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IEP Training Module:
Developing IEPs from the
Kentucky Curricula
Documents
Developed by the Kentucky Special
Education Cooperative Network and the
Kentucky Department of Education
Housekeeping!
Restrooms
Cell phones
Vending
Lunch!
7/12/2010
Agenda
Focus questions
The Process
Present Levels of Performance
Goals/Objectives
Progress Monitoring
The rest of the story
7/12/2010
Focus Questions
How do we improve the performance
of students with disabilities?
How do we connect the curricular
documents and IEPs so they work
together?
How will we meet the child’s other
educational needs that result from the
disability?
How will we teach the
goals/benchmarks/objectives?
How can we use student data to guide
specially designed instruction?
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Activity One
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KY Learner
KY School Goals Goals
Schools shall: Schools shall develop their
students’ ability to:
Have high expectations Use basic communication
for all students and mathematics skills
Develop students’ ability Apply core concepts and
to apply KY Learner Goals principles from content
Increase their students’ areas
rate of school attendance Become self sufficient
Reduce their students’ individuals
dropout & retention rates Become responsible
Reduce physical & mental group members
health barriers to learning Think and solve problems
Be measured on the in a variety of situations
proportion of students Connect and integrate
who make a successful experiences and new
transition to work, knowledge
postsecondary education
& the military
KRS 158.6451, 707 KAR 1:290 §4,
34 CFR 300.305
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Academic Expectations
Example: Learner Goal 1
1.1 Students use reference tools… to find
the information they need to meet specific
demands, explore interests, or solve
specific problems.
Example: Learner Goal 2
2.7 Students understand number concepts
and use numbers appropriately and
accurately.
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Program of Studies (POS)
(Kentucky’s Mandated Curriculum)
Outlines the minimum content required
for all students before graduating
Provides all students with common
content and opportunities to learn at
high levels
Serves as the basis for establishing
and revising curriculum at the local
level
7/12/2010
Core Content for Assessment
4.1
Is essential for all students to know
Is included in state assessment
Addresses the following content areas:
– Reading
– Writing
– Social Studies
– Science
– Math
– Practical Living/Vocational Studies
– Arts and Humanities
7/12/2010
Character Education
This document offers additional
instructional tools for teaching…
altruism, citizenship, courtesy,
honesty, human worth, justice,
knowledge, respect, responsibility,
and self-discipline.
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General Education Learner Goals IEP
Curriculum
Academic Expectations LRE
Program of Studies IEP Services
Core Content Measurable
Aligned District Goals,
Curriculum Benchmarks/STO
Standards-Based Present Levels &
Instructional Units Affect Statement
Lesson Plan Transition
Progress
Monitoring Data Special Considerations
Design Down-Deliver Up Model
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Purpose of the IEP
To support educational performance
707 KAR 1:320 §5 (7)(b)1 & 2
34 CFR 300.347(2)(i)(ii)
7/12/2010
The IEP supports educational
performance by:
Providing access to the
general curriculum.
Ensuring the student
will make progress in
the general curriculum.
Addressing the
student’s other unique
educational needs.
Preparing the student
for further education,
employment, and
independent living.
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IEP Development is a PROCESS not an event!
Special Factors Transition
Progress
IEP Services Monitoring
Present Levels
Data
Reporting Annual Goals
Progress
Benchmarks
Short Term Objectives
7/12/2010
Purpose of Data
Evaluate progress
Determine the effectiveness of
instructional services
Determine if the child continues
to need SDI and/or related
services
Revise the IEP
Document implementation of the
IEP
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IEP DEVELOPMENT
CONSIDERATIONS
The ARC shall consider in the development of an
IEP:
a) the strengths of the child;
b) the concerns of the parents for enhancing the
education of their child;
c) the results of the initial or most recent
evaluation of the child;
d) the academic, developmental, and functional
needs of the child; and
e) as appropriate, the results of the child’s
performance on any general state or district-
wide assessment programs. 707 KAR 1:320 §5 (1)
34 CFR 300.346 (a)(1)
IDEA 04 §614(d)(3)(A)
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Transition Present Levels &
Affect Statement
Special
Considerations
Goals,
Benchmarks/
Objectives
Progress Student
Reporting Performance
Data
SDI and
Progress Related
Monitoring Services
Daily Lesson Participation
Plans in General Ed
Instructional
Planning
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Student Performance
Data
Present Strengthen
Measurable Instructional
Levels
Goals Planning
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IEP DEVELOPMENT PROCESS
Consideration of Special Factors
Post-secondary Transition
Present Level of Academic Achievement
and Functional Performance
Annual Goals, Benchmarks & Objectives
IEP Services
Participation
IEP Development is a PROCESS not an event!
Special Factors Transition
Progress
IEP Services Monitoring
Present Levels
Data
Reporting Annual Goals
Progress
Benchmarks
Short Term Objectives
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Consideration of Special
Factors
1. Behavior Concerns
2. Limited English Proficiency
3. Blind or Visually Impaired
4. Communication Needs
5. Deaf or Hard of Hearing
6. Assistive Technology
707 KAR 1:320 §5 (2)
34 CFR 300.346 (a)(2)
7/12/2010
IEP Development is a PROCESS not an event!
