GuidanceDocument

for

IndividualEducationProgram(IEP)Development

July 2015

RevisiontoguidancedocumentsoccursbasedonfeedbacktheDivisionofLearningServicesreceivesfromtheDirectorsofSpecialEducation,StateStakeholderGroups,KDEInterpretationofLaw,andLegalDecisions. Inaddition,theDivisionofLearningServices,DiverseLearnersBranchmakesrevisionstoguidancedocumentsbasedonon-site monitoring visits, deskaudits, and written formal complaints.

Table of Contents

Purpose of this Document

Using Student Performance Data for IEP Development

Present Levels of Academic Achievement and Functional Performance

Preparation for IEP Development

Steps for Writing the Present Levels

Process for Completing Present Level Areas

Present Levels Areas and Guiding Questions

Consideration of Special Factors for IEP Development

Measurable Annual Goals, Methods of Measurement, Benchmarks/Objectives

Steps for Writing Annual Goals

Method(s) of Measurement

Benchmarks/Short-Term Instructional Objectives

Annual Goals Related to Transition Service Needs

Reporting Progress

Specially Designed Instruction

Supplementary Aids and Services

Assessment Accommodations

Program Modifications and Supports for School Personnel

Least Restrictive Environment

Special Education Services

Related Services

Extended School Year Services

Postsecondary Transition

Age of Majority

Progress Monitoring

Appendix A Infinite Campus Student Information System

Appendix B Present Level Thinking Process

Appendix C Power Verbs

Appendix D Especially DECS

Page 1

Purpose of this Document

The“GuidanceDocumentforIndividual Education Program (IEP)Development”providesinstructionsandexamplesforAdmissionandReleaseCommittee(ARC)membersincludingchairpersons,teachers,relatedserviceprovidersandparents. Thisdocumentistobeusedinconjunctionwithlocalpoliciesandprocedures,federalandstatelawsandregulations,includingIDEA,theKentuckyAdministrativeRegulations(KARs),andtheComplianceRecordReviewDocument. Beginning with the 2012-2013 school year, the Kentucky Department of Education (KDE) expected full implementation of the “Guidance Document for Individual Education Program (IEP) Development.” The blue underlined references denote hyperlinked documents.

TheGuidanceDocumentforIEPDevelopmentisdynamicinnature. AsresourcesemergefromKDE andtheSpecialEducationCooperatives,updateswillbepostedontheKDEWebsite. This document will be reviewed and revised annually, as needed.

ThankstothemanycontributorsandreviewersofthisdocumentincludingKDE,SpecialEducationCooperatives,representativesofInstitutesofHigherEducation, administrators andteachers.

IntroductiontoStandardsBasedIEPs

The1997ReauthorizationoftheIndividualswithDisabilitiesEducation Act(IDEA) mandatedthatstudentswithdisabilitiesgainaccesstothegeneralcurriculum. TheNoChildLeftBehindActof2001andsubsequentreauthorizationofIDEAin2004requirestheARCtoensurethestudenthasaccesstothegeneraleducationcurriculumtothegreatestextentpossible.

Additionally, the purposes of IDEAreflect results-driven accountability, as stated in Subpart A of IDEA:

a)Ensure that all children with disabilities have available to them a free appropriate public education that emphasizes special education and related services designed to meet their unique needs and prepare them for further education, employment, and independent living;

b)Ensure that the rights of children with disabilities and their parents are protected;

c)Assist States, localities, educational service agencies, and Federal agencies to provide for the education of all children with disabilities; and

d)Assess and ensure the effectiveness of efforts to educate children with disabilities. (§ 300.1)

ReauthorizationatthefederallevelreshapedIndividualEducationProgramconstructioninKentucky. Skills-basedIEPswritteninthe1970sand1980stransformedtowritingIEPsbasedonthegeneralcurriculum. From1998through2010,theProgramofStudiesservedasaguidefortheARCindevelopingIEPs. With Kentucky’s adoption of common state standards in 2010 “access to the general curriculum” focuses on the Kentucky Core Academic Standards (KCAS).

The Kentucky Practical Living and Career Studies continue to be curriculum documents for IEP construction related to functional skills. Educators and parents continue to acclimate to the language and ideas of our state curriculum document. Vocabulary such as domain, strand, cluster, standard, deconstructed standard, sub-skills,knowledge target, reasoning target, performance skill target, product target will become commonplace as educators and parents access training through KDE, special education cooperatives, local districts, and ARCs.

