Developing Quality IEPs Part 4: IEP Implementation, Review, and Revision

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Developing Quality IEPsPart 4 IEP
Implementation, Review, and Revision
All special education and related services
(including transition services), accommodations,
program modifications, and supports identified on
the students IEP are implemented with fidelity.
The IEP team regularly monitors student progress
and revises the IEP based on changes in student
performance data.
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You Will Learn to

• Make the IEP a reality
• Plan and implement the IEP
• Monitor student progress and use results to make
  decisions
• Report progress to parents
• Review and amend the IEP
• Identify IEP resources in Florida

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Using the Problem-Solving Process
MTSS
IEP

• Present Level of Academic Achievement and
  Functional Performance

Step 1. Problem Identification Whats the
problem? Step 2. Problem Analysis Why is it
taking place?
Step 3. Intervention Planning and
Implementation What are we going to do
about it?

• Measurable Annual Goals
• Special Education Services and Supports

Step 4. Response to Instruction/Intervention Is
it working?

• IEP Implementation, Review, and Revision

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Understanding Responsibilities

• Teachers and other service providers must be
  informed of specific responsibilities related to
  the students IEP.
• Each general education teacher, ESE teacher, and
  other service provider who works with the student
  must have access to the students IEP.

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Who Will be Responsible for

• Planning the intervention for the annual goals?
• Implementing the intervention with integrity?
• Monitoring student performance and reporting
  progress to parents?
• Interpreting student performance data and making
  decisions concerning effectiveness of the
  intervention?

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Implementation with Fidelity

• Requires advance planning
• Staff may require professional development and
  coaching
• How to implement the instructional procedures,
  accommodations, etc.
• Assistance with data collection and progress
  monitoring
• Involves collaborative planning

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Implementing with Fidelity

• Was the intervention provided in the way it was
  designed or intended?
• Key aspects materials, instructional approach
• Instructional procedures used systematically
• According to documented level of intensity
• Verified through direct observations,
  self-reports, and student products

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Monitoring Student Progress

• Identify the measurement procedures
• Check the annual goals
• What conditions are required?
• What specific assessment methods/tools will be
  used?
• What are the mastery criteria?
• Make a plan
• When will student be assessed?
• Who will interpret results?

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What Evidence Should Be Collected?By Whom?

• Given a travel checklist, Stuart will
  independently use the city bus to travel to his
  work site, completing all of the steps in five
  consecutive opportunities over a week.
• What is the behavior?
• What are the conditions?
• What is mastery?
• How often to assess?
• What assessment tools may be used?
• Who is responsible?

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If the Response Has Been Positive

• Possible Actions
• Continue services and supports with current
  annual goal.
• Continue services and supports and increase
  annual goal.
• Gradually fade services or supports to determine
  if the student can perform independently.

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If the Response Is Questionable

• Possible Actions
• Determine if the services and supports were
  implemented as intended.
• If not, improve implementation of services and
  supports.
• If yes, increase intensity of current services
  and supports and assess impact. If rate doesnt
  improve, return to problem solving.

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If the Response Has Been Poor

• Possible Actions
• Determine if the services and supports were
  implemented as intended.
• If not, improve implementation of services and
  supports.
• If yes, return to problem solving.

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Reviewing the IEP

• The IEP must be reviewed at least annually and
  revised to address
• Any lack of progress toward annual goals or in
  the general curriculum
• Results of reevaluation
• Information about the student provided to or by
  parents
• Students anticipated needs
• Other

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Its Important to Stay Informed!

• Florida Department of Educationhttp//www.fldoe.o
  rg
• Bureau of Exceptional Education and Student
  Services http//www.fldoe.org/ese/
• Project 10 Transition Education
  Networkhttp//project10.info
• Technical Assistance and Training Systems (TATS)
  for prekindergarten programshttp//www.tats.ucf.e
  du/about/index.html

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Local Resources/Supports

• FDLRS
• District ESE Department
• District Website

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Today You Learned How to

• Follow a systematic problem-solving process to
  develop and implement a quality IEP.

A Quality IEP
Is there any other kind?