IEP Trainingfor Kansas Schools

2014– 2015 Kansas State Department of Education Technical Assistance System Network (TASN)

Early Childhood: Writing IEPs for Young Children

IEP Issues Unique to Early Childhood

• Transitions from Part C Infant-Toddler Programs

• General Education Teacher at the IEP meeting

• PLAAFP and Goals in Early Childhood

• Linking IEPs to the Early Childhood Outcomes

Transitions from Part C Infant-Toddler Programs

• This is a compliance indicator for both Part B and Part C

– Indicator 8 – IDEA Part C

– Indicator 12 – IDEA Part B

Transitions from Part C Infant-Toddler Programs

Requirements•A referral from Part C infant-toddler to LEA at least 90 days and not more than 9 months prior to a child’s third birthday.•Part C must hold a transition conference at least 90 day (and at the discretion of all parties up to 9 months) before a child’s third birthday.•Part C must invite the LEA to the transition conference and Part B must attend the transition conference.•When a child is referred from Part C, the LEA must:

– provide the parents of the child referred with procedural safeguards, and

– prior to any Part B SPED action provide prior written notice either proposing to conduct an initial evaluation (and obtaining consent) or explaining why the LEA refuses to conduct an initial evaluation.

•LEA must have the evaluation complete and if the child is eligible an IEP in place by the child’s third birthday.•LEA must, at the request of the parent, invite a Part C representative to the IEP meeting.

Transitions from Part C Infant-Toddler Programs

• Continuation of the IFSP The IEP team must consider the use of an IFSP in

place of an IEP (In some cases, the continuation of the IFSP or the development of a new IFSP can become the IEP for a child age 3 through 5 (Sec. 614(d)(2)(B)).

An IFSP for a 3 to 5 year old, must include all of the IEP procedures

If the LEA proposes to use an IFSP, the parent must be provided a detailed description of the difference between an IFSP and an IEP, and provide written informed consent.

(Resources – “Comparison IFSP-IEP” and “Consent document”)

Transitions – 6 Key Points

• Good Transitions require: – Preplanning– Communication (agencies, service

providers, families)– Shared Information and Trust– Empowered Families– Options for LRE– Reflection

Additional information and resources on Part C to B Transitions can be found at http://www.kskits.org/ta/transitionPartCtoPartB/index.shtml

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

If Child is enrolled in:

Designee Needed?

Who fills that role?

LEA operated regular education preschool.

Yes The child’s regular education preschool teacher.

Special Education preschool (reverse mainstream, integrated or self-contained) operated by LEA. Child is not participating in a regular preschool during the term of IEP.

No The school may invite a regular ed. teacher; or if ECSE teacher is dually certified or holds an EC unified license the child’s special education teacher can act as both the special education teacher and the regular education teacher (provided there is no other regular education teacher of the child.

When is a Regular Education Preschool Teacher required at an IEP

meeting? If Child is enrolled in:

Designee Needed?

Who fills that role?

A special education preschool operated by LEA (reverse mainstream, integrated or self-contained), but is transitioning into kindergarten

Yes The child’s anticipated kindergarten teacher or a kindergarten teacher from child’s home school

Community-Based Preschool Setting.

Yes The teacher of the child who meets the community-based program requirements shall be invited. If the teacher does not attend the school shall designate attendance by a teacher qualified to teach children without disabilities of the same age.

Home Setting No There is no regular education teacher

When is a Regular Education Preschool Teacher required at an IEP

meeting?

If Child is enrolled in: Designee Needed?

Who fills that role?

Child Care Center (no preschool)

No There is no regular education teacher (OK for parent to invite the child care provider)

Initial Eligibility for Part B Services (includes Transition from Part C)

Yes If in a regular education preschool or anticipated to be in one or kindergarten, it would be the current or anticipated preschool or kindergarten teacher, or a teacher qualified to teach children without disabilities of the same age designated by the school.

Initial Eligibility for Part B Services (includes Transition from Part C)

No If not in a regular education preschool and/or not anticipated to be in a regular education preschool or kindergarten during the IEP term.

LRE and Preschool

Additional information and resources on Preschool LRE can be found at

http://www.kskits.org/ta/preschool_LRE_Resources/index.shtml

The purpose is to identify and prioritize the specific needs of a child and establish baseline performance in the general curriculum which is used to develop an individualized and meaningful plan.

for preschool children, as appropriate, how the disability affects the child’s participation in appropriate activities KSA 72-987 (c) (1) (B).

Early Childhood and the PLAAFP

Appropriate Activities

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

• Provides a real picture of the child

• Guides identification of functional individualized goals

• Supports a strengths-based approach

• Supports integration of the IEP with Early Childhood Outcomes

Functional Assessment is Fundamental?