Individual Education Program

The IEPisawrittenplanofactionforastudentwithadisabilitywhoiseligibletoreceivespecialeducationandrelatedservices. TheIEPdescribesthestudent’sneeds,annualgoals, specially designed instructionandsupplementary aids and servicestoaddresstheneedsofastudent. The

ARCdevelopstheIEP,ensuresIEPimplementation,reviewsprogresstowardtheannualgoalatleastonceevery12months,andrevisestheIEPasappropriate. Parent input must be considered in IEP development and revision. Parent input in IEP development and revision is important, and the ARC solicits parent input and concerns through ARC participation or other methods of contact if the parent does not participate in the ARC.

Kentucky educators use the Infinite Campus Student Information Systemfor the requiredIEP and other due process forms. KDE updates Data Standards annually.

The Code of Federal Regulations (CFRs) and Kentucky Administrative Regulations (KARs) providespecificguidanceregardingtheIEPprocessasoutlinedbelow.

  1. IEPsupportslearningby:707KAR1:320§5(7)(b)(1-2),34CFR300.320(a)(4)
  • Providingaccesstothegeneralcurriculum;
  • Ensuringthestudentwillmakeprogressinthegeneralcurriculum(educationally,academically,behaviorally,andfunctionally);
  • Addressingthestudent’sotheruniqueeducationalneeds;and
  • Preparingthestudentforfurthereducation,employment,andindependentliving.
  1. At least once every 12 months (365 calendar days), or as requested by any ARC member, the ARC reviews the IEP and accompanying on-going progress datato determine whether the annual goals are being achieved, and revises the IEP, as appropriate, to address: 707 KAR 1:320 § 2 (6), 34 CFR 324 (b)(1)
  • Any lack of expected progress toward the annual goals;
  • Any lack of expected progress in the general curriculum, if appropriate;
  • The results of any reevaluation;
  • Information about the student provided by orto the parents;
  • The student’s anticipated needs; and
  • Other matters.
  1. ARCshallconsiderinthedevelopmentofanIEP:707KAR1:320§5(1),34CFR300.324(a)(1)
  • thestrengthsofthestudent;
  • theconcernsoftheparentsforenhancingtheeducationoftheirstudent;
  • theresultsoftheinitialormostrecentevaluationofthestudent;
  • theacademic,developmental,andfunctionalneedsofthestudent;
  • asappropriate,theresultsofthestudent’sperformanceongeneralstateordistrict-wideassessment; and
  • other information as necessary.

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Page 1

Using Student Performance Data for IEP Development

707 KAR 1:320 § 5 (1), 34 CFR 300.320 (a)(1)

707 KAR 1:300 § 4 (10), 34 CFR 300.304 (c)(4)

Student performance datais information that demonstrates how the student is performing academically, behaviorally, socially, and functionally. Student performance data assists the ARC in decision making, IEP development and IEP implementation. The ARC uses student performance data to:

  • describe the student’s present level of performance;
  • develop appropriate measurable annual goals;
  • identify appropriate specially designed instruction (SDI) and supplemental aids and services (SAS);
  • evaluate and report student progress;
  • document implementation of the IEP;
  • determine the effectiveness of instructional services; and
  • determine if the child continues to need SDI and/or related services.

During the meeting, the ARC has a thorough discussion about student performance data. For an initial IEP, the ARC reviews available data about the student including classroom data, the results of researched based interventions, and formal and informal assessment data. For the development of subsequent IEPs, the ARC reviews available data which now includes IEP progress monitoring data. Student Performance data may be gleaned from a variety of sources, such as:

•IEP progress monitoring data

•IEP progress reports

•Results of research based interventions

•Social Developmental History

•Results of universal screening

•Integrated Assessment Report

•Diagnostic Assessments

•Classroom-based assessments (e.g., formative assessment)

•Criterion referenced tests

•End of course assessments

•Culminating products/projects

•Classroom observations

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

•Functional Behavior Assessment

•Behavior Intervention Plan

•State and district-wide assessment results

•Individual Family Service Plan (IFSP) data (for students transitioning from Part C)

•Transition Assessments (for students in 8th grade or age 14 and older)

•Person-Centered Planning

•Individual Learning Plan (ILP)

