IEP Training for Kansas Schools

1. IEP Trainingfor Kansas Schools Early Childhood: Writing IEPs for Young Children 2014– 2015 Kansas State Department of Education Technical Assistance System Network (TASN)

2. IEP Issues Unique to Early Childhood • Transitions from Part C Infant-Toddler Programs • General Education Teacher at the IEP meeting • PLAAFP and Goals in Early Childhood • Linking IEPs to the Early Childhood Outcomes

3. Transitions from Part C Infant-Toddler Programs • This is a compliance indicator for both Part B and Part C • Indicator 8 – IDEA Part C • Indicator 12 – IDEA Part B

4. Transitions from Part C Infant-Toddler Programs Requirements • A referral from Part C infant-toddler to LEA at least 90 days and not more than 9 months prior to a child’s third birthday. • Part C must hold a transition conference at least 90 day (and at the discretion of all parties up to 9 months) before a child’s third birthday. • Part C must invite the LEA to the transition conference and Part B must attend the transition conference. • When a child is referred from Part C, the LEA must: • provide the parents of the child referred with procedural safeguards, and • prior to any Part B SPED action provide prior written notice either proposing to conduct an initial evaluation (and obtaining consent) or explaining why the LEA refuses to conduct an initial evaluation. • LEA must have the evaluation complete and if the child is eligible an IEP in place by the child’s third birthday. • LEA must, at the request of the parent, invite a Part C representative to the IEP meeting.

5. Transitions from Part C Infant-Toddler Programs • Continuation of the IFSP • The IEP team must consider the use of an IFSP in place of an IEP (In some cases, the continuation of the IFSP or the development of a new IFSP can become the IEP for a child age 3 through 5 (Sec. 614(d)(2)(B)). • An IFSP for a 3 to 5 year old, must include all of the IEP procedures • If the LEA proposes to use an IFSP, the parent must be provided a detailed description of the difference between an IFSP and an IEP, and provide written informed consent. • (Resources – “Comparison IFSP-IEP” and “Consent document”)

6. Transitions – 6 Key Points • Good Transitions require: • Preplanning • Communication (agencies, service providers, families) • Shared Information and Trust • Empowered Families • Options for LRE • Reflection Additional information and resources on Part C to B Transitions can be found at http://www.kskits.org/ta/transitionPartCtoPartB/index.shtml

7. When is a Regular Education Preschool Teacher required at an IEP meeting?

8. When is a Regular Education Preschool Teacher required at an IEP meeting?

9. When is a Regular Education Preschool Teacher required at an IEP meeting?

10. LRE and Preschool Additional information and resources on Preschool LRE can be found at http://www.kskits.org/ta/preschool_LRE_Resources/index.shtml

11. Early Childhood and the PLAAFP • The purpose is to identify and prioritize the specific needs of a child and establish baseline performance in the general curriculum which is used to develop an individualized and meaningful plan. • for preschool children, as appropriate, how the disability affects the child’s participation in appropriate activities KSA 72-987 (c) (1) (B).

12. Appropriate Activities Age appropriate developmental abilities or milestones that typically developing children of the same age would be performing or would have achieved. 34C.F.R. Appendix A. Question 1. p12471

13. Functional Assessment is Fundamental? • Provides a real picture of the child • Guides identification of functionalindividualized goals • Supports a strengths-based approach • Supports integration of the IEP with Early Childhood Outcomes

14. Functional Assessment

15. Involving Families • Listen to the family story • Observe and ask about the child’s day-to-day routines and activities related to • Social interactions • Engagement • Independence • Ask parents to show or describe • Observe how the parent engages the child • Observe the child in play

16. Example EC PLAAFP Emily uses single words, signs, and a few 2-3 word combinations to communicate her wants and needs at home and at school. She initiates social interactions with her peers and labels objects in her environment. Typically, children Emily’s age use 4-5 word sentences to communicate wants and needs. During a 20 minute play period with peers, Emily used 18 single word utterances (5 utterances also included a sign) and one 2 word combination (my shoe).When 2 word combinations were modeled for Emily, she imitated only the last word of the phrase. Emily’s parents report that they have a difficult time understanding what Emily is trying to communicate.

17. Example Goal • By May 20xx, during a 20 minute play period with her peers, Emily will spontaneously use 10 or more four words combinations

18. Example EC PLAAFP When it comes to moving safely and efficiently around his environment, Mark uses some immediate foundational skills but is not yet showing functioning expected of a child his age. Due to his cerebral palsy, Mark is learning to use a walker at home and school. He prefers to crawl or scoot to get from one place to another, but is sometimes frustrated that he is not able to move as quickly as his peers. He willingly uses his walker when prompted, however needs support to pull himself to standing and safely navigate around obstacles. On average it takes him 5 to 6 minutes to move from one area of the classroom to another.

19. Example Goal • In 32 instructional weeks, while moving around the classroom, Mark will use a walker to independently transition from one activity to another within 3 minutes on 3 of 4 consecutive transitions.

20. ACTIVITY EC PLAAFPs

21. Activity Katie Katie is an outgoing 4-year old girl. She knows 20 alphabet letters and sounds, is able to count groups of 1 to 7 objects, and is very motivated to learn new things. Katie communicates well with adults and peers and has many friends at home and at school. During classroom activities, Katie has difficulty with representational drawing and writing tasks. She is able to hold crayons, markers and other writing utensils in her fist, and makes up and down strokes on paper. She paints using the same up and downward strokes with a paintbrush. She has more difficulty with circular strokes and is not yet able to copy a simple shape or letter formation. Typically, children of the same age hold writing utensils between their thumb and forefingers and can copy simple shapes and a few letters. They are able to make up and down strokes as well as circular patterns with a paintbrush and are beginning to write alphabet letters. Katie's fine motor abilities keep her from being able to create representational artwork and write like other children her same age.

