Writing Meaningful IEPs

1. Writing Meaningful IEPs Marla Aldrich, Special Education Coordinator Debbie Walker, Special Education Program Area Specialist Adria Ellis, Behavioral Specialist

2. Helpful Hints for Holding Meaningful Meetings • Agenda Have and follow a printed agenda • Current IEP Before discussing DRAFT IEP, review student’s progress on his/her CURRENT IEP • Paraphrasing DO NOT read a student’s profile verbatim. This, to parents, sounds very impersonal. Give a verbal overview of the profile and ask if any changes need to be considered. Paraphrasing gives additional time to discuss goals, objectives, and programming concerns. • Draft/Final Copy Ask parents for input prior to developing the draft IEP. You MUST send home a DRAFT of the IEP several days before the meeting so parents can familiarize themselves with the content, as well as make suggestions during/before the meeting. “The time spent in planning a meeting will pay off as the meeting runs more smoothly and takes less time.” (JDL, 1999) IEP must be completed during the meeting. Do not have the team sign the signature page when the IEP is not complete. Parents need to take home a final version when they leave the meeting.

3. Helpful Hints for Writing Meaningful IEPs • IEP checklist This should be brought to the meeting already checked off to indicate that all items have been addressed in the document. • Profile Use bullets/subheaders in writing IEP. This helps with organization and eases reading/understanding for all, especially general education teachers/service providers. Validate statements with facts/examples. • Alabama Courses of Study or Extended Standards must be used to generate goals

4. REMINDERS • IEPs must be “reasonably calculated” to provide “some educational benefit.” • IEPs must be related to Courses of Study or Extended Standards AND be individualized. • When using the Courses of Study, the goals do not have to be on grade level (they shouldn’t be or why would there be a goal…?). Goal is “related to” the COS; it is not THE COS objective. • When using the Extended Standards (for students on the AAA), the goals MUST be on grade level; however, methods and how one reaches the goals are individualized (independent, with prompting, hand over hand, etc.) • IEPs should not look identical to one another, nor should they be identical to the COS which would simply be a re-write of the curriculum. • Identify specific content area needs/weaknesses • Individualize to student’s specific needs

5. IEP Profile • Profile Components: • Short, personal narrative of student; include descriptive statements about student to personalize the IEP (likes, dislikes, preferences, school history, family information, etc.) • Assessment Data • Areas of strengths (relative) and needs (the identification of such is based on collected DATA that is listed and described). COS/Extended Standards notation may be included in profile, though not required. (It is required in Annual Goals/PLOAA.) • Medical Information, as applicable • Teacher and Parent Input • Behavior and Attendance • Transition Needs/Preferences • Progress Toward CURRENT Annual Goals-were they mastered or will they be continued? • How the disability affects learning and participation in the general education curriculum. In other words: How do the student’s behavior, achievement, and ability relate to their learning, behavior, and participation in the general education curriculum or social interactions with peers? Be very specific! The adverse effect can’t be due to the student’s area of disability. • The IEP profile should not include services to be delivered; this information is to be included in the Services tabs and associated with specific goals! Services currently in place can be stated.

6. IEP Template for Profile Page • “Student’s name is a ______________.” (personal information needed to paint accurate picture of student – list POSITIVE attributes) Report actual facts/observations, not your opinion. Report how you know the student preferences/non-preferences. • “Student’s name’s strength(s) is/are in/related to ________________________________.” List individual skills and refer to the content standard if reading and math, (plus science, if AAA) Provide documentation of statement: teacher-made test, QRI, SAT/ARMT/AHSGE, work samples, RECENT individual testing results, etc. IEP must be data-driven! • “Student’s name’s weakness(es)/need(s) are in/are related to _____________________________. List “area” (reading comprehension, math applications, etc) of disability as a weakness. Don’t forget to identify behavior as a weakness , if applicable - especially if student is ED/OHI due to ADHD. List specific areas of needs/weakness and reference the content standard if reading or math (and science, if AAA) Provide documentation of statement: teacher-made test, QRI, work samples, etc. Include data (SKILLS) from any scientifically research-based programs used (Fast Math, SRA, Read 180, V-Math, Edmark, Failure Free, etc.) • STATE HOW DISABILITY AFFECTS INVOLVEMENT IN THE GEN. ED. CURRICULUM!!!! Do NOT simply state the actual disability (OHI, SLD), but indicate how the specific skills deficits impede his/her ability to be successful in the general education curriculum.

