Prescriptive IEP - Connellsville Area School District

2013 Special Education Teacher
In-Service Training
“Prescriptive IEP’s”
Lisa Hampe
• Amber Hileman- Dunbar Twp Elementary
• Maria Shumar- Dunbar Boro Elementary
• Erica White- South Side Elementary
• Kelly Kriznosky- Speech (CNP, Springfield, Jr High)
• Marissa Shimshock- Speech (CTC, Boro, New
Teacher Effectiveness Tool
• Teacher evaluation process in changing in PA and
• Danielson Framework:
Planning/ Preparation
Classroom Environment
Classroom Instruction
Professional Responsibilities
Ask any special education teacher and they will likely
tell you that the most challenging
part of their job is not the students…’s the
• Regardless of how tedious and time consuming it
may be to keep up with federal and state mandated
special education paperwork, remember the
importance of the IEP Process.
• Think of it this way…would you want to go to a
doctor that never looked at your charts or never ran
any tests of their own on you for a diagnosis or
• Special education teachers need to practice
“Prescriptive Teaching”
Prescriptive Teaching
Diagnostic-prescriptive teaching - American Education
A teaching strategy designed to meet the individual needs of students with learning or
behavioral problems. The diagnostic segment of the program begins with psychological
and academic achievement tests and a complete review of the student’s case history.
Depending on the evaluation that follows, the prescriptive segment may draw on a wide
variety of teaching resources and professional and nonprofessional services. At the
classroom level, simple physical rearrangement of the classroom to promote more intimate
student-teacher interaction, for example, often spurs some children to perform more
effectively. Others may require behavior modification, mastery teaching or other
specialized teaching methods.
In almost all diagnostic-prescriptive teaching, the teacher depends on a large team of
cooperative professionals and nonprofessionals to work with each individual, including
other school staffers, the school or a nonschool psychologist, remedial and resource
teachers, and parents.
Encyclopedia of American Education
How do we become a
prescriptive teacher???
* We start with an IEP
that is current and
meaningful to the child’s
individualized strengths
and needs!
The Meeting Style…
Adapted from the book:
Transformational Leadership in Special Education
By Kirby Lentz
The Lion….
The lion leads the meeting
with little thought to what
others might have to say.
They come in with a detailed
plan, may even spout off
verses from Chapter 14
regulations to intimidate
others on the team
“My way or the highway”
“Let’s Git’R’Done!!!”
May neglect to even invite
some members and just
expect them to sign off later
The Fox..
• Much like the lion, the fox
has a predetermined agenda
• They are bit more of a
smooth talker but they still
lack a true spirit of
• The fox may try to slip by
with last year’s data copied
/ pasted into this year’s IEP.
The opossum….
• The opossum is disengaged
from the IEP process
• They offer the bare
minimum of information
and hope that no questions
come up
• They may also decide to
“read the team to death” by
reading every word of the
50 page IEP in a monotone
way with no explanation of
The Rat-in-the-Cage….
This person makes it clear
that they hold no value in the
IEP meeting
They may be more caught up
in their own “whoah is me- I
don’t have time to be here” to
really focus on the student
May focus more on negative
feelings about other team
members than the child
They may even try to avoid
the meeting altogether
What style are you????
Transformational IEP Team…
Motivates and moves forward with good ideas
Exhibits a spirit of collaboration
Presents positive and meaningful information about
the child
Defines true needs to focus on for the child
Uses “prescriptive teaching” and planning
The Invite…
IEP Invitations….
• Remember you must make at least 3 documented
separate attempts to invite the parent
• Send invite home with student
• Call
• Mail invite or send with home/school officer
• Get the invitation out in advance so the parent will
have time to let you know if they need a different
• DO NOT let the IEP fall out of timeline compliance
because you do not hear back from a parent
Meeting participation Q&A…
• Can I hold the meeting if the parent or student do
not attend?
• Yes, but you must have reasonable documented
attempts to invite them.