22. Katie Sample Goal • In 36 weeks, when asked to write her name and provided a model, Katie will copy her name with at least 2 recognizable letters in 3 out of 4 consecutive opportunities.

23. Activity Sally Sally, who is 4 years old, enjoys playing independently and doing tasks individually with an adult. When working one-on-one with an adult, she is generally cooperative and is able to maintain her attention to a task for 10 minutes or more. She has more difficulty staying engaged in small group and large group activities. Structured observations conducted during group activities (lasting 10 minutes or more) indicate that Sally is able to maintain her attention to the speaker of the group for 2 minutes without physical or verbal support. After the 2-minute time frame, staff must redirect Sally back to activity, as she frequently tries to leave the group to play with other toys in the classroom. Typically, children of the same age will attend to a group activity for approximately 10 minutes with minimal verbal redirection. Sally’s difficulty with group activities interferes with her ability to gain new information in a group setting.

24. Sally Sample Goal • By April 20xx, when participating in a large group book reading activity, Sally will remain with the group (sitting on her space and looking at the book) for 10 minutes or more needing fewer than 2 prompts, during 3 of 4 consecutive large group book reading activities.

25. Linking the IEP and Early Childhood Outcomes • Positive Social-Emotional Skills (including social relationships) • Acquire and use knowledge and skills • Take appropriate action to meet needs

26. Why Use the Early Childhood Outcomes as a Framework for the IEP? • Socially validated – reflect what we are trying to achieve • Functional • They’re integrated – emphasize the whole child • Flexible – not wedded to one particular assessment, curriculum, or level of child functioning Early Childhood Outcomes Center

27. Steps to Integrating EC Outcomes (ECO) with the IEP • In the review of existing data, look for information related to the ECO • If the child is transitioning from a Part C Infant Toddler Program, organize the discussion of the child at the 90 day transition meeting in relation to the ECO • During the evaluation, probe for information on caregiver concerns related to the ECO. • Encourage families to describe their child’s typical day in the context of ECO areas, such as how he interacts with others, how he learns and solves problems, and how he gets his own needs met.

28. Steps to Integrating EC Outcomes (ECO) with the IEP • Compare the child’s functional skills and behaviors with those expected for other children his age. • Include functional authentic assessment in the evaluation that will provide the team with information on all three ECO. • Consider the child’s functioning in the context of everyday activities and routines, in the three ECO areas. • Document supporting evidence for ECO rating throughout the assessment and evaluation process

29. Steps to Integrating EC Outcomes (ECO) with the IEP • During the IEP meeting, organize the discussion of the child in relation to the ECO; • Discuss how the child is functioning in the ECO areas and how the child’s skill’s and behaviors in the ECOS areas compare with other children the same age. • In the PLAAFP, organize the description of strengths and need as they relate to the three outcome areas. • Complete the ECO rating within the same timeframe as the IEP

30. http://kskits.org/ta/ECOOutcomes/documents/DocumentingBasisforRating2010.dochttp://kskits.org/ta/ECOOutcomes/documents/DocumentingBasisforRating2010.doc

31. Example Outcome 2:Acquire and Use of Knowledge and Skills

32. Example ECO 2:Acquire and Use Knowledge and Skills Outcome 2: Acquiring and using knowledge and skills. Johnny has acquired some beginning concept knowledge. He is able to classify objects by size and basic attribute, name colors, understand beginning concepts (colors, size, prepositions), name 5 letters of his name, and count up to two objects correctly. He is beginning to create representational drawings, cut out shapes with straight lines, and is able to write three letters of his first name. When listening to a story or talking about immediate events, he is able to answer simple factual questions. Johnny has more difficulty with tasks that are less concrete. When given 2 or 3 step directions, Johnny will follow the first step but requires adult support for the remainder of the steps. This makes it difficult for Johnny to function independently within a preschool classroom. He has difficulty asking questions and answering “how” and “why” questions.During a small group story time, Johnny answered 1 of 6 “how/why” questions asked about the story, which indicates Johnny has difficulty with story comprehension.

33. Example ECO 2:Acquire and Use Knowledge and Skills Goal: • By Oct. 20xx, while participating in large group activities, Johnny will independently follow routine directions of 3 related steps in 4 of 5 opportunities across 3 consecutive days. Goal: • By Oct. 20xx, when discussing a story, Johnny will answer 8 out of 10 “why” and “how” questions in a mixed question probe.

34. ACTIVITY EC Goals

35. Sample Goal 1 • In 12 months, Timmy will follow 2-step directions, 1 time per observation period, across 5 consecutive observations

36. Sample Goal 2 • By November 1, 20XX, when individually given a verbal direction by an adult, Robin will begin to comply with the direction within 10 seconds.

37. Sample Goal 3 • In 36 weeks, when presented with a model, Vera will copy 2 or more alphabet letters in 3 out of 4 trials.

38. Linking Goals to the 2013 Revision of the Kansas Early Learning Standards with Goals • Approaches to Learning • Physical Health and Development • Social-Emotional Development • Communication and Literacy Development • Mathematics • Science • Social Studies • Creative Arts

39. Linking Kansas Early Learning Standards with Goals The Kansas Early Learning Standards can be found at http://www.ksde.org/Agency/DivisionofLearningServices/EarlyChildhoodSpecialEducationandTitleServices/EarlyChildhood/EarlyLearningStandardsandResources.aspx

40. Keeping our eyes on the prize:High quality services for children and families that will lead to good outcomes.

41. Check In

43. EC IEP Support • For Questions or Technical Assistance contact TASN at - http://ksdetasn.org