The IEP: Drafting the IEP
(Steps 1, 2, 3, and 4)
Southwest Ohio Special Education Regional
Resource Center
Tuesday, November 7, 2006
Session Objectives
• To provide tools that will assist in
drafting a clear, meaningful and
measurable IEP.
• To provide formatting options and best
practice guidance on specific steps of
the IEP.
• To provide time for practical application
and feedback.
Session Agenda
• Drafting Tools
• Procedural and Compliance Reminders
• Drafting the IEP
– Step 1 Future Planning
– Step 2 Present Levels of Performance
• BREAK
– Step 3 Needs
– Step 4 Annual Goals
• Session Evaluation
Session Format
• Drafting discussion/challenge slides will
appear like this.
• At these points, you and your team or
group will have time to address discussion
questions, challenges, sample IEP items, or
other issues relevant to the current
“Step” of the IEP.
Drafting Tools (For Steps 1-4)
1.
2.
3.
4.
5.
6.
Ohio’s Operating Standards for Schools
Serving Students with Disabilities (OS)
pages 61-74
Academic Content Standards (ACS)
Smart Sheet (SS)
Parent and Student Input (interviews,
questionnaires, other)
Annual Goal Worksheet
Writing Measurable Goals and Objectives
Procedural and Compliance
Reminders
• Timelines
– Initial (30 days from eligibility determination)
– Periodic Review (at least once annually)
• Forms
– PR-02 (Parent Invitation)
– PR-02 (Prior Written Notice)
– Procedural Safeguards (Whose IDEA Is This?)
– PR-07 (IEP)
Step 1 Discuss Future Planning
• The IEP team shall ensure that family
and student preferences and interests
are an essential part of the planning
process. The team will document the
planning information on the IEP. (OS
page 65)
Step 1 Discuss Future Planning
• DRAFTING GUIDING QUESTIONS
– What is the parents’/family’s vision for the
child one, five, ten years from now?
– In addition to academics, what are the
community, work, living, and vocational
considerations?
– What are the student’s strengths and
talents?
Step 1 Discuss Future Planning
• STEP 1 EXAMPLE
Step 1 Discuss Future Planning
• Drafting Discussion
– When should the information for this section
be gathered?
– How can family and student preferences best
be documented?
• Drafting Challenge
– Develop or outline a tool that could be used to
document family and student preferences.
Step 1 Discuss Future Planning
• Drafting Discussion
– Critique Step 1 of the IEP brought by
your team/group.
– What should stay in place?
– What changes need to be made?
Step 2 Discuss Present Levels of
Academic and Functional Performance
• The IEP for each child with a disability
must include a statement of the child’s
present levels of educational
performance, including how the child’s
disability affects the child’s
involvement in the general curriculum…
(OS page 66)
Step 2 Discuss Present Levels of
Academic and Functional Performance
• The IEP team shall consider
– The strengths of the child and the
concerns of the parents of the child for
enhancing the education of the child.
– Results of the initial or most recent
evaluations of the child.
– Results of the child’s performance on any
State or district-wide assessments.
– Special factors and other considerations.
(OS page 65-66)
Step 2 Discuss Present Levels of
Academic and Functional Performance
• DRAFTING GUIDING QUESTIONS
– Have only the areas of the child’s unique
needs that require special services been
addressed?
– Has the data included been collected from
a variety of resources, across settings,
time, and team members?
– Have jargon, terminology, and subjective
words been avoided?
Step 2 Discuss Present Levels of
Academic and Functional Performance
• DRAFTING NOTES
– It is next to impossible to write measurable
annual goals unless present levels of
performance contain measurable baseline
data.
– Measurable means that more than one team
member can count it or observe it and show
evidence with the same results.
Step 2 Discuss Present Levels of
Academic and Functional Performance
• DRAFTING NOTES
– Organize data and information in a SPECIFIC
FORMAT to aid in clarity, cohesiveness, and to
ensure that all areas have been addressed.
• Use the child’s daily schedule as a
framework.
• Organize the data by academic, functional,
behavioral, etc.
– Make it REAL… if the student moves, Step 2
should tell everything his/her new teacher
needs to know!
Step 2 Discuss Present Levels of
Academic and Functional
Performance
• Drafting Challenge
– Using OS and the drafting guiding
questions and notes for Step 2, evaluate
and discuss these present levels:
Step 2 Discuss Present Levels of
Academic and Functional
Performance
• Drafting Challenge
– Compare those evaluation results to these
present levels (consider the importance and/or
impact of formatting and measurability):
Step 2 Discuss Present Levels of
Academic and Functional
Performance
• Drafting Discussion
– Critique Step 2 of the IEP brought by
your team/group.
– What should stay in place?
– What changes need to be made?
BREAK
• 5 minutes
• When You Return:
– There will be envelopes for your
team/group when you return.
– The envelopes contain slips that list
separate specific skills.