7. Profile Template Assessments/Evaluations: SAT(recent-April 2010):Make sure to describe what scores mean: Stanines 1-3 below average, 4-6 average, 7-9 above average) Reading: list stanine Language: list stanine Math: list stanine Other area tested: list stanine Alabama Reading and Math Test (ARMT) April 2010 Make sure to describe what scores mean: Scores of 1-2 are below expected proficiency level; 3 meets expected proficiency level; 4 exceeds expected proficiency level. Reading: list level Math: list level Alabama Direct Assessment of Writing (ADAW): (list year) Scores of 1-2 below expected proficiency level; 3 meets expected proficiency level; 4 exceeds expected proficiency level. Level (student’s level number)

8. Profile Template Alabama High School Graduation Exam (AHSGE): (list date taken) Math: student’s score/477 Science: student’s score/491 Soc. Studies: student’s score/509 Reading: student’s score/563 Language: student’s score/560 Qualitative Reading Inventory (QRI): (list last date assessed) “Student’s name scored independent/frustration level for grade ___ for word list and independent/frustration level for grade _____ for comprehension (both explicit and implicit questions). ***Also include other data (SCORES) from SRA, Failure Free, Fast Math, Edmark, V-Math, or Read 180. Be sure to explain significance of SCORES!

9. Profile Template • Grades (year-to-date averages as of date): Included current grades in English, Math, Reading, Science, PE, Academic Enhancment, etc. • Attendance & Behavior: (list date and type of data collected) (if applicable) “According to attendance and discipline records student’s name has ____ absences and ___ tardies for the school year. Student’s name also has _______ incidences of discipline for the following reasons:_______.” OR, Based on behavior charting/behavioral data, Student’s name struggles to _________________ (comply with teacher directives, follow school/class rules, get along with peers, etc.). • High School Credits: (list date of last transcript) (only for students entering grades10-12) Student’s name has earned credits in: • Math: (list credits hours earned) • English: (list credits hours earned) • Science: (list credits hours earned) • History: (list credits hours earned) • PE/JROTC: (list credits hours earned) • Fine Arts: (list credits hours earned) • Health: (list credits hours earned) • BTE: (list credits hours earned) • Work Force Essentials: (required AOD only!) • Career Tech: (required AOD only!) • “He/She lacks __#__ of credits in _____.

10. Profile Template • Status of Prior IEP goals: (give date of IEP from which goals are taken): List areas and yearly goals– provide detailed documentation to support mastery/non-mastery of goal What was effective that should be included in the development of the new IEP? Were there any areas did the student not receive educational benefit? Why not? • Accommodations received during the last IEP duration: list all accommodations (including those that were provided and not included on the last IEP) • Transition Assessment: (for students who will be at least 16 years of age during THIS IEP duration or for ANY student entering 9th grade during duration of IEP) “Based on ___________ career assessment, student’s name has expressed interest in: list all areas of interest according to the assessment. “ “Based on ______________________ transition assessment, Student’s name struggles with ______________ (areas needed to be addressed as part of transition in the IEP-for example: financial management, self-advocacy, etc.).” • Teacher/Parent/Student Input: Student’s teachers feel that ….. list all positive and negative comments regarding performance in the classroom in regards to academics and behavior (if applicable) Parents report….. Student indicates…. • Exit-Option Statement: (only for students entering grades 9-12)

11. Goal Page Components • Present Level must include the following: • Strengths related to content area with COS notation (what student CAN do) • Needs/weaknesses related to content area with COS notation (what the student is not yet able to do) • Statement of how the disability (stated as a struggle/weakness) affects academic functioning within the content area • Annual Goals must be: • COS related (w/ COS or Extended Standard notation) • Written to increase performance by at least one year (preferably more, to “close the gap”) above present level • Measurable • Stated within a time frame and mastery level for measurement • Benchmarks are required for all students (Shelby County procedure) • Increase in difficulty where students must accomplish the benchmark sequentially • Increase proficiency level (2/5 opportunities, 3/5, 4/5, etc.; increase accuracy level) • Target important skills within an area where students do not have to accomplish sequentially • Example: Greet peers, answer yes/no question, request assistance

12. Services • List all services required to adequately implement and support student. • Reading accomodations/modifications • Writing accommodations/modifications • Grading accommodations/modifications • Assistive Technology • Materials/supplies • Modified curriculum • Interventions targeted to the impact of each student’s disability on his/her academic performance • Level of support • Related services (Speech, OT, PT, APE, etc.) • Testing Accommodations • Students with significant cognitive disabilities-consider which students need to be working on the Extended Standards/Alabama Alternate Assessment • Testing accommodations-must be used throughout the school year in order to be provided on standardized testing • For every student who has accommodations, give testing accommodations pages to the school counselor

13. LRE Components • Determination of where and how the services will be delivered must be based on DATA from profile and goal pages. • Tally only separate instruction/services. Do not count inclusive services toward one’s LRE tabulation. • Studies have repeatedly shown that the more students are included in the general education setting with appropriate support, the better they do on assessments (McDonnell et. al., 2001). • Start LRE discussion with general education classroom.