Special Factors Transition
Progress
IEP Services Monitoring
Present Levels
Data
Reporting Annual Goals
Progress
Benchmarks
Short Term Objectives
7/12/2010
Post-Secondary
Transition Needs
Begins at age 14 (or younger if
determined appropriate) the IEP
includes a statement of transition
service needs
The statement Is updated annually
Focuses on the child’s course
of study
707 KAR 1:320 §6 (1)
34 CFR 300.347 (b)(1)
34 CFR Appendix A, Q. 11
IDEA 2004 Citation Here?
7/12/2010
Post-Secondary
Transition Services
Beginning at age 16, or
younger if determined
appropriate, the IEP
includes a statement of
needed transition services
Includes transition services
provided by the school
Includes, if appropriate, the
interagency responsibilities
or any needed linkages
707 KAR 1:320 §6 (2)
34 CFR Appendix A, Q. 12
7/12/2010
Postsecondary
Transition Services
Beginning no later than the first IEP to be in effect
when the child is 16, the IEP includes appropriate
measurable postsecondary goals
Postsecondary goals are updated annually
Postsecondary goals are based upon age
appropriate transition assessment related to
training, education, employment, and, where
appropriate, independent living skills
IEP also includes the transition services (including
courses of study) needed to assist the child in
reaching those postsecondary goals
IDEA 04 §614(d)(1)(A)(i)(VIII)
7/12/2010
Transition Tips
The Transition needs of the
student must be discussed first
Have the Individual Learning
Plan (ILP) at all ARC meetings
Update the transition surveys
annually (parent and student)
Review other transition
assessments
Let’s remember those Self-
Advocacy skills!!!!
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Transfer of Rights
Beginning at least one year
before the age of majority
Statement that the student
and their parents have been
informed of the rights that
will transfer to the student
upon reaching the age of
majority
Upon the student’s age of
majority, parents continue
to receive Notice
707 KAR 1:320 §6 (4)
34 CFR 300.347 (c),
34 CFR 300.517 (a) (1) (i, ii)
Appendix A Question 4 part 2
7/12/2010
IEP Development is a PROCESS not an event!
Special Factors Transition
Progress
IEP Services Monitoring
Present Levels
Data
Reporting Annual Goals
Progress
Benchmarks
Short Term Objectives
7/12/2010
Let the Rabbits Run: A
Parable
7/12/2010
Present Level of Academic
Achievement and Functional
Performance
A statement of the child’s present levels of
academic achievement and functional
performance, including:
– How the child’s disability affects the child’s
involvement and progress in the general
curriculum as provided in the Kentucky POS; or
– For preschool children, as appropriate, how the
disability affects the child’s participation in
appropriate activities.
707 KAR 1:320 §5 (7)(a)
34 CFR 300.347 (a)(1)
Academic Achievement and
Functional Performance Areas to
Consider
Communication
Academics
Social and Emotional
General Intelligence
Health, Vision, Hearing, and Motor
Transition to Post-Secondary
Functional Vision/Learning Media
Assessment
707 KAR 1:300 §3 (9)
Progress
Monitoring Data
Present Strengthen
Measurable Instructional
Levels Goals Planning
7/12/2010
Activity
What information would help the ARC
develop the Present Levels?
What are some specific sources for
this information?
Sources of Information
Present Levels of Academic Achievement and Functional Performance
may include information collected about the child including:
pre-referral state and district-wide
intervention results assessment results
work samples (e.g., progress monitoring
portfolios, daily data (including
assignments etc.)
baseline data)
behavioral
observations interviews
results of standardized classroom tests
individualized formal/informal
assessments assessment
culminating journal writing
products/projects
ILP (IGP)
student & parent
surveys
Initial Present Levels of Academic
Achievement and Functional
Performance Student
Performance
Data
District State
Assessment Assessment
Individual Data from
Assessment referral
Report information
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Annual Present Levels of Academic
Achievement and Functional
Performance Individual
Assessment
Report
District State
Assessment Assessment
Progress
Monitoring
Data toward
IEP Goals
7/12/2010
How do you write the
Present Levels?
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Present Levels
Planning Process
The ARC must know:
What skills the student has and what
content the student knows (progress
monitoring data)
What students in this grade are expected
to know and do (from the curricular
documents)
What needs the student has that are not
addressed through the curricular
documents
7/12/2010
Steps to Write the
Present Levels
1. Locate the student’s grade level in the
Program of Studies or district curriculum
2. Review the student’s performance
information to plot where the student is in
the general curriculum
3. Determine the skills and content the
student needs to learn from the
curriculum
4. Determine what the student needs to
learn that is not addressed through the
curricular documents (to address the
child’s other needs)
7/12/2010
STEP 1
Identify competencies the student
needs to acquire to be successful in
the general curriculum.
STEP 2
Identify student competencies in
relation to the Program of
Studies/Aligned District Curriculum.
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STEP 3
Determine
“…how the child’s disability
affects the child’s involvement
and progress in the general
curriculum….”
KAR 707 1:320 Section 5(7)(a)
7/12/2010
How the disability affects the
child’s involvement and progress
in the general curriculum…
707 KAR 1:320 §5 (7)(a)
34 CFR 300.347 (a)(1)
7/12/2010
Presenting……..
The “So What?” Factor
7/12/2010
Affect on Involvement and
Progress in the General
Curriculum
Based on the status statements in the
Present Level:
What are the student’s challenges related
to the disability?
