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IEP TRAINING MODULE

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

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IEP TRAINING MODULE

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    1. IEP TRAINING MODULE Adapted from KEDC’s August 2009 Pp Complete general welcome and introductions.Complete general welcome and introductions.

    2. 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? Today, we are focusing on the following 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? Individual Activity: Ask the group: How will/can the ARC analyze and use student daily performance data, district assessment data and state performance data to make informed decisions regarding the education of a student with special needs? Trainer Note: Put these questions on flip charts: How do you currently collect student performance data? How often do you analyze it? What do you do with the data? Have participants record on stick notes and place on flip chart. Today, we are focusing on the following 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? Individual Activity: Ask the group: How will/can the ARC analyze and use student daily performance data, district assessment data and state performance data to make informed decisions regarding the education of a student with special needs? Trainer Note: Put these questions on flip charts: How do you currently collect student performance data? How often do you analyze it? What do you do with the data? Have participants record on stick notes and place on flip chart.

    3. Purpose of the Training Provide opportunities to review KDE documents Look at how KDE documents and your district curriculum help in developing your IEP. Provide a format for developing IEPs Provide an opportunity to practice developing IEPs Provide a better understanding of the connection between the General Curriculum and the IEP The purpose of today’s training session is to : Provide opportunities to review KDE documents Provide time for participants to practice using KDE documents or district curriculum for development of IEPs Provide a format for developing IEPs Provide an opportunity to practice developing IEPs Provide a better understanding of the connection between the General Curriculum and the IEP The purpose of today’s training session is to : Provide opportunities to review KDE documents Provide time for participants to practice using KDE documents or district curriculum for development of IEPs Provide a format for developing IEPs Provide an opportunity to practice developing IEPs Provide a better understanding of the connection between the General Curriculum and the IEP

    4. KY Learner Goals Schools shall develop their students’ ability to: Have high expectations for all students Develop students’ ability to apply KY Learner Goals Increase their students’ rate of school attendance Reduce their students’ dropout & retention rates Reduce physical & mental health barriers to learning Be measured on the proportion of students who make a successful transition to work, postsecondary education & the military Use basic communication and mathematics skills Apply core concepts and principles from content areas Become self sufficient individuals Become responsible group members Think and solve problems in a variety of situations Connect and integrate experiences and new knowledge KRS 158.6451, 707 KAR 1:290 §4, 704 KAR 3:303 Kentucky expects all students to achieve at high levels and whole schools are responsible for providing learning experiences or curricula that ensures this achievement. The method for evaluating how well students are doing in measuring up to these standards is our state wide assessment system. Within the goals for schools, the legislature set six learner goals for all students. Trainer Note: Have participants turn to handout 2 on goals. (Goals cover the following areas: Basic communication and math skills, application of the core content, self-sufficiency, becoming responsible members of society, problem solving in life situations and bridging knowledge of the past and present. These goals established high learning standards for all students. These standards apply to students with disabilities as well as nondisabled students. Kentucky expects all students to achieve at high levels and whole schools are responsible for providing learning experiences or curricula that ensures this achievement. The method for evaluating how well students are doing in measuring up to these standards is our state wide assessment system. Within the goals for schools, the legislature set six learner goals for all students. Trainer Note: Have participants turn to handout 2 on goals. (Goals cover the following areas: Basic communication and math skills, application of the core content, self-sufficiency, becoming responsible members of society, problem solving in life situations and bridging knowledge of the past and present. These goals established high learning standards for all students. These standards apply to students with disabilities as well as nondisabled students.

    5. Kentucky Learner Goals 1. Use basic communication and mathematics skills 2. Apply core concepts and principles from content areas 3. Become self-sufficient individuals 4. Become responsible group members 5. Think and solve problems in a variety of situations 6. Connect and integrate experiences and new knowledge These are the six Learner Goals for the individual learner. These Learner Goals are the connection with the general curriculum for the student’s IEP. This means that students with disabilities as well as nondisabled students are held to these high standards. Kentucky’s Learning Goals and Academic Expectations are statutory and regulatory requirements (KRS 158.6451 and 703 KAR 4:060). They define what all Kentucky students should know and be able to do as they exit high school. National standards were consulted to develop both. These really define the broad expectations we have for schooling in Kentucky. These are the six Learner Goals for the individual learner. These Learner Goals are the connection with the general curriculum for the student’s IEP. This means that students with disabilities as well as nondisabled students are held to these high standards. Kentucky’s Learning Goals and Academic Expectations are statutory and regulatory requirements (KRS 158.6451 and 703 KAR 4:060). They define what all Kentucky students should know and be able to do as they exit high school. National standards were consulted to develop both. These really define the broad expectations we have for schooling in Kentucky.

    6. 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. Each of the six Learner Goals is further defined by associated Academic Expectations. These Academic Expectations characterize student achievement of the Goals. There are a total of 72 Academic Expectations which link to the six Learner Goals. Academic Expectations define in general terms what the learner must know and be able to do. Here are two examples of Academic Expectations. We will be referring to Academic Expectations when we write IEP goals.Each of the six Learner Goals is further defined by associated Academic Expectations. These Academic Expectations characterize student achievement of the Goals. There are a total of 72 Academic Expectations which link to the six Learner Goals. Academic Expectations define in general terms what the learner must know and be able to do. Here are two examples of Academic Expectations. We will be referring to Academic Expectations when we write IEP goals.

    7. 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 Trainer Note: You may want to have copies of the Program of Studies available throughout the room. The Program of Studies is the required curriculum for Kentucky students K-12 and should be part of every teacher’s resources. Trainer Note: You may want to have copies of the Program of Studies available throughout the room. The Program of Studies is the required curriculum for Kentucky students K-12 and should be part of every teacher’s resources.

    8. Core Content for Assessment 4.1 What is essential for all students to know... What is included in state assessment… Addresses the following content areas: Reading Writing Social Studies Science Math Practical Living/Vocational Studies Arts and Humanities The Core Content for Assessment 4.1 is a subset of the POS. The CCA 4.1 contains the content that will be evaluated on the state assessment. The content areas in Kentucky are reading, writing, mathematics, science, social studies, arts and humanities, practical living, and vocational studies. Schools should not stop with the CCA when planning their curriculum because even though it represents what is “fair game” for the assessment, it does not reflect everything that students need to know and be able to do. The Core Content for Assessment 4.1 is a subset of the POS. The CCA 4.1 contains the content that will be evaluated on the state assessment. The content areas in Kentucky are reading, writing, mathematics, science, social studies, arts and humanities, practical living, and vocational studies. Schools should not stop with the CCA when planning their curriculum because even though it represents what is “fair game” for the assessment, it does not reflect everything that students need to know and be able to do.

    9. Core Content for Assessment Program of Studies An analogy of how the core content and the POS fit together would be the Kentucky driver’s license written test. A booklet is given to everyone that is interested in obtaining the driver’s permit. As a driver you are expected to know all the curriculum covered in the booklet to be a safe driver. Yet the assessment that permits you to obtain a driver’s permit is only 25 questions. These 25 questions are the core content and the entire booklet would be an example of the POS. Trainer Note: Click to add Core Content for Assessment Any person wanting to obtain a driving permit must follow the same content, however modifications can be made such as having a verbal test, or wearing corrective lenses. This is like the POS, it must be followed by all Kentucky students enrolled in public schools, however some modifications can be made to meet individual needs. An analogy of how the core content and the POS fit together would be the Kentucky driver’s license written test. A booklet is given to everyone that is interested in obtaining the driver’s permit. As a driver you are expected to know all the curriculum covered in the booklet to be a safe driver. Yet the assessment that permits you to obtain a driver’s permit is only 25 questions. These 25 questions are the core content and the entire booklet would be an example of the POS. Trainer Note: Click to add Core Content for Assessment Any person wanting to obtain a driving permit must follow the same content, however modifications can be made such as having a verbal test, or wearing corrective lenses. This is like the POS, it must be followed by all Kentucky students enrolled in public schools, however some modifications can be made to meet individual needs.

    10. Trainer Notes: A Poster listing the curricular documents may be used. Have copies (or examples) of the curricular documents available. For practice in the development of the IEP, you may want to request that participants bring their district/school’s curriculum items. Character Education is mandated through the Learner Goals while the Character Education Document/Curriculum itself is not. Website for TASKS document is www.ihdi.uky.edu/ksc-tasks/ This slide depicts the framework for curriculum and instruction for ALL Kentucky students. You will need to have a working knowledge of the curricular documents listed in this framework in order to write IEPs and measure student progress to ensure “Access to the General Curriculum”. The program of studies, academic expectations and core content for assessment provide direction for curricular focus at the local level. These documents are combined and can be located on the KDE website (www.kyschools.org). These, in concert with state regulations, local district curriculum, Transformations: Kentucky’s Curriculum Framework and TASKS: Teaching All Students in Kentucky Schools, and Character Education, etc., provide the impetus for school and district curricular parameters of learning which serve as a resource to be used by teachers in designing instructional units. As you will see on the diagram, the POS is represented in the larger circle than Core Content for Assessment because it goes further in outlining for schools the minimum content to be taught. The performance level descriptors are important because they define what we mean when we say a student has performed at the “novice,” “apprentice,” “proficient” or “distinguished” level. They clarify for teachers, students, and parents how we evaluate student work, and they explain for students what we expect of them. All of these resources along with specific standards drive curriculum planning (i.e., maps, frameworks, courses). Out of curriculum planning comes units of study that contain essential questions, continuous assessments, and instructional strategies. The revision of CCA 4.1 impacts the work not only at the state level but at the school and district level as they revise the local curriculum and units of study. Trainer Analogy: POS is the drivers manual, the CCA is the driver’s test; you don’t get tested on everything in the manual. Optional Small Group Activity: (approximately 5 minutes). Discuss the curricular documents your district uses. Optional Resources: Curricular documents on slide. Trainer Notes: A Poster listing the curricular documents may be used. Have copies (or examples) of the curricular documents available. For practice in the development of the IEP, you may want to request that participants bring their district/school’s curriculum items. Character Education is mandated through the Learner Goals while the Character Education Document/Curriculum itself is not. Website for TASKS document is www.ihdi.uky.edu/ksc-tasks/ This slide depicts the framework for curriculum and instruction for ALL Kentucky students. You will need to have a working knowledge of the curricular documents listed in this framework in order to write IEPs and measure student progress to ensure “Access to the General Curriculum”. The program of studies, academic expectations and core content for assessment provide direction for curricular focus at the local level. These documents are combined and can be located on the KDE website (www.kyschools.org). These, in concert with state regulations, local district curriculum, Transformations: Kentucky’s Curriculum Framework and TASKS: Teaching All Students in Kentucky Schools, and Character Education, etc., provide the impetus for school and district curricular parameters of learning which serve as a resource to be used by teachers in designing instructional units. As you will see on the diagram, the POS is represented in the larger circle than Core Content for Assessment because it goes further in outlining for schools the minimum content to be taught. The performance level descriptors are important because they define what we mean when we say a student has performed at the “novice,” “apprentice,” “proficient” or “distinguished” level. They clarify for teachers, students, and parents how we evaluate student work, and they explain for students what we expect of them. All of these resources along with specific standards drive curriculum planning (i.e., maps, frameworks, courses). Out of curriculum planning comes units of study that contain essential questions, continuous assessments, and instructional strategies. The revision of CCA 4.1 impacts the work not only at the state level but at the school and district level as they revise the local curriculum and units of study. Trainer Analogy: POS is the drivers manual, the CCA is the driver’s test; you don’t get tested on everything in the manual. Optional Small Group Activity: (approximately 5 minutes). Discuss the curricular documents your district uses. Optional Resources: Curricular documents on slide.

    11. Character Education 1) Instills and promotes core values and qualities of good character in students including altruism, citizenship, courtesy, honesty, human worth, justice, knowledge, respect, responsibility, and self-discipline; (2) Reflects the values of parents, teachers, and local communities; and (3) Improves the ability of students to make moral and ethical decisions in their lives. Character Education is mandated, however, the Character Education Document itself is not. It may be useful in writing short-term objectives and benchmarks for IEP’s associated with Learner Goals 3 and 4. Those dealing with self-sufficiency and being responsible members of society. Trainer Note: You may need to have one copy per table OR have a copy available for them to look through. Definition of character education KRS 158.005 Character Education is mandated, however, the Character Education Document itself is not. It may be useful in writing short-term objectives and benchmarks for IEP’s associated with Learner Goals 3 and 4. Those dealing with self-sufficiency and being responsible members of society. Trainer Note: You may need to have one copy per table OR have a copy available for them to look through. Definition of character education KRS 158.005

    12. T.A.S.K.S “Teaching ALL Students in Kentucky’s Schools” http://www.ihdi.uky.edu/ksc-tasks/ Expands Transformations Provides Teaching Strategies Links the Learning Goals and Academic Expectations Supports general and special education teachers This document was developed to complement Transformations (1995) in providing a framework for curriculum development. Only LEARNING GOALS 1 and 2 are addressed in the TASKS document. These goals center on developing math/communication skills and also applying concepts and principals of the core content. TASKS was originally developed for students with moderate to severe learning needs, however it contains a wealth of information useful to ALL teachers. An example can be found in your handouts. Look for page with Goal 1 at the top right corner. Trainer Note: Walk participants through the page to show different materials. Allow participants additional time to look over and ask for questions. This document was developed to complement Transformations (1995) in providing a framework for curriculum development. Only LEARNING GOALS 1 and 2 are addressed in the TASKS document. These goals center on developing math/communication skills and also applying concepts and principals of the core content. TASKS was originally developed for students with moderate to severe learning needs, however it contains a wealth of information useful to ALL teachers. An example can be found in your handouts. Look for page with Goal 1 at the top right corner. Trainer Note: Walk participants through the page to show different materials. Allow participants additional time to look over and ask for questions.

    13. 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, if needed. So, what is the purpose of the IEP? To support educational performance by: Providing access to the general curriculum. Students with disabilities must have access to the same curriculum as their non-disabled peers. Ensuring the student will make progress in the general curriculum. The IEP supports student learning and progress in the general curriculum through designing appropriate goals, benchmarks/objectives, specially designed instruction, and supplementary aids and services. Addressing the child’s other unique educational needs. The ARC should consider what the student needs to learn that is not addressed through the curricular documents such as study skills, organization plans or test taking strategies. Preparing the student for further education, employment, and independent living, if needed. The ARC must plan for the student’s future and successful transition to post-school options. So, what is the purpose of the IEP? To support educational performance by: Providing access to the general curriculum. Students with disabilities must have access to the same curriculum as their non-disabled peers. Ensuring the student will make progress in the general curriculum. The IEP supports student learning and progress in the general curriculum through designing appropriate goals, benchmarks/objectives, specially designed instruction, and supplementary aids and services. Addressing the child’s other unique educational needs. The ARC should consider what the student needs to learn that is not addressed through the curricular documents such as study skills, organization plans or test taking strategies. Preparing the student for further education, employment, and independent living, if needed. The ARC must plan for the student’s future and successful transition to post-school options.

