Step by Step: A Walk Through the Facets of the IEP March 2010 Presented by NYC DOE IEP Managers.

Step by Step:A Walk Through

the Facetsof the IEP

March 2010

Presented by NYC DOE

IEP Managers

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Staten Island ISC Janet Blit: [email protected]

Brooklyn ISC Nick Chavarria: [email protected]

Manhattan ISC Madeline Rochelle: [email protected]

Queens ISC Tanya Smith: [email protected]

The IEP Managers

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Audience Poll # 1 Who is in the audience?

• Principal or Assistant Principal

• Teacher

• School Psychologist

• Related Service Provider

• IEP Teacher or Coordinator

• Other

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Facets of the IEP

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WHAT IS THE EDUCATIONAL BENEFIT REVIEW PROCESS?

The intent of a “Free Appropriate Public Education” (FAPE) for students with disabilities is to design individualized instruction with sufficient supports and

services to enable the student to receive educational benefit.

Educational Benefit Review Process is a process that will assist in examining & reflecting on the quality of IEP development to increase student access, participation, and progress in the general education curriculum by providing an appropriate education.

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Summary of Educational Benefit

reflects on the quality of IEP development to increase student access, participation, and progress in the general education curriculum

The intent of a “Free Appropriate Public Education” (FAPE) for students with disabilities is: to design individualized instruction with sufficient supports and services to enable the student to receive educational benefit.

What is Educational Benefit?What is Educational Benefit?> Determining if there is a clear relationship between: the identified needs/present levels of performance, annual goals,

accommodations/modifications & services/placement (DOES IT (DOES IT ALLALL CONNECT?) CONNECT?)

> Have changes to annual goals, services/placement been made based on the results of the student’s progress? (HAS THE IEP BEEN WRITTEN/MODIFIED TO MEET THE STUDENT’S (HAS THE IEP BEEN WRITTEN/MODIFIED TO MEET THE STUDENT’S CURRENTCURRENT NEEDS?) NEEDS?)

> Information on the student’s IEP: strengths, needs, annual goals, accommodations & modifications, services/placement & progress compared – looking for patterns over the past 3 years

(DOES THE IEP GIVE A CLEAR PICTURE OF THE STUDENT’S (DOES THE IEP GIVE A CLEAR PICTURE OF THE STUDENT’S PROGRESS PROGRESS THROUGH THE YEARS?)THROUGH THE YEARS?)

The Purpose of the Educational Benefit Review Process is: The Purpose of the Educational Benefit Review Process is:

to determine whether the design of the IEP was *reasonably calculated for the student to receive educational benefit.

*Reasonable CalculationReasonable Calculation evaluates if the IEP reflects on the student’s present levels of evaluates if the IEP reflects on the student’s present levels of performance, goals, supports & maximize access, participation & progress in the performance, goals, supports & maximize access, participation & progress in the general general education curriculumeducation curriculum

Staten Island Integrated Service Center (ISC)

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Present Levels of Performance

Needs &Concerns

Goals & Objectives Accommodations &

Modifications

Services&

Placement

ProgressTowardGoals

Was the student’s program reasonably calculatedreasonably calculated to result in educational benefiteducational benefit? YES or NO?YES or NO?

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Educational Benefit Chart/ Focus Transition

Present Levels of Performance

Needs and Concerns

Annual Goalsincluding Post

Secondary Goals(Long-Term Adult

Outcomes)

Accommodations & Modifications

Services and Placements

Progress Toward Goals

Transition Services Activities to Support Post Secondary Goals (Required for students 15 years and older)

Community Integration

Education

Employment

Independent Living

Instructional Activities

Community Integration

Post High School

Independent Living

Daily Living Skills/Functional Vocational Assessment

Present Levels of Performance &

Management Needs

Measurable Annual Goals

ProgressToward Annual Goals

Supplementary Aids and Services

Progress Monitoring

of a BIP

Services/Placement

Was IEP Adjusted?

Social Development:Management Needs:

Academic Development:Management Needs:

Health & Physical Development:Management Needs:

Student Name/ID: Disability: Grade Level: IEP Meeting Date:

THE UNIVERSITY OF THE STATE OF NEW YORK

THE STATE EDUCATION DEPARTMENT

Was the IEP was reasonably calculated to ensure educational benefit to students with disabilities who have behaviors that interfere with learning?

