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![Page 1: Developing Quality IEPs 1 Accommodations and Modifications for Students with Disabilities Project Learning Systems Institute, Florida State University.](https://reader030.fdocuments.net/reader030/viewer/2022032701/56649c905503460f9494ae28/html5/thumbnails/1.jpg)
Developing Quality IEPs
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Accommodations and Modifications for Students with Disabilities Project
Learning Systems Institute, Florida State University
![Page 2: Developing Quality IEPs 1 Accommodations and Modifications for Students with Disabilities Project Learning Systems Institute, Florida State University.](https://reader030.fdocuments.net/reader030/viewer/2022032701/56649c905503460f9494ae28/html5/thumbnails/2.jpg)
Before We Begin
What do you already Know?
What do you Want to know?
Later… What did you Learn?
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You Will Learn to…
Follow a systematic problem-solving process to:Write the major components of a quality IEP
Present levels of academic achievement and functional performance statement
Annual goals and short-term objectives or benchmarks
Special education services and supportsPlan for quality implementation, progress monitoring, and revision of the IEP
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![Page 4: Developing Quality IEPs 1 Accommodations and Modifications for Students with Disabilities Project Learning Systems Institute, Florida State University.](https://reader030.fdocuments.net/reader030/viewer/2022032701/56649c905503460f9494ae28/html5/thumbnails/4.jpg)
Florida’s Multi-Tiered System of Supports
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ACADEMIC SYSTEMS
Tier 3: Intensive, Individualized Monitoring
Students who need individualized interventions.
Tier 2: Targeted, Supplemental Monitoring Students who need more support in addition to the
core curriculum.
Tier 1: Core, Universal Monitoring
All students, including students who require
curricular enhancements for acceleration.
BEHAVIOR SYSTEMS
Tier 3: Intensive, Individualized Monitoring
Students who need individualized intervention.
Tier 2: Targeted, Supplemental Monitoring Students who need more
support in addition to school-wide positive behavior program.
Tier 1: Core, Universal Monitoring
All students in all settings.
![Page 5: Developing Quality IEPs 1 Accommodations and Modifications for Students with Disabilities Project Learning Systems Institute, Florida State University.](https://reader030.fdocuments.net/reader030/viewer/2022032701/56649c905503460f9494ae28/html5/thumbnails/5.jpg)
MTSS Problem-Solving Steps
1. Problem Identification:What’s the problem?
2. Problem Analysis:Why is it taking place?
3. Intervention Planning and Implementation:What are we going to do about it?
4. Response to Instruction/Intervention:Is it working?
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Alignment with IEP Components
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Step 3. Intervention Planning and Implementation
What are we going to do about it?
• Measurable Annual Goals• Special Education Services
and Supports
Step 4. Response to Instruction/Intervention
Is it working?
• IEP Implementation, Review, and Revision
• Present Level of Academic Achievement and Functional Performance
MTSS IEPStep 1. Problem IdentificationWhat’s the problem?Step 2. Problem AnalysisWhy is it taking place?
![Page 7: Developing Quality IEPs 1 Accommodations and Modifications for Students with Disabilities Project Learning Systems Institute, Florida State University.](https://reader030.fdocuments.net/reader030/viewer/2022032701/56649c905503460f9494ae28/html5/thumbnails/7.jpg)
What is a Quality IEP?
A quality IEP Is in compliance with all requirements of
federal, state, and district laws and regulations Reflects decisions based on active and
meaningful involvement of members of the IEP team
Provides a clear understanding of Student educational needs and expected
outcomes Special education services and supports
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IDEA Requirements
Schools must provide each eligible student with a disability an individualized educational program that: Is designed to meet the unique educational
needs of the studentAddresses academic performance and
functional needsEnables the student to be involved and make
progress in the general curriculum
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![Page 9: Developing Quality IEPs 1 Accommodations and Modifications for Students with Disabilities Project Learning Systems Institute, Florida State University.](https://reader030.fdocuments.net/reader030/viewer/2022032701/56649c905503460f9494ae28/html5/thumbnails/9.jpg)
Major Components of the IEP
Present levels of academic achievement and functional performance
Measurable annual goals Short-term objectives or benchmarks, if
applicable Special education services and supports
Make sure all components are aligned!
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General Considerations
The student’sStrengths Academic, developmental, and functional
needsResults of evaluation (initial or most recent)Performance on state and district assessments
The parents’ concerns for education of their child
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Special Considerations
Need for behavior strategies or supports Language needs of English Language
Learners Needs of students who are blind or visually
impaired for instruction in braille Communication needs of all students with
disabilities Language and communication needs of
students who are deaf or hard-of-hearing
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Other Special Considerations
Need for assistive technology (AT) devices and services
Extended school year (ESY) servicesbeyond the 180-day school year
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IEP Focus
Annual Goals
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Postsecondary Goals
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IEP Team Membership and Roles
Parent or guardian General education teacher (if…) Special education teacher or service provider Representative of the school district Individual who can interpret the instructional
implications of the evaluation results Student, as appropriate Others, as appropriate
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The IEP Team Process
Preparing for the IEP meetingGathering relevant data to shareDrafting selected parts of the IEPPreparing parents and student for participation
Active involvement and collaboration at the meetingAlternatives to parent attendance
Procedural safeguards
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Using Domains to Organize the IEP
Domains are used to structure information Curriculum and Learning Environment Social and Emotional Behavior Independent Functioning Communication Health Care
Address each domain where student has educational needs
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