14. AcademicSample Case Study • Student: Anita Yourassistance • Grade: 7th • Content Area: Reading/Math • 6th Grade ARMT results: • ARMT Reading-Level III (meets expectations)-Lowest area: 4/15 points in “Apply strategies to comprehend textual informational and functional materials.” • Reading-CBM/Benchmark Tests-show consistently that Anita cannot read to gain information from textual/informational materials. • Reading-Anecdotal Information-Anita struggles with compiling information for research projects. Scanning/analyzing research materials for the purpose of writing is an area of weakness. Records show that she scored very poorly on the ADAW in the 5th grade. • SAT Reading-scored in the middle range on all reading subtests. • ARMT Math-Level II- Lowest areas:1/12 points : “Solve problems involving perimeter and area of parallelograms and rectangles”; 1/6 points: “Interpret information from graphs”. • SAT Math-scored lowest in: data statistics and probability” • Math-CBM/Benchmark Tests-scoring low in decimals, fractions, geometry & interpreting bar graphs

15. Anita Yourassistance’s Goals Reading (comprehension) Goal #1 Anita will demonstrate comprehension of grade level functional/informational reading materials by writing a brief summary after reading a functional/informational passage with at least 80% accuracy (or 4/5 facts correct) by the end of the school year (LA 6.4)-example of functional materials: newspaper, encyclopedias, Wikipedia, etc. Benchmark #1 By the end of the 1st nine weeks, Anita will answer 3/5 questions correctly after reading a functional/informational passage on an ending 5th grade level (LA 6.4) Benchmark #2 By the end of the 2nd nine weeks, Anita will answer 4/5 questions correctly after reading a functional/informational passage on a beginning sixth grade level(LA 6.4) Benchmark #3 By the end of the 3rd nine weeks, after reading a functional/informational passage on a beginning sixth grade level, Anita will write a brief summary stating at least three facts found in the reading passage. Math Goal #1 Anita will solve problems involving additional and subtraction of decimals and fractions with at least 80% accuracy by the end of the 4th nine weeks (M6.2.1). Benchmark #1 By the end of the 1st nine weeks , Anita will solve problems involving addition of decimals with at least 80% accuracy (M 6.2.1). Benchmark #2 By the end of the 2nd nine weeks, Anita will solve problems involving subtraction of decimals with at least 80% accuracy (M 6.2.1). Benchmark #3 By the end of the 3rd nine weeks, Anita will solve problems involving addition of fractions with at least 80% accuracy (M 6.2.1). Benchmark#4 By the end of the 4th nine weeks, Anita will solve problems involving subtraction of fractions with at least 80% accuracy (M 6.2.1). Goal #2 Anita will find the perimeter and area of parallelograms and rectangles with at least 80% accuracy by the end of the 4th nine weeks (M6.7). Benchmark #1 By the end of the 1st nine weeks , Anita will find the perimeter of parallelograms and rectangle with 70% accuracy (M 6.7). Benchmark #2 By the end of the 3rd nine weeks, Anita will find the area of parallelograms and rectangles with 70% accuracy (M 6.7). Goal #3 Anita will analyze data collected from a survey and construct a bar graph or circle graph representing the numerical data collected with at least 80% accuracy by the end of the 4th nine weeks (M 6.10). Write benchmarks with your team!

16. Group Assignment Get with your team to analyze the data given to you on the following slide related to Johnny Begood. Work with your team to write a meaningful, data driven, COS-related goal(s) for Math for this student using the pages copied from the Math Curriculum Guide.

17. Student: Johnny Begood • Student: Johnny Begood • Grade: 7th • Content Area: Reading/Math • 6th Grade ARMT/SAT results: • ARMT Reading-Level IV (Exceeds Standards) • SAT Reading-scored high in range on all Reading subtests • Reading-CBM/Benchmark Tests-indicates mastery of most reading areas, slight weakness in reading comprehension • Reading Anecdotal records-teacher reports that Johnny is impatient and does not persevere through reading long articles or passages and this affects his score on assessments-classroom and standardized. • ARMT Math-Level II-Lowest areas-scored 0/5 “solve problems using numeric and geometric patterns”, scored 0/4 “classify angles as acute, obtuse, right, or straight”. • SAT Math-scored lowest in “Geometry and Measurement” • Math-CBM/Benchmark Tests- indicates weakness in the areas of geometry and also in multiplication of integers • Math Anecdotal records-teacher reports that Johnny struggles with geometry. He is inconsistent with weaknesses in multiplication of integers and the teacher feels that he sometimes gets his mult. facts mixed up.

