Making our IEPs Compliant
AND
Gold
Star
Well Written:
A Shift in Thinking
SST 13
Deb McGraw & Sean Riley
Gold
Star
How can well written IEPs
increase student performance
and close the gap?
Goals for Today
• Identify the elements that are needed
to write a compliant present level of
performance (PLOP), goals, and specially
designed Instruction sections of an IEP.
• Work together to write “good” present
levels, specially designed instruction and
goals for an IEP.
Section 3: Profile
Foundation of IEP – Connection to ETR
• Explanations of Connection to the ETR:
– Why you aren’t addressing a certain need area (i.e. not
priority, already addressed and mastered, especially for
adaptive skills when a child is MD and behavior when a child is
ED or it was marked in special factors)
– Why you are addressing a new need area that isn’t in the ETR
(i.e. “all needs identified in ETR 3/5/2011 have been mastered,
new data indicates needs in ….”)
• Explanations of Missing Components:
(i.e. Assistive Technology assessment was done but why the
student doesn’t have AT on the IEP , Dismissal from a related
service, Why accommodations are needed (i.e. dictation)
Other Items in Profile
• Where the BIP and Individual health plan can be
found (don’t attach)
• Parent concerns
• What works/doesn’t work
• Results of Past IEPs
• OAA/OGT subscales
• Justifications leading towards LRE you choose
Section 6: Measurable Goals
A.
B.
Present Levels
of Performance
Goals
C. Objectives/
Benchmarks
PLOP – What ODE Looks For
When Doing an Onsite Review…
• DS-1 How the disability affects
involvement in general curriculum
• DS-2 PLOP that address the needs
• DS–3 Goals address academic needs
• DS-4 Goals address functional needs
A. Present Levels Of Performance
• Are the baseline for the goal – where the student is now
• Have a direct relationship between the ETR, PLOP, and
benchmarks/objectives
• Includes specific Data
• Use the same unit of measure as the PLOP (%, __out of 5) –
it is a way to measure progress.
• Hint: copy and paste the goal in the PLOP and put where
the child is functioning now.
• Also includes how the disability has an impact in making
progress in the general ed curriculum
• Hint: compare to typical peers
Present Levels of Performance
1. Must be linked to ETR or based on new
assessment information from Profile
2. Must be a baseline measurement of the
goal – it must match!
3. Must be a very specific measurement
4. Should be a measurement that is in the
same format as the goal i.e. %tage on
__ of __ opportunities (ability to
compare apples with apples)
PLOP – What else causes compliance
errors? ODE’s comments…
• Lacks baseline data
• Doesn’t state where she is performing right now
• Doesn’t state specifically what she can and cannot do and at
what level
• PLOP does not establish a specific gap with baseline data explain what the child can and cannot do- not just test scores
• Doesn’t compare to general ed students
• PLOP is not linked to ETR, and or Goals
• PLOP does not have the same unit of measurement as is in
goals/objectives/needs (can’t tell amount of progress)
• Scores are provided but does not tell what he can and cannot do
nor is there any explanation of the scores
• PLOP does not indicate how the disability has an impact in
making progress in the general education curriculum
BAD PLOP Example
Anthony’s ETR data, collected November 2012, indicates
that his performance in the area of Reading
Comprehension is below average with 40% accuracy.
MAZE reading comprehension data, collected in
September 2013, records a score of 13. The benchmark
for 19th grade, fall semester, is 28+
BAD PLOP Example
Devin reads 101 words per minute on 5th grade material.
On indicator assessments, Devin scored 70% or above
on figurative language, character, and point of view. He
scored 30% on his setting assessment. He is slowly
making progress with identifying the main idea with 2
supporting details, sequencing events, and summarizing
text.
Goal:
Given grade level text, Devin will answer literal and
inferential questions about what he has read, and/or
had been read aloud with 75% accuracy.
PLOP Checklist
What does ODE look for???
DS–5 Goals Measurable?
B. Measurable Goals
• Are the roadmap from where the child is currently
performing to where they need to be (ACS).
• Specify how the team will determine that the student
has met the goal – give a clear picture
• Are individualized
• Not an ACS for same grade?