Focus: Suspension FBA/BIP Review

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For Example: (Compare progress across consecutive IEPs) Student Name/ID: Chris Disability: LD Grade Level: 7 Meeting: Annual Review Date: 5/20/09 IEP #:

Present Levels of

Performance

Needs/Concerns

Annual Goals Accommodations & Modifications

Services/ Placement

Progress

Was IEP Adjusted?

Academic: ELA WIAT Reading 4.0 GE Able to write a 4-5 sentence paragraph

0 +

Struggles with grade level vocabulary Written work is unclear and lacks appropriate organization of ideas

0 0

Identify meaning for 20 new content area vocabulary words per week Fluently read a 5 paragraph passage of curriculum level text Independently write a 3 paragraph essay using transitions, correct word tense and order

+ + 0

Consultant Teacher Services ELA 2 hours per week

0

Progressing Satisfactorily Progressing Satisfactorily Progressing Satisfactorily

0 0 +

No

Last year’s IEP stated: WIAT Reading 4.0 GE Therefore, there was no change in reading level. Able to write a 3 sentence paragraph Therefore, there was an increase in writing ability.

Last year’s IEP stated: Struggles with grade level vocabulary Therefore, the need remained the same. Written work is unclear and lacks appropriate organization of ideas Therefore, the need remained the same.

Last year’s IEP stated: Identify meaning for 10 new content area vocab words Therefore, the goal increased the performance expectation. Fluently read a 3 paragraph passage of curriculum level text Therefore, the goal increased the performance expectation. Independently write a 3 paragraph essay using transitions, correct word tense and order Therefore, the goal did not increase the performance expectation.

Last year’s IEP stated: Consultant Teacher Services Therefore, the service and placement remained the same.

Last year’s IEP stated: Progressing Satisfactorily Therefore, the progress remained the same. Progressing Satisfactorily Therefore, the progress remained the same. Not Progressing Therefore, the progress increased.

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PresentLevels of Performance

Needs & Concerns

Goals &Objectives

Accommodations&Modifications

Services&

Placement

Progress TowardGoals

13 years old7th graderComprehension on 5th grade level Weak content area vocabulary3rd grade decoding skills affect comprehensionWritten work shows good understanding of structure (i.e. connecting ideas)Weaknesses in grammar and spellingWeak long-term memory affects knowledge of Math facts and problem solving speedCan add and subtract with regroupingLevel 1Vocational indicates intent to attend a 4 year college and pursue a teaching career Shows frustration (by putting head on desk and refusing to continue working) when confronted with difficult assignments

Weak content area vocabulary3rd grade decoding skills affect comprehensionWeaknesses in grammar and spellingWeak long-term memory affects knowledge of Math facts and problem solving speedShows frustration (by putting head on desk and refusing to continue working ) when confronted with difficult assignments

Using vocabulary enhancement strategies, Susan will increase her content area vocabulary to approach grade level.Using a multi-sensory reading program for multi-syllable words, Susan will improve her decoding skills to approach grade levelUsing a structured explicit writing program which scaffolds lessons, Susan will write an essay approaching grade levelWill use Math fluency strategies to improve knowledge of Math facts and problem solving abilitiesUsing modeling and role playing strategies, Susan will improve her ability to respond appropriately when frustrated

InstructionalPreview vocabulary in content area reading assignmentsMake vocabulary pick lists availableMulti-sensory reading programPeer ReaderStructured, scaffolded writing programWork with a peer editor on writing assignmentsFrequent opportunities to assume leadership role in class activitiesProvide pick list or checklist of steps for problems involving Math computationUse of calculator when leaning more complex processesModelingRole-playing Chunking assignments into manageable partsAssessment Accommodations:Time and a halfSeparate locationTest read aloud except when it interferes with the construct of the testDirections read aloud 2 more times then the standard number of times provided for all students

Special class in community schoolCounseling 1:40:3

Progress has been noted since last yearProgress reports will be filled out

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PresentLevels of Performance