    14. Who Contributes to the IEP? General and special educators Parents Students, when appropriate Evaluation specialists Related service providers Who contributes to the IEP? The members of the Admissions and Release Committee (ARC) include: General and special educators Parents Students, when appropriate Evaluation specialists Related service providers Who contributes to the IEP? The members of the Admissions and Release Committee (ARC) include: General and special educators Parents Students, when appropriate Evaluation specialists Related service providers

    15. Developing an IEP is a PROCESS..a continuous cycle. Think of a wheel. Trainer Note: Click on for each blacken word. Special factors, transition, present levels, annual goals, reporting progress and IEP services are the spokes. Trainer Note: Click after to get “Remember the flow” In the center is student performance data…the essential link to IEP development. … Developing an IEP is a PROCESS..a continuous cycle. Think of a wheel. Trainer Note: Click on for each blacken word. Special factors, transition, present levels, annual goals, reporting progress and IEP services are the spokes. Trainer Note: Click after to get “Remember the flow” In the center is student performance data…the essential link to IEP development. …

    16. So why use data? Helps to write and revise the IEP Plan instruction Allows you to evaluate and report the effectiveness of instructional services Offers a way to determine if the child continues to need SDI and/or related services So why use data? It helps you… To write and revise the IEP Plan instruction Allows you to evaluate and report the effectiveness of instructional services Offers a way to determine if the child continues to need SDI and/or related servicesSo why use data? It helps you… To write and revise the IEP Plan instruction Allows you to evaluate and report the effectiveness of instructional services Offers a way to determine if the child continues to need SDI and/or related services

    17. Student Performance Data Sources pre-referral intervention results work samples (e.g., portfolios, daily assignments, etc.) behavioral observations results of standardized individual assessments culminating products/projects Student and parent surveys state and district-wide assessment results progress monitoring data (including baseline data) interviews classroom tests formal/informal assessment journal writing ILP (IGP) The ARC FIRST looks at information about the child, throughout this training, we will call this “Student Performance Data.” It simply refers to information that tells the ARC how the child is performing. Trainer Note: Show the title only. DO NOT CLICK UNTIL DIRECTIONS ARE GIVEN! Small Group activity: In sixty seconds, write down as many of the sources of information an ARC may consider with gathering student performance data. Trainer Note: allow for 60 seconds, then tell participants to check off sources as they appear on the screen. Click, and identify each component. The ARC FIRST looks at information about the child, throughout this training, we will call this “Student Performance Data.” It simply refers to information that tells the ARC how the child is performing. Trainer Note: Show the title only. DO NOT CLICK UNTIL DIRECTIONS ARE GIVEN! Small Group activity: In sixty seconds, write down as many of the sources of information an ARC may consider with gathering student performance data. Trainer Note: allow for 60 seconds, then tell participants to check off sources as they appear on the screen. Click, and identify each component.

    18. IEP DEVELOPMENT CONSIDERATIONS The ARC shall consider in the development of an IEP: the strengths of the child; the concerns of the parents for enhancing the education of their child; the results of the initial or most recent evaluation of the child; the academic, developmental, and functional needs of the child; and as appropriate, the results of the child’s performance on any general state or district-wide assessment programs. Student performance data includes a consideration of the child’s strengths and parental concerns, evaluation results, including state and district assessment results, as appropriate. The ARC discusses the parental concerns as related to the student’s disability. The ARC considers all of these sources of information to analyze student performance. The ARC must discuss how the child is functioning in the general curriculum to align the child’s IEP with the general curriculum. Student performance data includes a consideration of the child’s strengths and parental concerns, evaluation results, including state and district assessment results, as appropriate. The ARC discusses the parental concerns as related to the student’s disability. The ARC considers all of these sources of information to analyze student performance. The ARC must discuss how the child is functioning in the general curriculum to align the child’s IEP with the general curriculum.

    19. As we said earlier, student performance data drives the process for IEP development. It provides the ARC with current information about the student, how the student learns, and the student’s past performance on state and district tests. All of these components originate from student performance data except progress monitoring and progress reporting. An ARC uses these two components to propose revisions to the child’s current IEP. As we said earlier, student performance data drives the process for IEP development. It provides the ARC with current information about the student, how the student learns, and the student’s past performance on state and district tests. All of these components originate from student performance data except progress monitoring and progress reporting. An ARC uses these two components to propose revisions to the child’s current IEP.

    20. Trainer Note; slide to Energize the Group.Trainer Note; slide to Energize the Group.

    21. 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 Once the ARC gathers the data, they begin the process of developing the IEP. The ARC discusses each of the above processes and documents their decisions on the IEP. We will be discussing each of these processes during this training. Once the ARC gathers the data, they begin the process of developing the IEP. The ARC discusses each of the above processes and documents their decisions on the IEP. We will be discussing each of these processes during this training.

    22. One of the spokes in our wheel is special factors. Trainer Note: Turn to handout # _____ on special factors and discuss using examples. One of the spokes in our wheel is special factors. Trainer Note: Turn to handout # _____ on special factors and discuss using examples.

    23. Consideration of Special Factors Behavior Concerns Limited English Proficiency Blind or Visually Impaired Communication Needs Deaf or Hard of Hearing Assistive Technology 707 KAR 1:320 §5 (2) 34 CFR 300.324 (a)(2) 1. If a child’s behavior impedes his or her learning or that of others, the ARC must consider, if appropriate, development of strategies, including positive behavioral interventions, strategies and supports to address that behavior. [34 CFR Appendix A, Question 38] 2. For a child with limited English proficiency, we must consider the language needs as related to the child’s IEP. For example: What language will be used for the student’s instruction? What accommodations are necessary for instruction and testing? For a child who is visually impaired, the ARC uses an evaluation of the child’s reading and writing skills, special needs, appropriate reading and writing media (including an evaluation of the child's future needs for instruction in Braille), to determine the need for instruction in Braille and the use of Braille. Trainer Note: A functional vision/learning media assessment (which is in the Present Levels) includes formal and informal evaluation of the student’s use of vision in performing a variety of activities throughout the school day (e.g., completion of tasks presented at a distance and travel through school). It is an objective process of systematically selecting learning and literacy media (e.g., effective print size and lighting requirements). 4. For students with communication needs, the ARC must address the student’s language and communication needs in the areas of stuttering, impaired articulation, a language impairment, a voice impairment, delayed acquisition of language, or an absence of language. 5. For a child who is hearing impaired, consider the child’s language and communication needs, opportunities for direct communication (with peers and professional personnel) in the child’s language and communication mode. The ARC may want to consider the following questions: What mode of communication does the student use? What mode of communication does the family prefer? Is an interpreter or translator needed for the student to participate in and benefit from classroom instruction and/or interaction with peers and educational personnel? 6. For students who may need assistive technology the ARC must determine the type(s) of device(s) and/or amount of services needed. [707 KAR 1:290 §7, 34 CFR 300.308, 34 CFR Appendix A, Question 36] An assistive technology device means any item, piece of equipment, or product system, whether acquired commercially, off the shelf, modified, or customized, that is used to increase, maintain, or improve the functional capabilities of a child with a disability. [707 KAR 1:280 §1 (4), 34 CFR 300.5] An assistive technology service means any service that directly assists a student with a disability in the selection, acquisition, or use of an assistive technology device. [707 KAR 1:280 §1 (5), 34 CFR 300.6] 1. If a child’s behavior impedes his or her learning or that of others, the ARC must consider, if appropriate, development of strategies, including positive behavioral interventions, strategies and supports to address that behavior. [34 CFR Appendix A, Question 38] 2. For a child with limited English proficiency, we must consider the language needs as related to the child’s IEP. For example: What language will be used for the student’s instruction? What accommodations are necessary for instruction and testing? For a child who is visually impaired, the ARC uses an evaluation of the child’s reading and writing skills, special needs, appropriate reading and writing media (including an evaluation of the child's future needs for instruction in Braille), to determine the need for instruction in Braille and the use of Braille. Trainer Note: A functional vision/learning media assessment (which is in the Present Levels) includes formal and informal evaluation of the student’s use of vision in performing a variety of activities throughout the school day (e.g., completion of tasks presented at a distance and travel through school). It is an objective process of systematically selecting learning and literacy media (e.g., effective print size and lighting requirements). 4. For students with communication needs, the ARC must address the student’s language and communication needs in the areas of stuttering, impaired articulation, a language impairment, a voice impairment, delayed acquisition of language, or an absence of language. 5. For a child who is hearing impaired, consider the child’s language and communication needs, opportunities for direct communication (with peers and professional personnel) in the child’s language and communication mode. The ARC may want to consider the following questions: What mode of communication does the student use? What mode of communication does the family prefer? Is an interpreter or translator needed for the student to participate in and benefit from classroom instruction and/or interaction with peers and educational personnel? 6. For students who may need assistive technology the ARC must determine the type(s) of device(s) and/or amount of services needed. [707 KAR 1:290 §7, 34 CFR 300.308, 34 CFR Appendix A, Question 36] An assistive technology device means any item, piece of equipment, or product system, whether acquired commercially, off the shelf, modified, or customized, that is used to increase, maintain, or improve the functional capabilities of a child with a disability. [707 KAR 1:280 §1 (4), 34 CFR 300.5] An assistive technology service means any service that directly assists a student with a disability in the selection, acquisition, or use of an assistive technology device. [707 KAR 1:280 §1 (5), 34 CFR 300.6]

    24. Please turn to the top of page 2 for the Special Factors section of the IEP. Note the use of affect not effect since it must correlate with the federal documents and word usage. Note about Lori’s feeling on development of a behavioral intervention plan. (It is not mandatory to include a behavioral plan, however it is best practice.)Please turn to the top of page 2 for the Special Factors section of the IEP. Note the use of affect not effect since it must correlate with the federal documents and word usage. Note about Lori’s feeling on development of a behavioral intervention plan. (It is not mandatory to include a behavioral plan, however it is best practice.)

    25. Post-Secondary Transition Needs In the child’s eighth grade year or when the child has reached 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 Once the student performance data is gathered and reviewed, the ARC begins the discussion of post-secondary transition. The ARC must address transition needs beginning at age 14 or younger, if determined appropriate by the ARC. Transition planning addresses issues related to drop-out prevention, student’s needs with regard to transitioning from grade to grade, and helping the student plan his/her course of study so that the classes the student takes will lead to his/her post school goals. Trainer note: Please ask participants to turn to the next handout. (After Anita material.) Walk through the documents quickly. ( it is guiding questions for transition) Once the student performance data is gathered and reviewed, the ARC begins the discussion of post-secondary transition. The ARC must address transition needs beginning at age 14 or younger, if determined appropriate by the ARC. Transition planning addresses issues related to drop-out prevention, student’s needs with regard to transitioning from grade to grade, and helping the student plan his/her course of study so that the classes the student takes will lead to his/her post school goals. Trainer note: Please ask participants to turn to the next handout. (After Anita material.) Walk through the documents quickly. ( it is guiding questions for transition)

    26. Measurable Postsecondary Goals 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 1) training/education, 2) employment, and, where appropriate, 3) independent living skills IEP includes the transition services (including courses of study) needed to assist the child in reaching those postsecondary goals IEP includes annual goals that will reasonably enable the student to reach the postsecondary goals. 707 KAR 1:320 §7 (2) 34 CFR 300.320 (6) (1) The measurable postsecondary goals are not annual goals. To be in compliance with the new law, the IEPs of students who are 16 and over must have this new requirement. If you have a student who will turn 16 before the next ARC, you must address annual goals at that time. We are advising ARCs to write the student’s postsecondary goals in the “Transition Services” box of the transition page of the IEP. Under each goal you could write the services needed and the agency responsible could be written to the right. Please refer to “Transition Planning Process Overview” which will walk you through the process. Additional TRAINER information: Section 614 (d) (1) (A) (i) (VIII) beginning not later than the first IEP to be in effect when the child is 16, and updated annually thereafter: (aa) appropriate measurable postsecondary goals based upon age appropriate transition assessments related to training, education, employment, and , where appropriate, independent living skills; (bb) the transition services (including courses of study) needed to assist the child in reaching those goals; and (cc) beginning not later than 1 year before the child reaches the age of majority under State law, a statement that the child has been informed of the child’s rights under this title, if any, that will transfer to the child on reaching the age of majoring under section 615(m). (ADDITIONAL RESPONSES TO POSSIBLE QUESTIONS) When is it required? beginning not later than the first IEP to be in effect when the child is 16, and updated annually thereafter What is an “appropriate measurable postsecondary goal?” appropriate means based on the individual student’s strengths, needs, interests, and preferences appropriate also means based on age appropriate transition assessments related to training, education, employment, and, where appropriate, independent living skills What is an “appropriate measurable postsecondary goal?” Measurable is observable, countable, you can see it What is an “appropriate measurable postsecondary goal?” Postsecondary means goals for the student to work toward while in high school in preparation for life after high school Where it ‘fits’ in Kentucky We already do IGPs with some transition assessments We already determine the desired post-school outcomes (IGP and transition page of IEP) We already determine the needed transition services (IGP and transition page of IEP) We need to fill in the missing “goal statement” and make sure there are annual goals that reasonably enable the student to reach his/her postsecondary goals. The measurable postsecondary goals are not annual goals. To be in compliance with the new law, the IEPs of students who are 16 and over must have this new requirement. If you have a student who will turn 16 before the next ARC, you must address annual goals at that time. We are advising ARCs to write the student’s postsecondary goals in the “Transition Services” box of the transition page of the IEP. Under each goal you could write the services needed and the agency responsible could be written to the right. Please refer to “Transition Planning Process Overview” which will walk you through the process. Additional TRAINER information: Section 614 (d) (1) (A) (i) (VIII)beginning not later than the first IEP to be in effect when the child is 16, and updated annually thereafter: (aa) appropriate measurable postsecondary goals based upon age appropriate transition assessments related to training, education, employment, and , where appropriate, independent living skills; (bb) the transition services (including courses of study) needed to assist the child in reaching those goals; and (cc) beginning not later than 1 year before the child reaches the age of majority under State law, a statement that the child has been informed of the child’s rights under this title, if any, that will transfer to the child on reaching the age of majoring under section 615(m). (ADDITIONAL RESPONSES TO POSSIBLE QUESTIONS) When is it required? beginning not later than the first IEP to be in effect when the child is 16, and updated annually thereafter What is an “appropriate measurable postsecondary goal?” appropriate means based on the individual student’s strengths, needs, interests, and preferences appropriate also means based on age appropriate transition assessments related to training, education, employment, and, where appropriate, independent living skills What is an “appropriate measurable postsecondary goal?” Measurable is observable, countable, you can see it What is an “appropriate measurable postsecondary goal?” Postsecondary means goals for the student to work toward while in high school in preparation for life after high school Where it ‘fits’ in Kentucky We already do IGPs with some transition assessments We already determine the desired post-school outcomes (IGP and transition page of IEP) We already determine the needed transition services (IGP and transition page of IEP) We need to fill in the missing “goal statement” and make sure there are annual goals that reasonably enable the student to reach his/her postsecondary goals.

    27. Postsecondary Goals Please refer to page 6 on your blank IEP handout. Make sure to walk participants through examples from slide. Make sure participants understand using the word “wants” is no longer sufficient. The statement “is to” should be used when addressing education and employment transition goals. Refer to page Also it is best practice to attach a copy of the ILP to the IEP. If not attached, a copy should be placed in the Due Process Folder. When addressing the course of study, it needs to be specific, even for those students who will not receive a diploma but will receive services until the age of 21. When developing the course of study, it is anticipated the student will not fail any of the listed courses. If he/she does fail a class, it can be re-listed or changed during the yearly update. Also if you need assistance with writing goals, please refer to the Dr. Ed O’Leary materials on the web. refer to page 6 of the blank IEP handout. Please refer to page 6 on your blank IEP handout. Make sure to walk participants through examples from slide. Make sure participants understand using the word “wants” is no longer sufficient. The statement “is to” should be used when addressing education and employment transition goals. Refer to page Also it is best practice to attach a copy of the ILP to the IEP. If not attached, a copy should be placed in the Due Process Folder. When addressing the course of study, it needs to be specific, even for those students who will not receive a diploma but will receive services until the age of 21. When developing the course of study, it is anticipated the student will not fail any of the listed courses. If he/she does fail a class, it can be re-listed or changed during the yearly update. Also if you need assistance with writing goals, please refer to the Dr. Ed O’Leary materials on the web. refer to page 6 of the blank IEP handout.

    28. ILP Homepage Here is an example of the ILP computer based homepage used in grades 9-12. Here is an example of the ILP computer based homepage used in grades 9-12.