• Is it what student will do – not teacher?
• Are prioritized and accomplished in 12 months
• Meet the stranger test – no confusion as to when the
goal has been met
Measurable Goals Include:
What does ODE look for??
Now only 3* elements are needed:
1. Who
2. *Will do what (be sure simplify)
3. *To What Level and degree (include BOTH criteria
and mastery)
4. *Under what conditions
5. In what length of time (i.e. by the end of the IEP)
6. How will Progress be measured (put what is in the
check box in words)
1. Will Do What?
• Measurable and observable behavior.
• It is expressed as an action word (verb).
• What it looks like when student has mastered it.
Measurable Verbs
Also see http://www.adprima.com/examples.htm
2. To What Level or Degree
• Includes Criteria- how many times the behavior must be
observed/measured before it is considered to be mastered
– Frequency
•
•
•
___ times weekly
in ___out of ___ attempts/opportunities
___ consecutive trials/weeks
– Duration
•
For __ minutes/repetitions
– Accuracy
•
•
_____% accuracy
___ out of ___ trials
– Latency/Speed
•
•
within ___ minutes
with less than ___ errors per minute/paragraph
– Intensity
•
With __intensity so _ can be heard
Include Both
Criteria and Mastery
Both must be present to be compliant
1. Criteria - examples:
–
–
–
–
__% accuracy, __ out of __ occasions
__ duration/minutes,
rate/wpm
Cumulative counts (--
2. Mastery – how many times before the skill is considered
mastered – examples:
– __ out of 5 trials/documented occasions
– on __ consecutive sessions/days
• This same criteria should be what is reported for
progress reports.
Bad Examples Criteria and Mastery
without both will you know what it looks
like when mastered?
• Carter will correctly answer targeted wh questions on
4 out of 5 trials.
• Spencer will correctly perform double-digit
multiplication problems with 80% accuracy.
• Mandy will keep her hands to herself in the classroom
during 3 out of 5 academic classes.
• Jason will use his self-help skills throughout his
school day.
Bad Examples –
Incorrect usage of %tage
• Billy will correctly cross the street 80%
of the time….
• Jake will initiate involvement in peer
group activities by an increase of 20 %
over baseline.
3. Under What Conditions
• Situation (during circletime, given a familiar object/
experience, when student’s hand is placed on the
switch, with hand over hand support
• Setting (Small group, classroom, 1:1, on the
playground)
• Required Material, Given… (an auditory/visual/
written prompt, graphic organizer, teacher notes, a
topic, given 5th grade vocabulary words)
What else causes compliance errors
with Goals? ODE’s comments…
• Not including both criteria and mastery
• Doesn’t include all elements
• Isn’t clear – what grade level? What mathematical operations?,
doesn’t say will solve the problem accurately
• Using vague terms “increase”, “decrease” or “improve” without a
baseline and target, "participate", "reasonable amount", "ask for
help when needed”, “acceptable level of performance”, using grade
scores (A, B, 75 or 90)
• Inappropriate measurement or not compatible to baseline
measurement in PLOP
• Goal is more related to a score achieved on an AIMSweb CBM Math
Concepts and Applications. The achieved score is meaningless as
to specific skills.
• Goals which are content standards (should be skills leading to)
• No behavior goal but it is marked in special factors or ETR
BAD Goal Example #1
When given a 10th grade reading probe, Anthony will
apply reading comprehension strategies, such as
skimming, scanning, highlighting, visualizing, predicting
and questioning, to demonstrate knowledge of the text,
by answering comprehension questions with 89%
accuracy.
• Need criteria and mastery – how many times till you say it is
mastered
• What type of comprehension questions (literal, inferential,
analysis, synthesis….)
Bad Goal Example #2
Given a reading passage, Adrianna will
increase her phonemic awareness, word
recognition, and comprehension with 80%
accuracy.
• What is the culminating skill?
Bad Goal Example #3
Mark will improve his fluency of basic
math skills, increase his ability to solve
word problems independently and increase
his math reasoning skills so that he can
perform grade level work.
Breaking Down Goals
Goals Checklist
But there is more than
compliance!!
You can have a bad compliant goal
What are Bad Goals?