• Remember, while the IEP invitation meets regulatory
compliance and must be issued, it is not the most
friendly looking document in the world
Add a personal touch…
Hi Mrs. Smith,
Looking forward to talking about
the progress Bella is making this
year! Hope to see you at the
meeting 
Mrs. Hampe
The Meeting….
• Be sure to have (at the minimum) the required
members of the IEP team present:
Student (mandated to invite if age 14 or older)
LEA (Local Education Agent)
Special Education Teacher
Regular Education Teacher
Meeting participation Q &A…
• Who is eligible to act as “LEA”?
• This is a person in the district who is able to make
decisions that may commit district resources (ie: spend
• School districts can decide who they allow to act as
• In most districts, this role is filled by the Special Education
Director, Building Principal, or Lead Teacher
• Be sure the team is aware at the beginning of the meeting
who the LEA is.
• Mark “LEA” next to their name on the signature page
Meeting participation Q &A…
• Do all members need to stay for the entire meeting?
• No, there is no requirement that all members must be
present for the entire meeting
• However, having an unannounced revolving door at the
meeting can be very distracting and make for an
unorganized meeting.
• Plan ahead with each member. Often times a regular
education teacher or therapist may have time
constraints that do not allow them to stay the entire
meeting. Ask the parent if it is ok that we start with
this person’s information if they need to leave.
The meeting….
• The special education teacher should come to the
meeting with a DRAFT
• Have a hard copy for the parent and LEA at least or
• Project on an interactive whiteboard so the entire
table can see
Meeting Do’s and Don’ts
• Do:
• Don’t
• Come to the meeting
prepared with current and
relevant information on the
• Copy and paste all the
information from last year’s
IEP just to fill up space
• Explain the data in the IEP
and what that means for the
• Read a 50 page IEP to the
team word for word
Present Educational Levels….
• This is the groundwork you will lay in order to
develop a meaningful plan for the student
• Be very cautious of the “Cut and Paste” option!
• Remember, we are looking for CURRENT data that
is relevant to the child.
• If you are simply cutting/pasting last year’s levels, it
proves the child has made no educational benefit.
II. Present Ed Levels of
Academic Performance…
• Start with some introductory information…
Student name
Current grade and school they attend
What type of special education services they receive
Other pertinent information
Present Educational Levels of
Academic Performance…
• This section includes…..
• Present levels of academic achievement (e.g., most
recent evaluation of the student, results of formative
assessments, curriculum-based assessments, transition
assessments, progress toward current goals)
Present Ed Levels of
Academic Performance….
• Results of most recent evaluation
• Again, you do not need to cut and paste an entire ER
or RR into this section.
• Summarize what is relevant
• Full Scale IQ Score
• Grade Equivalent achievement levels
• If there is a report from a psychiatrist you may want to
include the Axis Diagnosis
• What are the strengths and needs indicated in this testing?
• What disability category does the child qualify for special
education services under?
Present Ed Levels of
Academic Performance….
• Results of formative and/or summative assessments:
• Results of most recent state testing such as PSSA /
Keystones. Also include the individual strengths and
weakness areas on those tests.
• Benchmark testing results
• Academy of Reading / Academy of Math Scores
• Study Island Data
• San Diego Quick Assessment
• Brief WRAT Math Assessment
Present Ed Levels of
Academic Performance….
• Curriculum Based Assessments…
• Current grades (Grades alone do not tell us much)
• What are the specific skills they have mastered and
what do they need to work on:
• IE: Cindy is able to read 62 WPM at the third grade
reading level with less than 2 errors.
• Eric has mastered double digit addition and subtraction.
• Curriculum based assessments do not need to be
long and arduous to collect
• Many great apps for the Ipad can provide quick and
easy data to gauge the student’s level of functioning
Teacher Input…
• Include teacher input if they are in general
education or co-taught classes
• (Try to ensure that a positive tone is set)
Teacher Input..
• Jess’s Science teacher
reports she does not come
to class on time, bothers
other students, does not
complete work, and is in
danger of failing the course
• Jess’s Science teacher
reports the following
accommodations are useful
with Jess: extended time,
tests read, reminders to
keep on task. He reports
that Jess needs to work on
improving organization
skills, work completion,
social skills, and reading
comprehension skills.
