The IEP

Slide 1:

Key components of the IEP Ensuring measurability of goals and objectives Evaluating the quality of the IEP The Individualized Education Program(IEP)

Slide 2:

Student’s present level of performance Measurable goals & objectives A statement of needed special education and related services A record of ongoing progress Key Components

Present Levels of Performance:

Four little words: “Show me the data!” Must focus on both strengths and needs Must include all areas that may be affected by the student’s disability Present Levels of Performance

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Behavior/performance: what the student will do Condition under which the behavior/performance will occur Criteria necessary for performance to be considered acceptable Measurable Goals and Objectives

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Observable Maddox will read 60 Correct Words Per Minute (CWPM) Shiloh will correctly name numerals 1-10 Vivian will respond to a direction the first time it is given Behavior or Performance: What you can see, hear, count Not Observable Apple will improve in Language Arts Ford will improve number recognition Suri will demonstrate investment in the learning process

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“Givens”: the circumstances under which the performance or behavior will take place Given a 9 th grade reading passage , Tim will correctly answer literal comprehension questions (who, what, where, when) 90% of the time. Condition

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How well the student must do to meet the objective Beware the percentage criteria! Is it measurable? Does it make sense?? Laura will behave appropriately 80% of the time Kaleigh will increase reading skills by 30% Lily will cross the street safely 75% of the time Criterion or Level of Performance

Slide 8:

Min will solve double digit addition problems with 95% accuracy using a calculator Behavior: Min will solve 2 digit addition problems Condition: using a calculator Criteria: with 95% accuracy Measurable Goal

Slide 9:

Does the IEP tell the story of where the student is, where we want the student to be, and how we are going to get the student there? Do all the parts of the IEP (present levels of performance, goals/objectives, services, progress) connect in a logical way? IEPs That Make Sense

Slide 10:

Present level of performance Goals/objective Services Progress Was IEP adjusted? Year one: Reading 2 years below grade level Year two: Reading 2.5 below grade level Year three: Reading 3 years below grade level Jane will increase her reading skills. Jane will increase her reading skills. Jane will increase her reading skills. 1 hour per week resource room 1 hour per week of resource room 1 hour per week of resource room Satisfactory Satisfactory Satisfactory No No No What we do NOT want to see

Slide 11:

Present level of performance Goals/objective Services Progress Was IEP adjusted? Year one: Reading 2 years below grade level as measured by the ABC reading assessment. Year two: Reading 1 year below grade level as measured by the ABC assessment. Year three: Reading ½ year below grade level as measured by the ABC assessment. Jane will increase from level 10 to level 12 as measured by the ABC reading assessment. Jane will increase from level 13 to level 15 as measured by the ABC reading assessment. Jane will increase from level 16 to level 18 as measured by the ABC reading assessment. 1 hour 2X per week resource room 1.5 hrs. per day individual reading instruction 1.5 hrs. per day individual reading instruction Mastered Mastered Mastered Yes Yes Yes Now, this is more like it….

Assignment:

Read the Connecticut State Department of Education (CSDE) IEP manual Read your assigned case study Review the sample IEP Use the information in your case study to complete the IEP chart, including: Present Levels of educational Performance (PLeP) MEASUREABLE goals and objectives Services to address the goals and objectives Be sure there is a direct correlation between the PLeP, the goals/objectives and the services Submit your chart to the Digital Drop Box on Blackboard Assignment