IEP Training
for Kansas Schools
IEP Boot Camp
Kansas State Department of Education
TASN - Technical Assistance System Network
2013 – 2014
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Agenda
www.ksdetasn.org
• Preparing for the IEP
meeting
• Content of IEP:
– PLAAFPs
– Measurable Annual
Goals
– Short-term
Objectives/Benchmarks
– Services
– Other Considerations
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Preparing for the IEP
3
Preparing for the IEP requires the right
mix of…
People
Information
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Gathering Information
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Results of most recent evaluation
Results of current assessments
Progress monitoring data
Samples of student work
Behavioral observations
Impact of instructional or behavioral strategies
Impact of accommodations and modifications
Reports from parents
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Required Members of the IEP TEAM
• Parents/education advocate
• Not less than one regular
education teacher of the
child, if the child is or may
be participating in the
regular education
environment
• Special education teacher
• Qualified LEA representative
• Someone to interpret
evaluation results
• Student, when appropriate
• Others with special
knowledge or expertise
about the child, including
related services personnel
as appropriate and
transition services (e.g.,
outside agency) participants
where relevant
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Excusals from the IEP Meeting
Required Members of the IEP team may be excused:
• When the member’s curriculum area or related service IS being
discussed, if
1) the parent and the LEA consent in writing to the excusal
AND
2) the member submits written input to the parent and the IEP
team prior to the meeting
OR
• When the member’s curriculum area or related service IS NOT
being discussed, if
1) parents and agency agree in writing that the member’s
attendance is not necessary because that member’s curriculum
area or related services is not being discussed
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Written Consent for Excusal is Needed Only for
Required Team Members
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Preparing Notice of Meeting
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Provide 10 calendar day notice
Date, Time, Location of meeting
Purpose of meeting
Titles or positions of people who will
attend
• Inform Parent of right to invite
individuals whom parents believe to have
knowledge or special expertise about
their child
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Who can give consent for educational decisions?
Parent is available:
• Natural (biological) parent(s): Notify both parents unless a court
order precludes this from happening. Consent from one parent is
sufficient.
• Adoptive parent(s): If adoption is not final, an education advocate
is needed;
• Guardian: “Letters of Guardianship” issued by a court.
Parent is unknown or unavailable (Person acting as a parent):
• Person Acting as a Parent: A person other than a parent who is
legally responsible for the welfare of a child.
• Education Advocate: Appointment as education advocate
completed
• Foster parent: If appointed as education advocate
• The student at age 18: At age 18 the student becomes his/her own
educational decision-maker unless otherwise determined by a court
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Developing a Vision for the Student
There must be documentation that the
parent’s concerns were considered when
planning the IEP.
For students who need secondary transition
planning, the students’ strengths, needs,
preferences, and interests must be considered
in the development of the IEP
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Preparing for the IEP
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Present Levels of Academic
Achievement and Functional
Performance (PLAAFPs)
• 3 types of information
needed:
– Current performance
– Impact of the
exceptionality
– Baseline data for
identified need(s)
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PLAAFPs
Present Levels of Academic Achievement
& Functional Performance (PLAAFPs):
a) are the way you identify and prioritize
needs and
b) establish baseline performance in order
to develop an individualized and
meaningful plan.
c) identify degree of match between skills &
environment
PLAAFPs Must Include
CURRENT PERFORMANCE
IMPACT OF EXCEPTIONALITY
BASELINE DATA FOR IDENTIFIED NEED
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PLAAFPs Must
1)CURRENT PERFORMANCE
(AND other
performance skills)
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Examples
1)CURRENT PERFORMANCE
Learning Strengths
Strengths and Weaknesses
Standardized Assessments
Vocational/Career Interests
Instructional Preferences
Skills related to Interests
Learning Rate
Independent Living Skills
Social/emotional Issues
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PLAAFPs Must
2) IMPACT OF EXCEPTIONALITY
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Examples
2) IMPACT OF EXCEPTIONALITY
Which Standards are Appropriate
Birth-6 Curriculum Measures
Instructional Level
Routines-Based Assessments
Reading Level
District Assessments
State Assessment
Performance on Classroom Tests
How Behavior affects ability to progress or access general curriculum
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Linking to Standards
2) IMPACT OF EXCEPTIONALITY
Describe the degree of match between the student’s performance and
the expectations of the standards.
This has to be determined for each academic domain: Reading, Math,
Written Language, Science and Social Studies. For preschool, this will
include information related to development.
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PLAAFPs Must
3) PROVIDE BASELINE DATA FOR
EACH IDENTIFIED NEED
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Examples
3) PROVIDE BASELINE DATA FOR
EACH IDENTIFIED NEED
Words Read Correctly
Mean Length of Utterances
Correct Responses
Percent Correct
Number of Times Behavior Occurs
Correct Math Problems
Correctly Answered Questions
Running Records
Error Analysis
REFLECTIVE OF SKILLS ADDRESSED IN STANDARDS
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Evaluating PLAAFPs
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Revising Your PLAAFP
PLAAFPs: Present Levels of Academic Achievement
and Functional Performance
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Measurable Annual Goals
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There are many ways within the
IEP to address needs identified in
the PLAAFPS
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Non-Special Education Supports
Program Modifications
Supports for School Personnel
Assistive Technology
Supplementary Aids & Services
Positive Behavioral Supports
Transition Services
Related Services
Measurable Annual Goals for specially
designed instruction
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Measurable
Annual Goals
Measurable Annual Goals
describe the anticipated
progress that will result from
specially designed
instruction the student will
receive.
