The IEP

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The IEP
Before you begin the training, click the beach
ball.
Click to proceed with training
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Objectives

• The GOAL for this training is for participants
  to write measurable goals and objectives
  compliant with the requirements of IDEA and Rule
  6A-6.0302

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Steps to Writing compliant IEPs Step 1
Pre-meeting preparation Step 2 Present Level
of Performance (PLOP) Step 3
Observable, measurable goals
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Step 1 Be prepared prior to the IEP meeting
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Learn about the students exceptional needs by
reviewing

• Most recent evaluation(s) such as
• Reading Diagnostic
• FCAT score
• Psychoeducational report
• Current and/or previous IEPs
• Grade history (CICS)
• Anecdotal observation(s)
• Student work products

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Other Sources

• Current and/or previous teachers
• Guidance Counselor
• Parent/Guardian
• Student

The ideal goal is for a student, when possible,
to be a fully active participant in the IEP
process by the time he/she enters high school, OR
SOONER! Discussing learning hardships with
students, future desires, and effective learning
styles is one of many ways to encourage
self-determination.
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Gathering information from multiple sources will
lead to

• More accurate and relevant goals
• An effortless, exemplary IEP

• If you are not comfortable with the process and
  feel unsure, you can request assistance from
• Veteran ESE teacher
• Department chair, or
• Staffing specialist assigned to your school

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Once you have gathered the information, the
following questions will be used to guide you as
you write the IEP

• What are the students strengths?

How does the disability impede the student from
learning and/or socializing ?
Is there a need for remediation to pass the FCAT?
Are there any skills or behaviors the student
needs to learn?
Note The student individualized data is used to
develop the present level of performance, annual
goals, and objectives or benchmarks.
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The needs, strengths, assessment results, and any
other relevant student information will be used
to write the present level of performance (PLOP),
annual goals, and benchmarks/short-term
objectives.
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Before the IEP meeting begins, make sure you have
all the necessary forms to develop the IEP.
Once you have completed gathering student
information (STEP 1) you are ready for
(STEP 2) Writing Present Level of Performance
(PLOP)
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Step 2Present Level of Performance (PLOP)
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The student-unique information you gathered in
STEP 1 will be used to develop the Present Level
of Performance on the goal page (b) for each
domain area needed.


The Present Level of Performance (PLOP) is broken
down into 5 components on the SBAC goal page (b)
Click on beach balls for hyperlinks
Identified domain Source of information Present
level of performance Affects of
disability Priority educational need
After completing step 1 (gathering student
information) and step 2 (writing the PLOP), you
will be prepared for step 3 (writing the annual
goal and short-term objectives/benchmarks)
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These statements are written in conjunction with
the domains and/or transition service activity
areas identified on the cover page (Front
Page). Click on link above
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The Domains to be addressed need to be checked
below. For example, if the student is SLD and
needs a Curriculum and Learning and Communication
Goal page, check both areas. Now Click on the
beach ball above.

x
x
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? Domains ? Transition service
Activity Areas
X
X
X
X
__ Curriculum and Learning Environment __
Instruction __ Post-school
Adult


Living __ Social and Emotional Behavior
__ Related Services __ Daily
Living Skills __ Independent Functioning
__ Community Experience __
Functional

