Writing Compliant Effective
Standards-Based IEPs
Alabama State Department of Education
Special Education Services
MEGA Conference – July 2014
GatherSteps
Data to IEP Development
• Recent Evaluation Results
• Previously Developed IEP’s
• Parent/Student/Teacher Input
• Observation
• Classroom Data
• Attendance/Discipline Reports
• Medical Reports
Analyze Data
To develop the student profile including general
statements regarding:
Strengths; needs; parental concerns; student
preferences and/or interests;
evaluation/assessment data; other – status of prior
IEP goals, teacher/parent/student input, transition
needs (at least by age 16)
Summarize the Present Level of Academic
Achievement and Functional Performance
• Ask…what have we learned about the student’s
strengths and weaknesses?
• Ask…what is the student capable of doing now?
• Ask…what prerequisite skills does the student need to
close the gap between his/her present level and the
grade level content standard/academic achievement or
the functional performance?
Specific
Measurable
Achievable
Results-oriented
Time-bound
Specially Designed Instruction
• Adapting, as appropriate, the content,
methodology, and delivery of instruction.
• Describes what you are doing differently than
what you would do for ALL students.
Monitor Progress
Continual assessment and collection of data to
measure student progress. Monitoring progress
also includes periodic analysis of student progress
to determine if a change in instruction is needed.
The IEP Team is composed of the following:
•
•
•
•
•
•
•
•
•
The Parent of the student with a disability
Not less than one regular education teacher of the student
Not less than one special education teacher of the student
A representative of the public agency
At the discretion of the parent or agency individuals who have
knowledge or expertise regarding the student
An individual who can interpret the instructional implications of
evaluation results
Whenever appropriate, the student with a disability
Secondary Transition Services Participants
Early Intervention Representatives
Curriculum Guide Legend
subject
grade level
content standard
objective
Standard M. 3.10
Use place value understanding to round
whole numbers to the nearest 10 or 100. [3NBT1]
M. 3.10.1: Define rounding.
M. 3.10.2: Round whole numbers from 100 to 999 using
whole numbers from 10 to 99.
M. 3.10.3: Model rounding whole numbers to the nearest
100.
Content Standard Identifier from
Common Core State Standards
Referencing Standards in Annual Goals
http://www.youtube.com/watch?v=iowJyKezock
Student Strengths
Family
Vocabulary Skills
Self- Advocate
Parent Concerns
Student Needs
Organization
Odd Behavior
Social Skills
Whispering to himself
Do not want to be bothered with school
Denial
Teacher Input
Formal Testing
Observations on Behavior
http://www.youtube.com/watch?v=H7l5LYiJHC0
Student Strengths
Reading
Parent Concerns
D in Math
His future plans
Homework
Student Needs
Organization
D in Math
Lack of Concern
Brick Heck
08/11/2014
10:00 AM
Classroom 210 at Elementary School
Brick Heck
08/11/2014
10:00 AM
Classroom 210 at Elementary School
Cynthia Mayo
Cynthia Mayo
123-456-7890
Cynthia Mayo
8/08/2014
Frankie Heck
Brick Heck
08/11/2014
10:00 AM
Classroom 210 at Elementary School
Cynthia Mayo
Cynthia Mayo
123-456-7890
08/08/2014
08/04/2014
Parent unable to attend-need to reschedule
Frankie Heck
08/04/2014
Parent unable to attend-need to reschedule
Brick Heck
08/11/2014
10:00 AM
Classroom 210 at Elementary School
Cynthia Mayo
Cynthia Mayo
123-456-7890
08/08/2014
Cynthia Mayo
Frankie Heck
08/04/2014
Parent unable to attend-need to reschedule
08/18/14
Brick Heck
3:00 PM
Classroom 210 at Elementary School
New Meeting
Notice
Cynthia Mayo
Cynthia Mayo
123-456-7890
08/18/14
Brick Heck
3:00 PM
Cynthia Mayo
Cynthia Mayo
Classroom 210 at Elementary School
Cynthia Mayo
8/14/2014
08/14/14
Frankie Heck
123-456-7890
Cynthia Mayo
08/11/2014
08/18/14
Brick Heck
3:00 PM
Classroom 210 at Elementary School
Cynthia Mayo
Cynthia Mayo
123-456-7890
08/14/14
Cynthia Mayo
08/04/2014
Parent unable to attend-need to reschedule
Phone call to parent- second notice sent
08/11/2014
Parent Frankie
attended
Heck – meeting held
08/11/2014
08/04/2014
Parent unable to attend-need to reschedule
Phone call to parent- second notice sent
08/11/2014
Parent attended – meeting held
08/18/14
Brick Heck
3:00 PM
Classroom 210 at Elementary School
Cynthia Mayo
Cynthia Mayo
123-456-7890
08/14/14
Frankie Heck
Cynthia Mayo
08/11/2014
08/04/2014
Parent unable to attend-need to reschedule
Phone call to parent- second notice sent
08/11/2014
Parent attended – meeting held
Brick Heck
Brick Heck
02/16/2008
02/16/2008
3
3
2014
2015
05/22/2015
8/18/2014
2014
2015
8/18/2014
3
3
05/22/2015
Brick has great reading skills as evidenced by his ability to read
on a level that is consistent with a student in the 8th grade. His
expressive vocabulary is reflective of this high level. He is often
seen reading a book, and considers other academic subjects a
hindrance. His unique personality sets him apart from his peers
in that he will state exactly what he is thinking. Observations
reveal that he has developed a calming technique that includes
bowing his head and whispering the last word or phrase spoken;
and his self advocacy is evident as he defends this behavior by
stating, “It soothes me.”