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Measurable Annual Goal
Characteristic #1
Based on data contained
in the PLAAFP
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Measurable Annual Goal
Characteristic #2
Has 4 Components:
a. Behavior
b. Conditions
c. Criteria
d. Timeframe
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Measurable Annual Goal
Characteristic #3
Can pass the “Stranger Test”
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Measurable Annual Goal
Development Step 1
Identify and select a need from
the PLAAFP.
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Measurable Annual Goal
Development Step 2
Consider the general education
standards and curriculum for
the student’s grade level and
age/grade expectations for
other performance skills.
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Measurable Annual Goal
Development Step 3
Identify the performance to be
measured.
(Behavior)
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Measurable Annual Goal
Development Step 4
Specify how the progress toward
the goal will be measured.
(Condition)
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Measurable Annual Goal
Development Step 5
Determine to what level the
behavior must occur.
(Criteria)
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Measurable Annual Goal
Development Step 6
Specify amount of time that will be
required for the student to attain
the criterion.
(Timeframe)
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Activity
Goal: By April 30, 2014, given a mixed 4th
grade level math calculation probe of 25
problems, Jeff will correctly solve 95% of
all problems presented.
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What’s the behavior?
What’s the criteria?
What’s the condition?
What’s the timeframe?
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What’s Missing?
Writing a Measurable
Annual Goal
Measurable Annual Goals
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Short-Term Objectives/Benchmarks
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Consider and document on the IEP which
state assessment the student will take
• Student participation in the alternate
assessment is determined by the IEP team
• A student that takes the alternate
assessment must take the alternate
assessment in all content areas
• Alternate Assessment participation criteria:
• The student has a significant cognitive disability
• The student is learning content linked to (derived from)
the KCCRS
• The student requires extensive direct individualized
instruction and substantial supports to achieve
measurable gains in the grade-and age-appropriate
curriculum
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Short-Term Objectives and
Benchmarks
• Required only for those students
taking the Kansas Alternate
Assessment and DLM
• ALL goals on an IEP for a student
taking the Kansas Alternate
Assessment must include
benchmarks or short term
objectives
Short-Term Objectives and
Benchmarks
• For a student taking the Kansas
Alternate Assessment, all goals on
an IEP must include benchmarks
or short term objectives
• Note: the indicators chosen for
the KAA do not have to be listed
on the student’s IEP
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Short-Term
Objectives and
Benchmarks
Specify intermediate progress
toward the goal that allows
you to determine whether
progress is sufficient to meet
the goal.
Short-Term Objective:
Characteristic #1
• Is a sequential, progressive,
intermediate measure
of progress toward the
annual goal.
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Short-Term Objective:
Characteristic #2
• Is a restatement of the goal
with a different criterion.
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Benchmark:
Characteristic #1
• Are milestones that describe
content to be learned or
skills to be performed.
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Benchmark:
Characteristic #2
• Are distinct skills that are
often independent of each
other but must be combined to
meet the measurable annual
goal.
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Benchmark:
Characteristic #3
• Are used when progress is not
easily quantified and is based
on task analysis.
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Activity: Identify the Goal, STO, and
Benchmark
• By the end of the year, Josie will show
improvement in her reading comprehension by
scoring nine correct choices on a maze probe at
the 7th grade level.
• By the end of the first quarter, Josie will score
four correct choices on a maze probe at the 7th
grade level.
• By the end of the first quarter Josie will retell a
narrative story at the 7th grade level by including
the main idea and five supporting key points.
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Writing Short-Term Objectives
and Benchmarks
Short-term Objectives and Benchmarks
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Services
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Measurable
Annual Goals
PLAAFP
Services
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SERVICES
Special Education Services
Related Services
Supplementary Aids and Services
Accommodations
Program Modifications
Supports for School Personnel
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Special Education
Special Education is
specially designed
instruction that meets the
unique needs of a student
with a disability and which
ensures the student has
access to and/or benefit
from participation in the
general education
curriculum.
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Related Services
Related Services are:
(1) developmental,
(2) corrective, and
(3) supportive
services
that are required for a
student with a
disability to benefit
from special education
services.
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Supplementary Aids and Services, and
Other Supports
Supplementary Aids and Services, or other
supports (including accommodations) are
provided to the student with a disability in
• the general education classroom, or
• other education related settings,
to enable the student to be educated with
nondisabled peers to the maximum extent
appropriate.
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Supplementary Aids and Services, and
Other Supports: Accommodations
Accommodations
are small changes in
procedures that do
NOT change what is
being taught or
measured.
http://www.ksde.org/Default
.aspx?tabid=2372
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Supplementary Aids and Services, and
Other Supports: Accommodations
REMEMBER
If a student uses an
accommodation on a state
assessment, that
accommodation must be
used in classroom instruction
and assessment .