18. Johnny Begood’s IEP Goals Math-

19. Behavior Case Study John Doe is a 4th grade student with Autism. He is included in the general education classroom for all subjects and typically does well academically. He is in all inclusive classrooms throughout the day. The special ed. staff in those classes report that he can be self-injurious. Data collected in an FBA shows patterns of self-injurious behaviors following a change in routine or if there is anxiety around an undesired activity that he wishes to avoid. In addition to being self-injurious (bites his arm or bangs his head), he will scream out in addition to the self-injury. Because of this, he does have behavior that impedes his learning, as well as the learning of others. This has been addressed on the profile of his IEP on the correct field and now we are following up with a behavior goal that is meaningful to help address this behavior. The FBA also included an interest inventory to determine effective target behavior reinforcements to use with John. The inventory showed that John enjoys using a “magna-doodle” and he also enjoys using the computer. A behavior plan will need to be written, as well. Based on the data collected within the FBA, it has been determined that John’s self-injurious and disruptive behaviors occur daily and on average, about 40% of the time, which means he is currently behaving appropriately approximately 60% of the time.

20. Remember: ABC’s of Behavior A=Antecedent B=Behavior C=Consequence (result)

21. Behavior Goal for John Doe John will attend to non-preferred activities/tasks and transition from one activity to the next without becoming self-injurious for least 8 of 10 opportunities of the time by the end of the school year.

22. Student: John Doe John struggles with self-regulation when he is frustrated or anxious and he also struggles with unanticipated transition between activities. When he wishes to avoid a task or if he becomes frustrated due to a loot of transition, he will become self-injurious by biting his arm or banging his head. Sometimes, he will also scream, which is disruptive to the environment. Behavior Goal:Positive BehavioralPersons Responsible: John will attend Supports/Strategies for Case Manager, Inclusion to unwanted teaching replacement behavior Staff activities/tasks and through reinforcement: will be able to Daily: John will be given a behavior transition from one chart to keep with him in order to activity to the next self-monitor. After each class that without becoming self- he has been able to exhibit self- *This BIP will need to be Injurious for least 8 of regulation, he will be allowed to revised at least once 10 opportunities by the spend 5 minutes on the “magna monthly to begin fading end of the school year. doodle”. supports (reduce time Accommodations: more Weekly: At the end of the week, if he for reinforces and Visual cues need to be has shown self-regulation at least increase time for self- built into John’s day. 60% of the time, he will be allowed regulation) in order to He will be provided with a to spend 30 minutes on the computer at work toward greater visual schedule, as well as a timer the end of the day. mastery of behavior for visual cuing to help with Instruct John in appropriate responses to goal and increasing transition and anticipation of frustration. greater independence. changes to his routine. Teach problem-solving skills. Provide “calm down” for lowering frustration. Shorten undesirable tasks and lengthen them as John builds stamina.

23. John Doe’s Weekly Behavior Chart Goal: John will attend to unwanted activities/tasks and will transition from one activity to the next without becoming self-injurious for at least 8 of 10 opportunities by the end of the school year. Behavior Chart Attached

24. Behavior-Adam Adam is a male in the 5th grade. He is currently being served under the classification of Emotional Disturbance. Adam has been written up many times during this SY. He often spends much of school day in the office. Adam scores well on standardized tests. However, his behavior and consequences for such interfere with his academic progress, thus his grades do not align with his standardized test scores. An FBA has been conducted and the data shows that Adam is tactile defensive and will become aggressive towards others if someone bumps into him accidentally or comes into his “space”-even if this is accidental. He has incidents of aggressive behavior at least 3-4 times a week. The FBA also included an interest inventory to help determine the reinforces that can be incorporated into his plan to help teach/reinforce replacement behaviors. He is interested in legos and enjoys helping others.

25. Adam’s IEP Behavior Goal Goal: _______________________________________________________________________________________________________________ Services: _______________________________________________________________________________________________________________

26. Adam • Student: Adam G. __________________________________________________________________________ • Behavioral Goal: Positive Behavioral Supports/Strategies Persons Responsible for teaching replacement behavior through reinforcement ______________ ________________________________ _________________________ ______________ ________________________________ _________________________ ______________ ________________________________ _________________________ ______________ ________________________________ _________________________ ______________ ________________________________ _________________________ ______________ ________________________________ _________________________ ______________ ________________________________ _________________________ • This BIP format is not the “form of choice” for Shelby County Schools-this format is just intended as a tool for this training.