Brick’s parents see him as funny, sweet, and a genius. However,
they realize he does not fit the mold of other students and lacks
some social skills. Mom is concerned about his lack of
organizational skills, which have interfered with him keeping up
with and completing assignments. She is also concerned about
Brick not delivering communication from the school in a timely
manner. Dad has expressed his concern about Brick always
whispering to himself. Both of them want to be involved more with
his school activities but work and a busy home schedule hinders
them. They have expressed their desire for him to develop skills
that will assist him in the future, especially going to college
someday.
Brick’s favorite subject is Reading. He has stated that the extra
academic work he is experiencing has interfered with his reading
time. Brick would prefer not to be bothered by the increase in
school work, which causes a change in his routine. His preference
for reading also hinders him from interacting with friends/peers
his own age as evidenced at his recent birthday celebration where
he was reading a book versus participating in the activities.
Based upon recent achievement evaluations Brick is reading on a
level that is consistent with a student in the 8th grade. His math
skills are consistent with a student in the 1st grade. Classroom
assessments indicate he is struggling with equations involving
order of operations. Teacher and parent observations reveal that
Brick has a lack of empathy, difficulty initiating conversations and
making friends. His parents observed his lack of concern toward
those in attendance at his recent birthday party. His odd behavior,
pulling his pants down prior to entering the restroom and
inappropriately touching his teacher, demonstrates his disregard
toward peers and adults. He has also demonstrated a lack of
responsibility as evidenced by his neglect of personal property,
completing homework assignments, and his indifferent attitude
concerning communication between school and home.
Brick needs to develop math strategies to increase his
understanding of the properties of operations. His resistance to
change limits his understanding and acceptance in this
foundational skill impeding his ability to perform on grade level.
He needs to develop organizational skills that will improve his
performance in classwork and homework. He needs to develop
effective communication skills that will enhance his social
interactions with peers and develop his understanding of the
appropriate time to implement a coping strategy or identify a new
one that does not appear odd.
Brick Heck
02/16/2008
2014
2015
8/18/2014
3
3
05/22/2015
Brick has great reading skills as evidenced by his ability to read on a level that is consistent with a student in the 8th grade. His
expressive vocabulary is reflective of this high level. He is often seen reading a book, and even considers other academic subjects
a hindrance. His unique personality sets him apart from his peers in that he will state exactly what he is thinking. Observations
reveal that he has developed a calming technique that includes bowing his head and whispering the last word or phrase
spoken; and his self advocacy is evident as he defends this behavior by stating, “It soothes me.”
Brick’s parents see him as funny, sweet, and a genius. However, they realize he does not fit the mold of other students and lacks
some social skills. Mom is concerned about his lack of organizational skills, which have interfered with him keeping up with and
completing assignments. She is also concerned about Brick not delivering communication from the school in a timely manner.
Dad has expressed his concern about Brick always whispering to himself. Both of them want to be involved more with his school
activities but work and a busy home schedule hinders them. They have expressed their desire for him to develop skills that will
assist him in the future, especially going to college someday.
Brick’s favorite subject is Reading. He has stated that the extra academic work he is experiencing has interfered with his
reading time. Brick would prefer not to be bothered by the increase in school work, which causes a change in his routine. His
preference for reading also hinders him from interacting with friends/peers his own age as evidenced at his recent birthday
celebration where he was reading a book versus participating in the activities.