•Student & parent surveys

•College and Career Readiness Status

•Transition Attainment Record (TAR) results

•Employability skills assessment results

•Interviews

•Expanded Core Curriculum Needs Assessment Screening (for students with visual impairments)

•Expanded Core Curriculum Needs Assessment Screening (for students with hearing impairments(hereafter students who are Deaf or Hard of Hearing))

•English Learner Program Services Plan

•Gifted and Talented Services Plan

•Commercially available or teacher-developed scope and sequence charts

•KIMRC (Kentucky Instructional Materials Resource Center) Eye Report

•Low Vision Evaluation Report

•Functional Hearing, Listening and Communication Report

•Assistive Technology Evaluation

The previous list is not inclusive of all areas of student data.

PresentLevelsofAcademicAchievementandFunctionalPerformance

707KAR1:320§5(7)(a),34CFR320(a)(1)

PresentLevelsofAcademicAchievementandFunctionalPerformance(PresentLevels)isasummaryofinformationanddataofwhatthestudentcurrentlyknowsandisabletodointhefollowing areas:

  • Communication
  • AcademicPerformance
  • Health,Vision,Hearing,andMotorAbilities
  • SocialEmotionalStatus
  • GeneralIntelligence
  • TransitionNeeds
  • FunctionalVision/LearningMediaAssessment

TheARCusesinformationfromresourcesdescribedintheStudentPerformanceDataanddeterminesifthestudentisperformingcommensuratewithsimilaragepeers. Forneeds or concernsrelatedtothestudent’sdisability,theARCdescribeshowthedisabilityaffectsthestudent’sinvolvementinandprogressin the generalcurriculum asprovidedintheKentuckyCoreAcademicStandards(KCAS).

PresentLevelsincorporatevariousconceptsasdescribedbelow.