– Read the skills together as a group and
place the skills in order.
Step 3 Identify Needs that Require
Specially Designed Instruction
• Identify all needs that are interfering
with the student accessing the general
curriculum (participation and progress in
Academic Content Standards) that need
specially designed instruction. (OS page
66)
Step 3 Identify Needs that Require
Specially Designed Instruction
•
DRAFTING NOTE
–
There are two types of Needs
1. Skills - What academic, functional, behavioral
or other skills the child needs to learn to do
better?
•
Requires observable, measurable, baseline present
levels of performance.
2. Conditions - What conditions the child needs
in order to learn?
•
Requires present levels of performance that
describe what accommodations, modifications,
services have been successful.
Step 3 Identify Needs that Require
Specially Designed Instruction
•
–
–
DRAFTING GUIDING QUESTIONS
Does the need flow directly from Step 1 Future
Planning and Step 2 Present Levels of
Performance?
Has the need been found to be a priority?
•
•
•
•
•
•
•
Critical
Addresses multiple issues
Across settings
Necessary for future learning
Impact level of independence
Authentic, age appropriate, and applicable to real life
Necessary for transition (post secondary education,
work, living, etc.)
Step 3 Identify Needs that Require
Specially Designed Instruction
•
DRAFTING NOTE
–
–
Document alignment of student needs and annual
goals and benchmarks/objectives with ACS in
Step 3.
Using grade appropriate grade level indicators
(GLI) from the ACS, align prioritized need with
the GLI that has the most capacity for realworld application while at the same time moving
the student the farthest towards achieving ACS.
• KNOW THE ACS!
• KNOW THE STUDENT!
Step 3 Identify Needs that Require
Specially Designed Instruction
•
STEP 3 EXAMPLE (Aligned with ACS)
Step 3 Identify Needs that
Require Specially Designed
Instruction
• Drafting Discussion
– Use the drafting notes for Step 3 and the ACS
to align this prioritized need
with an appropriate GLI.
Step 3 Identify Needs that
Require Specially Designed
Instruction
• Drafting Discussion
– Was there more than on subject,
standard, and/or GLI that would have
appropriately aligned the student’s
need?
– How many needs should be listed in each
“Step 3”? If there is a certain number,
why?
Step 3 Identify Needs that
Require Specially Designed
Instruction
• Drafting Discussion
– Critique Step 3 of the IEP brought by
your team/group.
– What should stay in place?
– What changes need to be made?
Step 4 Identify Measurable
Annual Goals
• A statement of measurable annual goals
related to meeting the child’s needs
that result from the child’s disability to
enable the child to be involved in and
progress in the general curriculum and
to meet the child’s other educational
needs that result from the child’s
disabilities. (OS page 66)
Step 4 Identify Measurable
Annual Goals
• DRAFTING GUIDING QUESTIONS
– Does the goal flow directly from Step 1,
Step 2, and Step 3?
– Is there only one goal per page?
– Is there a general statement of what
content areas the goal addresses (or “all
areas” if/when applicable)?
Step 4 Identify Measurable
Annual Goals
• DRAFTING GUIDELINES
– Annual goals must measurable.
• Who… will do… what… how well… under what
conditions?
• Reveal what to do to measure whether the goal
has been accomplished.
• Yields the same conclusion if measured by
several people.
• Allows for a determination of how much
progress it represents.
• Can be measured without additional
information.
Step 4 Identify Measurable
Annual Goals
• DRAFTING GUIDING QUESTIONS
– Is the goal individualized?
• “The Ohio Academic Content should not serve as
a ready made list for IEP goals…” (SS page 4)
– Does the goal reflect what the student will
do (not teachers!)?
– Can the goal be accomplished within one
year?
Step 4 Identify
Measurable Annual Goals
• Drafting Challenge
– Use the drafting guidelines for Step 4
to evaluate this annual goal:
Step 4 Identify
Measurable Annual Goals
• Drafting Challenge
– Now use the same guidelines to evaluate
this annual goal:
Step 4 Identify
Measurable Annual Goals
• Drafting Challenge
– Use the Annual Goal Worksheet and Writing
Measurable Goals and Objectives to develop a
goal for “Olivia” based on the need (aligned
with ACS) you developed in Step 3.
Step 4 Identify
Measurable Annual Goals
• Drafting Discussion
– Critique Step 4 of the IEP brought by your
team/group.
– What should stay in place?
– What changes need to be made?
• Drafting Challenge
– Use the Annual Goals Worksheet and Writing
Measurable Goals and Objectives to develop a
revised annual goal that will contain all
necessary parts to make it observable and
measurable.
The IEP: Drafting the IEP
Next Session
• Monday, November 13, 2006
• 4:30 – 7:00 p.m.
• Focus on the rest of Step 4
(benchmarks/objectives/student
progress), Step 5 (services), and Step 6
(least restrictive environment)