__ Communication
__ Employment
Vocational Evaluation

X
X
For every domain checked, there needs to be at
least one goal page.
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Source(s) of information upon which the statement
is based (e.g., teacher input, previous IEP,
parent input, most recent evaluation). Now Click
on the beach ball above.
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What the student is currently able to do in
relation to the selected domain or transition
area. (Example 1) Click on link above
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How the students disability affects the
students involvement and progress in the general
curriculum, or for pre-kindergarten children with
disabilities, how the disability affects the
childs participation in age-appropriate
activities (e.g., Jenny can participate
independently in a limited number of
instructional activities in the language arts
curriculum of the regular class, she can use
computer-based instruction and tools that are
specially designed and fitted with assistive
devices to facilitate responses, and she is able
to understand what she hears and express her
thoughts and ideas effectively with peers).
(Example 1) Click on link above
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(b) Goal Page Individualized Educational
Plan Students Legal Name John Doe ID
123456 IEP Date 4/25/2006
Draft
C.F. 4/25/06
Reminder The goal is to place the student in the
least restrictive environment as much as
possible. What modifications and accommodations
can be provided to allow the student to
participate with his non-disabled peers?
In this particular example, the student
exceptionality is Specific Learning Disability.
On the psychological report, it has been
identified the student has difficulty with
short-term memory. In the case of a student with
SLD, what are some of the areas affected as a
result of the disability that inhibit mastering
the general education objectives?
Present Level of Educational Performance for
Learning and Curriculum (Reading) Based on FCAT
score IEP, Reading Diagnostic Student is able
to read from a first grade narrative text at an
average rate of 30 words per minute (CWPM) with
five errors and a second grade narrative text at
a rate of 22 words per minute (CWPM) with 8
errors. Student is currently repeating the 3rd
grade. The student scored a Level 1 on the FCAT
and requires remediation. Effects of Disability
John processes information at a slow rate and has
poor short term memory as a result, he reads 3
grades below grade level which requires John to
participate in the resource setting for reading
instruction and receive an extra 90 minutes of
reading. During the inclusive setting, John must
have the text read to him and assessments must be
given orally. Tests need to be provided in an
alternate setting allowing for more time and less
distracters.
Now Click on the beach ball below.
Wait for more information
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What are the priority educational needs that
result from the students disability one(s)
that must be addressed if the student is to move
toward achieving the annul goal in the selected
domain or transition service activity area.
Example 1 Click on link above
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(b) Goal Page Individualized Educational
Plan Students Legal Name John Doe ID
123456 IEP Date 4/25/2006
Draft
C.F. 4/25/06
Present Level of Educational Performance for
Learning and Curriculum (Reading) Based on FCAT
score IEP, Reading Diagnostic Student is able to
read from a 5th grade narrative text at an
average rate of 80 words per minute (CWPM) with
ten errors and read from a 6th grade narrative
text at a rate of 60 words per minute (CWPM) with
15 errors. Student is currently an 8th grader.
The student scored a Level 1 on the FCAT and
requires remediation. Using Kurzweil, John is
able to independently complete text questions at
end of chapters in both Science and
History. Effects of Disability John processes
information at a slow rate and has poor short
term memory as a result, he reads 2 grades below
grade level which requires John to participate in
the resource setting for reading instruction and
receive an extra 90 minutes of reading.
Priority Educational Need John is currently an
8th grader, his priority educational need is to
improve reading by focusing on fluency and
vocabulary skills.
Now Click on the beach ball below.
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Present Level of Educational Performance for
Learning and Curriculum (Reading) Based on
FCAT score IEP, Reading Diagnostic Student is
able to read from a first grade narrative text
at an average rate of 30 words per minute (CWPM)
with five errors and a second grade narrative
text at a rate of 22 words per minute (CWPM) with
8 errors. Student is currently repeating the 3rd
grade. The student scored a Level 1 on the FCAT
and requires remediation. Effects of Disability
John processes information at a slow rate and has
poor short term memory as a result, he reads 3
grades below grade level which requires John to
participate in the resource setting for reading
instruction and receive an extra 90 minutes of
reading. During the inclusive setting, John must
have the text read to him and assessments must be
given orally. Tests need to be provided in an
alternate setting allowing for more time and less
distracters.
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Purpose of the PLOP
To establish a baseline performance in the
general curriculum which is used to develop
individualized, meaningful and measurable goals
If the goal page is to address reading, the PLOP
should state what the child is currently able to
do in reading. This is important because it will
help in writing the annual goal. The PLOP is the
base line, and the annual goal is what the team
expects the child to do in a years time worth of
instruction.
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• PLOP can include statements, as appropriate,
  regarding
• Health
• Vision
• Hearing
• Social/emotional status
• General intelligence
• Educational performance
• Communicative status
• Motor abilities
• Vocational skills/ transition

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Common PLOP PitfallsIn Reading and Math
FCAT scores Although it is ok to include
FCAT/NRT scores or grade level equivalent, they
are useless for progress monitoring. Although
this type of information can serve as a
criterion, it can only be obtained once a year,
and progress monitoring should be occurring at
4-6 week intervals. Try to use a PLOP or
criterion where the data can be easily attained
(e.g. Dibels, CWPM, sight words per minute,
2-digit addition factsetc.)
The use of grade level is not desirable for many
reasons, the inappropriateness of repeated
administrations of the same test combined with
the lack of comparability of a different test,
and the extreme inefficiency of using so much
time on testing (Bateman and Herr)
If you are unsure about the students PLOP in
reading, check with the reading teacher, reading
coach, or district level reading specialist.
Exemplary practice is to attain PLOP from the
subject area teacher at the IEP meeting or prior
to the meeting when preparing a draft form.
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Is it permissible for an ESE teacher to have the
IEP written before the IEP meeting begins?

• YES. However, parents have the right to provide
  questions, recommendations, and concerns about
  the goals, objectives, and services before the
  IEP is fully completed.
• When a draft is brought to the meeting, the
  teacher must
• Have written at the top of each
  form.
• Review all pages, giving parents and other
  members the opportunity to ask questions or make
  changes.
• Make a single strike across and
  place your initials and date next to it, after
  reviewing each page.
• Be prepared to make changes and alterations
  which may result in rewriting a new page. Minor
  changes can be written on the form however,
  significant changes should result in a fresh new
  page.

