IEP Training
for Kansas Schools
Early Childhood: Writing IEPs for
Young Children
Kansas State Department of Education Technical
Assistance System Network (TASN)
2014– 2015
IEP Issues Unique to Early Childhood
• Transitions from Part C
Infant-Toddler
Programs
• General Education
Teacher at the IEP
meeting
• PLAAFP and Goals in
Early Childhood
• Linking IEPs to the
Early Childhood
Outcomes
Transitions from
Part C Infant-Toddler Programs
• This is a compliance indicator for both
Part B and Part C
– Indicator 8 – IDEA Part C
– Indicator 12 – IDEA Part B
Transitions from
Part C Infant-Toddler Programs
Requirements
•A referral from Part C infant-toddler to LEA at least 90 days and not
more than 9 months prior to a child’s third birthday.
•Part C must hold a transition conference at least 90 day (and at the
discretion of all parties up to 9 months) before a child’s third birthday.
•Part C must invite the LEA to the transition conference and Part B must
attend the transition conference.
•When a child is referred from Part C, the LEA must:
– provide the parents of the child referred with procedural
safeguards, and
– prior to any Part B SPED action provide prior written notice either
proposing to conduct an initial evaluation (and obtaining consent)
or explaining why the LEA refuses to conduct an initial evaluation.
•LEA must have the evaluation complete and if the child is eligible an IEP
in place by the child’s third birthday.
•LEA must, at the request of the parent, invite a Part C representative to
the IEP meeting.
Transitions from
Part C Infant-Toddler Programs
• Continuation of the IFSP
- The IEP team must consider the use of an IFSP in
place of an IEP (In some cases, the continuation of the IFSP or the
development of a new IFSP can become the IEP for a child age 3 through 5
(Sec. 614(d)(2)(B)).
- An IFSP for a 3 to 5 year old, must include all of
the IEP procedures
- If the LEA proposes to use an IFSP, the parent must
be provided a detailed description of the
difference between an IFSP and an IEP, and
provide written informed consent.
(Resources – “Comparison IFSP-IEP” and “Consent document”)
Transitions – 6 Key Points
• Good Transitions require:
– Preplanning
– Communication (agencies, service providers,
families)
– Shared Information and Trust
– Empowered Families
– Options for LRE
– Reflection
Additional information and resources on Part C to B Transitions can be found at
http://www.kskits.org/ta/transitionPartCtoPartB/index.shtml
When is a Regular Education Preschool
Teacher required at an IEP meeting?
If Child is enrolled
in:
Designee
Needed?
Who fills that role?
LEA operated regular
education preschool.
Yes
The child’s regular education
preschool teacher.
Special Education
preschool (reverse
mainstream, integrated
or self-contained)
operated by LEA. Child
is not participating in a
regular preschool during
the term of IEP.
No
The school may invite a regular
ed. teacher; or if ECSE teacher is
dually certified or holds an EC
unified license the child’s special
education teacher can act as both
the special education teacher and
the regular education teacher
(provided there is no other
regular education teacher of the
child.
When is a Regular Education Preschool
Teacher required at an IEP meeting?
If Child is enrolled
in:
Designee
Needed?
Who fills that role?
A special education
preschool operated by
LEA (reverse
mainstream, integrated
or self-contained), but is
transitioning into
kindergarten
Yes
The child’s anticipated
kindergarten teacher or a
kindergarten teacher from child’s
home school
Community-Based
Preschool Setting.
Yes
The teacher of the child who meets the
community-based program
requirements shall be invited. If the
teacher does not attend the school
shall designate attendance by a
teacher qualified to teach children
without disabilities of the same age.
Home Setting
No
There is no regular education teacher
When is a Regular Education Preschool
Teacher required at an IEP meeting?
If Child is enrolled in:
Designee
Needed?
Who fills that role?