How will the challenges related to the
disability affect day-to-day life?
7/12/2010
Present Level Statement
Dustin (Grade 4) uses phonetic clues to
pronounce one syllable words. He has a
sight word vocabulary of approximately 150
words, produces rhyming words, and uses
context clues to understand text. He learns
best when words are paired with visual cues
and when information is highlighted. He is
unable to use text features and
organizational patterns to distinguish the
difference between reading for information
and reading for enjoyment. He cannot
interpret the authors intent or opinions, or
use details to support the author’s opinions.
7/12/2010
Affect Statement
Dustin’s inability to read high-
frequency/grade appropriate words
affects his performance in language
arts and content areas when given
grade-level reading materials, written
directions, completing homework
assignments, reading for information,
answering open response requests,
and responding to on-demand writing
tasks.
7/12/2010
Dustin’s inability to read high-
frequency/grade appropriate words
affects his performance in language
arts and content areas when given
grade-level reading materials, written
directions, completing homework
assignments, reading for information,
answering open response requests,
and responding to on-demand writing
tasks.
7/12/2010
Dustin’s inability to read high-
frequency/grade appropriate words
affects his performance in language
arts and content areas when given
grade-level reading materials, written
directions, completing homework
assignments, reading for information,
answering open response requests,
and responding to on-demand writing
tasks.
7/12/2010
Present Level Statement
Tiffany demonstrates above average
cognitive abilities and below average
academic abilities. In timed situations, she
refuses to complete the work and tries to
leave class, curses, and will bite and kick at
the adult, resulting in interruptions of learning
experiences for herself and others. She is
more successful at interacting with younger
students. She enjoys working on the
computer, games involving individual effort,
and physical education class.
7/12/2010
Affect Statement
Tiffany’s loss of time in the learning
environment and unwillingness to
complete assignments have resulted in
the student’s performing below same
age peers, and affects her ability to
progress in the general education
curriculum by working cooperatively in
groups, participating in class
discussions, completing timed
assignments, accepting redirection,
and complying with adult directions.
7/12/2010
Tiffany’s loss of time in the learning
environment and unwillingness to
complete assignments have resulted in
the student’s performing below same
age peers, and affects her ability to
progress in the general education
curriculum by working cooperatively in
groups, participating in class
discussions, completing timed
assignments, accepting redirection,
and complying with adult directions.
7/12/2010
Tiffany’s loss of time in the learning
environment and unwillingness to
complete assignments have resulted in
the student’s performing below same
age peers, and affects her ability to
progress in the general education
curriculum by working cooperatively in
groups, participating in class
discussions, completing timed
assignments, accepting redirection,
and complying with adult directions.
7/12/2010
Present Level Statement
Rob (grade 5) shows an understanding of
place value of numbers to 1,000 but cannot
read, write, and model whole numbers to
100,000,000; can add, subtract, and multiply
without regrouping, but he cannot use the
skill of regrouping in these operations, and
cannot do simple division. He can use
manipulatives to show ½ and ¼ but he
cannot compare and apply the sizes of
common and mixed fractions. He cannot
collect, organize, or display data, or choose
an appropriate way to collect and represent
data.
7/12/2010
Affect Statement
Rob’s difficulty in math affects his
performance in his ability to
organize, collect, and interpret
information to complete content
assignments; to think, predict, and
problem-solve in content
assignments and real-life
situations.
7/12/2010
Tips for Writing the
Present Levels
Use information from student
performance data
Describe what the student can
and cannot do
Remember to include an affect
statement
Cite the source of information
obtained from outside the
school (e.g., parent , medical
information)
Use parent-friendly language
7/12/2010
Prioritizing Student Needs
Student’s strengths and weaknesses
Amount of time left in school
Skills needed to achieve postsecondary goals
Behaviors that appear most modifiable
Parent, teacher and student interests and
concerns
IEP Development is a PROCESS not an event!
Special Factors Transition
Student
IEP Services Performance
Present Levels
Data
Reporting Measurable Annual Goals,
Progress Benchmarks, Short Term
Objectives
7/12/2010
Measurable Annual Goals
A statement of measurable annual goals,
including academic and functional
goals and benchmarks or short-term
objectives, designed to:
– Meet the child’s needs that result from the
child’s disability to enable the child to be
involved in and make progress in the
general curriculum; and
– Meet each of the child’s other educational
needs that result from the child’s
disability.
707 KAR 1:320 §5 (7)(b)
34 CFR 300.347 (a)(2)
IDEA 04 §614(d)(1)(A)(i)(II)
What is Measurable?
Measurable means it must be possible to
evaluate and document whether the
student is making progress toward the
goal.
7/12/2010
Measurable Annual Goals
Are written to ensure access and
enable progress in the general
curriculum
Relate to the needs identified in the
Present Levels
Include a method of measurement
Describe performance anticipated
within ONE year
7/12/2010
Reporting to Parents
Parents must be informed of:
How progress toward annual
goals is measured
When periodic progress
reports will be provided
Extent to which that progress
is sufficient to enable the child
to achieve the goals by the end
of the year
707 KAR 1:320 §5 (13)(a-b)
34 CFR 300.347 (a)(7)(i-ii)
34 CFR Appendix A, Q. 5, 10
7/12/2010
Reporting Progress
Has the student been provided access
to the general curriculum?