DRAFT
DRAFT
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Draft
IF you are able to attain information and use it
to write the IEP prior to the meeting. You must
write DRAFT on the IEP.
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Draft
C.F. 4/25/06
(b) Goal Page Individualized Educational
Plan Students Legal Name John Doe ID
123456 IEP Date 4/25/2006
Reminder DRAFT must be written on all pages
prior to the meeting. Each page must be reviewed.
Place a single strike across DRAFT along with
your initials and date reviewed.
Now Click the beach ball below.
Wait for more information
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STEP 1 SummaryStudent information needed to
develop goals and objectives.

• Skills, needs, and/or behaviors needed to
  succeed in the least restrictive environment
• Description of how the disability hinders the
  student from learning and/or participating in a
  setting with non-disabled peers
• Reading diagnostic to determine strengths and
  weaknesses in 5 areas of reading
• Academic strengths
• Student work samples
• Psycho-educational reports
• Parent, teacher, student feedback
• Results of current interventions or guidance
  counseling

Note The student individualized information is
used to develop the present level of performance,
annual goals, and objectives or benchmarks.
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Return to Step 2
Step 3 Write Measurable Annual Goal(s) and
Short-term Objectives
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Annual Goal
STO/Benchmark
STO/Benchmark
STO/Benchmark
Present Level of Performance
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Prior to writing the annual goal, keep the
following in mind
There is a direct relationship between the annual
goal and PLOP.
The Present Level of Performance is the starting
point of reference from which the progress of the
student will be measured.
The short-term objectives are the intermediate
steps between the PLOP and the annual goal. Break
down annual goal into discrete components
Benchmarks are statements of what the student
will learn (do not include procedures, schedule,
or criteria).
The annual goals will be the anticipated result
from the service delivery. They are a plan for
linking the gap between where the student is and
where he or she needs to be in relation to the
students grade level indicators or projected
diploma option.
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Benchmarks or Short-Term Objectives

• Benchmark(Content Standards) A specific
  statement of what all students should know and be
  able to do at a specified time in their schooling
  (Sunshine State Standards). They are used to
  measure a students progress toward meeting the
  standard.
• Benchmark (IEP) Benchmarks on IEPs describe
  how much progress the student will make within a
  specified time segment of the year to attain his
  or her annual goal. They are major milestones.
• Short-Term Objective These are statements on
  the IEP that break the goal into smaller steps.
  They are measurable, transitional steps (baby
  steps) between the PLOP and the annual goal.

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Examples

• Short term objectives
• Given CVC words, John will use a correct decoding
  strategy in 4 of 5 tries.
• Using components of word families (e.g. ing,
  -ight) John will sound out unfamiliar words 9 of
  10 attempts.
• Benchmarks
• John will be able to identify, order, and/or
  compare the relative size of numbers.
• Benchmark MA.A.1.2.1 The student names whole
  numbers combining 3-digit numeration (hundreds,
  tens, ones) and the use of number periods, such
  as ones, thousands, and millions and associates
  verbal names, written word names, and standard
  numerals with whole numbers, commonly used
  fractions, decimals, and percents.

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Annual Goals

• Annual Goals must
• be measurable
• relate to the student involved, and not be
  cookie-cutter
• include criteria for meeting the goal
• set high expectations, but be reasonable
• Should come from Sunshine State Standards or from
  the curriculum

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Measurable Goals

• Three major components
• Observable Behavior
• Condition
• Criterion
• the goal can also contain an expected time
  frame for goal completion. Annual goals are
  typically developed such that a year (life of the
  IEP) is the expected time frame.

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To Make A Goal Measurable Include the following
elements

• Time Frame - Specifies the amount of time in the
  goal period
• Conditions Circumstances under which target
  behavior is to occur
• Behavior - Clearly identifies the skill or
  learning to be observed reflects an action which
  can be directly observed
• Criterion - Identifies how much, how often, or to
  what standards the behavior must occur in order
  to demonstrate that the goal has been achieved -
  Mastery Level is required to move on to next
  skill.

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Example By September 9th, 2003, when given a
directive, Rex will follow a one-step direction,
within one minute without help, three times a day
for two weeks.
1. Time Frame - By September 9th, 2003, 2.
Conditions - when given a directive, 3. Behavior
- Rex will follow a one-step direction, 4.
Criterion - within one minute without help, three
times a day for two weeks.
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Condition

• Questions to ask
• under what conditions will the behavior be
  expected
• when should the student demonstrate the behavior
• where should the behavior be demonstrated
• with what materials, people, directions

Behavior

• Questions to ask
• what will the student be able to do
• what skill or knowledge will the student attain
  as a result of instruction

Criterion

• Questions to ask
• what standards will be used to evaluate student
  performance
• how well, how often, how long, how accurately,
  how quickly, how soon, how many times, etc.

