NYS adopted a uniform IEP to be used by all districts within NYS
Information is arranged in a new order that will help facilitate discussions
Where are we? (Present Levels & Transition)
Where do we need to go (goals)?
What programs/services are needed
to get us there?
PLP’s concerns expressed by parents
Demographic Summary Page
Clicking on name Summary Page Clicking on “black box” IEP Can toggle between documents
Present Levels of Performance
Evaluations/reports: - aka Decisions Based On -Any findings that were considered and reflect the students needs and strengths are reported. -include transition meeting -Can include narrative summarizing the report ex: FBA: problems identified in the areas of agression. Aggression found to be avoidance/escape behaviors in response to stress and skill deficits Test Results : - include most recent results only -leave in psych eval results
How to “pre-enter” assessments
“ Storage Area” for reports/assessments :
-Can be entered throughout the year
- Will be imported under PLP’s section
e More technical style of writing Drop downs for specific paragraphs including transition **New** Consideration of student needs expressed by the parent
Physical: --Do not state name of medication --State impact of medication/side effects in the classroom. Management : What do adults need to do for student What material resources are needed What environmental mods are needed Special Factors: BIP: yes narrative box ESL, Blind, Hard of hearing : If the student does NOT have this need you must put NOT APPLICABLE. If they do, then decide yes or no Effect of Student Needs: Further explain the area(s) of disability
AT : Linked to AT mod section **New** recommended for devices to be used in the student’s home?
Transition and Annual Goals
The Post-Secondary Goals provide:
The “GPS” with a DESTINATION
The ANNUAL goals provide:
The “roads” we take to get there!
Post Secondary Goals:
Required for the school year the student turns 15
Level 1 needs to be completed at age 12
Includes the STUDENT’S preferences and interests
Link transition information throughout the IEP
Describe transition with PLP dropdown option
Develop an Annual goal for transition (if a priority)
List transition meeting under evaluation/reports
Focus on priority knowledge, skills, behaviors and strategies to address the student’s needs as identified in the PLP (linkage!)
Focus on foundational skills and strategies, not a restatement of the general ed curriculum or a list of curricular content…..
Answers the question:
“ What skills does the student require to master the content of the curriculum?”
“ What curriculum does the student need to master?”
Should be reasonable in number (3-5 total)
Address the primary needs to access and make progress in the general ed curriculum
Based on the students’ present abilities and rate of progress, what is reasonable to address within one year?
Goals must be written in observable and measurable terms
Goal Bank vs custom/modified goal
NYSAA continues with benchmarks
Clarity on what the student will DO to show progress towards goal
Criteria: How well must the student perform, over what time period to demonstrate mastery of the goal
Ex: 8 of 10 trials over a 2 week period
Ex: will increase TWW to 120-130 words/3 minutes
Method of evaluation: how will progress be measured?
Ex: checklist (not teacher observation… have it documented!)
Ex: using curriculum based measure writing samples
Schedule for evaluation: when, how often, on what intervals of time will progress be measured? (not when student will achieve goal)
Ex: every 5 weeks
Ex: every 3 weeks
Key Questions to Prioritizing Goals:
What is preventing this student from participating in a less restrictive environment and /or from progressing in the general education curriculum?
What foundation skills/needs cross multiple content areas or settings? (ex: reading, writing, behavioral)
How many goals are reasonable given the student’s abilities and rate of progress?
Reporting Progress to parents : Defaults to 4x/yr Elementary will need to change this to 3x/yr Special ed program/related service : will be completed by CSE chair
Program Mods : **New** 1-1 or shared aide with explanation of purpose AT : Connected to earlier AT question Supports : Include consults or teacher training ESY 12 month: CSE chair will complete
Testing Accommodations: must provide information for each section Must be linked to disability and expressed in PLPs Student needs to use mods on an on-going basis “ As appropriate” “when necessary” should not be used
Coordinated Set of Activities: For students age 15 If no needs, “no needs at this time due to…..” or “considered, but not needed” Responsibility: - can not be solely student or parent. -can be school with student or parent FYI--- Functional Vocational Assessment identifies needs in an actual work setting or in real work sample experiences
Participation: Drop downs available for alternate PE Assessment : NYSAA **new** justification Ex: The student meets the criteria for the NYSAA because of her limited cognitive abilities combined with physical limitations. She is nonverbal. Her chronological age is 12 but her instructional levels are at the Kindergarten level