Child Care Center (no
preschool)
No
There is no regular education teacher
(OK for parent to invite the child care
provider)
Initial Eligibility for Part B
Services (includes
Transition from Part C)
Yes
If in a regular education preschool or
anticipated to be in one or
kindergarten, it would be the current
or anticipated preschool or
kindergarten teacher, or a teacher
qualified to teach children without
disabilities of the same age designated
by the school.
Initial Eligibility for Part B
Services (includes
Transition from Part C)
No
If not in a regular education preschool
and/or not anticipated to be in a
regular education preschool or
kindergarten during the IEP term.
LRE and Preschool
Additional information and resources on Preschool LRE can be found at
http://www.kskits.org/ta/preschool_LRE_Resources/index.shtml
Early Childhood and the PLAAFP
 The purpose is to identify and prioritize the
specific needs of a child and establish
baseline performance in the general
curriculum which is used to develop an
individualized and meaningful plan.
 for preschool children, as appropriate, how
the disability affects the child’s participation
in appropriate activities KSA 72-987 (c) (1)
(B).
Appropriate Activities
Age appropriate developmental abilities or
milestones that typically developing children
of the same age would be performing or
would have achieved. 34C.F.R. Appendix A.
Question 1. p12471
Functional Assessment is Fundamental?
• Provides a real picture of
the child
• Guides identification of
functional individualized
goals
• Supports a strengths-based
approach
• Supports integration of the
IEP with Early Childhood
Outcomes
Functional Assessment
Our Focus Shifts
From
Knows how to make eye
contact, smile, and give a
hug
To
Initiates affection toward
caregivers and respond to
others’ affection
Knows how to imitate a
gesture when prompted by
others
Watches what a peer says or
does and incorporate it into
his/her own play
Uses finger in pointing
motion
Points to indicate needs or
wants
Shows a skill in a specific
situation
Uses a skill in actions across
settings and situations to
accomplish something
meaningful to the child
Involving Families
• Listen to the family story
• Observe and ask about the
child’s day-to-day routines
and activities related to
- Social interactions
- Engagement
- Independence
• Ask parents to show or
describe
• Observe how the parent
engages the child
• Observe the child in play
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Example EC PLAAFP
Emily uses single words, signs, and a few 2-3 word
combinations to communicate her wants and needs at
home and at school. She initiates social interactions
with her peers and labels objects in her environment.
Typically, children Emily’s age use 4-5 word sentences
to communicate wants and needs. During a 20 minute
play period with peers, Emily used 18 single word
utterances (5 utterances also included a sign) and one
2 word combination (my shoe). When 2 word
combinations were modeled for Emily, she imitated
only the last word of the phrase. Emily’s parents
report that they have a difficult time understanding
what Emily is trying to communicate.
Example Goal
 By May 20xx, during a 20 minute play period
with her peers, Emily will spontaneously use 10
or more four words combinations
Timeframe
Condition
Behavior
Criteria
By May 20XX
During a 20 minute
play period with her
peers
Emily will
spontaneously use
10 or more four
word combinations
( 10 or more four
word combinations
in 20 minutes)
Example EC PLAAFP
When it comes to moving safely and efficiently
around his environment, Mark uses some immediate
foundational skills but is not yet showing functioning
expected of a child his age. Due to his cerebral palsy,
Mark is learning to use a walker at home and school.
He prefers to crawl or scoot to get from one place to
another, but is sometimes frustrated that he is not
able to move as quickly as his peers. He willingly uses
his walker when prompted, however needs support
to pull himself to standing and safely navigate around
obstacles. On average it takes him 5 to 6 minutes to
move from one area of the classroom to another.
Example Goal
 In 32 instructional weeks, while moving around the
classroom, Mark will use a walker to independently
transition from one activity to another within 3 minutes
on 3 of 4 consecutive transitions.
Timeframe
Condition
Behavior
Criteria
In 32 instructional
weeks
while moving
around the
classroom
Mark will use a
walker to
independently
transition from one
activity to another
within 3 minutes on
3 of 4 consecutive
transitions.