Our Focus Shifts

From ToKnows how to make eye contact, smile, and give a hug

Initiates affection toward caregivers and respond to others’ affection

Knows how to imitate a gesture when prompted by others

Watches what a peer says or does and incorporate it into his/her own play

Uses finger in pointing motion

Points to indicate needs or wants

Shows a skill in a specific situation

Uses a skill in actions across settings and situations to accomplish something meaningful to the child

Functional Assessment

• Listen to the family story• Observe and ask about the

child’s day-to-day routines and activities related to- Social interactions- Engagement- Independence

• Ask parents to show or describe

• Observe how the parent engages the child

• Observe the child in play

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Involving Families

Example EC PLAAFP

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

Example Goal

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

Timeframe Condition Behavior Criteria

By May 20XX During a 20 minute play period with her peers

Emily will spontaneously use 10 or more four word combinations

( 10 or more four word combinations in 20 minutes)

Example EC PLAAFP

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

Example Goal

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

Timeframe Condition Behavior Criteria

In 32 instructional weeks

while moving around the classroom

Mark will use a walker to independently transition from one activity to another

within 3 minutes on 3 of 4 consecutive transitions.

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EC PLAAFPs

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

Katie Sample Goal

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

Timeframe Condition Behavior Criteria

In 36 instructional weeks

when asked to write her name and provided a model

Katie will copy her name with at least 2 recognizable letters

in 3 out of 4 consecutive opportunities

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

Sally Sample Goal

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

Timeframe Condition Behavior Criteria

By April 20xx participating in a large group book reading activity

Sally will remain with the group (sitting on her space and looking at the book) for 10 minutes or more needing fewer than 2 prompts

during 3 of 4 consecutive large group book reading activities

Linking the IEP and Early Childhood Outcomes

1. Positive Social-Emotional Skills (including social relationships)

2. Acquire and use knowledge and skills

3. Take appropriate action to meet needs

Why Use the Early Childhood Outcomes as a Framework for the

IEP?• Socially validated – reflect

what we are trying to achieve• Functional• They’re integrated –

emphasize the whole child• Flexible – not wedded to one

particular assessment, curriculum, or level of child functioning

Early Childhood Outcomes Center

Steps to Integrating EC Outcomes (ECO) with the IEP

• In the review of existing data, look for information related to the ECO

• If the child is transitioning from a Part C Infant Toddler Program, organize the discussion of the child at the 90 day transition meeting in relation to the ECO

• During the evaluation, probe for information on caregiver concerns related to the ECO. – Encourage families to describe their child’s typical day in

the context of ECO areas, such as how he interacts with others, how he learns and solves problems, and how he gets his own needs met.

Steps to Integrating EC Outcomes (ECO) with the IEP

• Compare the child’s functional skills and behaviors with those expected for other children his age.

• Include functional authentic assessment in the evaluation that will provide the team with information on all three ECO. – Consider the child’s functioning in the context

of everyday activities and routines, in the three ECO areas.

• Document supporting evidence for ECO rating throughout the assessment and evaluation process

Steps to Integrating EC Outcomes (ECO) with the IEP

• During the IEP meeting, organize the discussion of the child in relation to the ECO;– Discuss how the child is functioning in the ECO areas and how

the child’s skill’s and behaviors in the ECOS areas compare with other children the same age.

• In the PLAAFP, organize the description of strengths and need as they relate to the three outcome areas.

• Complete the ECO rating within the same timeframe as the IEP

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

Example Outcome 2:Acquire and Use of Knowledge and

SkillsFoundational Skills

When given 2 or 3 step directions, will follow 1 of the steps before requiring adult support. Needs visual cues to choose from when making a prediction about a story or event.Not able to answer questions (how, why)

Immediate Foundational Skills

 Beginning representational drawing.Counts 2 objects correctly.Answers simple factual questions

Age Appropriate Skills

  Able to group by classificationWhen faced with a problem will usually ask for adult assistanceShows understanding of some age appropriate concepts (colors, big/little, in/on)Copies simple shapes and 3 letters of first name

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

Example ECO 2:Acquire and Use Knowledge and Skills

Goal:•By Oct. 20xx, while participating in large group activities, Johnny will independently follow routine directions of 3 related steps in 4 of 5 opportunities across 3 consecutive days.

Goal: •By Oct. 20xx, when discussing a story, Johnny will answer 8 out of 10 “why” and “how” questions in a mixed question probe.

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EC Goals

Sample Goal 1

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

Timeframe Condition Behavior Criteria

In 12 months will follow 2-step directions

1 time per observation period, across 5 consecutive observations

Sample Goal 2

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

Timeframe Condition Behavior Criteria

By November 1, 20XX

when given a verbal direction by an adult

will begin to comply with the direction within 10 seconds

Sample Goal 3

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

Timeframe Condition Behavior Criteria

In 36 weeks when presented with a model

copy 2 or more alphabet letters

in 3 out of 4 trials

Linking Goals to the 2013 Revision of the Kansas Early Learning Standards

with Goals1. Approaches to Learning2. Physical Health and

Development3. Social-Emotional

Development4. Communication and Literacy

Development5. Mathematics6. Science7. Social Studies8. Creative Arts

Linking Kansas Early Learning Standards with Goals

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

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

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EC IEP Support

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