Needs & Concerns

Goals &Objectives

Accommodations&Modifications

Services&

Placement

Progress TowardGoals

13 years old7th graderComprehension on 5th grade level Weak content area vocabulary3rd grade decoding skills affect comprehensionWritten work shows good understanding of structure (i.e. connecting ideas)Weaknesses in grammar and spellingWeak long-term memory affects knowledge of Math facts and problem solving speedCan add and subtract with regroupingLevel 1Vocational indicates intent to attend a 4 year college and pursue a teaching career Shows frustration (by putting head on desk and refusing to continue working) when confronted with difficult assignments

Weak content area vocabulary3rd grade decoding skills affect comprehensionWeaknesses in grammar and spellingWeak long-term memory affects knowledge of Math facts and problem solving speedShows frustration (by putting head on desk and refusing to continue working ) when confronted with difficult assignments

Using vocabulary enhancement strategies, Susan will increase her content area vocabulary to approach grade level.Using a multi-sensory reading program for multi-syllable words, Susan will improve her decoding skills to approach grade levelUsing a structured explicit writing program which scaffolds lessons, Susan will write an essay approaching grade levelWill use Math fluency strategies to improve knowledge of Math facts and problem solving abilitiesUsing modeling and role playing strategies, Susan will improve her ability to respond appropriately when frustrated

InstructionalPreview vocabulary in content area reading assignmentsMake vocabulary pick lists availableMulti-sensory reading programPeer ReaderStructured, scaffolded writing programWork with a peer editor on writing assignmentsFrequent opportunities to assume leadership role in class activitiesProvide pick list or checklist of steps for problems involving Math computationUse of calculator when leaning more complex processesModelingRole-playing Chunking assignments into manageable partsAssessment Accommodations:Time and a halfSeparate locationTest read aloud except when it interferes with the construct of the testDirections read aloud 2 more times then the standard number of times provided for all students

Special class in community schoolCounseling 1:40:3

Progress has been noted since last yearProgress reports will be filled out

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Frequently Asked Question

Are schools required to complete the Educational Benefit Review chart for every IEP we now write?

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Facets of the IEP

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Sample IEP Meeting Agenda*

1) Member Introduction: title and role at the IEP Meeting2) Purpose of IEP Meeting and summary of the IEP team obligations

3) Review of Procedural Safeguards with parent(s)4) Identification of evaluations and other information for consideration to

determine:• whether the student has an identified disability; and

• whether the student requires special education services5) IEP Development

• present levels of performance• annual goals

• accommodations, if necessary• promotion criteria

• diploma objectives/transition• recommended services and level of service delivery

6) Summary of IEP determinations and opportunity for parent to ask questions7) If the meeting is a subcommittee meeting, inform the parent of their right torequest a Full Committee meeting if s/he disagree with the recommendation

8) Next Steps, as necessary (for example, the placement process outlined in Section 7)

9) Finalized IEP to be distributed at the end of the meeting or immediately sentto parent. The date the IEP is provided to parent must be indicated on

the Contact Sheet in the student’s file.

* This agenda can be found on page 77 of the SOPM.

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District IEP Representative

The District IEP Representative is a representative of the school district who is:> qualified to provide/supervise the provision of special education; AND; > knowledgeable about the general education curriculum; AND;> knowledgeable about the availability of district resources.

The person serving as the district representative may also fulfill the role of another person on the IEP Team.

Important! The principal will designate the individual who will serve as the district representative for IEP meetings held at the school. The Committee on Special Education Chairperson will designate who will serve as the district representative for IEP meetings held at the Committee on Special Education Office.

Memorandum: Children First Reforms in Special Education, July 1, 2007, Linda Wernikoff, Executive Director, Office of Special Education

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Guiding Considerations for the IEP Meeting

Think of how you would guide the IEP Team to determine the most appropriate LRE setting. Consider the following:> Present level of performance> Current setting> Supports and services that support academic success (i.e. pass courses

and demonstrate proficiency on assessments) in subject areas

In addition, consider the following:> Listening, speaking , reading, writing and thinking skills and strategies

required in each of the academic disciplines> Options for providing services in the LRE setting> Students’ preferences and interests> Transition Needs> Outside support

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SUBCOMMITTEE ON SPECIAL EDUCATION

