ksdetasn. org under Resources.