  • Administrative Regulationmeansdirections developed to provide the details for carrying out policy and enforcing it, set forth specific requirements, list do’s and don’ts, include step by step procedures and assign specific responsibility
  • Adverse effect means that the progress of the student is impeded by the disability to the extent that the educational performance is significantly and consistently below the level of similar age peers. 707 KAR 1:002 Section 1 (2)
  • Aimline means a path a teacher will need to take in order to move a student from baseline to the performance criterion within a designated time period.
  • Assistive technology device means any item, piece of equipment, or product system, whether acquired commercially, off the shelf, modified, or customized, that is used to increase, maintain, or improve the functional capabilities of a child with a disability. The term does not mean a medical device that is surgically implanted, or the replacement of such a device. 707 KAR 1:002 Section 1 (3)
  • Assistive technology service means any service that directly assists a child with a disability in the selection, acquisition, or use of an assistive technology device. This term shall include: (a) the evaluation of the needs of a child with disability, including a functional evaluation of the child in the child’s customary environment; (b) purchasing, leasing, or otherwise providing for the acquisition of assistive technology devices by children with disabilities; (c) selecting, designing, fitting, customizing, adapting, applying, maintaining, repairing, or replacing assistive technology devices; (d) Coordinating and using other therapies, interventions, or services with assistive technology devices, like those associated with existing education and rehabilitation plans and programs; (e) training or technical assistance for a child with a disability or, if appropriate, that child’s plans and programs; and (f) training or technical assistance for professionals (including individuals providing education or rehabilitation services), employers, or other individuals who provide services to, employ, or are otherwise substantially involved in the major life functions of the child. 707 KAR 1:002 Section 1 (4)
  • Baseline performance describes the student’s current performance of a skill or strategy in measurable terms (e.g., words per minute, % correct in 3 out of 5 trials, # minutes to sustain a behavior, level of prompts necessary to sustain a behavior, number of sessions). The baseline serves as a starting point for IEP instruction. Baseline data for an initial IEP is based on student performance data, research based intervention data and instructional data within the integrated assessment report. Baseline data for subsequent IEPs is based on IEP progress monitoring.
  • Code of Federal Regulations (CFR) is the codification of the general and permanent rules and regulations (sometimes called administrative law) published in the Federal Register by the executive departments and agencies of the federal government of the United States.
  • Commensurate with similar age peers means that the student is performing within the range of academic and/or functional performance as non-disabled similar grade and age peers. Commensurate with similar age peers does not denote that the student is functioning on grade level; non-disabled students within a specific grade may also demonstrate a range of skills that includes above grade level, at grade level and below grade level.
  • Course of Study means a multiyear description of coursework from the student’s current school year to the anticipated exit year designed to achieve the student’s desired post school goals. (If the severity of the student’s disability precludes a course of study that meets the high school graduation requirements leading to receipt of a high school diploma, an alternative course of study based on student needs and required core academic standards shall be offered. A student who completes this alternative course of study shall receive an alternative high school diploma).
  • Criterion means a standard by which a judgment or decision may be based.
  • Educational performanceincludes academic areas and non-academic areas.Educational performance in academic areas may include reading, math, communication; progress in meeting goals in the general curriculum; and performance on state-wide and local assessments. Education performance in non-academic areas (i.e., functional performance) may include daily living activities, behavior, mobility, and mental health.
  • Expanded core curriculumfor students with Visual Impairments (ECC-VI) means the body of knowledge and skills that are needed by students with visual impairments due to their unique disability and specific needs. Students with visual impairments need the expanded core curriculum in addition to the core academic curriculum of general education. The ECC-VI should be used as a framework for assessing students, planning individual goals and providing instruction. The nine areas of the ECC-VI include compensatory or functional academic skills, including communication modes; orientation and mobility; social interaction skills; independent living skills; recreation and leisure skills; career education; use of assistive technology; sensory efficiency skills; and self-determination.
  • Expanded core curriculumfor students who are Deaf or Hard of Hearing (ECC-DHH) – means the body of knowledge and skills that are needed by students who are deaf or hard of hearing who have specialized needs not covered in the general education curriculum. Students who are deaf or hard of hearing need the expanded core curriculum in addition to the core academic curriculum of general education. The ECC-DHH should be used as a framework for assessing students, planning individual goals and providing instruction. The eight areas of the ECC-DHH include: audiology; career education; communication; family education; functional skills for educational success, self-determination and advocacy; social-emotional skills; and technology.
  • Formative assessment, assessment for learning, is a process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to improve students' achievement of intended instructional outcomes (Stiggins,2006).
  • Lexile is a reading measure that provides information about an individual's reading ability or the difficulty of a text. These measures assist in matching a reader with the appropriate difficulty level or text for decoding and comprehension. The Lexile reader measure can also be used to monitor a reader's growth in reading ability over time.
  • Needs or concerns are areas in which there is an adverse effect, meaning the student performs significantly and consistently below the performance of similar grade (academic achievement) and age (functional performance) peers as a result of the disability.
  • Needs related to the disability means a need or concern that directly corresponds to the assessment, eligibility criteria, and regulatory definition of a disability category.
  • Presentlevelsofacademicachievementdescribesthestudent’smostrecentperformanceinskillsandstrategiesrelatedtoreading,math,and writtenlanguage.Thedescriptionincludesthestudent’sabilitytogeneralizehis/herlearning.
  • Presentlevelsoffunctionalperformancemeansactivitiesandskillsthatarenotconsideredacademicandareusedinthecontextofroutineactivitiesofeverydayliving[707KAR1:002Section1(28)and34CFR,Vol.71#156,August14,2006,p.46661]. ThisinformationmaybedocumentedinavarietyofPresentLevelareasincludingCommunication Status;Health,Vision,HearingandMotorStatus;SocialandEmotionalStatus;TransitionNeeds;andFunctionalVisionandLearningMediaAssessment.
  • Quantile is a math measure that identifies a student’s ability to think “mathematically” in taxonomy of math skills, concepts, and applications. It provides an indication of how well a student understands mathematical concepts and skills at his or her grade level.
  • Rate of Learning (RoL) means a student’s growth in achievement or behavior over time compared to prior levels of performance (comparison to self) and peer growth rates (comparison to age peers).
  • Relativestrengthsareareasinwhichthestudentperformswellascomparedtohis/herownperformance.
  • Summativeassessment,assessmentoflearning,isaprocessusedbyteachersandschoolsthatprovidesperiodicmeasuresofachievementstandardsforreportingandaccountabilitypurposes(Stiggins,2006).

Preparation for IEPDevelopment

In order to fully plan and consider all aspects of the student’s disability, review the following prior to writing the IEP:

  • the definition of the category of disability
  • eligibility criteria
  • characteristics of the student’s disability
  • how the disability adversely affects the student’s educational performance

StepsforWritingthePresentLevels

Belowarethegeneralstepsforwritingpresentlevels. Thestepsmaybealteredslightlydependentonthepresentlevelarea.