    29. 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 When a student has reached age 18 (the age of majority), all rights under IDEA transfer to the student, unless the parent has taken action to have the student adjudicated incompetent. The federal law still requires the parents receive notice of the ARC Meetings after the student is 18 (this includes the Procedural Safeguards). One year before the student turns 18, the ARC must inform the student and parent of the rights that will be transferred to the student upon reaching the age of majority. In other words, the student will be responsible for making his/her own educational decisions upon reaching age 18. In Kentucky, the age of majority is 18 years. “Emancipation” means a child or youth under the age of 18 is married or declared emancipated through a court action. If this occurs, the ARC informs the student and parent of the rights that will be transferred to the student upon emancipation. At the annual review meeting prior to the student’s 18th birthday, the ARC notifies the parent and the student that the rights of the parent and access to educational records transfer from the parent to the student upon the student’s eighteenth birthday. The ARC documents the statement on the IEP. When a student has reached age 18 (the age of majority), all rights under IDEA transfer to the student, unless the parent has taken action to have the student adjudicated incompetent. The federal law still requires the parents receive notice of the ARC Meetings after the student is 18 (this includes the Procedural Safeguards). One year before the student turns 18, the ARC must inform the student and parent of the rights that will be transferred to the student upon reaching the age of majority. In other words, the student will be responsible for making his/her own educational decisions upon reaching age 18. In Kentucky, the age of majority is 18 years. “Emancipation” means a child or youth under the age of 18 is married or declared emancipated through a court action. If this occurs, the ARC informs the student and parent of the rights that will be transferred to the student upon emancipation. At the annual review meeting prior to the student’s 18th birthday, the ARC notifies the parent and the student that the rights of the parent and access to educational records transfer from the parent to the student upon the student’s eighteenth birthday. The ARC documents the statement on the IEP.

    30. 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 When looking at transition, you must Discuss the needs of the student first Have the Individual Learning Plan (ILP) at all ARC meetings Update the transition surveys annually (parent and student) Review other transition assessments Refer to KCMP which is the next handout in your packet. Also transition websites can be found on the last sheet of your handout. When looking at transition, you must Discuss the needs of the student first Have the Individual Learning Plan (ILP) at all ARC meetings Update the transition surveys annually (parent and student) Review other transition assessments Refer to KCMP which is the next handout in your packet. Also transition websites can be found on the last sheet of your handout.

    31. 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 320 (a)(1) These are the state and federal requirements specific to Present Levels of Academic Achievement and Functional Performance. Present Levels is the foundation of the IEP and must adequately describe the needs of the child. It cannot be written until child performance and instructional planning information has been gathered and analyzed. These are the state and federal requirements specific to Present Levels of Academic Achievement and Functional Performance. Present Levels is the foundation of the IEP and must adequately describe the needs of the child. It cannot be written until child performance and instructional planning information has been gathered and analyzed.

    32. Communication Academics Social and Emotional General Intelligence Health, Vision, Hearing, and Motor Transition to Post-Secondary Functional Vision/Learning Media Assessment Trainer Note: After the title comes up, on your click, the individual components will “spin” in one line at a time as you mention them The Present Levels statement is developed from all instructionally relevant information about a child or youth. This may include results from an individually administered multidisciplinary, formal and/or informal evaluation. Please refer to Anita’s present level of performance which is after the handout on KCMP Although not in federal IEP regulations, current Kentucky regulations (September 2000) for evaluation require these assessment areas to be considered. Functional Vision/Learning media Assessment is only required for students who are blind or visually impaired.Trainer Note: After the title comes up, on your click, the individual components will “spin” in one line at a time as you mention them The Present Levels statement is developed from all instructionally relevant information about a child or youth. This may include results from an individually administered multidisciplinary, formal and/or informal evaluation. Please refer to Anita’s present level of performance which is after the handout on KCMP Although not in federal IEP regulations, current Kentucky regulations (September 2000) for evaluation require these assessment areas to be considered. Functional Vision/Learning media Assessment is only required for students who are blind or visually impaired.

    33. The student performance data DRIVES the IEP process and LINKS the components. Click When developing the Present Levels, data from all the varied sources provide the substance for writing the statements.The student performance data DRIVES the IEP process and LINKS the components. Click When developing the Present Levels, data from all the varied sources provide the substance for writing the statements.

    34. Sources of Information Present Levels of Academic Achievement and Functional Performance may include information collected about the child including: pre-referral intervention results work samples (e.g., portfolios, daily assignments etc.) behavioral observations results of standardized individualized assessments culminating products/projects state and district-wide assessment results progress monitoring data (including baseline data) interviews classroom tests formal/informal assessment journal writing ILP (IGP) student & parent surveys Do these sources look familiar? We reviewed these same sources earlier when discussing student data. The ARC uses these same sources to develop the Present Level of Performance. Who contributes to the Present Levels? general and special teachers parents students, when appropriate evaluation specialists related service providers If you look at your next handout, you will find a fairly comprehensive list of sources to determine present levels of academic achievement and present levels of performance. Do these sources look familiar? We reviewed these same sources earlier when discussing student data. The ARC uses these same sources to develop the Present Level of Performance. Who contributes to the Present Levels? general and special teachers parents students, when appropriate evaluation specialists related service providers If you look at your next handout, you will find a fairly comprehensive list of sources to determine present levels of academic achievement and present levels of performance.

    35. The ARC considers ALL data in their decision-making; however some data carry more weight. The MOST RECENT DATA is utilized by the ARC for making decisions for the individual student’s program at all times. At the initial ARC for determining eligibility, the Assessment Report has all the current student performance data compiled, including the most recent information from the referral. (Referral information may include attendance, grades, screening and assessment results, areas of concern, interventions used, and the results of those interventions.) However, the ARC should also have access to and utilize other data such as classroom performance data (e.g., work samples, informal observations), district assessment data (e.g., curriculum based assessments), and state assessment data. Are there additional data sources that you would include on the scales?The ARC considers ALL data in their decision-making; however some data carry more weight. The MOST RECENT DATA is utilized by the ARC for making decisions for the individual student’s program at all times. At the initial ARC for determining eligibility, the Assessment Report has all the current student performance data compiled, including the most recent information from the referral. (Referral information may include attendance, grades, screening and assessment results, areas of concern, interventions used, and the results of those interventions.) However, the ARC should also have access to and utilize other data such as classroom performance data (e.g., work samples, informal observations), district assessment data (e.g., curriculum based assessments), and state assessment data. Are there additional data sources that you would include on the scales?

    36. For the Annual Review, the ARC will still consider the Assessment Report, district, and state assessments, etc., BUT Progress Monitoring Data toward IEP Goals will carry the most weight because it is most recent and directly tied to the IEP.For the Annual Review, the ARC will still consider the Assessment Report, district, and state assessments, etc., BUT Progress Monitoring Data toward IEP Goals will carry the most weight because it is most recent and directly tied to the IEP.

    37. Present Levels Planning Process The ARC must know: What skills the student has and what content the student knows (student performance 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 Present Levels are written in individualized, specific, and measurable terms. The key word is individualized. The ARC writes the Present Levels in terms of behaviors that are seen, heard, and/or counted. The ARC must know: what skills the student has based on student performance data, including assessment and evaluation information. what students in that grade are expected to know and do (from the Program of Studies and/or curricular documents) What needs the student has that are not addressed through the curricular documents Present Levels are written in individualized, specific, and measurable terms. The key word is individualized. The ARC writes the Present Levels in terms of behaviors that are seen, heard, and/or counted. The ARC must know: what skills the student has based on student performance data, including assessment and evaluation information. what students in that grade are expected to know and do (from the Program of Studies and/or curricular documents) What needs the student has that are not addressed through the curricular documents

    38. Please have participcants locate page 1 of IEP and follow along. In writing present levels, the ARC will: Locate the student’s grade level in the Program of Studies or district curriculum so the ARC may begin discussion of the student at their current grade level. Review and analyze the most recent student performance information (i.e., Anecdotal notes, teacher observations, formative classroom assessments, Educational/Psychological evaluations, other evaluations conducted (speech language, occupational therapy, physical therapy evaluations, etc.). to determine where the student is in the general curriculum as compared to peers. Determine the skills and content the student needs to learn from the curriculum. The regulations do not require the IEP be written on the student’s grade level from the curricular documents; however, students are tested on grade level. The ARC may need to move back a few levels in the Program of Studies or aligned curriculum to find a description of what the student CAN do. If the student does not meet competencies for their grade level, the ARC reviews the other grade levels to find the student’s competency levels. The ARC must determine how to work on the student’s needs and at the same time expose them to grade-level content. Determine what the student needs to learn that is not addressed through the curricular documents to address the child’s other needs. The ARC considers the needs of the student that are not addressed by the curriculum, based on the unique needs of the child, the disability, and needs that are related to the disability. Please have participcants locate page 1 of IEP and follow along. In writing present levels, the ARC will: Locate the student’s grade level in the Program of Studies or district curriculum so the ARC may begin discussion of the student at their current grade level. Review and analyze the most recent student performance information (i.e., Anecdotal notes, teacher observations, formative classroom assessments, Educational/Psychological evaluations, other evaluations conducted (speech language, occupational therapy, physical therapy evaluations, etc.). to determine where the student is in the general curriculum as compared to peers. Determine the skills and content the student needs to learn from the curriculum. The regulations do not require the IEP be written on the student’s grade level from the curricular documents; however, students are tested on grade level. The ARC may need to move back a few levels in the Program of Studies or aligned curriculum to find a description of what the student CAN do. If the student does not meet competencies for their grade level, the ARC reviews the other grade levels to find the student’s competency levels. The ARC must determine how to work on the student’s needs and at the same time expose them to grade-level content. Determine what the student needs to learn that is not addressed through the curricular documents to address the child’s other needs. The ARC considers the needs of the student that are not addressed by the curriculum, based on the unique needs of the child, the disability, and needs that are related to the disability.

    39. How the disability affects the child’s involvement and progress in the general curriculum… 707 KAR 1:320 §5 (7)(a) 34 CFR 300.320 (a)(1)(i) The Present Levels include how the disability affects the child’s involvement and progress in the general curriculum. Reminder, the general curriculum in Kentucky is the Program of Studies, which includes skills and concepts that encompass more than academic subject matter. This means that the IEP should describe how the child’s challenges related to the disability affect involvement and progress in the general curriculum. The effect on the involvement and progress in the general curriculum may be described as the "so what" factor. The status of a child in a specific area may or may not have an affect on involvement and progress in the general curriculum at this point in time. Please go back to Anita’s present level of performance handout. For youth age 14 and older or in the 9th grade and above, it is important to describe how the status in each area affects transition from secondary school to post secondary education and training, employment, and community living. The present level of performance should accurately describe how problems in each area (e.g., communication, academics, health, vision, hearing, motor, social and emotional, and general intelligence) affect acquisition of skills and abilities in work, recreation and leisure, home living, community, and post secondary training and learning. For Example: George’s reading and writing deficits could pose difficulties in post secondary education and any career choice that requires much reading or writing such as health services and life sciences. It could also pose problems when completing applications (e.g. job, bank, voting). His deficits will not affect his emancipation at age 18, or living independently. For preschool children, as appropriate, this means how the disability affects the child’s participation in appropriate activities. There will be affect statements only in areas where the student is not commensurate with peers. The Present Levels include how the disability affects the child’s involvement and progress in the general curriculum. Reminder, the general curriculum in Kentucky is the Program of Studies, which includes skills and concepts that encompass more than academic subject matter. This means that the IEP should describe how the child’s challenges related to the disability affect involvement and progress in the general curriculum. The effect on the involvement and progress in the general curriculum may be described as the "so what" factor. The status of a child in a specific area may or may not have an affect on involvement and progress in the general curriculum at this point in time. Please go back to Anita’s present level of performance handout. For youth age 14 and older or in the 9th grade and above, it is important to describe how the status in each area affects transition from secondary school to post secondary education and training, employment, and community living. The present level of performance should accurately describe how problems in each area (e.g., communication, academics, health, vision, hearing, motor, social and emotional, and general intelligence) affect acquisition of skills and abilities in work, recreation and leisure, home living, community, and post secondary training and learning. For Example: George’s reading and writing deficits could pose difficulties in post secondary education and any career choice that requires much reading or writing such as health services and life sciences. It could also pose problems when completing applications (e.g. job, bank, voting). His deficits will not affect his emancipation at age 18, or living independently. For preschool children, as appropriate, this means how the disability affects the child’s participation in appropriate activities. There will be affect statements only in areas where the student is not commensurate with peers.

    40. Affect on Involvement and Progress in the General Curriculum Based on the 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? As the ARC writes the Present Levels, the ARC reviews the student’s grade level curriculum to identify and determine how the student’s challenges related to the disability affect his/her day-to-day life. As the ARC writes the Present Levels, the ARC reviews the student’s grade level curriculum to identify and determine how the student’s challenges related to the disability affect his/her day-to-day life.

    41. Please ask participants to find page 1 of the IEP form. Make sure when including your assessment of educational performance you look at both academic and functional areas. Functional means you evaluate all the skills necessary to perform a function in the real world. This is an example of page 1 on the IEP form. Please ask participants to find page 1 of the IEP form. Make sure when including your assessment of educational performance you look at both academic and functional areas. Functional means you evaluate all the skills necessary to perform a function in the real world. This is an example of page 1 on the IEP form.

    42. Please refer to page 1 of IEP form. Based on student performance data, the ARC considers: Does the student understand what is said to him? (receptive language-communication status) Does the student continually ask for clarification? Does the student use a catch phrase such as “I don’t know” or “Huh?” in response to everything that is said to him? Does the student make “sense” when he shares thoughts with you? (expressive language-communication status) Are the thoughts complete and coherent? Can the student stay on topic? Can the student add details to his conversation? Please refer to page 1 of IEP form. Based on student performance data, the ARC considers: Does the student understand what is said to him? (receptive language-communication status) Does the student continually ask for clarification? Does the student use a catch phrase such as “I don’t know” or “Huh?” in response to everything that is said to him? Does the student make “sense” when he shares thoughts with you? (expressive language-communication status) Are the thoughts complete and coherent? Can the student stay on topic? Can the student add details to his conversation?

    43. Academic Performance is the level of development or achievement in basic and content reading and comprehension, math calculation, oral and written expression, listening comprehension, learning styles and strategies.   Based on student performance data, the ARC considers: What do you know about the student’s reading abilities? What is the approximate reading level of the child? What specific strengths and difficulties in reading do you observe? What do you know about the student’s writing abilities? Using the writing guides for assessment, in which of those areas does the child exhibit strengths or difficulties? What do you know about the student’s math abilities? Considering the math academic expectations, in which areas does the student exhibit strengths or difficulties?   Academic Performance is the level of development or achievement in basic and content reading and comprehension, math calculation, oral and written expression, listening comprehension, learning styles and strategies.   Based on student performance data, the ARC considers: What do you know about the student’s reading abilities? What is the approximate reading level of the child? What specific strengths and difficulties in reading do you observe? What do you know about the student’s writing abilities? Using the writing guides for assessment, in which of those areas does the child exhibit strengths or difficulties? What do you know about the student’s math abilities? Considering the math academic expectations, in which areas does the student exhibit strengths or difficulties?  

    44.   Based on student performance data, the ARC considers: Describe the student’s outstanding physical characteristics. Does the student have excessive absences due to illness? Does the student struggle with seeing the board or the print in a book? Does the student seem to have difficulty hearing a speaker from a distance? a conversation? Does the student have strengths or difficulties with gross or fine motor activities?   Based on student performance data, the ARC considers: Describe the student’s outstanding physical characteristics. Does the student have excessive absences due to illness? Does the student struggle with seeing the board or the print in a book? Does the student seem to have difficulty hearing a speaker from a distance? a conversation? Does the student have strengths or difficulties with gross or fine motor activities?

    45. Based on student performance data, the ARC considers: How does the student “do” school? How does the student get along with peers and adults? Is the student able to travel throughout the building independently? Does the student rely on a schedule? Does the student enjoy coming to school? Is the student an active participant in activities and classes on campus? Based on student performance data, the ARC considers: How does the student “do” school? How does the student get along with peers and adults? Is the student able to travel throughout the building independently? Does the student rely on a schedule? Does the student enjoy coming to school? Is the student an active participant in activities and classes on campus?

    46. Based on student performance data, the ARC considers: What strikes you about how the child “thinks”? How is the student’s long-term and short-term memory? If, for example, a student receives a direction, how do they proceed to process that direction? (i.e., visual cues, repeating directions, take notes, “mouth” directions to self, etc.)   Based on student performance data, the ARC considers: What strikes you about how the child “thinks”? How is the student’s long-term and short-term memory? If, for example, a student receives a direction, how do they proceed to process that direction? (i.e., visual cues, repeating directions, take notes, “mouth” directions to self, etc.)  

    47. Transition Needs include instruction, related services, community experiences, employment, daily living skills, post school adult living objectives, and functional vocational evaluation.   Based on student performance data, the ARC considers: What instructional services does the student need to meet the transition goals? What related services does the student need to support the transition goals? What community experiences will enhance the student’s learning and transition goals? What employments skills does the student need to meet the transition goals? What daily living skills does the student need to meet the transition goals? Does the ARC need to develop post school adult living objectives? Does the student need a functional vocational evaluation? Transition Needs include instruction, related services, community experiences, employment, daily living skills, post school adult living objectives, and functional vocational evaluation.   Based on student performance data, the ARC considers: What instructional services does the student need to meet the transition goals? What related services does the student need to support the transition goals? What community experiences will enhance the student’s learning and transition goals? What employments skills does the student need to meet the transition goals? What daily living skills does the student need to meet the transition goals? Does the ARC need to develop post school adult living objectives? Does the student need a functional vocational evaluation?

    48. Remind participants of the affect statement and show on slide highlighted in blue. (May want to read aloud) Functional Vision and Learning Media Assessment is a method to identify the impact a child’s visual impairment has on their ability to develop or maintain literacy skills that will assist the ARC in determining the current and future media that will provide greatest access to learning for the student. Remind participants of the affect statement and show on slide highlighted in blue. (May want to read aloud) Functional Vision and Learning Media Assessment is a method to identify the impact a child’s visual impairment has on their ability to develop or maintain literacy skills that will assist the ARC in determining the current and future media that will provide greatest access to learning for the student.

    49. 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 This is a process to be discussed and documented in the minutes of the Conference Summary. After developing the Present Levels including the Affect Statements, the ARC determines the needs of the student to be addressed during the school year. These needs are prioritized taking into consideration: Strengths and interests of the student Amount of time the student has left in school Skills needed to achieve postsecondary goals Behaviors that appear most modifiable Parent, teacher, and student interests and concerns (NOTE: The ARC writes goals, benchmarks, and/or objectives for the priority areas only.) This is a process to be discussed and documented in the minutes of the Conference Summary. After developing the Present Levels including the Affect Statements, the ARC determines the needs of the student to be addressed during the school year. These needs are prioritized taking into consideration: Strengths and interests of the student Amount of time the student has left in school Skills needed to achieve postsecondary goals Behaviors that appear most modifiable Parent, teacher, and student interests and concerns (NOTE: The ARC writes goals, benchmarks, and/or objectives for the priority areas only.)

    50. 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. The federal and state regulations require: 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. Once the Present Level including Affect Statements is developed, the ARC writes measurable annual goals. The federal and state regulations require: 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. Once the Present Level including Affect Statements is developed, the ARC writes measurable annual goals.

    51. Measurable Annual Goals Are written to ensure access and enable progress in the general curriculum Relate to the needs identified in the Present Levels For students age 16 and older, reasonably enable the student to reach his/her postsecondary goals Include a method of measurement Describe performance anticipated within ONE year The measurable annual goals assist the IEP implementers in setting targets for instruction, access to the general education curriculum, and to enable a student to progress in the general education curriculum. Trainer Note: Will need to click to add each goal on slide. When designing Measurable Annual Goals, the ARC must ensure the goals are: Written to ensure access and enable progress in the general curriculum Related to the needs of the student as evidenced in the Present Levels For students age 16 and older, are developed to reasonably enable the student to reach his/her postsecondary goals Measurable, meaning the goal/benchmark/objective is written so that the behavior can be seen, heard, or counted. Include a method of measurement. Describe performance that will occur within one year. This does not guarantee that the student will accomplish the goals, but it’s what the ARC feels is reasonable to strive for.The measurable annual goals assist the IEP implementers in setting targets for instruction, access to the general education curriculum, and to enable a student to progress in the general education curriculum. Trainer Note: Will need to click to add each goal on slide. When designing Measurable Annual Goals, the ARC must ensure the goals are: Written to ensure access and enable progress in the general curriculum Related to the needs of the student as evidenced in the Present Levels For students age 16 and older, are developed to reasonably enable the student to reach his/her postsecondary goals Measurable, meaning the goal/benchmark/objective is written so that the behavior can be seen, heard, or counted. Include a method of measurement. Describe performance that will occur within one year. This does not guarantee that the student will accomplish the goals, but it’s what the ARC feels is reasonable to strive for.

    52. When developing goals, keep the following in mind. You may use vocabulary from the Curriculum Documents. Consider adding demonstrators: “as demonstrated by” or “as evidenced by” to make the goal measurable (seen, heard, measured, counted? Determine the method of evaluation to document how the student’s progress will be measured and reported. Consider naturally occurring opportunities for evaluation Connect the goal (s) back to the needs in the Present Levels When developing goals, keep the following in mind: You may use vocabulary from the Curriculum Documents. You may paraphrase words, link to the vocabulary and parse (analyze and describe) the skills. You may want to consider adding demonstrators: “as demonstrated by” or “as evidenced by” to make it measurable (seen, heard, measured, counted) You should consider which method of evaluation will relate to the goal Determine the method of evaluation that will assist in documenting how the student’s progress will be measured and reported relate to the goal Consider naturally occurring opportunities for evaluation Connect the goal (s) back to the needs in the Present Levels This is where the general classroom teacher’s input is crucial. As much as possible, use methods of evaluation as a natural occurrence in the classroom. Because the classroom teacher is the content expert, they will have the primary responsibility of designing the lessons and evaluations that will determine the degree of student understanding/knowledge. When developing goals, keep the following in mind: You may use vocabulary from the Curriculum Documents. You may paraphrase words, link to the vocabulary and parse (analyze and describe) the skills. You may want to consider adding demonstrators: “as demonstrated by” or “as evidenced by” to make it measurable (seen, heard, measured, counted) You should consider which method of evaluation will relate to the goal Determine the method of evaluation that will assist in documenting how the student’s progress will be measured and reported relate to the goal Consider naturally occurring opportunities for evaluation Connect the goal (s) back to the needs in the Present Levels This is where the general classroom teacher’s input is crucial. As much as possible, use methods of evaluation as a natural occurrence in the classroom. Because the classroom teacher is the content expert, they will have the primary responsibility of designing the lessons and evaluations that will determine the degree of student understanding/knowledge.

    53. Please turn to page 3 in the blank IEP handout.. Please turn to page 3 in the blank IEP handout..

    54. Read the following: Determine the skills needed: What knowledge, skills, behaviors, and strategies do we want the student to achieve? “How far by when”? What is the anticipated change in performance (in a year) from collected baseline data? How will the student’s progress toward the annual goal, benchmark/objective be measured and reported? (i.e., anecdotal records, observations, work samples with scoring guide, curriculum based measurement?) The method of measurement is highlighted in light blue. Click to bring up additional information For students who are 16 or older, the ARC must determine and document if the goal will enable the student to meet postsecondary goals in educational/training, employment, and/or independent living. Read the following: Determine the skills needed: What knowledge, skills, behaviors, and strategies do we want the student to achieve? “How far by when”? What is the anticipated change in performance (in a year) from collected baseline data? How will the student’s progress toward the annual goal, benchmark/objective be measured and reported? (i.e., anecdotal records, observations, work samples with scoring guide, curriculum based measurement?) The method of measurement is highlighted in light blue. Click to bring up additional information For students who are 16 or older, the ARC must determine and document if the goal will enable the student to meet postsecondary goals in educational/training, employment, and/or independent living.

    55. Benchmarks and Short Term Objectives milestones for measuring progress written for each annual goal When the ARC writes a measurable annual goal, they may incorporate methods of measurement in the benchmarks and/or objectives to ensure the measurability of the goal. Both benchmarks and short term objectives provide opportunities for the ARC and IEP implementers to collect progress data on regular intervals and provide the ARC with instructional guidance for the student. Benchmarks are not defined by regulation and may be written in any way to assist the ARC in implementing, monitoring, and reporting data. Short term objectives, while no longer required, may be written in the IEP instead of benchmarks. Please check your district policy and procedures before omitting these. We will be reviewing and providing examples of both benchmarks and short term objectives. Handout: Refer back to blank IEP Form of Present Levels, Goals, Objectives/Benchmarks pages; IEP forms should be on tables.When the ARC writes a measurable annual goal, they may incorporate methods of measurement in the benchmarks and/or objectives to ensure the measurability of the goal. Both benchmarks and short term objectives provide opportunities for the ARC and IEP implementers to collect progress data on regular intervals and provide the ARC with instructional guidance for the student. Benchmarks are not defined by regulation and may be written in any way to assist the ARC in implementing, monitoring, and reporting data. Short term objectives, while no longer required, may be written in the IEP instead of benchmarks. Please check your district policy and procedures before omitting these. We will be reviewing and providing examples of both benchmarks and short term objectives. Handout: Refer back to blank IEP Form of Present Levels, Goals, Objectives/Benchmarks pages; IEP forms should be on tables.

    56. Short Term Objectives Audience Behavior Circumstances Degree Evaluation Short term objectives, as defined in past regulations, are discrete and intermediate steps. To write a short term objective, use The ABCs! Audience – Who is the subject of this objective? Behavior – What activity will be performed? Circumstances – Where will the activity be performed? When will the activity be performed? How/with what will the activity be performed? Degree – What is the target score/percent? What is the length of time for the activity to be performed? How many times does the activity need to be performed? Evaluation – By what means will you document that the student has performed the activity sufficiently?Short term objectives, as defined in past regulations, are discrete and intermediate steps. To write a short term objective, use The ABCs! Audience – Who is the subject of this objective? Behavior – What activity will be performed? Circumstances – Where will the activity be performed? When will the activity be performed? How/with what will the activity be performed? Degree – What is the target score/percent? What is the length of time for the activity to be performed? How many times does the activity need to be performed? Evaluation – By what means will you document that the student has performed the activity sufficiently?

    57. 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 Documentation Let’s review this short term objective and identify the ABCs. Who is the Audience: Jake Behavior: write an interpretation of the author’s intent Circumstances: How/with what – from personally chosen reading selections Where – N/A When – By the end of the second grading period Degree: Target Score, Percent, Length of Time – 8 reading selections, included in the working portfolio Number of times – N/A Evaluation Documentation – portfolio and scoring guide In using this format ask participants: Do you know what Jake must do? Do you know how the teacher will know when he has performed the activity satisfactorily? Do you know how to teach this skill? Do you know how to evaluate this skill?Let’s review this short term objective and identify the ABCs. Who is the Audience: Jake Behavior: write an interpretation of the author’s intent Circumstances: How/with what – from personally chosen reading selections Where – N/A When – By the end of the second grading period Degree: Target Score, Percent, Length of Time – 8 reading selections, included in the working portfolio Number of times – N/A Evaluation Documentation – portfolio and scoring guide In using this format ask participants: Do you know what Jake must do? Do you know how the teacher will know when he has performed the activity satisfactorily? Do you know how to teach this skill? Do you know how to evaluate this skill?

    58. 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 Now let’s look at the same short term objective written as benchmarks and apply the ABCs and the questions to determine if the instructional intent for Jake is clear. Audience: Jake Behavior: write an interpretation of the author’s intent Circumstances: How/with what – from personally chosen reading selections Where – When – Degree: Target Score, Percent, Length of Time – Number of times – Evaluation Documentation – In using this format: Do you know what Jake must do? (YES) Do you know how the teacher will know when he has performed the activity satisfactorily? (NO) Do you know how to teach this skill? (NO) Do you know how to evaluate this skill? (NO) Now let’s look at the same short term objective written as benchmarks and apply the ABCs and the questions to determine if the instructional intent for Jake is clear. Audience: Jake Behavior: write an interpretation of the author’s intent Circumstances: How/with what – from personally chosen reading selections Where – When – Degree: Target Score, Percent, Length of Time – Number of times – Evaluation Documentation – In using this format: Do you know what Jake must do? (YES) Do you know how the teacher will know when he has performed the activity satisfactorily? (NO) Do you know how to teach this skill? (NO) Do you know how to evaluate this skill? (NO)

    59. 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. Read the first benchmark/objective. Is it measurable? If the short term objective is measurable, then the ARC has the method of measurement identified in the STO, and does not need to include it in the goal, because goals and objectives operate as a unit; therefore, it is measurable. Read the second benchmark/objective. Is it measurable? If the benchmark does not provide methods of measurement, then the goal must include the measurement to ensure it is a measurable goal. Can you begin instruction using either example? Read the first benchmark/objective. Is it measurable? If the short term objective is measurable, then the ARC has the method of measurement identified in the STO, and does not need to include it in the goal, because goals and objectives operate as a unit; therefore, it is measurable. Read the second benchmark/objective. Is it measurable? If the benchmark does not provide methods of measurement, then the goal must include the measurement to ensure it is a measurable goal. Can you begin instruction using either example?

    60. Refer participants to page 3 of blank IEP and note the location for placing into the form. Refer participants to page 3 of blank IEP and note the location for placing into the form.

    61. Benchmark & STO Tips Refer to the Annual Goals for specific skills, both academic and functional skills Use curricular documents to guide the benchmark/STO Use appropriate grade level expectations Ensure the benchmark/STO matches the goal Remember when writing benchmarks and/or short term objectives, the ARC must: Refer to the Annual Goals for targeting specific skills Use curricular documents to guide the benchmarks/STO Use appropriate grade level expectations from the curricular documents because the student must be exposed to, and will be tested on grade level content. Ensure that daily instructional planning is based on the Present Levels from the IEP. Ensure the benchmark/STO matches the goal and leads to the skills that the student will need to make progress toward the goal. Remember when writing benchmarks and/or short term objectives, the ARC must: Refer to the Annual Goals for targeting specific skills Use curricular documents to guide the benchmarks/STO Use appropriate grade level expectations from the curricular documents because the student must be exposed to, and will be tested on grade level content. Ensure that daily instructional planning is based on the Present Levels from the IEP. Ensure the benchmark/STO matches the goal and leads to the skills that the student will need to make progress toward the goal.

    62. Reporting to Parents Parents must be informed of: How progress toward annual goals is measured When periodic progress reports will be provided The regulations continue to require ARCs to include methods of measurement and reports of progress in the IEP. “Measurable” does not mean “mastery”. The thinking has been changed from “Mastery” to “Progress toward the goal”. The ARC must state on the IEP: IDEA requires that parents of students with disabilities receive regular progress reports on IEP goals. This must be reported to parents as often as general education parents are informed (i.e., 6/9 week grading period, mid-term progress reports, etc.) How often and what method of reporting progress to parents is determined by local policies and procedures. The ARC explains and documents on the IEP the method of reporting progress to the parent and how they will be informed. 2. The ARC reports if the student is making progress toward the goals. Notice that the progress reported pertains to the annual goal. Progress on annual goals comes from progress monitoring data. In Kentucky, goals, benchmarks/short term objectives are viewed as a unit. Therefore, if progress on benchmarks/STO’s is documented, then we are able to say that the student is making progress toward achieving the annual goal. ? This may not be prompted on your district’s form, so the ARC must ensure this component is addressed. Trainer Note: This next item is not in the IDEA 2004 regulations, but is still in the Kentucky Administrative Regulations (8-06). 3. The extent to which progress is sufficient to enable the child to achieve the goals by the end of the year. This is where progress monitoring data is the most important; if done well, the implementer can demonstrate to the ARC that the child either is, or is not, progressing toward the goal. It is the implementer’s responsibility to ensure that progress monitoring data is documented. This documentation is now more important than ever to prove progress toward the annual goals. ? This may not be prompted on your district’s form, so the ARC must ensure this component is addressed. This section for documentation is not always clear on an IEP form. Large Group Activity: Refer to blank IEP Form and locate where the ARC will put these three pieces of information. Discuss the slide. Regular reporting of progress on IEP goals to parents is mandated by federal and state regulations. There should be a stack of blank IEPs on table. The regulations continue to require ARCs to include methods of measurement and reports of progress in the IEP. “Measurable” does not mean “mastery”. The thinking has been changed from “Mastery” to “Progress toward the goal”. The ARC must state on the IEP: IDEA requires that parents of students with disabilities receive regular progress reports on IEP goals. This must be reported to parents as often as general education parents are informed (i.e., 6/9 week grading period, mid-term progress reports, etc.) How often and what method of reporting progress to parents is determined by local policies and procedures. The ARC explains and documents on the IEP the method of reporting progress to the parent and how they will be informed. 2. The ARC reports if the student is making progress toward the goals. Notice that the progress reported pertains to the annual goal. Progress on annual goals comes from progress monitoring data. In Kentucky, goals, benchmarks/short term objectives are viewed as a unit. Therefore, if progress on benchmarks/STO’s is documented, then we are able to say that the student is making progress toward achieving the annual goal. ? This may not be prompted on your district’s form, so the ARC must ensure this component is addressed. Trainer Note: This next item is not in the IDEA 2004 regulations, but is still in the Kentucky Administrative Regulations (8-06). 3. The extent to which progress is sufficient to enable the child to achieve the goals by the end of the year. This is where progress monitoring data is the most important; if done well, the implementer can demonstrate to the ARC that the child either is, or is not, progressing toward the goal. It is the implementer’s responsibility to ensure that progress monitoring data is documented. This documentation is now more important than ever to prove progress toward the annual goals. ? This may not be prompted on your district’s form, so the ARC must ensure this component is addressed. This section for documentation is not always clear on an IEP form. Large Group Activity: Refer to blank IEP Form and locate where the ARC will put these three pieces of information. Discuss the slide. Regular reporting of progress on IEP goals to parents is mandated by federal and state regulations. There should be a stack of blank IEPs on table.

    63. Refer to page 3 of blank IEP form. In designing the measurable annual goals, the ARC must determine how the student’s progress toward annual goals is measured and when periodic progress reports will be provided to the parents. Click Methods of Evaluation: For each annual goal, documentation on the IEP must show the evaluation method that will be used by IEP implementers to gather the evidence of child progress or lack of progress toward meeting the annual goal. Click Report of Progress: The ARC may use this section of the form to summarize the student’s progress toward the goal OR the ARC may use another means of reporting progress toward the goal. Click Schedule for Reporting Progress: There must be documentation of when periodic reports will be provided to the parent(s) on the progress the child. This may include the use of quarterly or other periodic reports that are issued at the same time as report cards. However, the reports must be disseminated as often as the regular education students receive reports. Refer to page 3 of blank IEP form. In designing the measurable annual goals, the ARC must determine how the student’s progress toward annual goals is measured and when periodic progress reports will be provided to the parents. Click Methods of Evaluation: For each annual goal, documentation on the IEP must show the evaluation method that will be used by IEP implementers to gather the evidence of child progress or lack of progress toward meeting the annual goal. Click Report of Progress: The ARC may use this section of the form to summarize the student’s progress toward the goal OR the ARC may use another means of reporting progress toward the goal. Click Schedule for Reporting Progress: There must be documentation of when periodic reports will be provided to the parent(s) on the progress the child. This may include the use of quarterly or other periodic reports that are issued at the same time as report cards. However, the reports must be disseminated as often as the regular education students receive reports.

    64. How can we write Measurable Goals that access the General Curriculum? What do you think the ARC must do to ensure students with disabilities are accessing the general education curriculum? What do you think the ARC must do to ensure students with disabilities are accessing the general education curriculum?

    65. How can we write Measurable Goals that access the General Curriculum? What do you think the ARC must do to ensure students with disabilities are accessing the general education curriculum? Trainer Note: Click to bring up curriculum documents. The ARC uses district and state curricular documents to develop annual goals, benchmarks/short term objectives. Since the academic goals are the same for all students in Kentucky, the student may have the same goal for multiple years, because the learner expectations remain the same throughout their school years for all children. However, the benchmarks and short term objectives change as the child advances from year to year. The Specially Designed Instruction will also vary based on the child’s performance levels and needs. The ARC must keep in mind that the curricular documents do not have methods of measurement included in them; therefore it is the ARC’s responsibility to incorporate measurement methods as they write the goals, benchmarks, and short term objectives. Possible Comment: IEP Goals are not measurable. Response: According to 707 KAR 1:320 § (7) (b) and 34 CFR 300.347 (a) (2) “The IEP for each child shall include a statement of measurable annual goals, including benchmarks or short-term objectives”. In the old IEP training module the behavior in the short-term objectives had to be written in measurable and objective terms. Measurable means possible or capable of being measured. The current IEP training module continued that concept and considers the goals, benchmarks and objectives as (1) a unit to be measured and (2) measurable because the behaviors contained in the goals, including benchmarks and short-term objectives can be seen, heard, or counted; in other words, measured. 707 KAR 1:320 §5 (13) (a) and 34 CRF 300.347 (a) (7) (i) states “an individual education program (IEP) shall include a statement of how a child’s progress toward the annual goals will be measured”. “Progress toward the goal” means the collection and analysis of data to determine any needed changes. The following is an example of how an IEP implementer measures a goal, including benchmarks or short-term objectives: Susie will increase her reading strategies to make sense of a variety of print and nonprint texts (literary, practical/workplace, and persuasive) for various authentic tasks by: Making connections between letters and their corresponding sounds Using word patterns to make sense of print Retelling stories Using sight vocabulary to make sense of text Using the word identification strategy of phonetic awareness to understand unknown words How will data be collected and analyzed? The implementer can see or hear and count Susie making connections, using word patterns, retelling, using sight words and using the phonetic awareness word identification strategy. By using evaluation methods such as teacher observation, analysis of timed reading samples, analysis of classroom assignments, teacher checklists, error analysis, the behavior can be documented. What do you think the ARC must do to ensure students with disabilities are accessing the general education curriculum? Trainer Note: Click to bring up curriculum documents. The ARC uses district and state curricular documents to develop annual goals, benchmarks/short term objectives. Since the academic goals are the same for all students in Kentucky, the student may have the same goal for multiple years, because the learner expectations remain the same throughout their school years for all children. However, the benchmarks and short term objectives change as the child advances from year to year. The Specially Designed Instruction will also vary based on the child’s performance levels and needs. The ARC must keep in mind that the curricular documents do not have methods of measurement included in them; therefore it is the ARC’s responsibility to incorporate measurement methods as they write the goals, benchmarks, and short term objectives. Possible Comment: IEP Goals are not measurable. Response: According to 707 KAR 1:320 § (7) (b) and 34 CFR 300.347 (a) (2) “The IEP for each child shall include a statement of measurable annual goals, including benchmarks or short-term objectives”. In the old IEP training module the behavior in the short-term objectives had to be written in measurable and objective terms. Measurable means possible or capable of being measured. The current IEP training module continued that concept and considers the goals, benchmarks and objectives as (1) a unit to be measured and (2) measurable because the behaviors contained in the goals, including benchmarks and short-term objectives can be seen, heard, or counted; in other words, measured. 707 KAR 1:320 §5 (13) (a) and 34 CRF 300.347 (a) (7) (i) states “an individual education program (IEP) shall include a statement of how a child’s progress toward the annual goals will be measured”. “Progress toward the goal” means the collection and analysis of data to determine any needed changes. The following is an example of how an IEP implementer measures a goal, including benchmarks or short-term objectives: Susie will increase her reading strategies to make sense of a variety of print and nonprint texts (literary, practical/workplace, and persuasive) for various authentic tasks by: Making connections between letters and their corresponding sounds Using word patterns to make sense of print Retelling stories Using sight vocabulary to make sense of text Using the word identification strategy of phonetic awareness to understand unknown words How will data be collected and analyzed? The implementer can see or hear and count Susie making connections, using word patterns, retelling, using sight words and using the phonetic awareness word identification strategy. By using evaluation methods such as teacher observation, analysis of timed reading samples, analysis of classroom assignments, teacher checklists, error analysis, the behavior can be documented.

    66. Remember, student performance data drives (click) the IEP process and links the IEP components. When developing the measurable goals, data used within the Present Levels statements will guide the development of the measurable annual goals and benchmarks/short-term objectives. Remember, student performance data drives (click) the IEP process and links the IEP components. When developing the measurable goals, data used within the Present Levels statements will guide the development of the measurable annual goals and benchmarks/short-term objectives.

    67. Steps to Progress Monitoring Identify the target behavior in the annual goal, benchmark/short term objective. Select the method of measurement for monitoring student progress. Implement the IEP. Collect the data. Analyze the data. Report data. The “big picture” Steps to Progress Monitoring are: *Identify the target behavior in the annual goal, benchmark/short term objective. *Select the method of measurement for monitoring student progress. *Implement the IEP. *Collect the data. *Analyze the data. *Report data. We will walk through each of the steps to develop a system to monitor student progress. The “big picture” Steps to Progress Monitoring are: *Identify the target behavior in the annual goal, benchmark/short term objective. *Select the method of measurement for monitoring student progress. *Implement the IEP. *Collect the data. *Analyze the data. *Report data. We will walk through each of the steps to develop a system to monitor student progress.

    68. Data Collection System Compilation Schedule The data collection schedule depends on how service is delivered. Suggested compilation schedules: Decide how often you need to collect the data. Monitoring specific behaviors may require daily observations, while academic progress can generally be measured every other week, or even once a month. If you are measuring computation and application, you could alternate every other week. It is important to remember to get the data compiled quickly. No student progress can be determined without data, therefore here are suggestions. Review using slide contents.Decide how often you need to collect the data. Monitoring specific behaviors may require daily observations, while academic progress can generally be measured every other week, or even once a month. If you are measuring computation and application, you could alternate every other week. It is important to remember to get the data compiled quickly. No student progress can be determined without data, therefore here are suggestions. Review using slide contents.

    69. The effectiveness of services and instructional method is determined most efficiently when progress is measured frequently: Data Collection System Schedule To determine if what you are doing is effective or not…read slide. Quarterly – What do you think this chart is telling you? Don’t do it.To determine if what you are doing is effective or not…read slide. Quarterly – What do you think this chart is telling you? Don’t do it.

    70. So how do I decide if the student is making progress? By following these steps. Find your baseline number. Subtract the baseline number from your goal. Divide this number by the number of days/weeks or months of monitoring. So how do I decide if the student is making progress? By following these steps. Find your baseline number. Subtract the baseline number from your goal. Divide this number by the number of days/weeks or months of monitoring.

    71. Now it’s your turn! Baseline: Currently 5 words correct per minute. Goal: 50 words correct per minute Number of Weeks to Monitor: 15 The current performance level for this student is 5 words correct per minute, reading from a list The annual goal for this student is to read 50 words correctly at the first grade level. Calculate the progress this student would need to make on a weekly basis to obtain our goal. Click: the student would need to improve by 3 words per week. The current performance level for this student is 5 words correct per minute, reading from a list The annual goal for this student is to read 50 words correctly at the first grade level. Calculate the progress this student would need to make on a weekly basis to obtain our goal. Click: the student would need to improve by 3 words per week.

    72. Data Collection Decisions What type of data will be collected? Percentage or accuracy Fluency Frequency or rate Duration Latency Quality Level of Assistance Number Accuracy or percentage of correct answers used to be the primary way we measured a goal. However, you might look at how often something happens, for example a student using end-punctuation, or demonstrating a specific behavior or How quickly a student performs a specific skill. You could also measure the duration of a behavior, such as having a tantrum, yelling, not paying attention. Latency, the time between you giving a student a prompt and when the student does what they are told. Quality of work, most commonly measured with a rubric or the amount of assistance needed to complete a task or the number of attempts used. Accuracy or percentage of correct answers used to be the primary way we measured a goal. However, you might look at how often something happens, for example a student using end-punctuation, or demonstrating a specific behavior or How quickly a student performs a specific skill. You could also measure the duration of a behavior, such as having a tantrum, yelling, not paying attention. Latency, the time between you giving a student a prompt and when the student does what they are told. Quality of work, most commonly measured with a rubric or the amount of assistance needed to complete a task or the number of attempts used.

    73. So….. 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 As we prepare to gather our data, we must remember..Before identifies what the child knows and can do prior to instruction. Instruction then begins from that point. Collecting data prior to instruction reduces the chance of re-teaching the student something already mastered. During – Assists the teacher in making instructional decisions about whether the current methodology and activities are leading to improved performance by the student. After – Allows the team to assess the effectiveness of the goal.As we prepare to gather our data, we must remember..Before identifies what the child knows and can do prior to instruction. Instruction then begins from that point. Collecting data prior to instruction reduces the chance of re-teaching the student something already mastered. During – Assists the teacher in making instructional decisions about whether the current methodology and activities are leading to improved performance by the student. After – Allows the team to assess the effectiveness of the goal.

    74. Remember, you will review the curricular documents to identify an appropriate goal to meet the student needs. Also, if the student has additional identified needs, the ARC must address those needs. From the IEP Clarification Document: Comment: The ARC cannot address a child’s weakness if it is not included in the Program of Studies. Response: the ARC shall consider in the development of an IEP: The strengths of the child and the concerns of the parents for enhancing the education for their child The results of the initial or most recent evaluation of the child; and As appropriate, the results of the child’s performance on any general state or district-wide assessment programs.” Furthermore, the IEP shall include “A statement of measurable annual goals, including benchmarks or short-term objectives, related to: Enabling the child to be involved in and progress in the general curriculum, and Meeting the child’s other educational needs that result from the child’s disability.” So ARCs must addresses the child’s other educational needs whether or not that deficit area is referenced in a curricular document. The ARC should consider questions such as: What skills does the student have and what content does he know? What skills and content does the student need to learn? What does the student need to learn that is not addressed through the curricular documents? Remember, you will review the curricular documents to identify an appropriate goal to meet the student needs. Also, if the student has additional identified needs, the ARC must address those needs. From the IEP Clarification Document: Comment: The ARC cannot address a child’s weakness if it is not included in the Program of Studies. Response: the ARC shall consider in the development of an IEP: The strengths of the child and the concerns of the parents for enhancing the education for their child The results of the initial or most recent evaluation of the child; and As appropriate, the results of the child’s performance on any general state or district-wide assessment programs.” Furthermore, the IEP shall include “A statement of measurable annual goals, including benchmarks or short-term objectives, related to: Enabling the child to be involved in and progress in the general curriculum, and Meeting the child’s other educational needs that result from the child’s disability.” So ARCs must addresses the child’s other educational needs whether or not that deficit area is referenced in a curricular document. The ARC should consider questions such as: What skills does the student have and what content does he know? What skills and content does the student need to learn? What does the student need to learn that is not addressed through the curricular documents?

    75. Here is where we are in the process, and where we will be going. Here is where we are in the process, and where we will be going.

    76. Trainer Note: Click to add each of the highlighted areas. Presents Levels including Affect Statement: Johnny is a 2nd grade student who has difficulty with summarizing a story and employing sight word vocabulary to make sense of text. His difficulty with identifying words immediately within a passage will affect reading grade level content... Identified Need: the ARC identified fluency through word identification as his need. Annual Goal: Using the Academic Expectations from the Program of Studies, the ARC identified the goal Method of Measurement: the ARC identified a way for the implementer(s) to measure Johnny's progress with a naturally occurring activity. Trainer Note: Click to add each of the highlighted areas. Presents Levels including Affect Statement: Johnny is a 2nd grade student who has difficulty with summarizing a story and employing sight word vocabulary to make sense of text. His difficulty with identifying words immediately within a passage will affect reading grade level content... Identified Need: the ARC identified fluency through word identification as his need. Annual Goal: Using the Academic Expectations from the Program of Studies, the ARC identified the goal Method of Measurement: the ARC identified a way for the implementer(s) to measure Johnny's progress with a naturally occurring activity.

    77. Present Levels including Affect Statement: Suzie is a 5th grade student who has difficulty in basic math computational skills with regrouping Identified Need: The ARC prioritized teaching Suzie to regroup Annual Goal: Using the Academic Expectations from the Program of Studies, the ARC identified the goal Method of Measurement: the ARC identified a way for the implementer(s) to measure Suzie’s progress with a naturally occurring class activity. Present Levels including Affect Statement: Suzie is a 5th grade student who has difficulty in basic math computational skills with regrouping Identified Need: The ARC prioritized teaching Suzie to regroup Annual Goal: Using the Academic Expectations from the Program of Studies, the ARC identified the goal Method of Measurement: the ARC identified a way for the implementer(s) to measure Suzie’s progress with a naturally occurring class activity.

    78. Present Levels including Affect Statement: Anita is a high school student who has difficulty expressing ideas in complete sentences. Identified Need: the ARC identified developing transitional writing skills as her need. Annual Goal: Using the Academic Expectations from the Program of Studies, the ARC identified the goal. Method of Measurement: the ARC identified a way for the implementer(s) to measure Anita’s progress with a rubric and criteria. Please remember, the ARC should consider if/how the annual goal(s) will reasonably enable the student to achieve their post-secondary goal. “Get a job” in the annual goal box is a post-secondary employment goal. Present Levels including Affect Statement: Anita is a high school student who has difficulty expressing ideas in complete sentences. Identified Need: the ARC identified developing transitional writing skills as her need. Annual Goal: Using the Academic Expectations from the Program of Studies, the ARC identified the goal. Method of Measurement: the ARC identified a way for the implementer(s) to measure Anita’s progress with a rubric and criteria. Please remember, the ARC should consider if/how the annual goal(s) will reasonably enable the student to achieve their post-secondary goal. “Get a job” in the annual goal box is a post-secondary employment goal.

    79. Student Performance Data DRIVES the IEP process and LINKS the components. Once the Present Levels including Affect Statements, Goals, and benchmarks/objectives are written, the ARC determines the services the student needs and describes them in the IEP. All of the IEP components lend themselves to the instructional planning process.Student Performance Data DRIVES the IEP process and LINKS the components. Once the Present Levels including Affect Statements, Goals, and benchmarks/objectives are written, the ARC determines the services the student needs and describes them in the IEP. All of the IEP components lend themselves to the instructional planning process.

    80. 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 We are now ready to discuss what makes the IEP individualized. What services does the ARC need to state in the IEP to meet the unique needs of the student? What does special education provide for the student that is different from what general education services provides for the student? The answer is that the IEP provides Specially Designed Instruction, supplementary aids and services, related services, and program modifications and supports for school personnel. We are now ready to discuss what makes the IEP individualized. What services does the ARC need to state in the IEP to meet the unique needs of the student? What does special education provide for the student that is different from what general education services provides for the student? The answer is that the IEP provides Specially Designed Instruction, supplementary aids and services, related services, and program modifications and supports for school personnel.

    81. 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) 34 CFR 300.320 (a) (4) Up until now we have focused on the needs of the child (in the Present Levels) and setting a direction for meeting those needs (in goals and benchmarks/objectives). Now we begin to focus on the program and what may need to be done for student’s program. IDEA, as amended, says that each IEP will have ‘a statement of the special education and related services and supplementary aids and services to be provided ...for the child.... There shall also be a statement of the program modifications and supports for school personnel that will be provided for the child to: 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.’ The ARC determines the Specially Designed Instruction (special education services) Related Services Supplementary Aids and Services, and Program modifications or supports for school personnel Assessment modifications are also considered Supplementary Aids and Services. Lets break these down. Up until now we have focused on the needs of the child (in the Present Levels) and setting a direction for meeting those needs (in goals and benchmarks/objectives). Now we begin to focus on the program and what may need to be done for student’s program. IDEA, as amended, says that each IEP will have ‘a statement of the special education and related services and supplementary aids and services to be provided ...for the child.... There shall also be a statement of the program modifications and supports for school personnel that will be provided for the child to: 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.’ The ARC determines the Specially Designed Instruction (special education services) Related Services Supplementary Aids and Services, and Program modifications or supports for school personnel Assessment modifications are also considered Supplementary Aids and Services. Lets break these down.

    82. SDI: What the Teacher Does 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. The special education teacher delivers SDI or initiates it within the inclusive/collaborative setting. 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. Specially-designed instruction is provided for the child to: advance appropriately toward attaining annual goals be involved and progress in the general curriculum participate in extracurricular and other nonacademic activities; and be educated and participate with other children with or without disabilities Trainer Note: Remind participants that information placed on special factors such as i.e., limited english proficient, blind, visually impaired may often becomeSpecially-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. Specially-designed instruction is provided for the child to: advance appropriately toward attaining annual goals be involved and progress in the general curriculum participate in extracurricular and other nonacademic activities; and be educated and participate with other children with or without disabilities Trainer Note: Remind participants that information placed on special factors such as i.e., limited english proficient, blind, visually impaired may often become

    83. Examples of SDI Text/Screen readers Advanced organizers Signed instruction Word identification strategies Use of talking calculator Manipulatives Oral presentation of printed material Paraphrasing strategies Use of talking calculator Procedural prompts Use of Visual cues Multi-sensory approach to reading Use of Reinforcement strategies Instruction used within the general education classroom may be used for all students including students with disabilities, but if it is chosen as a specially designed instruction then it is “intentional, deliberate, and planned.” Remember, SDI is what the teacher does. For example: When teaching a student to use an assistive technology device, it is SDI. Once the student begins to use the device, it becomes a supplemental aid or service. This list is not exhaustive; it is unlimited. Small Group Activity: Have participants locate on blank IEP where SDI should be documented. Blank IEPs should be on tables. Refer participants to IEP and Lesson Plan Development Handbook located in the handouts.Instruction used within the general education classroom may be used for all students including students with disabilities, but if it is chosen as a specially designed instruction then it is “intentional, deliberate, and planned.” Remember, SDI is what the teacher does. For example: When teaching a student to use an assistive technology device, it is SDI. Once the student begins to use the device, it becomes a supplemental aid or service. This list is not exhaustive; it is unlimited. Small Group Activity: Have participants locate on blank IEP where SDI should be documented. Blank IEPs should be on tables. Refer participants to IEP and Lesson Plan Development Handbook located in the handouts.

    84. Please refer page 3 of the blank IEP. Note the Specially Designed Instruction statement box under the Annual measurable goal sheet. Lets look at an example of an annual goal for Joe. Click for annual goal to appear. Click for specially designed instruction to appear. Please refer page 3 of the blank IEP. Note the Specially Designed Instruction statement box under the Annual measurable goal sheet. Lets look at an example of an annual goal for Joe. Click for annual goal to appear. Click for specially designed instruction to appear.

    85. Supplementary Aids and Services Are… Supplementary Aids and Services (SAS) in its simplest form is what the child needs in order to advance appropriately toward attaining the goal(s) and be involved and make progress in the general curriculum, to participate in extracurricular and other nonacademic activities, and be educated and participate with other children with and without disabilities. SAS includes strategies, aids, and services. Both the general education and special education teachers assigned to implement the student’s IEP are responsible for planning and carrying out the SAS. 707 KAR 1:280 §1 (61) 34 CFR 300.42 Supplementary Aids and Services (SAS) is what the child needs in order to advance appropriately toward attaining the goal(s) and be involved and make progress in the general curriculum, to participate in extracurricular and other nonacademic activities, and be educated and participate with other children with and without disabilities. SAS includes strategies, aids, and services. Both the general education and special education teachers assigned to implement the student’s IEP are responsible for planning and carrying out the SAS. Have participants turn to page 4 of the blank IEP form and note location of SAS. Click Example of SAS on IEP Supplementary Aids and Services (SAS) is what the child needs in order to advance appropriately toward attaining the goal(s) and be involved and make progress in the general curriculum, to participate in extracurricular and other nonacademic activities, and be educated and participate with other children with and without disabilities. SAS includes strategies, aids, and services. Both the general education and special education teachers assigned to implement the student’s IEP are responsible for planning and carrying out the SAS. Have participants turn to page 4 of the blank IEP form and note location of SAS. Click Example of SAS on IEP

    86. Examples of Supplementary Aids and Services Manipulatives Calculators Extra time Preferential seating Adapted test format Behavior contracts Shortened assignments Use of computer Text/Screen readers Enlarged text Self-monitoring Augmentative communication Scribe Aids and services and other supports that are provided to allow the child to be educated in the regular classroom or other education related settings. Remember SDI is what the teacher does. SAS is what the child uses. Refer to handout _____. Aids and services and other supports that are provided to allow the child to be educated in the regular classroom or other education related settings. Remember SDI is what the teacher does. SAS is what the child uses. Refer to handout _____.

    87. 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 Scribe/Reader for Tests Program modifications or supports for school personnel are services provided on behalf of the child or to meet the unique needs of the child. Specialized training to meet the unique needs of the child may include the following participants: bus drivers, paraprofessionals, administrators, related service providers, cafeteria staff, general education teachers, special education teachers, etc. Documentation of training for school personnel is a local district decision and necessary for verifying that the services were completed. This is a section of the IEP that MUST be addressed by the ARC and may not be left blank or write N/A. It is a decision that is made and documented. If there are no services to be delivered, the ARC documents it on this section of the IEP. Program modifications or supports for school personnel are services provided on behalf of the child or to meet the unique needs of the child. Specialized training to meet the unique needs of the child may include the following participants: bus drivers, paraprofessionals, administrators, related service providers, cafeteria staff, general education teachers, special education teachers, etc. Documentation of training for school personnel is a local district decision and necessary for verifying that the services were completed. This is a section of the IEP that MUST be addressed by the ARC and may not be left blank or write N/A. It is a decision that is made and documented. If there are no services to be delivered, the ARC documents it on this section of the IEP.

    88. If child is receiving services through a co-teaching model, the model may be described under Program Modifications and Supports for School Personnel. For example, if consultation is a service delivery method, this section could explain the anticipated frequency and type of consultation Remember…If a child is receiving services through a co-teaching model, the model may be described under Program Modifications and Supports for School Personnel. For example, if consultation is a service delivery method, this section could explain the anticipated frequency and type of consultation Refer participants to page 4 of the blank IEP Click Paraphrase information.Remember…If a child is receiving services through a co-teaching model, the model may be described under Program Modifications and Supports for School Personnel. For example, if consultation is a service delivery method, this section could explain the anticipated frequency and type of consultation Refer participants to page 4 of the blank IEP Click Paraphrase information.

    89. Assessment Accommodations and Modifications The ARC may identify assessment accommodations if they are needed by the student in order to participate in state or district-wide assessment. Decisions concerning the use of assessment modifications shall be supported by evaluation information and the IEP as necessary for the student to access the general education curriculum. The Accommodations Determinations form on KDE or in Infinite Campus should be used to support decisions. If the ARC determines assessment accommodations and/or modifications are necessary then they must: Identify which accommodations are needed in order for the student to participate in state or district testing and make sure all modifications are supported by evaluation information and documented on the IEP as necessary for the student to access the general education curriculum. Trainer note: Anticipate the question about a student placed late in the year: IEP will include the successful interventions used which are allowable to use for CATS accommodations since they have been used for the majority of the school year. (Inclusion of Special Populations in the State-Required Assessment & Accountability Programs) page 15 A (1) 707 KAR 5:070If the ARC determines assessment accommodations and/or modifications are necessary then they must: Identify which accommodations are needed in order for the student to participate in state or district testing and make sure all modifications are supported by evaluation information and documented on the IEP as necessary for the student to access the general education curriculum. Trainer note: Anticipate the question about a student placed late in the year: IEP will include the successful interventions used which are allowable to use for CATS accommodations since they have been used for the majority of the school year. (Inclusion of Special Populations in the State-Required Assessment & Accountability Programs) page 15 A (1) 707 KAR 5:070

    90. Refer to page 4 of the blank IEP. Also note examples are highlighted. Refer to page 4 of the blank IEP. Also note examples are highlighted.

    91. 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. Alternate assessment eligibility requirements are the same for Certificate of Attainment. KDE and IHDE provide training for Alternate Assessment that includes participation guidelines, administration, and scoring requirements. There are procedures that must be followed, and a form on which to document the student’s eligibility for participation in Alternate Assessment. The ARC must revisit the issue and complete the form annually. Remember to refer to district policies not the Participation Guidelines for Alternate Portfolio Assessment Program. Alternate assessment eligibility requirements are the same for Certificate of Attainment. KDE and IHDE provide training for Alternate Assessment that includes participation guidelines, administration, and scoring requirements. There are procedures that must be followed, and a form on which to document the student’s eligibility for participation in Alternate Assessment. The ARC must revisit the issue and complete the form annually. Remember to refer to district policies not the Participation Guidelines for Alternate Portfolio Assessment Program.

    92. Related Services Related services are those transportation and developmental, supportive, or corrective services which are needed by a child or youth with a disability to benefit from special education. Related services complement and supplement the specially designed instruction provided to the child or youth. 707 KAR 1:280 §1 (51) 34 CFR 300.34 If a child with a disability needs related services in order to benefit from special education, they will need to be noted in the IEP. Remember these services will need to complement and supplement the specially designed instruction the child is to receive. If a child with a disability needs related services in order to benefit from special education, they will need to be noted in the IEP. Remember these services will need to complement and supplement the specially designed instruction the child is to receive.

    93. Examples of Related Services transportation psychological services counseling parent education interpreting orientation and mobility occupational therapy physical therapy recreational therapy speech and language therapy 707 KAR 1:280 §1 (51) 34 CFR 300.34(a) A list of related services is NOT exhaustive. The service which is considered a related service can only be determined with reference to a specific child or youth with an educational disability and his or her special education needs. Some services commonly considered related services are: Psychological services Counseling Parent counseling and training Interpreting Orientation and mobility training Occupational therapy Physical therapy Recreational therapy Rehabilitation therapy Speech and language therapy Transportation School health services Social work services Trainer Note: Additional information. Use if needed. When making decisions regarding the need for related services, the ARC first looks at Related services can be provided in a variety of service delivery systems. For related services that require a certified therapist, there are three types of services: discipline specific role release classroom supports If only a certified therapist can provide the service (i.e., teaching a student to use a walker) then this service is called discipline specific. If a certified therapist can lead or assist others in providing the services (i.e., transferring a student from a wheelchair to a standing box), then this service is called role release. Many times a therapist is required to design a piece of equipment, or assist the school personnel in making the school environment more accessible for a student. These services are called classroom supports. Classroom supports may be required more frequently at th the educational goals established for the student. If the goal requires a related service then the ARC proceeds with recommendations for the type of related service. e beginning of the school year to orient the student and school personnel to a different building or classroom. A list of related services is NOT exhaustive. The service which is considered a related service can only be determined with reference to a specific child or youth with an educational disability and his or her special education needs. Some services commonly considered related services are: Psychological services Counseling Parent counseling and training Interpreting Orientation and mobility training Occupational therapy Physical therapy Recreational therapy Rehabilitation therapy Speech and language therapy Transportation School health services Social work services Trainer Note: Additional information. Use if needed. When making decisions regarding the need for related services, the ARC first looks at Related services can be provided in a variety of service delivery systems. For related services that require a certified therapist, there are three types of services: discipline specific role release classroom supports If only a certified therapist can provide the service (i.e., teaching a student to use a walker) then this service is called discipline specific. If a certified therapist can lead or assist others in providing the services (i.e., transferring a student from a wheelchair to a standing box), then this service is called role release. Many times a therapist is required to design a piece of equipment, or assist the school personnel in making the school environment more accessible for a student. These services are called classroom supports. Classroom supports may be required more frequently at th the educational goals established for the student. If the goal requires a related service then the ARC proceeds with recommendations for the type of related service. e beginning of the school year to orient the student and school personnel to a different building or classroom.

    94. Refer to page 5 of blank IEP and go over main ideas Type of Service: Identify the type of related service (i.e., Occupational Therapy, Transportation, counseling, Orientation and Mobility) Click Service Frequency: List the number of times the service will be provided in a Service Period. Service Period: Identify the Service Period as daily, weekly, monthly, or annually. Service Minutes: List the number of minutes (for delivering the specially designed instruction) the service will be provided per Service Period. This may be an approximation of time in terms of minutes, hours, or blocks of time, but may not be a range of time. Start Date: List the date (month and year) the Services will begin. End Date: List the date (month and year) the Services are anticipated to end. Service Provider: List the position of each person responsible for implementing the services. Location: Identify the setting (i.e., regular classroom, special classroom, community) in which the service(s) will be provided. (NOTE: Co-teaching is the regular education setting.) Refer to page 5 of blank IEP and go over main ideas Type of Service: Identify the type of related service (i.e., Occupational Therapy, Transportation, counseling, Orientation and Mobility) Click Service Frequency: List the number of times the service will be provided in a Service Period. Service Period: Identify the Service Period as daily, weekly, monthly, or annually. Service Minutes: List the number of minutes (for delivering the specially designed instruction) the service will be provided per Service Period. This may be an approximation of time in terms of minutes, hours, or blocks of time, but may not be a range of time. Start Date: List the date (month and year) the Services will begin. End Date: List the date (month and year) the Services are anticipated to end. Service Provider: List the position of each person responsible for implementing the services. Location: Identify the setting (i.e., regular classroom, special classroom, community) in which the service(s) will be provided. (NOTE: Co-teaching is the regular education setting.)