Annual Review Initials Requested Reviews/Mandated Three-Year Review

Full Committee

Special Education Teacher/Related Service Provider

√ √ √ √

General Education Teacher √ √ √ √

Parent √ √ √ √

Student √ √ √ √

District Representative √ √ √ √

School Psychologist Not Required √ √ √

School Social Worker Not Required *See next slide *See next slide *See next slide

Parent Member Not Required Not Required Not Required *See next slide

Physician Not Required Not Required Not Required *See next slide


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Subcommittee on Special Education

A Special Education Teacher or Special Education Provider must participate as a member of the IEP team. > If the student is receiving special education services, it must be the student’s

Special Education Teacher or Special Education Provider . > When the student’s only special education service is a related service, the

related service provider participates as the student’s Special Education Provider

The School Social Worker may participate in a Subcommittee or Full Committee IEP Meeting if he/she is involved in any aspect of the evaluation process.

The Parent Member must participate in Full Committee Reviews.

A School Physician is also a required participant if the parent, member of the school, or IEP Team member at the Committee makes a request for a physician to attend at least seventy-two (72) hours prior to the IEP meeting.


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Facets of the IEP

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VERIFY - NEVER LEAVE BLANK

VERIFYVERIFY

Prior to writing on this line, contact your school’s Special Education Liaison for “Specialized Transportation” Procedures

IEP meeting recommendations are written here at the end of meetinge.g. Special Class with Related Services (if applicable)Checking this box

indicates “Special

Education” Transportation

Check this box to indicate that this IEP reflects Transition Services

Indicate the student’s current grade.

Note: for all CTT classes K-12 the staffing ratio is 12:1

(See SOPM Page 13)

We urge schools to combine the 3-year-review (Tri) (if applicable) and the annual review, by moving the IEP Meeting up to the earlier compliance date, when possible.

Medical/physical:”ABR”

VERIFYVERIFY

(ISP-See SOPM Page 92, 119-121)

(See SOPM: Pages 92, 120- Alternate placement statements- if applicable:)

(The type of vehicle (e.g. mini wagon) is not to be indicated on the IEP-See SOPM page 94)

(See SOPM page 55: Bilingual Cascade)

Parental Revocation (See SOPM Pages 41, 140-141, 193 & 194)

An IEP may be amended only after an annual review meeting.

(See SOPM Pages 13, 72-73)

IEP Meeting Agenda

(See SOPM Page 77)

Definition of a Parent (See SOPM Pages 35-38)

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Facets of the IEP

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Sign in

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Mandated & designated by the Principal

All changes must be written here & check appropriate box

NOTE: All mandated members MUST sign this page only if they attend the IEP meeting

NOTE: All mandated members MUST sign this page only if they attend the IEP meeting

Students age 14 and older, must be invited to the IEP meeting - (see sample invite)

Mandated Member

Check appropriate box below

See Sample Student IEP Meeting Invitation Handout

not to exceed one year

not to exceed one year

Mandated Member

Mandated Member

These dates must be indicated



(See SOPM Pages 66-67, 71, 76, 103, 109 & 153)

(See SOPM Page 65)

(See SOPM Page 66)

(See SOPM Pages 64, 67, 69, 70 & 74))

(See SOPM Pages 67, 69, 71 & 72)

(See SOPM Page 76)

Member Excusal (See SOPM Pages 70 – 72 & 179)NOTE: IEP TEAM MANDATED MEMBERS CANNOT BE EXCUSED FROM INITIAL MEETINGS

SC/CTT Preference Form (See SOPM Pages 109)

(See SOPM Pages 64, 65, 67, 70, 75, 104 & 153)

(See SOPM Page 76)

(See SOPMPage 64 & 67)

Additional Members (See SOPM Page 68)Chapter 408 (See SOPM Page 112)

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Present Levelsof Performance

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IMPORTANT: All student’s academic needs described in this section should be addressed on IEP page 6-annual goals.

Include present levels of performance from related service providers (if applicable).

Student’s STRENGTHS & needs should be described in this section.Describe the instructional implications of the testing results listed below(What does the testing results listed below look like in classroom instruction?).