Present Levels of Academic
• You should also include a summary of progress the
student has made on last year’s IEP goals (if
• We need to determine if these goals need to be
changed based on how far the student has come to
mastering them.
• *Many teachers forget to do this when getting the
draft together- this becomes very important when
determining if the child has made educational
Present Levels of Functional
• Present levels of functional performance (e.g., results
from a functional behavioral assessment, results of
ecological assessments, progress toward current
• Behavior info
• Look at areas such as organization, work completion,
• Progress toward any behavior, social, or organization
Present levels related to
• Present levels related to current postsecondary
transition goals if the student’s age is 14 or younger
if determined appropriate by the IEP team (e.g.,
results of formative assessments, curriculum-based
assessments, progress toward current goals)
• Remember to update transition surveys.
• You do not need to cut and paste the entire survey
with all questions and answers- you can summarize.
Parent Input…
• Parental concerns for enhancing the education of
the student:
• This can be updated at the meeting
• If parent does not attend or return attempts to get
input, make a statement regarding attempts that were
• Summary of a phone conversation can be used if they
do not fill out the written input forms
Strengths and Needs….
• This is the place where we really look back at the
present ed levels and determine what our true focus
areas need to be.
• Remember, try to list as many strengths as needs.
• If you are unable to think of strengths, then you
need to dig deeper!
• You don’t need to put specially designed instruction
or related services in the needs section.
• Only exception: PCA (must be listed in needs
section for ACCESS billing purposes)
• Pinpoint the true focus areas
• Must be based on your data in the present ed levels
Is it a need???
•Extra prompting
•Improve math
calculation skills
•Initiate and
•Extended Time
•Personal Care
IV. State/ Local Assessments
• Any accommodations we are giving for the state and
local tests must also be provided in the SDI
• Those accommodations should be used for
curriculum based assessments as well.
Goals and Objectives…
• Goals need to be MEANINGFUL and
• Must be related to their identified needs
• Be specific
Be specific….
• Given math instruction at
her level, Kristen will solve
a worksheet of math
problems with 90%
accuracy on 4 out of 5 trials
over a nine week period.
• Given a mixed probe of
math problems, Kristen will
add, subtract, divide, and
multiply different kinds and
forms of rational numbers
including integers, decimals,
fractions, and percents with
90% accuracy on 4 out 5
trials over a nine week
VI. Program Modifications/
Specially Designed Instruction
• Avoid using “as needed” as a frequency
• Remember to include any accommodations you
listed on the state/local testing
• “Paraprofessional assistance” is not an SDI
• *Paraprofessional services are a related service and
should only be listed in the IEP if the child is
assigned a PCA.
ESY…Not eligible
• “The IEP team reviewed the factors of eligibility for
extended school year. Mary does not meet the
criteria. She exhibits normal rates of regression and
recoupment after a break in service. The team agrees
she does not meet the other outlined criteria for
• Remember this must be addressed by the end of
February for students in the Armstrong Kline Target
• Update services/ goals they will work on
• Update what related services they will have if any
• Don’t forget the NOREP’s!
VII. Questions for the team
• You can refer to the guide, however make sure you
are making it relevant to the actual child
• IE: did you really discuss wheelchair use and trays
for a student with no physical impairments?
VII. Questions for the IEP
• 2 different questions…
1- How do they participate in the gen CLASS:
*Look at how much time they are physically in class with
general ed peers.
2- How do they participate in the gen CURRICULUM:
* General curriculum with adaptations
*General curriculum with adaptations and supplemental
instructional materials
*Alternate functional curriculum
Final Thoughts….
• Proof read the IEP draft before the meeting
• Remember to invite your lead support teachers to
your meetings.
• Initial evaluations= psychologist issues
• Re-evals = lead support teachers will assist
• Special education office has template documents
• We are not doing these on IEP Writer so they will
not be confused in penn data as the NOREP date

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