CIMIP

Continuous Integrated Monitoring & Improvement Process

By Jessica Adkins

Maui High School Goals 100% of IEP’s will have present levels of educational performance (PLEP) that

addresses both academic and functional needs by the end of the 2009-2010 school year.

100 % of the student’s PLEP’s will include an impact statement that addresses how the student’s disability impacts them for accessing the regular education curriculum by the end of the 2009-2010 school year.

100% of the student’s Prior Written Notices (PWN) will address all areas of programming and placement by the end of the 2009-2010 school year.

100% of the student’s goals will be measureable by the end of the 2009-2010 school year.

100% of the student’s objectives will be measureable by the end of the 2009-2010 school year.

100% of the student’s course of study will be completed by the 2009-2010 school year.

100% of the student’s will have post school outcomes in their IEP by the end of the 2009-2010 school year.

100% of students will have services in their IEP by the end of the 2009-2010 school year.

Current Progress on GoalsAcademic and Functional Needs

Current Progress on GoalsMeasurable Goals

Current Progress on GoalsMeasurable Objectives

Current Progress on GoalsCourse of Study

Current Progress on GoalsPost School Outcomes

Current Progress on GoalsServices

Current Progress on GoalsImpact Statement

Current Progress on GoalsPrior Written Notice

Department Needs

Write measurable goals and objectives Functional performance included in PLEP Prior Written Notices address all areas

Learning Outcomes After viewing the tutorial and assessing their knowledge,

participants will be able to outline everything that is needed in the present levels of education section of the individualized education plan.

After viewing the tutorial and assessing their knowledge, participants will be able to compose measurable goals and objectives for their students individualized education plans.

After viewing the tutorial and assessing their knowledge, participants will be able to critic prior written notices and develop prior written notices that address each area of the individualized education plan.

Measureable Goals and Objectives

Both Goals and Objectives need to address Timeframe Given what Who Does what How Much How it will be measured

Goals and Objectives Six questions a goal/objective should answer WHO - relates to the student

Expressed by noun or pronoun, i.e., the student DOES WHAT - observable behavior

Expressed in observable action words, verbs that are open to few interpretations, i.e., will read out loud

WHEN - point in time Timeline given that the goal should be completed i.e., by the end of the first semester, or by a certain date

GIVEN WHAT – conditions Describes the “givens” that will need to be in place for the completion of the goal. State the

conditions of when, where, and under what circumstances the observable behavior will occur. i.e., When given 2 choices…

HOW MUCH - mastery/criteria States the extent and or level of achievement or standard of performance. i.e., 5 times weekly, with fewer than 3 errors per paragraph, or 7 out of 10 trials with 80% accuracy.

HOW WILL IT BE MEASURED - performance data Include methods of measurement such as work samples, data collection strategies, portfolios,

teacher observations, assessments. i.e., as measured by teacher created checklists, tallies, rubrics, or teacher-made tests, or curriculum tests.

Goal and objective examples When Given What Who Does what How Much How is it

measured

By the end

Of the IEP

year

By the end

Of two

marking

periods

By the end

Of the

school year

When given samples

of prewriting

Strategies (outlines,

Graphic organizers,

note taking)

When given a set

of word problems

at the students

independent

reading level

Following

teacher led

prewriting

activities

The student

The student

The student

will choose one strategy to use

for expository answers and

Essay writing

will distinguish relevant from

irrelevant information, identify

missing information, and

sequence the information

necessary to solve the problems

will compose a single paragraph

including a topic sentence,

supporting sentences and a

concluding sentence

With 80%

accuracy in 4

out of 5

writing

assignments

With 75%

accuracy in 4

out of 6 trials

With 70%

accuracy in 3

out of 5 trials

As measured by daily work samples

As measured by teacher checklist

As measured by

Standardized testing

What should be included in the Plep Background Information Academic Achievement

Student Strengths Student Needs

Functional Performance Students Strengths Student Needs

Impact Statement Describes areas of progress in the general curriculum Describes impact of disability on student’s involvement and progress in the

general curriculum Includes information or conclusions that will be helpful in making program

and placement decisions. Parent Concerns

Parental Concerns are written into the PLEP as shared by the parent a the IEP meeting

Functional Performance

Address each of the functional performance areas Language/Communication Social/Emotional/Behavioral Independent Living/Life Skills Physical independence/Mobility Other Relevant data (fine motor, Vision, Hearing, learning

styles) If there are no needs in these areas simply write

“addressed but not appropriate at this time. Student is progressing at the same level as peers in this area.”