Has the student made progress in the
general curriculum?
Has the student made progress toward
the goals and benchmarks/objectives
in the IEP?
Is the student on target to meet the
goal?
7/12/2010
Student
Performance Data
Present Strengthen
Measurable Instructional
Levels
Goals Planning
7/12/2010
Developing a System to
“Drive” Progress
Monitoring
7/12/2010
Collecting Ongoing Progress
Monitoring Data
The purpose of monitoring is …
To provide a means for collecting and analyzing data
To determine if IEP goals and objectives have been
achieved
To evaluate progress
To determine the effectiveness of program of services
(IEP)
To determine if the student continues to need SDI
and/or related services
To revise the IEP
To determine if there is a need for Extended School Year
(ESY) services
7/12/2010
Collecting Ongoing Progress
Monitoring Data
Is a REQUIREMENT both in federal
and state regulations that address
individual education programs (IEPs)
7/12/2010
Data Collection System
“At the time an IEP is developed, it
must specify and document plans for
progress monitoring, including what
will be monitored, who will monitor,
when and where the monitoring will
be conducted, and how the data will
be reported.”
Etscheidt, Susan K. (2006). Progress monitoring: Legal issues and recommendations for
IEP teams, TEACHING Exceptional Children, Jan/Feb 2006, 56-60.
7/12/2010
Determining Baseline
Create a Baseline (before SDI):
Administer multiple probes
Score the probes
Plot the scores
7/12/2010
Data Collection System
In order to collect data that provides evidence
of student progress, the IEP must also
include a specific statement of
– What data will be collected?
– When will progress be measured and reported?
– Where will the data be collected?
– Who will collect, compile data, and report
progress?
– How often will data be collected?
– How will progress be measured and reported?
– What actions should be taken if a student is not
making progress?
7/12/2010
How to Collect
Data is collected by:
Observing student perform the behavior
(ex. sequencing a story with pictures, completing a computation
problem, remaining in assigned area, etc.)
Reviewing products the student has completed
(ex. writing assignment, math probe, etc.)
7/12/2010
When to collect data…
Data are usually collected before, during, and after
instruction:
Before determines the BASELINE
During tells the educator whether the student
PERFORMS the behavior
(ex. comprehends a reading passage, uses a switch, follows
directions, solves an algebraic equation, etc.) independently or
with assistance
After CONFIRMS the learning by the student and
effectiveness of the individualized program
7/12/2010
Steps to Progress Monitoring
1. Identify the target behavior in the annual
goal, benchmark/short term objective.
2. Select the method of measurement for
monitoring student progress.
3. Implement the IEP.
4. Collect the data.
5. Analyze the data.
6. Report data.
7/12/2010
Methods of Measurement
• Scoring guide
-holistic -conventional
-checklist -combination
• Curriculum-based
measurement
- teacher made tests - error analysis
- running record - task analysis
- annotations (marker papers)
• Teacher observations
-anecdotal -intentional
7/12/2010
Scoring Guides
Used to evaluate performance tasks, events,
and open-ended responses
Provide indication of student’s growth
toward outcomes
Ensure high expectations for all students
and establishes criteria for judging the
quality of student performance
Predefines qualities for evaluating
performance and describes the degrees of
success through the standards
7/12/2010
Developing
Scoring Guides
What do we want students to know
and be able to do?
How well do we want them to know
and be able to do it?
How will we know when they know
and can do it well?
7/12/2010
Curriculum Based Measurement
• CBM is a simple set of procedures for
frequent and repeated measurement
of student performance (probes),
which may include:
• Teacher made tests
• Error analysis
• Running records
• Annotation
7/12/2010
Annotation
Analyzing a student’s work sample
Making notes on the actual work sample
The notes are based on expected criteria
Example from Kentucky
Marker Papers
7/12/2010
Observations
Anecdotal Intentional
• Written account of • Specific behavior related to
child performance area of concern
• Milestones in the • Setting in which observation
child’s social, occurred
emotional, physical, • Time, date, and length of
aesthetic, & cognitive observation
development • Criteria against which the
• Objective and factual behavior is judged (i.e.,
observation of child comparison group)
and his/her work • Data over time (i.e.,
frequency, duration,
intensity
7/12/2010
To ensure the observation is providing
evidence of the student’s performance,
document…
What you see , hear, or count
NOT your opinion…
7/12/2010
Fact or Opinion?
TLC is a slow learner.
7/12/2010
Fact or Opinion?
The majority of the class had completed the
five assigned linear equations in ten minutes.
TLC had finished two, with one being correct.
7/12/2010
Fact or Opinion?
JC reads 5/30 of the vocabulary words from the
curriculum his class is participating.
7/12/2010
Fact or Opinion?
JC struggles with reading.
7/12/2010
Fact or Opinion?
Quentin is disruptive in the classroom.
7/12/2010
Fact or Opinion?
Quentin called out during Independent Work 9
times within a three minute time period.
7/12/2010
How can we write Measurable
Goals that access the General
Curriculum?