EC PLAAFPs
20
Activity Katie
Katie is an outgoing 4-year old girl. She knows 20 alphabet letters
and sounds, is able to count groups of 1 to 7 objects, and is very
motivated to learn new things. Katie communicates well with adults
and peers and has many friends at home and at school. During
classroom activities, Katie has difficulty with representational
drawing and writing tasks. She is able to hold crayons, markers and
other writing utensils in her fist, and makes up and down strokes on
paper. She paints using the same up and downward strokes with a
paintbrush. She has more difficulty with circular strokes and is not
yet able to copy a simple shape or letter formation. Typically,
children of the same age hold writing utensils between their thumb
and forefingers and can copy simple shapes and a few letters. They
are able to make up and down strokes as well as circular patterns
with a paintbrush and are beginning to write alphabet letters.
Katie's fine motor abilities keep her from being able to create
representational artwork and write like other children her same
age.
Katie Sample Goal
• In 36 weeks, when asked to write her name and provided a
model, Katie will copy her name with at least 2 recognizable
letters in 3 out of 4 consecutive opportunities.
Timeframe
Condition
Behavior
Criteria
In 36 instructional
weeks
when asked to write
her name and
provided a model
Katie will copy her
name with at least 2
recognizable letters
in 3 out of 4
consecutive
opportunities
Activity Sally
Sally, who is 4 years old, enjoys playing independently and doing
tasks individually with an adult. When working one-on-one with
an adult, she is generally cooperative and is able to maintain her
attention to a task for 10 minutes or more. She has more
difficulty staying engaged in small group and large group
activities. Structured observations conducted during group
activities (lasting 10 minutes or more) indicate that Sally is able
to maintain her attention to the speaker of the group for 2
minutes without physical or verbal support. After the 2-minute
time frame, staff must redirect Sally back to activity, as she
frequently tries to leave the group to play with other toys in the
classroom. Typically, children of the same age will attend to a
group activity for approximately 10 minutes with minimal verbal
redirection. Sally’s difficulty with group activities interferes with
her ability to gain new information in a group setting.
Sally Sample Goal
 By April 20xx, when participating in a large group book
reading activity, Sally will remain with the group (sitting
on her space and looking at the book) for 10 minutes or
more needing fewer than 2 prompts, during 3 of 4
consecutive large group book reading activities.
Timeframe
Condition
Behavior
Criteria
By April 20xx
participating in a
large group book
reading activity
Sally will remain
with the group
(sitting on her space
and looking at the
book) for 10 minutes
or more needing
fewer than 2
prompts
during 3 of 4
consecutive large
group book reading
activities
Linking the IEP and
Early Childhood Outcomes
1. Positive Social-Emotional Skills
(including social relationships)
2. Acquire and use knowledge and skills
3. Take appropriate action to meet needs
Why Use the Early Childhood Outcomes as a
Framework for the IEP?
• Socially validated – reflect
what we are trying to
achieve
• Functional
• They’re integrated –
emphasize the whole child
• Flexible – not wedded to
one particular assessment,
curriculum, or level of child
functioning
Early Childhood Outcomes Center
Steps to Integrating
EC Outcomes (ECO) with the IEP
• In the review of existing data, look for information related
to the ECO
• If the child is transitioning from a Part C Infant Toddler
Program, organize the discussion of the child at the 90 day
transition meeting in relation to the ECO
• During the evaluation, probe for information on caregiver
concerns related to the ECO.
– Encourage families to describe their child’s typical day in the
context of ECO areas, such as how he interacts with others, how he
learns and solves problems, and how he gets his own needs met.
Steps to Integrating
EC Outcomes (ECO) with the IEP
• Compare the child’s functional skills and behaviors with
those expected for other children his age.
• Include functional authentic assessment in the
evaluation that will provide the team with information
on all three ECO.
– Consider the child’s functioning in the context of
everyday activities and routines, in the three ECO
areas.
• Document supporting evidence for ECO rating
throughout the assessment and evaluation process
Steps to Integrating
EC Outcomes (ECO) with the IEP
• During the IEP meeting, organize the discussion of the child in
relation to the ECO;
– Discuss how the child is functioning in the ECO areas and how the child’s
skill’s and behaviors in the ECOS areas compare with other children the
same age.