    95. 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 Remember, related services need to be provided so a student has access to public school, not that the student needs them solely for aesthetic, medical or health reasons. Remember, related services need to be provided so a student has access to public school, not that the student needs them solely for aesthetic, medical or health reasons.

    96. Beginning and End Dates, Frequency, Location, Duration of Special Education Services Refer to page 5 of the blank IEP entitled Special Education Services   Special Education Services means the Specially Designed Instructional services identified through the development of the IEP. Upon completion of the IEP, the ARC determines the frequency and duration of services, the service provider, and the location in which the services will be delivered. Service Frequency: List the number of times the service will be provided in a Service Period. Service Period: Identify the Service Period as daily, weekly, monthly, or annually. Service Minutes: List the number of minutes the service will be provided per Service Period. This may be an approximation of time in terms of minutes, hours, or blocks of time, but may not be a range of time. Service Minutes does not equal total minutes; it is a subset of total minutes of class time. Start Date: List the date (month and year) the Services will begin. End Date: List the date (month and year) the Services are anticipated to end. Service Provider: List the position of each person responsible for implementing the services. Location: Identify the setting (i.e., regular classroom, special classroom, community) in which the service(s) will be provided. Include the content class (i.e., language arts, science, PE) in which the student will receive Specially Designed Instruction. (NOTE: Co-teaching is the regular education setting.) Refer to page 5 of the blank IEP entitled Special Education Services   Special Education Services means the Specially Designed Instructional services identified through the development of the IEP. Upon completion of the IEP, the ARC determines the frequency and duration of services, the service provider, and the location in which the services will be delivered. Service Frequency: List the number of times the service will be provided in a Service Period. Service Period: Identify the Service Period as daily, weekly, monthly, or annually. Service Minutes: List the number of minutes the service will be provided per Service Period. This may be an approximation of time in terms of minutes, hours, or blocks of time, but may not be a range of time. Service Minutes does not equal total minutes; it is a subset of total minutes of class time. Start Date: List the date (month and year) the Services will begin. End Date: List the date (month and year) the Services are anticipated to end. Service Provider: List the position of each person responsible for implementing the services. Location: Identify the setting (i.e., regular classroom, special classroom, community) in which the service(s) will be provided. Include the content class (i.e., language arts, science, PE) in which the student will receive Specially Designed Instruction. (NOTE: Co-teaching is the regular education setting.)

    97. Participation in the General Education Program Upon completion of the IEP, the ARC reviews the services in the IEP to determine where they will be implemented: Specially designed instruction Supplementary aids and services Related services Program modifications and supports for school personnel The ARC first considers IEP implementation in general education classes If the services can be implemented in general education classes, the ARC selects this option If services cannot be implemented in the general education classroom, even with supplementary aids and services, the ARC considers removal from general education classes. IDEA contains a presumption that children with disabilities will be educated in regular classes and the IEP describes accommodations and adjustments necessary to make this possible. The regulation requires the ARC to explain the extent, if any, to which the child will not participate with non-disabled children in regular classes, extra-curricular and non-academic activities. However, that regulatory language is confusing. In layman terms, participation means the extent to which the child is participating in special education classes, extracurricular activities, and non-academic activities. The presumption is that children with disabilities attend general education classes, and that the ARC documents any removal from general education classes. Small Group Activity: Have participants locate on blank IEP where the ARC documents Participation in the General Education Program. IDEA contains a presumption that children with disabilities will be educated in regular classes and the IEP describes accommodations and adjustments necessary to make this possible. The regulation requires the ARC to explain the extent, if any, to which the child will not participate with non-disabled children in regular classes, extra-curricular and non-academic activities. However, that regulatory language is confusing. In layman terms, participation means the extent to which the child is participating in special education classes, extracurricular activities, and non-academic activities. The presumption is that children with disabilities attend general education classes, and that the ARC documents any removal from general education classes. Small Group Activity: Have participants locate on blank IEP where the ARC documents Participation in the General Education Program.

    98. Refer to page 5 of the IEP. The ARC documents the general education classes in which the student will participate on the Conference Summary and documents the special education classes in which the student will participate on the IEP. The documentation includes: an explanation of the classes, if any, in which the child will be participating outside of the regular class. an explanation that identifies the content areas to be provided outside regular class, such as “math” or “reading.” If the ARC determines that the child will not participate outside of regular education classes, one way to document would be, “Terry will be participating in all regular education classes.”   Note: Location of services should be aligned with the amount of time the child participates outside regular classes. Refer to page 5 of the IEP. The ARC documents the general education classes in which the student will participate on the Conference Summary and documents the special education classes in which the student will participate on the IEP. The documentation includes: an explanation of the classes, if any, in which the child will be participating outside of the regular class. an explanation that identifies the content areas to be provided outside regular class, such as “math” or “reading.” If the ARC determines that the child will not participate outside of regular education classes, one way to document would be, “Terry will be participating in all regular education classes.”   Note: Location of services should be aligned with the amount of time the child participates outside regular classes.

    99. Physical Education The district shall make available to every child with a disability: physical education services, specially designed if necessary; or the opportunity to participate in the regular physical education program available to children without disabilities unless: 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 the child needs specially designed physical education as prescribed in the child’s IEP 707 KAR 1:350 §1(9) 34 CFR 300.108 Students with disabilities must have access to physical education services if the other students in the school receive PE services. This is considered access to the general education program, as well. The ARC members decide, based on data collected and the Present Levels descriptions in the IEP, if the child is to receive physical education in the general education classes, with or without supplementary aids and services, or specially designed physical education. If goals/benchmarks/objectives include PE, then the ARC describes the specially designed instruction or adaptive PE in the IEP. Students with disabilities must have access to physical education services if the other students in the school receive PE services. This is considered access to the general education program, as well. The ARC members decide, based on data collected and the Present Levels descriptions in the IEP, if the child is to receive physical education in the general education classes, with or without supplementary aids and services, or specially designed physical education. If goals/benchmarks/objectives include PE, then the ARC describes the specially designed instruction or adaptive PE in the IEP.

    100. 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 707 KAR 1:350 §1 (9) 34 CFR 300.117 . Once the ARC completes the IEP, the ARC members determine where the IEP services will be implemented. The ARC reviews the services in the IEP Specially designed instruction Supplementary aids and services Related services The ARC first considers IEP implementation in general education classes If the services can be implemented in general education classes, the ARC selects this option If services cannot be implemented in the general education classroom, even with supplementary aids and services, the ARC considers removal from general education classes. The ARC documents the general education classes in which the student will participate on the Conference Summary and documents the special education classes in which the student will participate on the IEP. Handouts: Placement Decision Instructions Summary (from STISets) Collaborative Roles and Responsibilities ; . Once the ARC completes the IEP, the ARC members determine where the IEP services will be implemented. The ARC reviews the services in the IEP Specially designed instruction Supplementary aids and services Related services The ARC first considers IEP implementation in general education classes If the services can be implemented in general education classes, the ARC selects this option If services cannot be implemented in the general education classroom, even with supplementary aids and services, the ARC considers removal from general education classes. The ARC documents the general education classes in which the student will participate on the Conference Summary and documents the special education classes in which the student will participate on the IEP. Handouts: Placement Decision Instructions Summary (from STISets) Collaborative Roles and Responsibilities ;

    101. IDEA requires that the school district have available a continuum of educational placements. An ARC determines the appropriate placement based on the individual needs of the child. The continuum of placements must include the regular classroom, special classes, special schools, home instruction, and instruction in hospitals and institutions. The ARC must also keep in mind that a child with a disability cannot be removed from education in age-appropriate general classrooms solely because of needed modifications in the general curriculum. Special classes and resource classes are considered “pull out” classes where students are pulled from the regular education setting for instruction and missing out on what is going on in the regular classroom. IDEA requires that the school district have available a continuum of educational placements. An ARC determines the appropriate placement based on the individual needs of the child. The continuum of placements must include the regular classroom, special classes, special schools, home instruction, and instruction in hospitals and institutions. The ARC must also keep in mind that a child with a disability cannot be removed from education in age-appropriate general classrooms solely because of needed modifications in the general curriculum. Special classes and resource classes are considered “pull out” classes where students are pulled from the regular education setting for instruction and missing out on what is going on in the regular classroom.

    102. Delivery of Services We have just learned how to develop an IEP. The IEP is a written program. It tells the services the child or youth with a disability will receive. But it’s more than a piece of paper. IEP is a process that includes three stages: Click planning (development), implementation, and progress monitoring. ARC is responsible for all stages. The document keeps track of this. Before we get into the implementation and progress monitoring concepts let’s talk about some delivery of services requirements from regulations that impact the implementation of the IEP. We have just learned how to develop an IEP. The IEP is a written program. It tells the services the child or youth with a disability will receive. But it’s more than a piece of paper. IEP is a process that includes three stages: Click planning (development), implementation, and progress monitoring. ARC is responsible for all stages. The document keeps track of this. Before we get into the implementation and progress monitoring concepts let’s talk about some delivery of services requirements from regulations that impact the implementation of the IEP.

    103. IEP in Effect For each child with a disability at the beginning of the school year Before specially designed instruction and related services are provided Implemented as soon as possible following an ARC meeting For all eligible children ages 3 through 5 707 KAR 1:320 §1(3) 34 CFR 300.323(a) The ARC is responsible for the supervision and support for implementation of the IEP at the implementer level and for assurance that implementation actually occurs. An LEA shall have an IEP in effect for each child with a disability within in its jurisdiction at the beginning of each school year. 707 KAR 1:320 §1 (3) An LEA shall ensure the IEP: (a) Is in effect before specially designed instruction and related services are provided to a child with a disability; and (b) Is implemented as soon as possible following an ARC meeting. 707 KAR 1:320 §1 (4) (7) An IEP shall be in place for all eligible children aged three (3) through five (5). 707 KAR 1:320 §1 (7) The IEP is implemented as soon as possible following the ARC where it was developed, within the district timelines and consistent with the beginning and ending dates for each service specified on the IEP. 707 KAR 1:320 §1 (4)(a)(b) Acceptable reasons for a planned delay in implementation may include: meetings held during summer break, or to develop an IEP for a child who is not yet three (3) years of age; circumstances that require a short delay (e.g., working out transportation arrangements); decisions by the ARC to begin implementation with the next grading period, or other natural break in school instruction; or awaiting parent consent for the initial provision of services. The ARC is responsible for the supervision and support for implementation of the IEP at the implementer level and for assurance that implementation actually occurs. An LEA shall have an IEP in effect for each child with a disability within in its jurisdiction at the beginning of each school year. 707 KAR 1:320 §1 (3) An LEA shall ensure the IEP: (a) Is in effect before specially designed instruction and related services are provided to a child with a disability; and (b) Is implemented as soon as possible following an ARC meeting. 707 KAR 1:320 §1 (4) (7) An IEP shall be in place for all eligible children aged three (3) through five (5). 707 KAR 1:320 §1 (7) The IEP is implemented as soon as possible following the ARC where it was developed, within the district timelines and consistent with the beginning and ending dates for each service specified on the IEP. 707 KAR 1:320 §1 (4)(a)(b) Acceptable reasons for a planned delay in implementation may include: meetings held during summer break, or to develop an IEP for a child who is not yet three (3) years of age; circumstances that require a short delay (e.g., working out transportation arrangements); decisions by the ARC to begin implementation with the next grading period, or other natural break in school instruction; or awaiting parent consent for the initial provision of services.

    104. Student Transfers If a child with a disability transfers between school districts within the same academic year within Kentucky, and had an IEP in effect in Kentucky, the child shall be provided a free, appropriate public education including services comparable to those described in the previous IEP. These services shall be provided in consultation with the parents and until the LEA adopts the previous IEP or develops, adopts and implements a new IEP. (2) If a child with a disability transfers between school districts within the same academic year from outside the state, and had an IEP if effect in another state, the child shall be provided a free, appropriate public education including services comparable to those described in the previous IEP. These services shall be provided in consultation with the parents and until the LEA conducts an evaluation, if determined necessary, and develops, adopts, and implements a new IEP if the child meets the eligibility criteria as defined in 707 KAR 1:280. (3) To facilitate the transition of a child who transfers, the receiving LEA shall take reasonable steps to obtain the child’s records, including the IEP, supporting documents, and any other records, including discipline records, relating to the provision of special education and related services. The previous LEA shall take reasonable steps to promptly respond to such requests from the receiving LEA. If a child with a disability transfers between school districts within the same academic year within Kentucky, and had an IEP in effect in Kentucky, the child shall be provided a free, appropriate public education including services comparable to those described in the previous IEP. These services shall be provided in consultation with the parents and until the LEA adopts the previous IEP or develops, adopts and implements a new IEP. (2) If a child with a disability transfers between school districts within the same academic year from outside the state, and had an IEP if effect in another state, the child shall be provided a free, appropriate public education including services comparable to those described in the previous IEP. These services shall be provided in consultation with the parents and until the LEA conducts an evaluation, if determined necessary, and develops, adopts, and implements a new IEP if the child meets the eligibility criteria as defined in 707 KAR 1:280. (3) To facilitate the transition of a child who transfers, the receiving LEA shall take reasonable steps to obtain the child’s records, including the IEP, supporting documents, and any other records, including discipline records, relating to the provision of special education and related services. The previous LEA shall take reasonable steps to promptly respond to such requests from the receiving LEA.

    105. IEP Accountability Good Faith Effort 707 KAR 1:320 §8 (1)(3) IEP Accountability. (1) An LEA shall provide specially designed instruction and related services to each child with a disability in accordance with his IEP and shall make a good faith effort to assist the child to achieve the goals and objectives or benchmarks listed in the IEP. GOOD FAITH EFFORT MEANS the state of mind denoting honesty of purpose, freedom from intention to defraud, and being faithful to ones’ duty or obligation. (Black’s Law Dictionary 6th Ed.) The provisions of this administrative regulation shall not limit the parents’ right to ask for revision of the child’s IEP or to invoke due process procedures if the parents feel that good faith efforts are not being made. IEP Accountability. (1) An LEA shall provide specially designed instruction and related services to each child with a disability in accordance with his IEP and shall make a good faith effort to assist the child to achieve the goals and objectives or benchmarks listed in the IEP. GOOD FAITH EFFORT MEANS the state of mind denoting honesty of purpose, freedom from intention to defraud, and being faithful to ones’ duty or obligation. (Black’s Law Dictionary 6th Ed.) The provisions of this administrative regulation shall not limit the parents’ right to ask for revision of the child’s IEP or to invoke due process procedures if the parents feel that good faith efforts are not being made.

    106. Assurance after IEP written Accessibility to implementers Implementers informed of specific responsibilities related to IEP implementation Specific accommodation, modification and supports are provided in accordance with the IEP 707 KAR 1:320 §1 (6) 34 CFR 300.323 (d) An LEA shall ensure that: (a) The child’s IEP is accessible to each regular education teacher, special education teacher, related services provider, and other service providers who are responsible for its implementation; (b) Prior to the implementation of the IEP, each implementer is informed of his specific responsibilities related to implementing the child’s IEP; and (c) The specific accommodations, modifications, and supports are provided for the child in accordance with the IEP. District procedures describe who will be responsible for making IEPs accessible for implementation. The ARC Chairperson informs each person responsible for the IEP of the specific responsibilities related to implementation of the IEP. Those responsible for the implementation plan and carry out specially designed instruction to help the child achieve the measurable goals and benchmarks/objectives in the IEP. Implementer are selected based on the services described and the qualifications needed for providing the service. “Qualified personnel” means personnel who meet the statutory or regulatory qualifications for each respective profession currently applicable in this state. The implementer, who is qualified to deliver instruction, is responsible for instructional planning as well as collecting and maintaining progress information. Parent may agree to assist in implementation but cannot be the sole implementer responsible for the services. An LEA shall ensure that: (a) The child’s IEP is accessible to each regular education teacher, special education teacher, related services provider, and other service providers who are responsible for its implementation; (b) Prior to the implementation of the IEP, each implementer is informed of his specific responsibilities related to implementing the child’s IEP; and (c) The specific accommodations, modifications, and supports are provided for the child in accordance with the IEP. District procedures describe who will be responsible for making IEPs accessible for implementation. The ARC Chairperson informs each person responsible for the IEP of the specific responsibilities related to implementation of the IEP. Those responsible for the implementation plan and carry out specially designed instruction to help the child achieve the measurable goals and benchmarks/objectives in the IEP. Implementer are selected based on the services described and the qualifications needed for providing the service. “Qualified personnel” means personnel who meet the statutory or regulatory qualifications for each respective profession currently applicable in this state. The implementer, who is qualified to deliver instruction, is responsible for instructional planning as well as collecting and maintaining progress information. Parent may agree to assist in implementation but cannot be the sole implementer responsible for the services.