1. Goals that don’t lead to the most
important skill to move the student
ahead- they are so what? Goals.
2. Goals that have multiple skills in one ( i.e.
reading decoding and comprehension).
3. Goals that are so complicated you don’t
know what it is about.
4. Goals that somebody who is dead could
accomplish.
“So What” Goals –
Not about skills, or a skill that will
move the student the farthest
• Tara will complete noun/verb worksheet with
90% accuracy.
• Billie will pass all classes with a “B” grade or
higher.
• Present Level: While student turns in most
of his assignments on time, he frequently fails
to fill out his assignment notebook. Goal:
Student will fill out assignment notebook
100% of the time.
Mixing Skills in one Goal –
can’t measure progress
• Austin will improve his fluency and
comprehension to increase his reading
level from level “h” to level “l”
• By June 2014 Tammy will tell time to
the half hour using an analog and
digital clock with 80% accuracy
So convoluted- Its hard to figure
out what it is addressing.
By December 2014, Todd will use
strategies to follow classroom routines
and meet classroom expectations in 4
out of 5 instances. He will follow three
step directions given to him by his
teacher. He will demonstrate behavior
that causes peers and teachers to react
in a positive manner to him. Todd will
accept consequences and direction from
adults
“Dead Goals” • Tammy will complete all bathroom tasks
with hand over hand assistance.
• Todd will not swear at peers in his
classes on 3 of 5 days. (vs. will talk to
peers without swearing….)
Clue: Now that you
have your goal…
Go back to your PLOP and be sure to have
the baseline measurement that matches
your goal. It will have a lesser level of
achievement but this statement MUST be
in the PLOP.
C. Objectives/Benchmarks
• Make the plan to reach the goal.
• Need the same elements as a measurable goal
• If the student is not achieving them- Revise
them.
• Reconvene the IEP team to revise the
goals/objectives
• Reevaluate the specialized services and/
or instruction
How will progress be measured?
•
Selected from the list, or write your own in the text
box (Methods)- but be sure to write it in the goal.
• Whatever you choose you must have data for ALL
methods
Goal Development Practice
1. With an “elbow partner” look at
the IEP that you brought. First
determine what the skill is.
•
•
•
•
Why the student is on an IEP
The most important skill to close the gap
Can be accomplished in a year
Is there more than one skill? If so which
is the highest? The other will be
accomplished if the highest is met (i.e.
inferential/literal)
2. Clarify the Skill
A. Include the Condition
(i.e. given __ grade material, in 3 minutes, with a
topic sentence/2 supporting details and a
conclusion, using a 3+ word sentence….)
AND
B. Make it specific
• Ask yourself What kind?
• Think of the variety of students who do this skill
(highest and lowest)… how can you clarify what your
target is?
(i.e. double digit problems with regrouping, inferential
questions, finding the main idea within the text read
by the student…)
3. Add the Criteria and Mastery
A. Criteria –
(i.e. %tage, __documented occasions,
__ times in science class, …)
B. Mastery – how many times does the
student have to do it, for you to consider
it mastered?
(i.e. 3 consecutive sessions/days, __ out of
__ documented occasions/opportunities, at
least__ times a day…)
4. Add the Time and
How it will be Measured
• By the end of this IEP
• Matching to the box to the right (i.e.
observation, checklists, …)
*We think this is not needed in the goal
but was part of the original 6
5. Copy the goal and Paste into
the PLOP
A. Change the criteria and mastery levels
to what the student can do now.
B. Mention how this compares to typical
peers
• Now you KNOW the PLOP will match the
goal
6. Write your Objectives
or Benchmarks
• DON’T write your objectives until after
you write the goal!
• A frequent mistake of many is that
their objectives are measureable, clear,
and specific but the Goal is NOT.
• These are the steps to get to the goal
Goals – Critical Friends
• Write your goals on the poster paper.
• Every 3 minutes we will rotate groups
and your friends will write constructive
feedback on your goals.
• We will rotate 4 times.