• In the PLAAFP, organize the description of strengths and need as
they relate to the three outcome areas.
• Complete the ECO rating within the same timeframe as the IEP
http://kskits.org/ta/ECOOutcomes/documents/DocumentingBasisforRating2010.doc
Example Outcome 2:
Acquire and Use of Knowledge and Skills
Foundational Skills
When given 2 or 3 step
directions, will follow 1 of
the steps before requiring
adult support.
Needs visual cues to choose
from when making a
prediction about a story or
event.
Not able to answer
questions (how, why)
Immediate
Foundational Skills
Age Appropriate
Skills
Beginning
representational
drawing.
Counts 2 objects
correctly.
Answers simple factual
questions
 Able to group by
classification
When faced with a
problem will usually ask
for adult assistance
Shows understanding
of some age appropriate
concepts (colors,
big/little, in/on)
Copies simple shapes
and 3 letters of first
name
Example ECO 2:
Acquire and Use Knowledge and Skills
Outcome 2: Acquiring and using knowledge and skills.
Johnny has acquired some beginning concept knowledge. He is
able to classify objects by size and basic attribute, name colors,
understand beginning concepts (colors, size, prepositions), name 5
letters of his name, and count up to two objects correctly. He is
beginning to create representational drawings, cut out shapes with
straight lines, and is able to write three letters of his first name.
When listening to a story or talking about immediate events, he is
able to answer simple factual questions. Johnny has more
difficulty with tasks that are less concrete. When given 2 or 3 step
directions, Johnny will follow the first step but requires adult
support for the remainder of the steps. This makes it difficult for
Johnny to function independently within a preschool classroom.
He has difficulty asking questions and answering “how” and “why”
questions. During a small group story time, Johnny answered 1 of 6
“how/why” questions asked about the story, which indicates
Johnny has difficulty with story comprehension.
Example ECO 2:
Acquire and Use Knowledge and Skills
Goal:
•By Oct. 20xx, while participating in large group
activities, Johnny will independently follow routine
directions of 3 related steps in 4 of 5 opportunities
across 3 consecutive days.
Goal:
•By Oct. 20xx, when discussing a story, Johnny will
answer 8 out of 10 “why” and “how” questions in a
mixed question probe.
EC Goals
34
Sample Goal 1
 In 12 months, Timmy will follow 2-step directions, 1
time per observation period, across 5 consecutive
observations
Timeframe
In 12 months
Condition
Behavior
Criteria
will follow 2-step
directions
1 time per
observation period,
across 5 consecutive
observations
Sample Goal 2
 By November 1, 20XX, when individually given a verbal
direction by an adult, Robin will begin to comply with
the direction within 10 seconds.
Timeframe
Condition
Behavior
By November 1,
20XX
when given a verbal will begin to comply
direction by an adult with the direction
within 10 seconds
Criteria
Sample Goal 3
• In 36 weeks, when presented with a
model, Vera will copy 2 or more alphabet
letters in 3 out of 4 trials.
Timeframe
Condition
Behavior
Criteria
In 36 weeks
when presented
with a model
copy 2 or more
alphabet letters
in 3 out of 4 trials
Linking Goals to the 2013 Revision of the
Kansas Early Learning Standards with Goals
1. Approaches to Learning
2. Physical Health and
Development
3. Social-Emotional Development
4. Communication and Literacy
Development
5. Mathematics
6. Science
7. Social Studies
8. Creative Arts
Linking Kansas Early Learning Standards
with Goals
The Kansas Early Learning Standards can be found at
http://www.ksde.org/Agency/DivisionofLearningServices/EarlyChildhoodSpecialEducationandTitl
eServices/EarlyChildhood/EarlyLearningStandardsandResources.aspx
Keeping our eyes
on the prize:
High quality services for
children and families
that will lead to good
outcomes.
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EC IEP Support
• For Questions or Technical Assistance
contact TASN at - http://ksdetasn.org