Measurable Access to the
Goal General
Curriculum
7/12/2010
Steps to Write Measurable Goals
1. Review the prioritized list from the
Present Levels including the Affect
Statements
2. Develop the goal, including methods of
measurement
7/12/2010
Develop the Present Level including the
Affect Statement
Prioritize Needs related to the child’s disability
Develop Annual Goals
Add methods to make measurable
Johnny can use visual strategies to understand
words within a text. He can apply phonetic
Present principles by sounding out letters within a
Levels word. Johnny’s difficulty with identifying
words immediately within a passage will
affect reading grade level content...
Identified Need
Increase fluency through word
identification.
Annual Goal
AE 1.2 Johnny will make sense of a
variety of materials he reads
Methods of as measured by the increased
Measurement number of words read within a
reading passage.
7/12/2010
Verbally and in writing, Anita’s ideas are expressed by
Present completing simple sentences due to her limited
vocabulary. Anita lacks the skills for interviewing,
Levels
writing resumes, and completing applications that
will be required for post secondary training or
placement.
To develop skills for transitional
Identified Need writing.
AE 2.38 Anita will demonstrate skills such as
Annual Goal interviewing, writing resumes, and
completing applications that are needed to
get a job
Methods of as measured by performance based on
criteria established within rubrics to
Measurement assess her job portfolio and interviewing
skills.
7/12/2010
Sample Goals and Short Term Objectives for
Preschool Age Student With Significant
Disabilities (DD-likely FMD [non-verbal])
Goal: Marsha will increase her abilities to understand & use language to
communicate information, experiences, ideas, feelings, needs, questions
& for other varied purposes as assessed using a discrete trial format on
data sheet. HSCOF
Objectives:
1. Upon seeing and wanting a particular item, and with a picture of that
item in reach, Marsha will pick up the picture, reach to person holding
the item, and release the picture into that person's hand.
2. Upon seeing and wanting a particular item, and with a picture of that
item alone on a communication book within reach, Marsha will remove
the picture from the book, go to the communicative partner, and give
picture.
3. Upon seeing and wanting a particular item, and with a picture of the item
alone on a communication book, Marsha will go to the book, remove the
picture, go to communicative partner, and give picture.
4. Upon seeing and wanting a particular item and with the communication
book available with corresponding picture and picture of a distracter item
on it, MARSHAX will request that item by giving communicative partner
the correct picture.
7/12/2010
Specially Designed Instruction for
Marsha
verbal cues, hand over hand assistance,
system of least prompts, visual cues, &
immediate reinforcement for correct
responses
7/12/2010
Sample Goals and Short Term Objectives for
Elementary Age Student With Significant
Disabilities (multiple-OHI, FMD)
Goal:
Sherida will demonstrate skills and work habits that lead to success in
school and work by increasing her on task behaviors ( attention to
instruction, following directions and task completion) as assessed by
scoring guide. A.E. 2.37
Objectives:
1. Sherida will attend to 1-1 instruction in a variety of structured settings
and increase the number of instructional tasks he completes during given
work time (i.e. 5 minutes on task, increasing by 1 minute intervals as her
attention to tasks increases/ begin with 2 tasks at a time and increase by
1 as needed).
2. Sherida will demonstrate independent work habits by completing a
variety of familiar, structured tasks throughout the day.
3. Sherida will participate in a variety of small group activities with
increased independence by orienting to adult directive demonstrating
joint attention to task upon request and completing pre-taught
instructional activity.
4. Sherida will participate in a variety of large group activities with
increased independence by orienting to an adult directive, demonstrating
joint attention to task upon request and completing pre-taught
instructional activity with assistance as needed.
7/12/2010
Sherida’s Specially Designed
Instruction
Visual cues, visual work system, first___,
then___ visual support, system of least
prompts/cueing, modeling, guided
practice, direct instruction, peer support,
frequent reinforcement for appropriate
attention and completion of tasks
7/12/2010
Sample Goals and Short Term Objectives for
Middle School Student With Significant Disabilities
(multiple-OHI, physical, low MMD)
Goal: Tiffany will demonstrate her ability to become a responsible
member of a group at home or in the community by effectively
using interpersonal skills to initiate various social interactions as
assessed by interpersonal communication checklist. (A.E. 4, 4.1)
Objectives:
1. Tiffany will demonstrate her ability to use effective interpersonal
skills by initiating or responding to a greeting from a peer or adult.
2. Tiffany will demonstrate her ability to use effective interpersonal
skills by initiating a simple conversation (2 exchanges) with a
familiar peer or adult on a topic of her choice with minimal cueing.
3. Tiffany will maintain conversation with familiar peer or adult on
preferred topic for a minimum of 4 exchanges.
4. Tiffany will terminate a conversation appropriately by offering an
age appropriate salutation (i.e. bye, goodbye, see you later, see ya’,
etc.)
7/12/2010
Tiffany’s Specially Designed
Instruction
positive practice across social settings,
peer modeling of appropriate
conversational skills, simplified verbiage,
prior teaching/preparation of topic with
rehearsal, video self modeling as
applicable, modeling, system of least
prompts/cues, scripting, social stories,
comic book conversations, direct social
skills instruction
7/12/2010
Sample Goals and Short Term Objectives for High
School Student With Significant Disabilities
(Multiple-OHI [medically fragile], FMD)
Goal:
Cheryl will use the verbal, reading and writing processes to communicate ideas
and information for a variety of purposes as assessed using running record
observation record.
Objectives:
1. Cheryl will use combinations of pictures, symbols, letters and words to convey
meaning as she constructs sentences with increasing complexity across various
content areas.