Exit Ticket
Section 7: Specially
Designed Services
A clear description of specially
designed instruction, related
services, AT, Accommodations,
Modifications, Supports for
school personnel and Medical
•Synthesized services by:
• provider,
• location,
• amount of time
• and frequency (i.e. daily,
monthly)
•
Specially Designed Services
You need a new set of boxes if there are
any changes in:
• the specially designed instruction
• provider
• location (resource room, general ed classroom..)
• amount of time or frequency
• DETERMINED BY NEED (not all identical)
Specially Designed Instruction
1. Describe the instruction- that can’t be
provided in the general ed class by the
teacher on a regular basis. (This is the
foundation for LRE)
– SDI and related services are direct instruction
with the child- what you are going to do to
reach the goal (i.e. teach __ strategies, give
placement cues of how to produce an “r”, model,
repeated practice, etc….)
2. Put only 1 location per box – if it is 2 use 2
boxes
3. Put only 1 provider per box unless coteaching
A. Specially Designed Instruction
Frequent feedback and
checks of
understanding
•What the child needs that a regular education teacher
can’t provide
• PROVE YOUR DEGREE !!
• BE SPECIFIC –
Breaking
down
tasks
•Describe what the instruction is
•How it is to be delivered
•What group size (i.e. individual, small
group),
•Type of service (i.e. direct only)
• Conditions (i.e. using__ grade)
Guided
practice
Simplify vocabularyexamples/pre-teach
What is the
knowledge/
skills you
have that are
needed???
SDI–What ODE Looks For When Doing an
Onsite Review…
•
•
•
•
•
•
•
•
•
•
DS–6 SDI addresses needs
DS–7 SDI location
DS–8 SDI time and frequency
DS-9 Identify Related Services
DS–10 Location of Related Services
DS–11 Time/Frequency of Related Services
LRE–1 Identify Assistive Technology
LRE-2 Identify Accommodations
LRE–3 Identify Modifications
LRE–4 Supports for School Personnel
Specially Designed InstructionExample
Direct instruction with a multisensory approach -using visuals and
kinesthetic (touch- tracing letters, and movement) in basic reading
skills, to include:
– Phonics,
– Vocabulary,
– Analysis of the structure of words,
– Contextual analysis to determine the meaning of new words, and
– Guided repeated oral reading practice.
Intervention in the area of reading to include:
– Modeling,
– Corrective feedback,
– Repeated practice, and
– Comprehension skills development
Time on the IEP
Time: Should be in minutes/hours
• ONLY THE TIME THE SPECIALIZED INSTRUCTION
IS (possibly NOT the whole bell, class) (i.e. modeling 3
word sentences= 30 min daily- ECIS teacher)
• The time you spend in modifying assignments, (i.e.
creating vocabulary lists and other supports) does
NOT go on the IEP – this instead is part of your
workload – like lesson planning.
Frequency: Should be per day/week/month/quarter
• May specify “trigger events” that trigger more or less
service
What Causes Compliance Errors for
Time/Frequency?
• Ranges of time (i.e. 30-60 min.) without a
justification of student need
• Conditions are not clear (ie. As needed, when
needed, as requested, at the discretion…)
• Combining frequencies for different services
(i.e. 60 min. of small group and/or 1:1
instruction, 30 min. direct speech and
language services and consultation.)
• Obvious bell units (i.e. 47 min/day)
What Causes Compliance Errors
for Location?
• Locations are not separated for
different services
• Using vague terms such as “and/or”, “as
needed”, etc…
• Locations are not specific
B. Related Services
• OT, PT, VI, Deaf Hard of
Hearing, SLP, Orientation
and Mobility, etc…
• Be specific as to what you
are going to do, where, how
frequently, etc…
• If providing multiple
environments you must
make a new box- so it is
clear (Locations)
• Can have a range –
shouldn’t always be the
minimum
Specially Designed InstructionExample
Speech and Language:
– Direct speech and language therapy in a small
group setting to provide modeling, prompting,
expansion, shaping and feedback for language
skills.
– Direct individual speech and language therapy to
teach strategies to reduce dysfluencies (i.e.
easy speech, easy onset, pull outs, breathing
exercises).
SDI is NOT…
Consultative Services
• Consultative services where the provider is meeting
with the teacher can ONLY be included on an IEP in the
“Supports for School Personnel” section.