Results of the assessments in this section should be described above

(Scores recorded should be current –within 1 year)

Indicate the instructional modifications and resources to enable the student to succeed (e.g. learning styles, visual aids, books on tape, manipulatives, etc.). What will the student need immediately for access to grade-level curriculum (what modifications, if any) while remediation related to Annual Goals is taking place?

Transition statements in the present levels of performance on this page must be used to develop transition plan goals on IEP pages 6 & 10

JARGON-

FREE

__________Results of the

assessments in this section should be described above

(Scores recorded should be current –within 1 year)

Present Levels of Performance Samples (See SOPM Pages 105-107)

Mandated Three-Year Review (See SOPM Pages 31, 73 & 175)

(See SOPM Pages 81, 105 & 107)

Transition interests and needs are part

of the PLoPs

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A BIP should be developed and implemented collaboratively by the teachers, paraprofessional (if applicable), related service providers (if applicable) and staff working with the student.

If either of these last 2 boxes are checked then

FBA & BIP Required

____

(See statement above for details)

Present Levels of Performance Samples (See SOPM Pages 105-107)

FBA/BIP (See SOPM Pages 48, 51, 105, 149, 151, & 153)

(See SOPM Pages 81 & 107)

FYI: All students with an IEP recommendation for a behavior management/crisis paraprofessional should have an FBA & BIP

Social skills relevant to job interviews or on-the-job behaviors need to be described here.

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FBA/BIP: What is it?

• A functional behavioral assessment (FBA) is a process of determining the function that a behavior serves for an individual. This is accomplished by careful assessment of the situations that give rise to a behavior and the consequences that result.*

• A behavior intervention plan (BIP) is based on the results of the FBA. It describes the problem behavior, a hypothesis as to why the problem behavior occurs and intervention strategies to address that behavior.*

*Standard Operating Procedures Manual: February, 2009, p51

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FBA/BIP: How does the process work?

The FBA/BIP Team members gather data regarding student behavior by means of direct observation as well as interviewing staff members, the student and the parents of the student, as deemed appropriate.

Review all student records and previous interventions

> Include teacher reports, school records, educational evaluations, psychological reports, medical history, etc. Compile as much information as possible!

> Review all successes the student experiences during the school day.

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FBA/BIP: Is the process just for special education students?

No.

An FBA must be conducted for any student whose behavior impedes his/her learning, or that of others, and for certain students subject to discipline outlined in section 10, SOPM.*

The process can be used as a strategy to eliminate the need for referral to special education as a result of behavioral challenges.

Parental consent is required in order to conduct the process with General Education students.

*SOPM, 2009, p. 51

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Behavior Intervention Plan

BIP: A Behavior Intervention Plan seeks to answer four elements.

1. Describe the behaviors that interfere with learning.

2. What behavior changes are expected?

3. What strategies/supports are going to be tried to change the behavior?

4. When will the plan be evaluated? How/who will evaluate the plan?

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All Special Alerts from IEP Page 1 should be reflected hereInclude present levels of performance from related service providers

(if applicable, e.g. OT, PT, Health, etc.)

e.g. F.M. Unit

Do not write specific name of any medication

This should be reflective of page 1

(See SOPM Pages 52, 70, 96, 105 & 256)

(See SOPM Pages 81, 105 & 107)

(See SOPM Pages 105-107) Health needs that might affect career development/occupational skills must be described here.

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AnnualGoals

Annual Goals

Annual Goals need to be SMART!

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S - SpecificM - MeasurableA - AchievableR - RelevantT – Time related

S.M.A.R.T Annual GoalsNote: Do not get “hung-up” on the color codes; many S.M.A.R.T. elements overlap. The main purpose is to ensure that

all 5 elements are included in each annual goal.

S – Specific: What is the observable behavior that the student will do, in a year, that the student is not able to do now?

M – Measurable: How will you know when the student has accomplished the goal? What criteria for measurement will you use?

A – Achievable: Based on the student’s current level of performance, what is a reasonable and attainable higher level of performance that the

student will achieve within one year? (What will you see happening a year from now that you don’t see happening at the present time, and what can the student reasonably be expected to be able to do in one year?)

R – Relevant: Does the annual goal reflect individual needs identified in the Present Levels of Performance? How does the annual goal relate to the student’s classroom performance? (Annual goals emanate from the present levels of performance and must have a direct relationship with classroom performance).

T – Time Related: The evaluation schedule

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Annual Goal Present Level of Performance:

Jose is a 9th grade student whose writing skills demonstrate elementary sentence structure, lack of organization, and multiple errors in grammar and punctuation. Jose…...

S – Specific, M – Measurable, A – Achievable, R – Relevant, T – Time Related

Annual Goal: In one year, Jose will write a complete paragraph with at least 5 complex sentences, using a minimum of 5-7 words per sentence, including content-related vocabulary, with accurate grammar and punctuation. Jose will achieve this goal in 4 out of 5 trials as determined through classroom activities, work samples and/or tests/quizzes. Progress will be assessed over a two week period.

Note: Do not get “hung-up” on the color codes; many S.M.A.R.T. elements overlap. This is only one example to ensure that all 5 elements are included in the annual goal.

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MEASURABLE ANNUAL GOALS

Measurable annual goals, including academic and functional goals consistent with the student ’s needs and abilities, related to:1) meeting the student’s needs that result from the student’s disability to enable the student to be involved in and progress in the general curriculum: 2) meeting each of the student’s other educational needs that result from the student’s disability; and3) for students age 15 and older, annual goals to move the student toward his/her postsecondary goals.

Annual GoalsWhat the student will be expected to do by the

end of the year in which the IEP is in effect

CriteriaMeasure to determine if goal

has been achieved

MethodHow progress will be

measured

ScheduleWhen progress will

be measured

Jose will write a complete paragraph with at least 5 complex sentences, using a minimum of 5-7 words per sentence, including content-related vocabulary, with accurate grammar and punctuation

Jose will achieve this goal in 4 out of 5 trials

classroom activities, work samples and/or tests/quizzes.

Progress will be assessed over a two week period.

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AnnualGoals

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For students who receive related services as a supplementary aid & service simply indicate “Related Service(s).” It is not necessary to list each related service here since they are specified on IEP page 9.

For students who receive related services as a supplementary aid & service simply indicate Related Service(s). It is not necessary to list each related service here since they are specified on IEP page 9.

.

ICT: Do not write “core subjects” or “content area subjects” You must indicate the name of each subject which will be co-taught (e.g. Math)

Integrated Co-Teaching - 12:1 - Collaborative Team Teaching (CTT) (See SOPM Page 13)

Do not write the subject areas for SETSS or ICT (CTT) here. For SETSS. Write “All”.

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ALL English ALL Integrated Co-Teaching for all subjects/classes

This is more often used in elementary schools. But be careful! This means that a special education teacher is required to co-teach all periods, including cluster subjects. Some students may need this. “All” means all.

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ALL English ALL Integrated Co-Teaching for ELA, Math, Science, Social Studies

You should specify the subjects that will be co-taught each weekhere, under “Supplemental Aidsand service” that the student will receive.

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ALL English ALL Integrated Co-Teaching for ELA and Math

Two periods a day of ICT may be characterized as “part-time ICT” on the IEP Page 1. The number of periods of ICT per week should be specified here under Supplementary Aids and Service.

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AnnualGoals

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General Education Classroom

OR Separate Location

Specify time

Indicate the

mandated group

size

“Conference Result” I-INITIATIONC-CONTINUATION M-MODIFICATION T-TERMINATION

“Conference Result” I-INITIATIONC-CONTINUATION M-MODIFICATION T-TERMINATION

e.g. Speech and Language Therapy

(Must be consistent with page 2)

Testing accommodations MUST reflect the individual student’s needs

•High school students (grades 9-12) with disabilities must attain the necessary number of credits in order to be promoted to the next grade.

They do not have modified promotion criteria.

Students in 8th grade should not have modified promotion criteria written on their IEP for the following school year if their IEP is developed after January 31st.

(See SOPM: Page 92- if applicable:) “Interim Monolingual Speech pending availability of a bilingual provider”

Declassification test accommodations (See SOPM Page 88)

(See SOPM: Page 128)

Recommending Interim Speech/Language Therapy in English For English Language Learners Recommended For Bilingual

Speech/Language Therapy

When an IEP Team recommends that interim Speech/Language Therapy in English be provided to a student recommended for bilingual Speech/Language Therapy:

• an IEP meeting must be held indicating the recommended service and noting that it will be provided on an interim basis.

• In the related services section of the IEP, the IEP Team will write “Interim Monolingual Speech pending availability of a bilingual provider” and include frequency, duration and group size, and appropriate goals developed.

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AnnualGoals

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Transition

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When and How are Transition Services Indicated?

In the year that the student turns 12: A Level 1 Vocational Assessment is conducted (See SOPM pages 220-222).

In the year that the student turns 14: Incorporate findings from the Level 1 Vocational Assessment into the IEP> Begin using the Transition page (10) of the IEP (Long Term Adult

Outcomes only).> Include Diploma Objective

In the year that the student turns 15: The Transition Services (bottom half of the page) are added to the Transition page of the IEP and implemented by the school, parents and agencies.> Transition Services begin.

In the year the student graduates or turns 21 (leaves school): An Exit Summary must be conducted (See SOPM pages 224-229)

TRANSITION

• Transition should be addressed in the Present Levels of Performance, annual goals, and Transition sections for students age 14 and older.

Example: (Student) stated that s/he is interested in working in the field of computer graphics after high school.

• Indicate the student’s needs, preferences and interests, relating to the transition (age 14 and older) from school, to post-secondary outcomes, within the present level of performance, and ensure that this information is clearly linked to the annual goals and transition components of the IEP.

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Annual Goal: Transition Present Level of Performance: During Gary’s Level 1 Vocational Assessment interview with his teacher, he stated that he is interested in a career in the field of computer programming. He indicated that he is specifically interested in designing computer games. Gary participated in a summer internship program, in an advertising office, where he was given some training in designing simple games used for interactive internet ads. He is very eager to learn about the requirements for this career and will do so with the assistance of his teachers, guidance counselor, and transition linkage coordinator. Gary…..

S – Specific, M – Measurable, A – Achievable, R – Relevant, T – Time Related

Annual Goal: In one year, Gary will read twenty articles from computer trade magazines, as measured by a poster chart that he will create, referencing the publications and articles. Gary will write a brief topic summary relating to each article. Progress will be assessed by the teacher every 2-3 months by review of the poster chart, content of the summaries and teacher discussion with the student.

Note: Do not get “hung-up” on the color codes; many S.M.A.R.T. elements overlap. This is only one example to ensure that all 5 elements are included in the annual goal.

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MEASURABLE ANNUAL GOALS

Measurable annual goals, including academic and functional goals consistent with the student ’s needs and abilities, related to:1) meeting the student’s needs that result from the student’s disability to enable the student to be involved in and progress in the general curriculum: 2) meeting each of the student’s other educational needs that result from the student’s disability; and3) for students age 15 and older, annual goals to move the student toward his/her postsecondary goals.

Annual GoalsWhat the student will be expected to do by the

end of the year in which the IEP is in effect

CriteriaMeasure to determine if goal

has been achieved

MethodHow progress will be

measured

ScheduleWhen progress will

be measured

Gary will read twenty articles from computer trade magazines and will write a brief topic summary relating to each article.

Achievement will be determined by review of the poster chart, content of the summaries and teacher discussion with the student.

as measured by a poster chart that he will create, referencing the publications and articles.

Progress will be assessed by the teacher every 2-3 months

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5050

The school year that the student turns 14


Measurable post secondary goals

NOTE: Transition MUST be reflected throughout the IEP - e.g. pages 3-6 & 10

NOTE: Transition MUST be reflected throughout the IEP - e.g. pages 3-6 & 10


Level 1 Vocational Assessment(See SOPM Pages 48, 50, 105 & 220-222)

EXIT SUMMARY (See SOPM Pages 13, 90 & 224 - 229)

(See SOPM pages 77, 81, 89, 90, 99 & 230)

(See SOPM Pages 66, 77, 81, 87 & 108)

During art classes Gary will incorporate original graphic designs generated by computer into art projects.

X

Gary will join the high school computer club.

X

X

X

Gary will use an online career research site to investigate colleges that offer programs in graphic design.