Based upon recent achievement evaluations Brick is reading on a level that is consistent with a student in the 8th grade. His math
skills are consistent with a student in the 1st grade. Classroom assessments indicate he is struggling with equations involving order of operations. Teacher
and parent observations reveal that Brick has a lack of empathy, difficulty initiating conversations and making friends. His parents observed his lack of
concern toward those in attendance at his recent birthday party. His odd behavior, pulling his pants down prior to entering the restroom and
inappropriately touching his teacher, demonstrates his disregard toward peers and adults. He has also demonstrated a lack of responsibility as evidenced
by his neglect of personal property, completing homework assignments, and his indifferent attitude concerning communication between school and
home.
Brick needs to develop math strategies to increase his understanding of the properties of operations. His resistance to change
limits his understanding and acceptance in this foundational skill impeding his ability to perform on grade level. He needs to
develop organizational skills that will improve his performance in classwork and homework. He needs to develop effective
communication skills that will enhance his social interactions with peers and develop his understanding of the appropriate
time to implement a coping strategy or identify a new one that does not appear odd.
Brick Heck
Brick Heck
Brick Heck
9
9
Curriculum Guide to the Alabama Course of Study: Mathematics
31
Curriculum Guide to the Alabama Course of Study: Mathematics
31
Brick Heck
3
STRENGTHS:
Recent achievement testing indicates that Brick
is performing math functions on a level that is
consistent with a student in the first grade.
Recent classroom assessments indicate Brick’s
ability to add and subtract one and two digit
numbers. He completes assignments with
precision taking time to ensure each number is
lined up correctly and in the proper order.
NEEDS:
However, his need to have a fixed order in math
hinders him from performing on grade level.
Classroom observations and assessments reveal
his lack of understanding the order of operations.
He needs to increase his understanding and
acceptance of this foundational skill.
HOW THE DISABILITY AFFECTS
PERFORMANCE IN THE GENERAL EDUCATION
CURRICULUM :
Brick’s limited understanding of the properties
of operations emphasized by his resistance to
accept change affects his educational
performance in the general education
curriculum in the area of Math.
Brick
will increase his understanding of the properties of operations
and apply these strategies to add, subtract, multiply and
divide (M. 3.5.3)
Through teacher led instruction and practice
with 90% accuracy
by the end of the 4th nine weeks
MEASURABLE ANNUAL GOAL:
Through teacher led instruction and practice,
Brick will increase his understanding of the
properties of operations and apply these
strategies to add, subtract, multiply, and divide
with 90% accuracy by the end of the 4th nine
weeks. (M. 3.5.3)
Brick Heck
Math
Recent achievement testing indicates that he is performing on a level that is consistent with a student in the first grade. Recent classroom assessments indicate
Brick’s ability to add and subtract one and two digit numbers. He completes assignments with precision taking time to ensure each number is lined up correctly and
in the proper order. However, his need to have a fixed order in math hinders him from performing on grade level. Classroom observations and assessments reveal his
lack of understanding the order of operations. He needs to increase his understanding and acceptance of this foundational skill. Brick’s limited understanding of the
properties of operations emphasized by his resistance to accept change affects his performance in the general education curriculum in the area of Math.
Through teacher led instruction and practice, Brick will increase his understanding of the
properties of operations and apply these strategies to add, subtract, multiply, and divide
with 90% accuracy by the end of the 4th nine weeks. (M. 3.5.3)
STRENGTHS:
Based upon parent and teacher observations
Brick’s primary interest is in reading. Recent
assessments indicate he is reading and
comprehending on a level that is consistent
with a student in the 8th grade. He has been
observed reading advanced texts that include
reference books and classical literature.
NEEDS:
However, his desire to read has interfered in the
development of his social skills. Based upon
teacher observation and recent social skills
assessments Brick’s needs include a lack of
communication skills such making eye contact,
responding to others, showing empathy, and
communicating effectively with adults.
HOW THE DISABILITY AFFECTS PERFORMANCE
IN THE GENERAL EDUCATION CURRICULUM :
This lack of social skills has interfered with his
ability to make and keep friends among his peers
and caused him to appear odd to his teachers.
Brick
will improve his ability to make eye contact, show concern for
others, and respond appropriately to peers and adults
Through participation in a social skills group
with 80% accuracy on a teacher made rubric
by the end of the 4th nine weeks.
MEASURABLE ANNUAL GOAL:
Through participation in a social skills group, Brick
will improve his ability to make eye contact, show
concern for others, and respond appropriately to
peers and adults with 80% accuracy on a teacher
made rubric by the end of the 4th nine weeks.