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Program Modifications
Program
Modifications are
alterations in
procedures that
DO CHANGE what
is being taught or
measured.
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Supports for School Personnel
Supports for school personnel are
professional development or training for
staff members that is beyond what is
provided to all staff.
• consultation with an itinerant teacher,
• learning a communication program that the student
uses,
• materials, and
• modifications to the environment.
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Supports for School Personnel
Remember:
If a student has supports for
school personnel identified on
his/her IEP, the types of training
and/or supports need to be
documented on the student’s IEP,
with projected starting date, and
frequency, location, and
duration.
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Frequency, Duration, and Location
The law mandates that a student’s IEP MUST have the:
Frequency
Location
Duration
Projected date for beginning of service
Extent to which the student with disabilities will not participate
in instruction with his/her nondisabled peers in the regular class
For all:
1) Special Education Services,
2) Related Services,
3) Supplementary Aids and Services
4) Program Accommodations,
5) Program Modifications, and
6) Supports for School Personnel
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Documentation Required for
Assessments
For a student with a disability who is
NOT taking the regular state
assessment, a statement on the
student’s IEP must address:
1) Why the student cannot participate
in the regular state assessment.
AND
2) Why the alternate assessment is
appropriate.
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Identifying Frequency, Location, Duration,
Start Date and Extent
Johnny will receive reading and writing
instruction in the resource room each day
during the language arts block. He will not be
participating with his peers in the 4th grade
classroom during this block since he will be
receiving individualized instruction in the
resource room.
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Service Decisions
Services
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Special Factors/Considerations
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Considerations by the IEP team that must be
documented (but not necessarily on the IEP)
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Strengths of the Child
Concerns of the Parents for enhancing the education of their child
Results of the Initial Evaluation or most recent Reevaluation
Academic, Developmental and Functional Needs of the Child
Behavioral Concerns
Limited English Proficiency
Braille (for children with disabilities)
Communication Needs of all Children with Exceptionalities
Communication Needs of Children who are Deaf/Hard of Hearing
Assistive Technology (for children with disabilities)
Extended School Year (for children with disabilities)
Notification to Kansas Rehabilitation Services (for children with
disabilities)
• Physical Education Needs (for children with disabilities)
• Placement Determined Annually
• Potential Harmful Effects (for children with disabilities)
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We are going to focus on these two
Special Factors
(i) positive behavioral interventions, supports, or
strategies to address behavior (in the case of
students whose behavior impedes learning or
the learning of others);
(v) needs for assistive technology devices and
services.
34 C.F.R.§300.324(a)(2).
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Behavior Intervention Plan
• If the behavior is impeding the learning of the
student and/or peers:
– Specify intervention strategies, including positive
behavioral interventions, strategies, and supports
– Use a BIP to specify the strategies needed to
address the behavior that is impeding learning
• Understand the function of the behavior
• Describe the environmental changes that are needed
• Describe the functionally equivalent behavior that
needs to be taught
– Attach the BIP to the IEP as a supplementary aid
and support to maintain the LRE
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Behavior Intervention Plan and
ESI Issues
• An Emergency Safety Intervention should not
be a planned intervention for a specific
student under foreseeable circumstances.
• This means an ESI would not be a part of a
Behavior Intervention Plan. The BIP should
focus on planned interventions designed to
prevent the need for use of an ESI.
• If you’re planning for it, it means you can see it
coming. If you can see it coming, every effort
should be made for prevention.
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Needs for Assistive Technology Devices
and ESI Issues
Any assistive technology device that is a type of supplementary aids
and services must be documented on the IEP.
• Mechanical restraint means any device or object used to limit a
student’s movement. It is prohibited unless ordered by a person
appropriately licensed to issue the order for the device, for a
specific student.
Consider these questions:
• Does the device/equipment limit the student’s movement?
• Has the device/equipment been ordered for use by a person
appropriately licensed to issue the order?
• Is the device/equipment being used in a way that is consistent
with the orders for use?
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What are the greatest IEP issues for Kansas?
 Was the notice of the IEP meeting given to the parents
(and student if 18 years or older) at least 10 calendar
days before the IEP meeting?
 Did an LEA representative attend the IEP meeting?
 Does the IEP include the projected date for the
beginning of
 services, including special education services, related
services, and supplementary aids and services;
 program accommodations;
 modifications; and/or
 supports for school personnel?
 Does the IEP include the anticipated frequency,
location, and duration of services and modifications?
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What are other IEP problems for Kansas?
• Providing a laundry list of accommodations
and failing to describe frequency, location,
and duration for each accommodation listed.
– For example: when is “extended time” allowed?
– Have you described this with sufficient specificity
that parents and teachers agree on
how/when/where/under what circumstances the
accommodation of “extended time” is used?
• Failing to write measurable post-secondary
goals
• Failing to write measurable goals for students
identified as gifted
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Any Final Questions?
• My email:
deb@kansasmtss.org
• Thanks for coming today!
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