X X X

Gary will receive training in budgeting and check book management.

X

Not required at this time.

X

June 2012 26 1/31/2010

Gary will play basketball in his community league.Gary will enroll in a four-year college, and major in graphic design.

Gary will live in a dormitory during college, and in an apartment after graduation.Gary will be competitively employed as a graphic designer, full-time.

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> General Education with Supplementary Aids & Services should be your first consideration.

> Provide an explanation of all programs/services considered and the reason for rejection.

The programs listed should be written in the language consistent with the Continuum of Services (e.g. Special Education Teacher Support Services, etc.)

Students who demonstrate severe language & communication difficulties which significantly interfere with their school performance may be considered for exemption. These deficits must be clearly indicated in the Present Levels of Performance & the team must provide an explanation for the exemption.

NOTE: All services/program options discussed at the IEP meeting should be listed

NOTE: All services/program options discussed at the IEP meeting should be listed

_________________________

Least Restrictive Environment (See SOPM Page 81)

(See SOPM Pages 11, 66, 81, 98 & 103)

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Participation in AssessmentMost students with IEPs will participate in State and district-wide assessments.

On page 9:

• Check the box “without accommodations” if the student will participate in tests under standard conditions; OR

• Check the box “with accommodation” if the student with a disability will participate in tests with the use of specifically noted accommodations. Describe specific accommodations in the area provided. These accommodations will be used consistently for all teacher developed, as well as standardized tests.

• Examples of accommodation areas to be considered by the IEP Team include modification in: Timing Scheduling Setting Presentation Response

• For more information, see pages 55 and 65 of “Creating a Quality IEP”.

• Also, see the “Test Access and Accommodations for Students with Disabilities” guidebook on the New York State Education Department’s website.

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Testing Accommodations

Testing accommodations are changes made in the administration of the test in order to remove obstacles that are presented by the disability without changing the construct of the test. Not all students with IEPs require test accommodations. The rationale must appear in the Present Levels of Performance.

Example:

Gary will participate in State and City-wide tests with accommodations: Time and one-half will be permitted on all assessments.*

* This aligns with information found in Gary’s Present Levels of Performance (page 3).

Participation in Alternate Assessment

Determining whether or not a student participates in Alternate Assessment can only be determined by a school psychologist during an Educational Planning Conference.

• It can never be determined during an Annual Review.

If a student participates in Alternate Assessment, check the box “the student WILL PARTICIPATE in Alternate Assessment”.

• State the reasons for participation in Alternate Assessment; and

• In addition to the State Alternate Assessment describe how the student will be assessed.

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Consideration for Modified Promotion Criteria

NOTE …

The student’s current grade level, not functional level, should be the first consideration, when formulating modified promotion criteria. Promotional criteria should be based on the performance

indicators of the grade the student is currently in.

Reminder: As per IDEIA, Students with Disabilities must be educated alongside their non-disabled peers and receive the same curriculum instruction at their current grade level.

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Steps in Determining Modified Promotion Criteria…

Step 1:

Review the NYSED Performance Indicators (PI)

English Language Arts

Reading Writing Listening Speaking

Mathematics

• Problem Solving Strand• Reasoning and Proof Strand• Communication Strand• Connections Strand• Representation Strand

• Number Sense and Operations Strand• Algebra Strand• Geometry Strand• Measurement Strand• Statistics and Probability Strand (Not

included for Grade 8)

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Step 2:Determine performance indicators already achieved by the

student at the time of the IEP meeting and performance indicators you expect /project the student to meet through June of the current school year.

Consider:> Rate of learning (how long it takes to master concepts and skills)> Assessments > Achievement> Services/Supports

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Step 3:

Compute the percentage of the Performance Indicators met & projected to be met by the student by the end of the current school year using the formula below:

Formulating Modified Promotion Criteria

Total Performance Indicators met + projected ÷ Total Performance Indicators x 100= ___%

(PI Met + PI Projected ÷ Total PI) x 100 = %)

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THEEND

Step by Step: A Walk Through the Facets of the IEP March 2010 Presented by NYC DOE IEP Managers.

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Transcript of Step by Step: A Walk Through the Facets of the IEP March 2010 Presented by NYC DOE IEP Managers.