• Consultative services by a provider, should only be
included on an IEP if there is also a direct service to
the student. This might include checking in with the
student, reviewing strategies, etc…
• Consultative services with a minimum amount of direct
services should only be for short term.. And NOT year
after year.
• If consultation is the only service needed the student
should be on a 504 not an IEP.
SDI–What else causes compliance
errors? ODE’s comments…
• SDI must be clearly defined in terms of content,
methodology or delivery of instruction
• Specially designed instruction describes the
nature of the instruction and is aligned with the
individualized needs of the student. There must be
some type of SDI for each goal
• Aides and consults can not be listed in SDI
instead support for school personnel, indirect
service is not SDI
• Do not use vague terms :"Special Reading
Program", "direct services", "Math Instruction",
"available intervention services necessary to meet
goals", " behavior modification", "speech /language
services", "social skills", "multi sensory approach"
• Listed modifications not instruction
C. Assistive Technology
• AT Devices:
–
–
“Any item, piece of equipment or product …that is used to increase, maintain, or improve the functional capabilities of a
child with a disability.”
“The term does not include a medical device that is surgically implanted, or the replacement of such device.”
• AT Services:
Any service that directly assists in the selection, acquisition or use of an assistive technology device. The term includes:
– The evaluation of the needs…
– Purchasing, leasing, or otherwise providing for the acquisition of assistive technology devices …
– Selecting, designing, fitting, customizing, repairing, … assistive technology devices;
– Coordinating and using other therapies, …
– Training or technical assistance for a child and family…
– Training or technical assistance for professionals ,employers, or other individuals who provide services to, employ, or
are otherwise substantially involved in the major life functions of that child.
• If you checked AT on the special factor page – you should have
information here
• Time for programming/customizing can be documented here (LRE 01)
D. Accommodations/Modifications
Accommodations:
Does Not alter the amount or complexity
of the information
• Should be used on ALL assessments
• Should contain a logical justification for what is indicated
• Must be specific
Modifications:
Alters the amount or complexity of the
materials or performance expected.
• Must be specific
Specific Accommodations
You need to indicate :
• Which tests
• Of what length
• In what areas
• Who will provide that service,
• Where, and
• How often
Be as specific as possible!!
Accommodation- Examples
IEP specifies when, where, how and under
what conditions accommodations will
occur..
• Extended time when over 4 pages, not to exceed 2 hrs.
• Read aloud written material which is above first grade
readability via technology or a person
• Scribe for written work when over 2 pages
• Large print (24 font size) for all reading material (textbooks
and tests)
• Braille edition of all textbooks and classroom materials
• Graphic organizers to mind map before writing
• Visual schedules for all classes and visual mini schedules for
tasks within classes
• Use of slant board for all written work
• Access to a portable electric spell checker for all classes
What Causes Compliance Errors for
Accommodations/Modifications?
• When conditions/criteria are vague (i.e.
extended time, scribe, at the discretion
of the teacher, “as needed”, “may”)
• Accommodation or modification is not
consistent with service the student
needs/justification (i.e. calculator for
writing goal)
• Mismatch between section 7 and 12
(testing)
E. Support for School Personnel
Goal, Time ,
Frequency and
Location is not
required
•
•
•
•
Aide
Consultation with other professionals
Training…(i.e. CPI, Boardmaker)
Specify:
• who is getting and
• who is giving the training• where and when
Support for School Personnel
1. Aide service can NOT be in the top
SDI/Related service Instruction Areas
it must be in support for school personnel.
2. Any services that is adult to adult are
called consultative and belong in support
for school personnel
– If you are working with the student (even
once a quarter) it belongs in the top
instructional part (SDI or Related Services)
Work with Aide
• If the student needs:
– Practice on concepts,
– Pre-teaching vocabulary,
– Redirection during work assignments,
– Transition assistance, etc…
Which will be delivered by an Aide – it
should be documented under Support for
School Personnel
Cannot appear in the Specially Designed
Instruction section
What Are the Components of Specially
Designed Instruction?
Notice, no indirect services; such as adapting materials and
meetings are on an IEP, they are part of your workload.