2. Cheryl will interpret specialized vocabulary (words and terms specific to
understanding the content) found in practical workplace passages including
recipes, houselhold labels, newspapers, forms, applications, etc.)
3. Cheryl will use correct and appropriate spelling, punctuation grammar and
capitalization, as she constructs sentences or sentences she is given to edit
4. Cheryl will write transactive pieces (writing produced for authentic purposes and
audiences) that demonstrate self-sufficiency and practical living skills observed in
the practical workplace (i.e. forms, applications, letters resume, etc.)
5. Given weekly vocabulary words from various content areas that are practicably
applicable, Cheryl will be able to match the appropriate words to the correct
picture and identify at least one practical application for each using words,
pictures, photos etc.
7/12/2010
Cheryl’s Specially Designed
Instruction
One to one instruction, pictorial graphic
organizers, pictures, objects, pictorial
word processor (fading physical and
verbal prompts, pictorially supported
reference guides, community referenced
activities, modeling, system of least
prompts, keyboarding instruction including
use of spell check, and other editing
devices, guided practice,
7/12/2010
Sample Goals and Short Term Objectives for High
School Student With Significant Disabilities
( Multiple-low FMD, physical, OHI, VI)
Goal:
David will identify and apply a variety of appropriate
reading strategies to make sense of a various print and
non print texts as assessed by reading scoring guide.
Objectives:
1. David will recognize from two, through eye gaze or
switches, familiar vocabulary to make sense of texts.
2. Using eye gaze or switches, David will make choices
from two and interpret pictures and terms specific to
understanding various content found in practical
settings including recipes, household labels,
newspapers, form, applications, other texts, etc.
7/12/2010
David’s Specially Designed
Instruction
One to one instruction, print enlarged to
24 pt. font, presentation of materials at a
proper height and distance with head
positioned correctly, physical assist as
needed, touch response, switches as
appropriate, Yes/No boards(pictorial),
pictorial supports for choices
7/12/2010
Tips for Writing
Annual Goals
May use vocabulary from the Curricular
Documents
Consider adding demonstrators: “as
demonstrated by” or “as evidenced by”
to make it measurable (seen, heard,
measured, counted)
Thoughtfully consider which method of
evaluation will relate to the goal
Consider naturally occurring
opportunities for evaluation
7/12/2010
Benchmarks and
Short Term Objectives
milestones for
measuring progress
written for each
annual goal
7/12/2010
Short Term Objectives
Audience
Behavior
Circumstances
Degree
Evaluation
7/12/2010
By the end of the second grading period,
Jake will provide a written interpretation of
the author’s intent for a minimum of 8
personally chosen reading selections. He
will include the written interpretive pieces
in a working portfolio and the teacher will
evaluate the pieces using a scoring guide.
Audience:
Behavior:
Circumstances:
– How/with what
– Where
– When
Degree:
– Target Score, Percent, Length of Time
– Number of times
Evaluation
7/12/2010– Documentation
Jake will provide a written
interpretation of the author’s intent for
personally chosen reading selections.
Audience:
Behavior:
Circumstances:
– How/with what
– Where
– When
Degree:
– Target Score, Percent, Length of Time
– Number of times
Evaluation
– Documentation
7/12/2010
Benchmarks/Short Term
Objectives
One Way
By October, when presented with
appropriate materials, John will use a
picture board to relay three messages
daily with 80% accuracy as indicated in
staff observations and recorded by the
teacher.
Another Way
John will sequence pictures to relay a
message or retell a story.
Benchmark & STO Tips
Refer to the Annual Goals for
specific skills
Use curricular documents to
guide the benchmark/STO
Use appropriate grade level
expectations
Ensure the benchmark/STO
matches the goal
7/12/2010
Johnny
Present Level: Johnny can use visual strategies to understand
words within a text. He can apply phonetic principles by
sounding out letters within a word. Johnny’s difficulty with
identifying words immediately within a passage will affect
reading grade level content...
Annual Goal: AE 1.2 Johnny will make sense of a variety of
materials he reads as measured by the increased number of
words read within a reading passage.
Benchmarks:
1. Johnny will apply word recognition strategies to determine
pronunciation of words in a passage. (CCA- RD-EP-1.1)
2. Johnny will read high frequency/grade appropriate passage
with automaticity (immediate recognition) (POS).
Short Term Objective:
1. Given a 100 word reading passage, Johnny will read 95% of
the words correctly within one minute.
Suzie
Present Level: Suzie can add, subtract, and multiply without
regrouping, but she cannot use the skill of regrouping in these
operations, and cannot do simple division.
Annual Goal: AE 2.7 Suzie will understand number concepts and use
numbers appropriately and accurately as demonstrated by achieving a
score of 80% on textbook chapter and teacher-made tests.
Benchmarks:
1. Suzie will develop and apply computational procedures to add,
subtract, multiply, and divide whole numbers using basic facts and
technology as appropriate. (POS 5th grade, Number Operations)
2. Suzie will analyze real-world situations to identify the appropriate
mathematical operations, and will apply operations to solve real-world
problems by adding, subtracting, multiplying, and dividing whole
numbers less than 100,000,000. (CC MA-05-1.3.1)
Anita
Present Level: Verbally and in writing, Anita’s ideas are
expressed by completing simple sentences due to her limited
vocabulary. Anita lacks the skills for interviewing, writing
resumes, and completing applications that will be required for
post secondary training or placement.
