Connetquot S Iep Writing Cheat Sheet

CONNETQUOT’S IEP WRITING CHEAT SHEET

EVALUATIONS/REPORTS:  Input all reports related to your discipline

TEST RESULTS:  Input all scores related to your discipline

SPAMS  May be in narrative form or bulleted  Write the first name of the student instead of “The student...”  Concerns of the parent(s) specific information must be included  Must be updated each time a CPSE meeting is held to assure that they reflect the current functioning levels of the child  The Academic, Social and Physical SPAMS areas have 3 sessions: Present levels/Abilities, Strengths and Needs.  Remember to SAVE any changes

ACADEMIC ACHIEVEMENT, FUNCTIONAL PERFORMANCE AND LEARNING CHARACTERISTICS • Make the statements within the SPASMS specific to the student using the student’s first name • Choose from the options (e.g. Speech/language, Motor etc) • Choose/write a statement that describes current level of cognitive functioning. • Choose/write a statement regarding level of progress (e.g. below average) • Choose/write a statement regarding learning style • Choose/write a statement regarding child’s weakness/abilities in the Levels/Abilities area. • Complete the “Students Strengths” section; include a narrative that clearly describes child’s functioning • List areas the child’s needs to improve in the “Needs” area

SOCIAL DEVELOPMENT • Make the statements within the SPASMS specific to the student using the student’s first name • A statement that describes child’s social levels/abilities • Complete the Student Strengths; write a narrative that discusses the child’s social abilities • List the areas that the child’s needs to improve in the Needs area.

PHYSICAL DEVELOPMENT • Make the statements within the SPASMS specific to the student using the student’s first name • Choose a statement that describes the student’s physical levels and abilities • Includes any medical diagnoses, results of physical, hearing, or vision examinations • Information is provided regarding fine and gross motor functioning and sensory processing • Complete the “Student’s Strengths” section; include a narrative that discuses motor abilities • List areas the child needs to improve in the “needs” area

MANAGEMENT NEEDS • Make the statements within the SPASMS specific to the student using the student’s first name • If the student is receiving just related services you should choose: “The student requires the additional support of Special Education Services to be successful in the regular education classroom.” • If student attends integrated, half day or full day programs you should include: “The student has significant delays and requires a small teacher- to-student ratio program with minimal distractions in order to academically progress” • Write/choose a statement that describes the child’s behavioral/management needs.

EFFECT OF STUDENT NEEDS ON PARTICIPATION IN APPROPRIATE ACTIVITIES  Write/choose a statement that apply to the given student; write student’s name  If using the paragraph drop down menu, make sure you choose item #12 at the end that says “which interferes with participation in age appropriate activities.”

Measurable Annual Goals • Reflect what the child is expected to achieve from IEP initiation date until end of the school year; should be realistic for each student • Objectives/ Benchmarks are the steps between the student’s present level of performance and the measurable annual goal • Goals can be modified

CRITERIA, METHOD, AND SCHEDULE • Measure to determine if goal has been achieved • Criteria include accuracy (80% for annual), duration (20 minutes), frequency (8 out of 10 trials), and distance (5 feet).When writing the goals, be consistent in terms of evaluative criteria within the same goal. If you are going to use 80% accuracy in the annual goal then use 80% accuracy levels throughout the objectives of that goal. • Method identifies how you will measure/evaluate progress. Use Standardized tests/Observational Checklists • Schedule identifies when/how often progress towards the goal will be evaluated. This is how often you analyze your data, not how often you collect data; Always use every 6 weeks

SHORT- TERM INSTRUCTIONAL OBJECTIVES AND/OR BENCHMARKS • Benchmarks should be written by altering the accuracy level, frequency of occurrence, duration, distance or prompt levels • Be consistent in terms of evaluative criteria within the same goal. When writing the goals, be consistent in terms of evaluative criteria within the same goal. If you are going to use 80% accuracy in the annual goal then use 80% accuracy levels throughout the objectives of that goal. • When choosing the schedule you are choosing when/how often you will be assessing progress and not when the goal will be mastered

SUMMER IEPS:  If the child is transitioning to CSE you must create a CPSE document with goals for the summer and then create another CSE for the following year  Goals should reflect the needs for why the child is receiving a program  Summer services are to prevent regression; choose goals with the accuracy levels they were achieved at the end of June  Choose 1-3 broad goals the student has already mastered at the set accuracy level he needs to maintain for summer  Schedule under the goal should be 2 weeks instead of 6 weeks

KINDERGARTEN IEPS: • CSE do not have benchmarks • Choose goals that indicate skills that the student still needs to attain and prevents him/her from participating in general education kindergarten

PARTICIPATION IN STATE AND DISTRICT WIDE ASSESSMENTS:  Select the top option in this section that reads “The student will participate in the same State and district-wide assessments of student achievement that are administered to general students.”

PARTICIPATION WITH STUDENTS WITHOUT DISABILITIES:  Students, who will participate in a Self-contained program, select the radial button “Yes.”  Then click the paragraph button, drop down options and select “The student will not participate in general education programs and requires special instruction in an environment with a smaller student-to-teacher ration and minimal distractions in order to progress in achieving these standards.”  Students who will participate in a co-teaching models program, a SEIT program or will just receive related services select “NO” STUDENTS TRANSITIONING TO CSE OR BEING DECLASSIFIED:  A Preschool Outcome Summary must be printed; input necessary info into the 3 sections  Administer a comprehensive assessment (e.g. PES) for students who are being declassified.