    107. Implementer Responsibilities Instructional planning Monitor progress on goals & objectives Maintain records of progress Report progress The role of the implementer is to take the ARC’s plan, the IEP document, and further delineate how services will be provided. Goals, objectives, and services listed on the IEP flow directly into the instructional planning completed by the implementer. As the instructional plans are carried out, the implementer is responsible for monitoring the child or youth’s progress with the objectives and goals. The implementer is also responsible to provide evidence of progress data by maintaining records. The implementer must use the measurement techniques (methods of evaluation) that are specified in the IEP objectives. This progress toward the achievement of IEP goals is reported back the the ARC not less than annually. If a student is making progress faster than expected and will achieve the objectives and goals on the IEP before the annual review date, the Implementer has a responsibility to request an ARC to review the IEP. They should also request an ARC if the child is progressing much slower than expected. IEPs must include how the parents will be regularly informed, at least as often as parents of nondisabled children are informed of their children’s progress, of how their disabled child or youth is progressing on the IEP goals and objectives. The progress report also included whether or not the goals will be achieved by the annual review.The role of the implementer is to take the ARC’s plan, the IEP document, and further delineate how services will be provided. Goals, objectives, and services listed on the IEP flow directly into the instructional planning completed by the implementer. As the instructional plans are carried out, the implementer is responsible for monitoring the child or youth’s progress with the objectives and goals. The implementer is also responsible to provide evidence of progress data by maintaining records. The implementer must use the measurement techniques (methods of evaluation) that are specified in the IEP objectives. This progress toward the achievement of IEP goals is reported back the the ARC not less than annually. If a student is making progress faster than expected and will achieve the objectives and goals on the IEP before the annual review date, the Implementer has a responsibility to request an ARC to review the IEP. They should also request an ARC if the child is progressing much slower than expected. IEPs must include how the parents will be regularly informed, at least as often as parents of nondisabled children are informed of their children’s progress, of how their disabled child or youth is progressing on the IEP goals and objectives. The progress report also included whether or not the goals will be achieved by the annual review.

    108. Annual Review - Report the Data Review IEP Make decisions about the IEP Plan for reevaluation, if necessary At least once every 12 months, or as requested by any ARC member, the ARC reviews the IEP to evaluate the performance of the child or youth in the progress toward the achievement of the goals. During the meeting the ARC reviews progress and determine the need for a new IEP Assess present level of performance Review ongoing progress Review formal or informal assessments Determine objectives met or not met The ARC revises the IEP to address: Any lack of expected progress toward annual goals Any lack of expected progress in the general curriculum, if appropriate The results of any reevaluations Information about the child provided by or to the parents The child’s anticipated needs Other matters Based on this evaluation of performance, the ARC determines if the child or youth still needs specially designed instruction and related services. If the need still exists the ARC revises the IEP and determines the educational placement. If the need for specially designed instruction no longer exists, the ARC releases the student from special education services. A reevaluation must be conducted before determining a child is no longer according to regulations. If a child no longer needs, they are no longer eligible, so the need for reevaluation information is discussed in cases such as this. During the Annual Review the committee should have a thorough discussion about the progress. The members should use collected information such as the progress data or reports, other records such as work samples, and any other evaluation data. The committee needs to determine how the c/y did on the objectives and progress toward the goals. (policies & procedures) Was the progress adequate? (the child meets or exceeds the criteria at the rate and level specified in the IEP.) Progress and achievement is considered inadequate when the student consistently fails to meet the criteria at the rate and level specified in the IEP. If progress is inadequate the ARC determines possible causes. Did the Present Levels of the student improve in the deficit areas. Is the child able to generalize the behaviors into environments where the behaviors would naturally occur? Is the child now performing within the range of peers? Based on this review the committee decides if the child still needs services. If so they revise the IEP. Delete goals, Revise goals, Add goals and corresponding objectives/benchmarks. If during the meeting the ARC determines the child no longer needs services, the child is released from SDI. The ARC will determine needed reevaluation information. If additional information is needed the ARC will plan for the reevaluation, develop an IEP for the reevaluation period, and schedule another annual review. If the ARC determines no additional reevaluation data is needed, the ARC releases the student. At least once every 12 months, or as requested by any ARC member, the ARC reviews the IEP to evaluate the performance of the child or youth in the progress toward the achievement of the goals. During the meeting the ARC reviews progress and determine the need for a new IEP Assess present level of performance Review ongoing progress Review formal or informal assessments Determine objectives met or not met The ARC revises the IEP to address: Any lack of expected progress toward annual goals Any lack of expected progress in the general curriculum, if appropriate The results of any reevaluations Information about the child provided by or to the parents The child’s anticipated needs Other matters Based on this evaluation of performance, the ARC determines if the child or youth still needs specially designed instruction and related services. If the need still exists the ARC revises the IEP and determines the educational placement. If the need for specially designed instruction no longer exists, the ARC releases the student from special education services. A reevaluation must be conducted before determining a child is no longer according to regulations. If a child no longer needs, they are no longer eligible, so the need for reevaluation information is discussed in cases such as this. During the Annual Review the committee should have a thorough discussion about the progress. The members should use collected information such as the progress data or reports, other records such as work samples, and any other evaluation data. The committee needs to determine how the c/y did on the objectives and progress toward the goals. (policies & procedures) Was the progress adequate? (the child meets or exceeds the criteria at the rate and level specified in the IEP.) Progress and achievement is considered inadequate when the student consistently fails to meet the criteria at the rate and level specified in the IEP. If progress is inadequate the ARC determines possible causes. Did the Present Levels of the student improve in the deficit areas. Is the child able to generalize the behaviors into environments where the behaviors would naturally occur? Is the child now performing within the range of peers? Based on this review the committee decides if the child still needs services. If so they revise the IEP. Delete goals, Revise goals, Add goals and corresponding objectives/benchmarks. If during the meeting the ARC determines the child no longer needs services, the child is released from SDI. The ARC will determine needed reevaluation information. If additional information is needed the ARC will plan for the reevaluation, develop an IEP for the reevaluation period, and schedule another annual review. If the ARC determines no additional reevaluation data is needed, the ARC releases the student.

    109. Annual Review Review IEP Make decisions about the IEP Plan for reevaluation, if necessary Determine ESY needs At least once every 12 months, or as requested by any ARC member, the ARC reviews the IEP to evaluate the performance of the child or youth in the progress toward the achievement of the goals. An LEA shall ensure that the ARC: Reviews each child’s IEP periodically, but no less than annually, to determine whether the annual goals for the child are being achieved; and (b) Revises the IEP as appropriate to address: 1. Any lack of expected progress toward the annual goals; 2. Any lack of expected progress in the general curriculum, if appropriate; 3. The results of any reevaluation; 4. Information about the child provided by or to the parents; 5. The child’s anticipated needs; and 6. Other matters. The ARC revises the IEP to address: Any lack of expected progress toward annual goals Any lack of expected progress in the general curriculum, if appropriate The results of any reevaluations Information about the child provided by or to the parents The child’s anticipated needs Other matters Based on this data, the ARC determines if the child or youth still needs specially designed instruction and related services. If the need still exists the ARC revises the IEP and determines the educational placement. If the need for specially designed instruction no longer exists, the ARC releases the student from special education services. A reevaluation must be conducted before determining a child is no longer eligible according to regulations. If a child no longer needs, they are no longer eligible, so the need for reevaluation information is discussed in cases such as this. During the Annual Review the committee should have a thorough discussion about the child’s progress and current information. The members should use collected information such as the progress data or reports, other records such as work samples, and any other evaluation data. The committee needs to determine how the c/y did on the benchmarks/objectives and progress toward the goals. (policies & procedures) Was the progress adequate? (the child meets or exceeds the criteria at the rate and level specified in the IEP.) Progress and achievement is considered inadequate when the student consistently fails to meet the criteria at the rate and level specified in the IEP. If progress is inadequate the ARC determines possible causes. First look at the Short Term Objectives and toward Annual Goals Were the targeted behaviors performed? If not, determine reasons why and use information to make adjustments in IEP What is the degree of improvement in Levels of Performance? Did the PLOP of the student improve in the deficit areas. Is the child able to generalize the behaviors into environments where the behaviors would naturally occur? Is the child now performing within the range of peers? Based on this review the committee decides if the child still needs services. If so they revise the IEP. Delete goals, Revise goals, Add goals and corresponding objectives/benchmarks. If during the meeting the ARC determines the child no longer needs services, the child is released from SDI. The ARC will determine needed reevaluation information. If additional information is needed the ARC will plan for the reevaluation, develop an IEP for the reevaluation period, and schedule another annual review. If the ARC determines no additional reevaluation data is needed, the ARC releases the student. At least once every 12 months, or as requested by any ARC member, the ARC reviews the IEP to evaluate the performance of the child or youth in the progress toward the achievement of the goals. An LEA shall ensure that the ARC: Reviews each child’s IEP periodically, but no less than annually, to determine whether the annual goals for the child are being achieved; and (b) Revises the IEP as appropriate to address: 1. Any lack of expected progress toward the annual goals; 2. Any lack of expected progress in the general curriculum, if appropriate; 3. The results of any reevaluation; 4. Information about the child provided by or to the parents; 5. The child’s anticipated needs; and 6. Other matters. The ARC revises the IEP to address: Any lack of expected progress toward annual goals Any lack of expected progress in the general curriculum, if appropriate The results of any reevaluations Information about the child provided by or to the parents The child’s anticipated needs Other matters Based on this data, the ARC determines if the child or youth still needs specially designed instruction and related services. If the need still exists the ARC revises the IEP and determines the educational placement. If the need for specially designed instruction no longer exists, the ARC releases the student from special education services. A reevaluation must be conducted before determining a child is no longer eligible according to regulations. If a child no longer needs, they are no longer eligible, so the need for reevaluation information is discussed in cases such as this. During the Annual Review the committee should have a thorough discussion about the child’s progress and current information. The members should use collected information such as the progress data or reports, other records such as work samples, and any other evaluation data. The committee needs to determine how the c/y did on the benchmarks/objectives and progress toward the goals. (policies & procedures) Was the progress adequate? (the child meets or exceeds the criteria at the rate and level specified in the IEP.) Progress and achievement is considered inadequate when the student consistently fails to meet the criteria at the rate and level specified in the IEP. If progress is inadequate the ARC determines possible causes. First look at the Short Term Objectives and toward Annual Goals Were the targeted behaviors performed? If not, determine reasons why and use information to make adjustments in IEP What is the degree of improvement in Levels of Performance? Did the PLOP of the student improve in the deficit areas. Is the child able to generalize the behaviors into environments where the behaviors would naturally occur? Is the child now performing within the range of peers? Based on this review the committee decides if the child still needs services. If so they revise the IEP. Delete goals, Revise goals, Add goals and corresponding objectives/benchmarks. If during the meeting the ARC determines the child no longer needs services, the child is released from SDI. The ARC will determine needed reevaluation information. If additional information is needed the ARC will plan for the reevaluation, develop an IEP for the reevaluation period, and schedule another annual review. If the ARC determines no additional reevaluation data is needed, the ARC releases the student.

    110. Annual Review Decisions Did not make progress as expected & still needs SDI – develop new IEP Made progress as expected and not longer needs SDI -Release child from SDI Did not make progress as expected or may no longer need but reevaluation information is needed – develop new IEP Steps during Annual Review meeting when the ARC considers the child still needs SDI Determine continued need for specially designed instruction and related services based on IEP progress data For Annual Review choose one of the following: Develop new IEP (Option 1) Student did not meet the degree of progress expected or the student may no longer need specially designed instruction and reevaluation information is needed OR Release child or youth from specially designed instructional services (reevaluation has been conducted or no additional information is needed) (Option 2) Student did meet the degree of progress expected Current functioning level of the student is within the range or peers For Other Review Meeting choose one of the following: Continue IEP without revision until review date (Option 3) Progress is being made as expected OR Develop new IEP (Option 1) Student did not meet or exceeded the degree of progress expected or the student may no longer need specially designed instruction and reevaluation information is needed OR Release the child or youth from specially designed instructional services (reevaluation has been conducted or no additional information is needed) (Option 2) Student met or exceeded the degree of progress expected Current functioning level of the student is within the range or peersSteps during Annual Review meeting when the ARC considers the child still needs SDI Determine continued need for specially designed instruction and related services based on IEP progress data For Annual Review choose one of the following: Develop new IEP (Option 1) Student did not meet the degree of progress expected or the student may no longer need specially designed instruction and reevaluation information is needed OR Release child or youth from specially designed instructional services (reevaluation has been conducted or no additional information is needed) (Option 2) Student did meet the degree of progress expected Current functioning level of the student is within the range or peers For Other Review Meeting choose one of the following: Continue IEP without revision until review date (Option 3) Progress is being made as expected OR Develop new IEP (Option 1) Student did not meet or exceeded the degree of progress expected or the student may no longer need specially designed instruction and reevaluation information is needed OR Release the child or youth from specially designed instructional services (reevaluation has been conducted or no additional information is needed) (Option 2) Student met or exceeded the degree of progress expected Current functioning level of the student is within the range or peers

    111. Extended School Year The determination of need for extended school year services shall be made on an individual basis. In making the determination, the LEA shall NOT: Limit the provision of extended school year services to a particular category or categories of disability; OR Unilaterally limit the type, amount or duration of those services. 707 KAR 1:290 §8 34 CFR 300.106 Progress data is used to determine decision regarding ESS and ESY 97% of students naturally regress. If recoupment is achieved, ESY is not recommended. Must be considered each year.. Remember that ESY is not to teach new skills but to maintain those skills that were achieved.Progress data is used to determine decision regarding ESS and ESY 97% of students naturally regress. If recoupment is achieved, ESY is not recommended. Must be considered each year.. Remember that ESY is not to teach new skills but to maintain those skills that were achieved.

    112. Extended School Year ESY services are provided: Beyond the district’s normal school year At no cost to parents In accordance with the IEP Determination of need and level of service: An ARC decision Based on individual need Not based on disability category Not “one size fits all” Have participants find on page 6 of the blank IEP. The ARC must make the determine if extended School year is services is needed. These services go beyond the districts normal school/calendar year and is provided at no charge to the student or the parents. ESY is based on the individual child as stated in his/her IEP, not based on what the district can provide. It is not a “one size fits all” situation. ESY is not considered during an initial eligibility ARC meetings or ARC meetings other than the Annual Review meeting. Have participants find on page 6 of the blank IEP. The ARC must make the determine if extended School year is services is needed. These services go beyond the districts normal school/calendar year and is provided at no charge to the student or the parents. ESY is based on the individual child as stated in his/her IEP, not based on what the district can provide. It is not a “one size fits all” situation. ESY is not considered during an initial eligibility ARC meetings or ARC meetings other than the Annual Review meeting.

    113. Use the link below to access KEDC’s Handbook http://www.bigeastcoop.org/dueprocess/default.aspx?RootFolder=%2Fdueprocess%2FShared%20Documents%2FIEP%20Training%20Handouts%202010&FolderCTID=0x012000E1B836422847F444A482E6C9453C1DED&View={95248319-54AA-40F5-A44D-3E675DBC52B1}

    114. Use KDE’s Annodated IEP for guidance on writing IEP’s.

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