Annual Goal: AE 2.38 Anita will demonstrate skills such as
interviewing, writing resumes, and completing applications that
are needed to get a job as measured by performance based on
criteria established within rubrics to assess her job portfolio
and interviewing skills.
Benchmarks:
1. Anita will apply skills for writing a resume to seek a
job/career (CCA 4.1 PL-HS-4.3.3).
2. Anita will complete a job application within the area of her
job/career interest with 90% accuracy.
3. Anita will demonstrate effective speaking and listening skills
used in a job interview (ex., friendly greeting, maintain eye
contact, responding positively) (CCA 4.1 PL-HS-4.3.3).
7/12/2010
Student
Performance Data
Present Strengthen
Measurable Instructional
Levels Goals Planning
7/12/2010
Step 3 - Progress Monitoring
Implement the IEP
Goals, benchmarks/objectives
Specially designed instruction
Supplementary aids and services
Research based instructional
practices
Related services
7/12/2010
What’s Special about Special
Education?
IEP services address unique
needs:
– Specially-designed instruction
– Supplementary aids and
services
– Related services
– Program modifications
– Supports for school personnel
Specially Designed Instruction, Related
Services, Supplementary Aids and Services,
Program Modifications and Supports for
School Personnel
Services are provided to the child or on behalf of
the child…
• to advance appropriately toward attaining annual
goals;
• be involved and progress in the general
curriculum and to participate in extracurricular
and other nonacademic activities; and
• to be educated and participate with other children
with disabilities and nondisabled children.
707 KAR 1:320 Section 5 (8)
SDI: The Definition
Specially-designed
instruction (SDI) means
adapting, as appropriate,
the content, methodology,
or delivery of instruction to
address the unique needs
of the child with a
disability and to ensure
access of the child to the
general curriculum
included in the Program of
Studies. 707 KAR 1:280 §1 (51)
7 KAR 1:280 §1 (51)
34 CFR 300.26 (b)(3)
Activity
Brainstorm several different forms of
specially designed instruction.
Examples of SDI
Instruction in the use of: Oral presentation of printed
material
Text/Screen readers
Paraphrasing strategies
Advanced organizers
Use of talking calculator
Signed instruction
Procedural prompts
Word identification
Use of Visual cues
strategies
Multi-sensory approach to
Use of talking calculator
reading
Manipulatives
Use of Reinforcement
strategies
Supplementary Aids and
Services Are…
Aids, services, and other supports that are
provided in regular education classes or
other education-related settings to enable
children with disabilities to be educated with
non-disabled children to the maximum
extent appropriate.
707 KAR 1:280 §1 (54)
34 CFR 300.28
34 CFR Appendix A, Q. 1
Activity
Brainstorm several different types of
supplementary aids and services
Examples of Supplementary
Aids and Services
Manipulatives Use of computer
Calculators Text/Screen
Extra time readers
Preferential seating Enlarged text
Adapted test format Self-monitoring
Behavior contracts Augmentative
Shortened communication
assignments Scribe
Program Modifications
Support for School Personnel
Support to meet the unique needs
of the child may include…
Specialized Training
– Use and maintenance of
specialized equipment
Use of school time
– Shared planning time
Use of school staff
– Additional adult supervision
(note when & where) 707 KAR 1:320 §5 (8)
34 CFR 300.347 (a)(3)
34 CFR 300.346 (d)
Assessment
Accommodations
and Modifications
Related to verified disability (with evaluation data
to support it)
Documented as a part of the IEP
Part of regular instructional routine
Purpose of accessing general curriculum
(demonstrating what student knows)
703 KAR 5:070
707 KAR 1:320 §5 (10)
34 CFR 300.347 (a)(5)(i)
34 CFR Appendix A, Q.1
Alternate Assessment
If the ARC determines that the child
shall take an alternate assessment
on state or district-wide
assessment, a statement of why:
The child cannot participate in the
regular assessment; and
The particular alternate
assessment selected is
appropriate for the child.
IDEA 04 §614(d)(1)(A)(i)(VI)(bb)
7/12/2010
Related Services
Transportation and such
developmental, corrective, or
supportive services as are
required to assist a child with a
disability to benefit from
special education.
707 KAR 1:280 §1 (46)
34 CFR 300.24
Related Services...
facilitate provision of specially designed
instruction
facilitate participation in the regular education
program
need to be provided in school facilities
facilitate access to public school
are not needed solely for aesthetic, medical, or
health reasons
Activity
In small groups, brainstorm a list of
related services
Examples of Related Services
transportation occupational
psychological therapy
services physical therapy
counseling recreational
parent education therapy
interpreting speech and
orientation and language therapy
mobility
707 KAR 1:280 §1 (46)
34 CFR 300.24
Beginning Date, Frequency,
Location, & Duration
Stated for services &
modifications
Anticipated frequency=
how often
Anticipated duration =
anticipated amount of
time & beginning date
Location
707 KAR 1:320 §5 (12)
34 CFR 300.347 (a)(7)(i)
34 CFR Appendix A, Q.35
Participation in the
General Education
Program
Physical Education
The district shall make available to every child with a
disability:
1. physical education services, specially designed if
necessary; or
2. the opportunity to participate in the regular
physical education program available to children
without disabilities unless:
a. the child is enrolled full time in a separate facility in which
case the agency responsible for the education of the child
in that facility shall ensure the child receives appropriate
physical education; or
b. the child needs specially designed physical education as
prescribed in the child’s IEP.