Functional Performance Example Functional Performance may address:

Social/Emotional/Behavior Sharing space, connecting, making friends, keeping friends Anxieties Behavioral concerns

Physical Independence/Mobility Fine and gross motor skills

Communication Receptive and expressive, Pragmatics and social communication

Independent Living Grooming and hygiene, tooth brushing, toileting, maintaining a home

& Managing personal business (appointments) Navigating the community

Places to find information on Functional Performance Social/Emotional/Behavior

Functional Behavioral Assessments Behavior support plan Adaptive Behavioral Assessments Teacher and parent interviews

Physical Independence/Mobility Adaptive Behavioral Assessment Occupational therapy assessment Physical therapy assessment

Communication Speech Language assessment Teacher and parent interviews

Independent Living Adaptive behavioral assessment Teacher and parent interviews

Prior Written Notices

Each of the following areas need to be addressed in each IEP Prior Written Notice ESY Services/Special Education hours; All Related Services

( Counseling Services, Speech & Language Therapy; etc…

Supplementary Aids & Services (Accommodations, Modifications, etc..)

State-Wide Assessment (HSA) Least Restrictive Environment (LRE) Placement

Prior Written Notice Example ESY - bob does not meet the extended school year standard

Services - bob will receive 180 minutes of special education instruction per week.

Related services - bob will receive 270 minutes per quarter of speech language therapy.

Supplementary Aids and services, modifications and support for school personnel – bob will receive the following modifications and accommodations preferential seating, Copy of lecture notes, repeat instructions or have bob repeat instructions, provide frequent checks for understanding, allow time to process new materials and respond to directives, redirect bob to task if necessary, use visual cues to assist in learning, allow extra time for assignments and test, be Flexible in the amount of information presented at one time, follow the Emergency action plan if a crisis arises, use alternative exams such as word bands and multiple choice, use of a calculator in class and increased time to respond to questions.

Statewide assessment - bob will participate in the state wide assessment with accommodations/modifications repeating official directions as many times as needed, being tested in a small group setting (no more than 8 students), and receive extended time.

Least Restrictive Environment - bob will participate with all nondisabled peers in all classes except for study skills. He will also be able to participate with nondisabled peers during lunch, recess, extracurricular activities and assemblies.

Program and Placement - bob will be pursuing a high school diploma on the Maui high school campus

Prior Written Notice Cont ESY - bob does not meet the extended school year standard

RATIONALE: bob does not have any problems with regression or recoupment.

Services - - bob will receive 180 minutes of special education instruction per week. RATIONALE: The team felt that it would be best for bob to receive a study skills period to assist with math.

bob is very motivated to recover from his medical condition .

Related services - bob will receive 270 minutes per quarter of speech language therapy. RATIONALE: bob needs to improve his word finding skills and develop listening strategies.

Supplementary Aids and services, modifications and support for school personnel - bob will receive the following modifications and accommodations Copy of lecture notes, repeat instructions or have bob repeat instructions, provide frequent checks for understanding, allow time to process new materials and respond to directives, follow the Emergency action plan if a crisis arises, use of a calculator in class and increased time to respond to questions. RATIONALE: bob needs modifications and accommodations in order to be successful in his current

program.

Statewide assessment - bob will participate in the state wide assessment with accommodations/modifications repeating official directions as many times as needed, being tested in a small group setting and receive extended time. RATIONALE: bob is currently listed as an 11th grade student and all 9th – 11th grade students are to take

the Hawaii State Assessment. bob needs the modifications and accommodations in order to be successful.

Least Restrictive Environment - - bob will participate with all nondisabled peers in all classes except for study skills. He will also be able to participate with nondisabled peers during lunch, recess, extracurricular activities and assemblies. RATIONALE: bob needs a intensive accommodations and modifications in order to be successful in the

general education curriculum.

Program and Placement - bob will be pursuing a high school diploma on the Maui high school campus. RATIONALE: bob is currently able to do the work required of him to complete the qualifications for a high

school diploma