Quality IEP’s Cornerstone of Access to the General Curriculum.

Quality IEP’sCornerstone of Access to the General Curriculum

Nothing worth learning is learned quickly, except

parachuting.

David S. Brown

Academic Expectations

Course of StudyNGSSS/Access Points

Approved District Curriculum

Lesson Plans Present Levels &Affect Statement

Special Factors

Measurable Goals, Benchmarks/STO

IEP Services

LRE

Design Down-Deliver Up Model

TransitionProgress Monitoring & Evaluation Data

IEPGeneral Education Curriculum

Strengths & Student/Parent Input

Purpose of the IEP

The cornerstone of access to the general curriculum.

IEP Development is a PROCESS not an event!

Annual GoalsBenchmarksShort Term

Objectives

IEP ServicesTransition

Present Levels

Reporting Progress

Special Factors

Student Performance

Data

Student Performance Data Sources

• Pre-referral intervention results (RtI)

• Work samples (e.g., portfolios, daily assignments, etc.)

• Behavioral observation

• Results of standardized individual assessments

• Culminating products/projects

• Formal/informal assessment

• State and district-wide assessment results

• Progress monitoring data (including baseline data)

• Graphical representation of data

• Interviews

• Classroom tests

• Student & parent surveys

Transition

Student Performance

Data


Transition Considerations

• Part C (Infant/Toddler) to Part B (IDEA)

• Different levels (pre-k to elementary; elementary to middle; middle to high; high to post- school)

• Different building (physical access issues, building layout)

• Different program (pull-out setting to general ed setting)

Transition

Present Levels

Student Performance

Data


• A statement of the child’s present levels of academic achievement and functional performance, including:

– How the child’s disability affects the child’s involvement and progress in the general curriculum; or

– For preschool children, as appropriate, how the disability affects the child’s participation in appropriate activities.

Present Level of Academic Achievement & Functional Performance

Steps to Write the Present Levels

1. Review student’s performance data. What can the student do?

2. Determine the benchmark standards/ access points the student is working toward.

3. Determine the skills/content the student needs to be successful in mastering the standards/ access points.

4. Determine what additional needs the student demonstrates that are not addressed in the curriculum.

(What are the barriers the student must overcome to be successful?)

Barriers the student may encounter

• Communication– Asking for help– Following directives– Initiating communication– Responding to systematic/ movement cues– Orienting to sound and /or speaker– Communicating for various purposes (for

needs, wants, expressing opinions, commenting)

– Attending to others


• Problem-solving– Attention and focus– Making a choice among items– Making associations – Matching– Cause/effect– Patterning/sequencing– Demonstrating 1:1 correspondence


• Resource access and utilization– Using the internet to access information– Checking out books/DVD’s/CD’s from the

library– Using information booth in public areas– Identifying and access resource personnel


• Linking and generating knowledge– Utilizing library resources to gather

information– Using assistive technology – Checking out books/DVD’s/CD’s from the

library– Using information booth in public areas– Identifying and access resource personnel


• Citizenship– Following rules- participating in society/

school/ community classroom– Participating in clubs and committees– Self-advocating– Expressing opinions, making choices,

making requests, asking questions– Responding to greetings– Sharing materials– Responding to others request for help


• Citizenship– Acknowledging others– Participating in co-operative learning

groups– Attending school – Holding a job– Accessing public facilities– Sharing materials– Responding to others request for help

Prioritizing Student Needs

Student’s strengths and weaknesses

Amount of time left in school

Skills needed to achieve postsecondary goals

Behaviors that appear most modifiable

Parent, teacher and student interests and concerns

(These are the springboard to determining measurable annual goals.)

Measurable Annual Goal

C O N D IT IO NW he n g iven ...

B E H A V IO Rs tu d en t w ill. . ..

C R IT E R IO N(h o w th e g o a l

w ill b em e a su re d)

M e asu rab le a n nu a l g o a l

ACTIVITY

•REFER TO SAMPLE IEP GOAL PAGES

Sample Goals for Special Diploma Students• When working with an adult, Student will remain actively engaged in a

teacher directed activity for __ consecutive minutes a day in 4 out of 5 days for 15 consecutive days.

• During functional and academic activities, Student will respond, request, and/or initiate using a variety of communication modalities (verbalization, communication device, pictures) 5 out of 6 times over a 30 minute period.

• When presented with a picture or object, Student will choose the corresponding word card presented in a display of four word cards in 4 out of 5 trials for 5 consecutive recording periods.

• When riding on the school bus to and from school, student will demonstrate sitting quietly and following safety rules 100% of the given opportunities.

• Given pictures of common objects, student will point to the named object 90% of the given opportunities.

Sample Goals for Special Diploma Students

• When asked to point to pictures of everyday objects in his environment, student will correctly point to at least 50.

• Given pictures of _(dangerous animals), each with four distracters, student will point to or name the (dangerous ones) with 100% accuracy.

• Given four daily classroom routines, student will correctly perform them by imitating classmates with no more than one verbal prompt by the teacher over a consecutive nine week period.

• Given picture symbols with Velcro and daily schedule, Student will independently turn picture symbols over to indicate completion of task 80% of the given opportunities.

Writing the IEP is

the beginning — not the

end!

Nothing worth learning is learned quickly, except parachuting.

David S. Brown

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Quality IEP’s Cornerstone of Access to the General Curriculum.

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