707 KAR 1:290 §6
7/12/2010
Making a Placement Decision
Review the services in the IEP
Consider placement in general
education classes FIRST
Remove the student from general
education only when the nature and
severity of the disability cannot be
accommodated for the student’s
success in general education classes,
even with the use of supplementary
aids and services
7/12/2010
Implementation
34 CFR Appendix A, Q.20
These decisions must be made
by the ARC, the district, or the
school?
Who will collect the data?
Where will data be collected?
How often will data be collected?
How will data be recorded?
Where will progress data be kept?
What actions should the teacher
take if a student is not making
progress?
7/12/2010
Step 4 - Progress Monitoring
Collect Data
Progress Monitoring Data is
collected:
– In an on-going manner
– At least as often as indicated
in local procedures
– According to the frequency of
the services
– With indicators of date and
criteria of work completed
7/12/2010
Prior to Instruction
Collect baseline data
Ensure the behavior (social or
academic) is observable - See it, hear
it, or count it.
7/12/2010
Progress monitoring
is essential to evaluating
the appropriateness of a
child’s program: yet
there is less compliance
with this required
component of the IEP
than any other.
Etscheidt, S. K. (2006) Progress monitoring: Legal
issues and recommendations for IEP teams.
Teaching Exceptional Children 38(3), 55-60
7/12/2010
IEP Development is a PROCESS not an event!
Special Factors Transition
Progress
IEP Services Monitoring
Present Levels
Data
Reporting Annual Goals
Progress
Benchmarks
Short Term Objectives
7/12/2010
Step 5 – Progress Monitoring
Analyze the Data
7/12/2010
Step 5 – Progress Monitoring
Analyze the Data
The ARC compares and contrasts the
data with the baseline and goals in
the IEP to…
-Determine progress toward the goals
-Assist in determining if the instruction is
effective
-Drive instructional decisions and
modifications in the classroom
7/12/2010
Progressing greater than the
goal – Increase the goal
WIF: Correctly Read Words Per Minute
100
90
80 trend-line
70
60
50 goal-line
40
30
20
10
0
1 2 3 4 5 6 7 8 9 10 11 12 13 14
Weeks of Instruction
7/12/2010
Not making Progress – Change
instructional program
WIF: Correctly Read Words Per Minute
100
90
80 trend-
line X
70
60
50 X
X
40 goal-line
30
20
10
0
1 2 3 4 5 6 7 8 9 10 11 12 13 14
Weeks of Instruction
7/12/2010
Using Progress Monitoring to
Guide Instruction
Using the data points, compare
the trend line against goal line:
– If the trend line is steeper than the
goal line, raise the goal
– If the trend line is below the goal line,
modify instruction
– If the trend line is at the goal line, the
student is making sufficient progress
to meet the annual goal
7/12/2010
Stages of Progress
Inadequate progress - rate of actual progress
falls below rate of expected progress
Adequate progress - student is progressing as
expected
Acquisition - student achieves
goals/objectives/benchmarks
Maintenance - skill/behavior is maintained without
instruction
Generalization - acquired skill/behavior is
transferred to new environments
7/12/2010
Data Collection
Helpful Hints
No reform will be effective without good solid
data
Without a focus, you may address the wrong
problems
Analyze the data and look for patterns
From data analysis, develop a validated
intervention
If data shows the problem increasing, give
the intervention time and allow 2 weeks
7/12/2010
Tips for Teachers
Keep data collection forms and IEPs in a
convenient place
Organize the data for ease of collection and
reporting
Use “natural” products and opportunities
for data collection
Goals, Benchmarks & Objectives determine
the frequency and type of the data
collection
7/12/2010
Progress Monitoring Process
Student Folder with Preparing
IEP
At Grading For
~Goals Periods
~ Methods of Ongoing ARC
Measurements of
Progress
~Benchmarks/STO
~ SDI/SAS • Review all Progress
Analyze Progress Monitoring Data
Monitoring Data
• Identify student work that
Is the student demonstrates progress, or
• Scoring Guides making progress? lack of, toward the goal
Curriculum Based Document on IEP
Assessment • One piece of
documentation per grading
Observations period (minimum) to
Student Work support data
Samples • Summarize analysis of
student work in written form
• Prepare recommendations
7/12/2010
Reflect on the IEP
Can you articulate this to staff and
parents?
Do you know what it means?
Do you know how to teach it?
Does it clearly explain what you are
going to work on?
Do you know how to evaluate it?
Can you teach this tomorrow?
7/12/2010
Focus Questions
How do we improve the performance
of students with disabilities?
How do we connect the curricular
documents and IEPs so they work
together?
How will you meet the child’s other
educational needs that result from
the disability?
How will you teach the
goals/benchmarks/objectives?
How will you know that the students
have learned what has been taught?
7/12/2010
Contact us!!!!
West KY Educational Cooperative
Tiffany Sanders, Ed Consultant
mtsanders@brtc.net
Sherida Gentry, Ed Consultant
Sherida.gentry@wkec.org
7/12/2010
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