  1. Using the KCAS, identifythegradelevelstandardsthat all students are expected to know and be able to do.
  1. Identifythestudent’scurrenteducationalperformanceusingstudentperformanceand baseline data (see Student Performance Data section).
  1. Determinethestudent’scurrentacademicperformanceinKCAS. Asneeded,considerpriorgradelevelstandardstoidentifyprerequisiteskillsandcontentneededbythestudent.
  1. Determinethestudent’scurrentfunctionalperformance. Referenceadditionalcurriculartoolsasappropriate(e.g.,KCAS, Kentucky Program of Studiesfor PracticalLiving/VocationalStudies,CharacterEducationDocument,SyracuseCommunityReferenceCurriculumGuide,ExpandedCoreCurriculumforVisualImpairments).
  1. Checkthebox“Performancecommensuratewithsimilaragepeers”foreachPresentLevelareaifthestudentisperformingwithintherangeofacademicandfunctional performanceofnondisabledgradeandagepeers. Ifthestudent’sperformanceiscommensuratewithnondisabledgradeandagepeers,noadditionalinformationisrequired.

Leave the box unchecked if the student’s performance is not commensurate (significantlyand consistently below) with similar age peers as a result of the disability.

  1. For each Present Level area where the student is not commensurate, describe
  2. relativestrengths,
  3. needs or concerns,
  4. baselineperformanceforeachneedorconcern. Citing the source is recommended but not required.
  1. Describehowthe student’s disability affectsthestudent’sinvolvementandprogressinthegeneralcurriculum. Questions to consider:

•How needs or concerns in present level areas affect involvement and progress in general curriculum:

  • academic areas (e.g., reading, math, vocational courses)
  • functional areas (e.g., social competence, life skills, sensory and motor skills, communication skills)
  • transition
  • achievement of student capacities and life goals (including how these are assessed)

•How does the disability impact the student’s ability to demonstrate knowledge and reasoning of grade level standards?

•How will the student’s challenges impact his/her ability to achieve proficiency?

•What are the student’s barriers to college/career readiness?

The adverse effect statement may be described in each Present Level area OR as one statement that incorporates all Present Level areas impacted by the disability.

Diagram: StepsforCompletingPresentLevel Areas

ProcessforCompletingPresentLevel Areas

  1. PresentLevelArea: CommunicationStatus

CommunicationStatusincludesperformanceintheareasofvoice,fluency,receptiveandexpressivelanguage (includes pragmatics),andspeechsoundproductionanduse.Thisincludesanymeans(e.g.,speech,signlanguage,augmentativecommunication)bywhichastudentrelatesexperiences,ideas,knowledge,andfeelingstoothers.

  1. PresentLevelArea: AcademicPerformance

AcademicPerformancedescribesthelevelofdevelopmentorachievementandhowthestudentapplieshis/herlearninginoneormoreofthefollowingareas:basicreadingskills,readingcomprehension,readingfluency,mathcalculation,mathreasoning,writtenexpression,oralexpression,listeningcomprehension. Thedescriptionmayincludestrategiesappliedinlearningandpreferredlearningstyles.

  1. PresentLevelArea: Health,Vision,Hearing,MotorAbilities

Health,Vision,Hearing,MotorAbilitiesincludeinformationregardingthestudent’srelevanthealthorphysicalneeds. Thisinformationistypicallyprovidedthroughscreeninginformationandbyhealthcareproviders,includingphysicalandoccupationaltherapists.

  1. PresentLevelArea: SocialEmotionalStatus

SocialandEmotionalStatusincludesfunctionalperformanceinformationaboutthestudent’ssocialskills,interpersonalbehavior,personalskills,self-relatedbehaviors,sensoryself-regulation,emotionalbehavior,organizationandexecutiveskills,environmentalaccess/mobilityskills,andindependentlivingskills.

  1. PresentLevelArea: GeneralIntelligence

GeneralIntelligenceincludesinformationaboutthestudent’saptitude,knowledgeapplication,thinking,memory,reasoning,andproblemsolvingskills.

  1. PresentLevelArea: TransitionNeeds

Beginning when the student is in 8th grade or has reached the age of 14 (whichever comes first), the Transition Needs area focuses on the needs related to the student's planned course of study. By age 16, the focus is also on the transition services which assist the student in reaching postsecondary goals. Transition needs must include one or more of the following areas: