1. IEP Development 2011

2. Do Now: Complete the True/False Questionnaire

4. Any big changes? 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

5. Demographic Summary Page

6. Clicking on name  Summary PageClicking on “black box”  IEPCan toggle between documents

7. Present Levels of Performance

8. 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

11. 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 Effect of Student Needs: Further explain the area(s) of disability 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

12. AT: Linked to AT mod section **New** recommended for devices to be used in the student’s home?

13. Transition and Annual Goals

14. The Post-Secondary Goals provide: The “GPS” with a DESTINATION The ANNUAL goals provide: The “roads” we take to get there!

15. 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

16. Annual Goals

17. Annual Goals: 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?” NOT “What curriculum does the student need to master?”

18. Annual Goals: 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 vscustom/modified goal NYSAA continues with benchmarks Clarity on what the student will DO to show progress towards goal

20. 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?

21. Activity

22. 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

23. Accommodations

24. 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

25. 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

26. 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

27. 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 Participation: Drop downs available for alternate PE

28. Resources IEP Guidance Document NYS IEP FAQ www.p12.nysed.gov/specialed/formsnotices/ Testing Accommodation Guidance NYSAA criteria

29. Algonquin Annual Reviews: March 2- 17 Writing Labs: February 1, 2, 7 & 8 Inservice: TBD