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Example In 16 weeks, while holding onto an
adults hand, John will walk without stopping to
rest from the classroom to the playground, one
time a day for two consecutive weeks.
1. Time Frame In 16 weeks, 2. Conditions -
while holding onto an adults hand, 3. Behavior
John will walk without stopping to rest 4.
Criterion from the classroom to the
playground, one time a day for 2 consecutive
weeks.
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Some Rules To Remember

• 1. Goals which use participation as criteria or
  focus
• on a one-time event are not appropriate.
• Johnny will participate in the field trip.
• Fred will participate in the holiday skit.
• 2. Annual goals must reflect observable behavior
  by
• the child that can be objectively measured.
• a. Examples - look, give, name, say,
• jump, zip,
  point.
• b. Non-examples - increase, know,
• 
  understand, try.
• 3. Goals are not measurable if they do not
  contain
• objective conditions and criteria for
  success.
• 4. Measurable Annual Goals must be based on
• appropriate standards.
• a. What are the future goals of the

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THE STRANGER TEST(Kaplan 1990)
Are your goals and objectives written so that
someone who didnt write them (a stranger) could
use them to develop an appropriate instructional
plan?
THE SO WHAT TEST

• The so what test embodies validity.
• Are your goals and objectives written to be
  educationally relevant?

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Sample Goals/Short-term Objectives

• When given a direction by the teacher, Jake will
  follow that direction within 2 minutes.
• When taking the weekly spelling test, Amanda will
  write and spell 12 out of 15 words correctly.
• During free reading time, Jesse will read quietly
  while remaining seated for 15 minutes.

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Alert

• All Annual Goals MUST have at least
• 2
• short term
• goals or objectives

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6 Types of Criteria
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Criteria Accuracy

• will solve problems with 100 accuracy
• will solve 20 out of 30 problems correct
• with 5 or fewer errors
• will estimate length within 3 inches

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Criteria Frequency

• will volunteer twice
• will complete 30 problems
• will use 5 vocabulary words
• will ask 4 questions
• will attend 100 of the time

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Criteria Duration

• will read for 10 minutes
• will attend school daily for 1 month
• will remain seated for 20 minutes
• will attend to a 40 minute lecture
• will earn stars everyday for two weeks

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Criteria Latency

• will begin work within 2 minutes
• will respond to questions within 20 seconds
• will follow teachers directions within 10
  seconds
• will begin homework within 15 minutes. of the
  start of study hall

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Criteria Rate

• will read 50 words per minute
• will complete 20 math problems in 3 minutes
• will eat entire lunch in 25 minutes
• will read 20 test questions and write answers in
  45 minutes
• will earn 50 stars in 2 weeks

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Criteria Qualitative

• will display friendly behavior as judged by the
  teacher
• will respond appropriately to correction as
  judged by the employer
• will write neatly and legibly as judged by the
  teacher
• will share as judged by peers

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SequencingObjectives
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Sequencing by Behavior

• When asked by the teacher, Katie will recite the
  components of a simple sentence.
• . . . Katie will point to the components
• . . . Katie will write sentences including the
  components

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Sequencing by Condition

• With teachers verbal prompting, Scott will
  request teacher attention appropriately
• With written prompts, Scott will . . .
• Without prompts, Scott will . . .

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Sequencing by Criteria

• During the months of February and March, John
  will attend school 50 of the time
• . . . 75 of the time
• . . . 95 of the time

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Sequencing by Criteria

• When given a story starter, David will write a
  story with 3 simple sentences
• . . . with 4 or more simple sentences
• . . . with 4 or more simple or compound sentences

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Fund Losers
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Both the district and state monitor the
Exceptional Student Education program.
The IEP is one programmatic aspect continuously
monitored for compliance.
There are specific components of the IEP
considered to be fund losers. In other words, if
these components are incorrectly written or
missing, the district is required to pay a fine!
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The End

• You are able to return to any of
• the three steps of the
• presentation from here to review
• if necessary.

Step 1 Before the IEP begins
Step 2 Present Level of Performance
Step 3 Writing Measurable Goals
Follow-up activities
Another resource http//www.calstat.org/iep/
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Follow-Up Activities
Part I
As you progress through the presentation, you
will be asked to respond to questions in a word
document. This document will be one of two
follow-up activities.
To get the word document, click here Get it? Got
it! Good? Save the word document to your desktop.
Part II
Choose a student from your caseload for whom you
need to write an IEP. Write a complete IEP using
the guidelines presented in this training module.
Refer back to the training module at any time for
assistance. Truck mail a copy of the IEP to C.
Freeman at Manning.
Click to proceed with training
The End