Brick Heck
Behavior
Based upon teacher observations Brick’s primary interest is in reading. Recent assessments indicate he is reading and comprehending on a level that is consistent
with a student in the 8th grade. He has been observed reading advanced texts that include reference books and classical literature. However, his desire to read has
interfered in the development of his social skills. Based upon teacher observation and recent social skills assessments Brick’s needs include a lack of communication
skills such making eye contact, responding to others, and showing empathy. He also needs assistance in organization and communicating effectively with adults.
This lack of social skills has interfered with his ability to make and keep friends among his peers and caused him to appear “odd” to his teachers.
Through participation in a social skills group, Brick will improve his ability to make eye contact, show concern for others,
and respond appropriately to peers and adults with 80% accuracy on a teacher made rubric by the end of the 4th nine
weeks.
Teacher made rubric
STRENGTHS:
Based upon parent and teacher observations
Brick is a very bright child. His primary interest
is in reading as evidenced by him always
carrying a book, even on family outings.
NEEDS:
However, his desire to read has created an
attitude of indifference toward other academic
subjects. When given the option to read once
classwork is complete Brick stops working and
begins reading. He needs to develop
organizational skills that will assist him in
developing a schedule to follow in completing
assignments.
HOW THE DISABILITY AFFECTS PERFORMANCE
IN THE GENERAL EDUCATION CURRICULUM :
His lack of organizational skills has interfered with
his ability to complete assignments in a timely
manner causing him to fall behind in other grade
level academics.
Brick
will organize his materials and bring assignments to and from
school
Given a binder and school agenda
with 80% accuracy as measured on a teacher made rubric for
binder/agenda checks
by the end of the 4th nine weeks.
MEASURABLE ANNUAL GOAL:
Given a binder and school agenda, Brick will
organize his materials and bring assignments to
and from school with 80% accuracy as measured
on a teacher made rubric for binder/agenda checks
by the end of the 4th nine weeks.
Brick Heck
Organization
Based upon parent and teacher observations Brick is a very bright child. His primary interest is in reading as evidenced by him always carrying a book, even on
family outings. However, his desire to read has created an attitude of indifference toward other academic subjects. When given the option to read once classwork is
complete Brick stops working and begins reading. He needs to develop organizational skills that will assist him in developing a schedule to follow in completing
assignments. His lack of organizational skills has interfered with his ability to complete assignments in a timely manner causing him to fall behind in other grade
level academics.
Given a binder and school agenda, Brick will organize his materials and bring assignments to and from
school with 80% accuracy as measured by a teacher made rubric for binder/agenda checks by the end of
the 4th nine weeks.
Teacher made rubric
Brick Heck
the special education teacher
will work with Brick to remediate his deficits in order of operations
through repeated practice
After whole group instruction
Brick Heck
MATH
After whole group instruction, the
special education teacher will work with
Brick to remediate his deficits in order of
operations through repeated practice.
2 x Weekly
30
08/18/2014 to
05/22/2015
General
Education
Classroom
The special education teacher
to improve his conversational turn-taking skills and social
interactions in all environments
through role-playing activities
will work with Brick in a small group setting
BEHAVIOR
The special education teacher will work with
Brick in a small group setting to improve his
conversational turn taking skills and social
interactions in all environments through roleplaying activities.
2 x Weekly
25
08/18/2014 to
05/22/2015
Resource Room
The special education teacher
in organization systems using color/tactual coding
will provide Brick direct instruction
in a one-on-one setting.
ORGANIZATION
The special education teacher will
provide Brick direct instruction in
organization systems using color/tactual
coding in one –on-one delivery setting.
Daily
10
08/18/2014 to
05/22/2015
General
Education
Classroom
The following accommodations will be
used in all subject areas to improve
Brick’s organizational skills: dividers and
organizers, color-coded assignment
notebook, and a day calendar/planner.
Daily
10
08/18/2014 to
05/22/2015
General
Education
Classroom
The following accommodations will be
used in math: manipulatives; mnemonic
strategies, cue card with examples or
models
Daily
52
08/18/2014 to
05/22/2015
General
Education
Classroom
Brick Heck
Brick Heck
Brick’s need for small group instruction in the area of
social skills is best delivered in the resource classroom
to allow him a non-threatening environment for
instruction and practice of role playing activities.
01 100% to 80% of the Day Inside The Regular Education Environment
Brick Heck
Brick’s need for small group instruction in the area of social skills is best delivered in the resource classroom to allow him a
non-threatening environment for instruction and practice role playing activities.