SST #13
SDI Checklist
SDI Bad Examples• Speech and Language Therapy
• Preschool
• Reading Instruction
SDI Bad Examples- Location
SDI Bad Examples- Provider
SDI Questions
SDI Development Practice
1. Have an “elbow partner” look at
the IEP that you brought, and use
your tools to determine if it is
compliant and good or not.
2. Using the tools you were given…
rewrite the SDI so that it is
compliant and good.
SDI –Critical Friends
• Write your SDI on the poster paper.
• Every 3 minutes we will rotate groups
and your friends will write constructive
feedback on your SDI.
• We will rotate 4 times.
Section 11: Least Restrictive Environment
• Check
if the child will attend the school,
participate in the environment if they were NOT
disabled
• If you check “NO” – you must justify WHY
LRE – What ODE Looks For When
Doing an Onsite Review…
• LRE-5 -IEP Includes An Explanation Of The Extent To
Which The Child Will Not Participate With Nondisabled
Children In The Regular Education Classroom.
LRE
1. Why can’t the child have services and
supports in the general ed
environment?
2. LRE needs to be about instruction and
not testing.
Justifying WHY??
• You need at least a paragraph or two.
• You need to say the regular ed setting with
supplementary aids and service was
considered and WHY it was ruled out
• Why the setting you chose is the BEST
CHOICE
• Parents should be able to read the LRE
section and totally understand WHY their
child is being educated outside their regular
education environment
Factors to Consider:
• What supplementary aids and services were considered?
• What supplementary aids and services were rejected?
• Explain why the supplementary aids and services will or will
not enable the child to make progress on the goals and
objectives (if applicable) in the regular education class.
• Can the child receive FAPE if placed in the regular education
class? Why?/Why not?
• What potentially beneficial effects and/or harmful effects
might be expected for the child with disabilities and other
children in the regular education class if the child with
disabilities is placed in the class with supplementary aids and
services?
• To what extent, if any, will the child participate with
nondisabled peers in extracurricular activities or other
nonacademic activities?
From Annotated IEP Guide
The purpose for reviewing and discussing
these questions is to:
• Ensure that the IEP team (including the
parent), prior to considering removal from
the regular education classroom, has given
adequate consideration to placement of this
child in the regular education classroom
with supplementary aids and services.
Section 11: LRE
Special Ed With Non Disabled Peers?
1.
Is this the school they would attend if non disabled?
If not justify WHY
2. Does the child receive all special education services with nondisabled peers? If not justify WHY
• There should be written discussion with pro’s and con’s of
each possibility and why the team choose what they did.
• Begin with services in the regular ed environment with
supplemental aides and supports was considered and rejected
because…..
• This requires more than a sentence.
• Indicate what the student will participate in with non
disabled peers
LRE Smartsheet
LRE–What else causes compliance
errors? ODE’s comments…
• There is no justification for removal.
• Does not indicate the characteristics of the child that require
removal from general ed class/peers
• Wrong Box is checked for LRE
• "medical reasons" not documented for home instruction; nothing
to support a need for home instruction
• Does not explain why he cannot stay in the gen ed class
• Doesn’t tell why he takes assessments in a separate classroom
• Uses Vague terms such as: As needed, might be necessary,
below peers when doing classroom work, In the comfort of the
resource room, Where he doesn’t feel self-conscious about
asking for help, Taking longer than the regular ed student
• EMIS code 21% doesn’t explain why he can’t be educated in the
general education environment.
• Section 7 and 11 don’t match
Bad LRE Examples
• Devote may be in the resource room for intensive
individualize instruction based on his IEP goals.
• Mary will be pulled into the resource room for
instruction in an environment free from
distractions.
• Kim is learning at a level that is more than 3 years
behind her peers.
LRE Development Practice
1. Have an “elbow partner” look at
the IEP that you brought, and use
your tools to determine if it is
compliant and good or not.
2. Using the tools you were given…
rewrite the LRE so that it is
compliant and good.
Goals –Critical Friends
• Write your LRE on the poster paper.
• Every 3 minutes we will rotate groups
and your friends will write constructive
feedback on your LRE.
• We will rotate 4 times.
How will you change your
practices in Developing IEPs?