01 100% to 80% of the Day Inside The Regular Education Environment
08/25/2014
08/04/2014
Brick Heck
Brick’s need for small group instruction in the area of social skills is best delivered in the resource classroom to allow him a
non-threatening environment for instruction and practice role playing activities.
01 100% to 80% of the Day Inside The Regular Education Environment
08/25/2014
Frankie Heck
Mike Heck
Doris Rinsky
Cynthia Mayo
08/04/2014
Rachel Baker
Cynthia Mayo
Frankie Heck
Mike Heck
Doris Rinsky
Cynthia Mayo
Rachel Baker
Cynthia Mayo
08/18/14
08/18/14
08/18/14
08/18/14
08/18/14
08/18/14
08/18/14
08/18/14
08/18/14
08/18/14
08/18/14
08/18/14
Brick Heck
Brick’s need for small group instruction in the area of social skills is best delivered in the resource classroom to allow him a
non-threatening environment for instruction and practice role playing activities.
01 100% to 80% of the Day Inside The Regular Education Environment
08/25/2014
08/04/2014
Frankie Heck
Mike Heck
Doris Rinsky
Cynthia Mayo
Rachel Baker
Cynthia Mayo
08/18/14
08/18/14
08/18/14
08/18/14
08/18/14
08/18/14
http://www.youtube.com/watch?v=kAEJDP1wzL8
08/20/14
Brick Heck
10:00 AM
Classroom 110 at Middle School
08/20/19
Brick Heck
10:00 AM
Classroom 110 at Middle School
Cynthia Mayo
08/13/14
Cynthia Mayo
Cynthia Mayo
123-456-7890
08/18/2014
Cynthia Mayo
08/13/2014
Parent attended – meeting held
Frankie Heck
Frankie Heck
08/13/2014
Personal invitation
08/13/2014
Parent attended – meeting held
08/13/2014
Personal Invitation
08/20/19
Brick Heck
10:00 AM
Classroom 110 at Middle School
Cynthia Mayo
Cynthia Mayo
123-456-7890
08/18/2014
Cynthia Mayo
Frankie Heck
08/13/2014
Parent attended – meeting held
08/13/2014
Personal Invitation
Brick Heck
PM
Brick Heck
Brick Heck
Parent Interview
Parent Interview
PM
Brick Heck
Parent Interview
Brick Heck
Parent Interview
PM
Brick Heck
Parent Interview
PM
STRENGTHS:
Based upon parent and teacher observations
Brick has developed good social skills.
Observations and data collection reveal his
ability to initiate conversations and join in
activities allowing him to develop friendships
with his peers. His organizational skills and
study habits have improved as evidenced by his
performance on classroom assessments.
NEEDS:
However, as he has gotten older he has not
developed proper hygiene skills. His parents have
expressed their concern in this area and have even
tried to assist him. He needs to recognize his need
for appropriate hygiene and develop routines for a
variety of settings.
HOW THE DISABILITY AFFECTS PERFORMANCE
IN THE GENERAL EDUCATION CURRICULUM :
His lack of appropriate grooming habits has
interfered with his ability to meet new people and
maintain close friendships with his peers.
Brick
will preview videos demonstrating personal grooming
appropriate for school and home and develop a checklist to use
(TS.DL9.3C)
Using a computer based social skills program
with 100% accuracy
by the end of the 4th nine weeks
MEASURABLE ANNUAL GOAL:
Using a computer based social skills program,
Brick will preview videos demonstrating
personal grooming appropriate for school and
home and develop a checklist to use with 100%
accuracy by the end of the 4th nine weeks.
(TS.DL9.3C)
Brick Heck
Personal Management (PM)
Based upon parent and teacher observations Brick has developed good social skills. Observations and data collection reveal his ability to initiate conversations and
join in activities allowing him to develop friendships with his peers. His organizational skills and study habits have improved as evidenced by his performance on
classroom assessments. However, as he has gotten older he has not developed proper hygiene skills. His parents have expressed their concern in this area and have
even tried to assist him. He needs to recognize his need for appropriate hygiene and develop routines for a variety of settings. His lack of appropriate grooming
habits has interfered with his ability to meet new people and maintain close friendships with his peers. (TS.DL9.3C)
.
Using a computer based social skills program, Brick will preview videos demonstrating personal grooming
appropriate for school and home and develop a checklist to use with 100% accuracy by the end of the 4th
nine weeks..
Student Developed Checklist
• Crystal Richardson crystalr@alsde.edu
• Alicia Hodge ahodge@alsde.edu
• Curtis Gage
cgage@alsde.edu
• Kemeche Green kgreen@alsde.edu
• Cynthia Mayo cmayo@alsde.edu