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Putting Together the IEP Puzzle!!!

Putting Together the IEP Puzzle!!!. A Training Series for Parents. Putting Together the IEP Puzzle!!!.

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Putting Together the IEP Puzzle!!!

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  1. Putting Togetherthe IEP Puzzle!!! A Training Series for Parents

  2. Putting Together the IEP Puzzle!!! The contents of this presentation were developed, in part, under a grant from the U.S. Department of Education, #H328M100005. However, those contents do not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement by the Federal Government. Project Officer, David Emenheiser. This presentation is funded, in part, by a contract with the Oklahoma State Department of Education (OSDE). Views expressed in this presentation do not necessarily reflect the opinions of the OSDE.

  3. 1) Special Education 1012) The IEP Meeting: An Overview3) The IEP: Step-by-Step through each Section4) Keeping it All Together: Record Keeping Basics

  4. The Oklahoma Parents Center is dedicated to the equality of children and adults with disabilities. Our mission is to train, inform, educate and support parents, families, professionals and consumers in building partnerships that meet the needs of children and youth with the full range of disabilities ages birth through twenty-six.

  5. The Individualized Education Program (IEP) Step-by-Step through each Section

  6. Goals of this Training • Overview of the IEP • Discuss OK EdPlan • Discuss each section of the IEP • With special attention to: • Assistive Technology • Accommodations • Informed Parental Consent

  7. Overview of an IEP An Individualized Education Program (IEP) is a written document of the educational program designed to meet a child’s individual needs. 

  8. OK EdPlan OK EdPlan is the online IEP system used by school districts to create, modify, and keep track of your child’s IEP.

  9. Student Profile Section • Look over all of the information about your child. Mistakes happen and it is best to get those fixed as soon as possible.

  10. Overall Objective Statement • Describe the student’s characteristics • Behavioral • Functional • Social • Current Grade Level • Clear picture of the student • Use this Statement as a Road Map

  11. Current Assessments – Alternative Assessment • Alternative Assessment – yes or no • The OAAP Portfolio assessment is intended for a very small population of students with the most significant cognitive disabilities. • Ask questions if you are unsure.

  12. Current Assessments – Present Level of Performance Present Level of Academic Achievement and Functional Educational Performance • Inform and guide the development of the IEP • Should include results of statewide, districtwide, and individual assessments and evaluations • Address all areas of concern and success • Could also include preferences and interests

  13. Current Descriptive Information • Strengths • Anticipated Effects • Educational Needs • Parent Concerns

  14. Consideration of Special Factorsfor IEP Development • Limited English Proficiency • Blind or Visually Impaired • Communication Needs • Deaf or Hard of Hearing • Assistive Technology Needs • Behavior Issues

  15. Consideration of Special FactorsLimited English Proficiency #1  Limited English proficiency “Does the student have Limited English proficiency?” Does he/she need a special education service to address language needs as they relate to the IEP?

  16. Consideration of Special FactorsBlindness or Visual impairment #2Blindness or visual impairment “Is the student blind or visually impaired?” Does he/she need instruction in Braille and the use of Braille?

  17. Consideration of Special FactorsCommunication needs #3  Communication needs “Does the student have communication needs?” Does the student need a particular device or service to address his/her communication needs?

  18. Consideration of Special FactorsDeafness #4  Deafness “Is the student deaf or hard of hearing?” Does the student need a particular device or service for direct communication with peers and professional personnel in the student’s language and communication mode?

  19. Consideration of Special FactorsAssistive Technology #5  Assistive technology “Has the Team determined that Assistive Technology is necessary to implement the student’s IEP?” a. “If Assistive Technology is required to implement the IEP, describe the Assistive Technology, devices and services that are needed.

  20. Consideration of Special FactorsBehavior #6  Behavior “Does the student’s behavior impede his/her learning or that of others? Does the student need strategies including positive behavioral interventions, supports and other strategies?

  21. Consideration of Special FactorsService Required #7  Services Required “For any primary question above marked yes, are services required on the IEP?” a.  “If yes, define services that will be provided through this IEP.” b. Make sure AT is included as part of the supplemental aids and services on the “services” section.

  22. Annual Goals • Annual Goal(s) A goal is a written, measurable statement that describes what a student is reasonably expected to accomplish with the time period covered by the IEP that is related to the needs described in the present levels of performance statements.

  23. Annual Goals – (cont.) • Area of Need • Person/Position Responsible • ESY • Score Type • Target Score • How will progress be measured? • Overall Goal Comments • Informed Progress • Frequency

  24. Annual Goals - Objective • Objective Objectives are the interim steps a child will take to reach an annual goal. They also serve as a measurement gauge to monitor a child’s progress and determine if the child is making sufficient progress towards attaining an annual goal. 

  25. Annual Goals – Objective (cont.) • Score Type/Target Score • How will progress be measured? • Begin Date • End Date • ESY • Overall Objective Comments

  26. Annual Goals – SMART IEP GOALS • S Specific • M Measurable • A Attainable • R Realistic and relevant • T Time-limited

  27. Annual Goals – Components The four critical components of a well-written goal are: • Timeframe • Conditions • Behavior • Criterion

  28. Services and Supplemental Aids – IDEA Says The IEP must also contain a statement of the special education and related services and supplementary aids and services to be provided to the child, or on behalf of the child. 

  29. Services and Supplemental Aids That’s three separate, distinct, and critical elements: • Special Education Services • Related Services • Supplemental Aids

  30. Special Education Services - Definition Special Education Services Special education is instruction that is specially designed to meet the unique needs of a child with a disability. 

  31. Special Education Services • Specially Designed Instruction • Service Type • Number Sessions/Session Length • Start Date/End Date • Provider Title • Location • ESY

  32. Related Services – Definition Related Services Related Services means transportation and such developmental, corrective, and other supportive services as are required to assist a child with a disability to benefit from special education.

  33. Related Services • Service Provided • Service Type • Number Sessions/Session Length • Start Date/End Date • Provider Title • Location • ESY

  34. Supplemental Aids - Definition Supplemental Aids Supplementary aids and services are provided to enable children with disabilities to be educated with nondisabled children to the maximum extent appropriate.

  35. Supplemental Aids • Supplemental Aid Provided • Number Sessions/Session Length • Start Date/End Date • Training Information • Implementation Information

  36. Services and Supplemental Aids – Physical Education Program Physical Education Program • Regular PE • Adapted PE • N/A

  37. Services and Supplemental Aids – Shortened Day Is this student’s instructional week the same length as nondisabled peers? • Yes • No • Length of the instructional week • Description of Shortened Day

  38. Accommodations – Program Participation • Class/Activity • Accommodation(s)

  39. Accommodations - Definition An accommodation allows a student to complete the same assignment or test as other students, but with a change in the: • Presentation; • Response; • Setting; and/or • Timing and Scheduling.

  40. Accommodations - Presentation Presentation: • A change in the way instructions and information are presented. Example: Letting a child listen to audiobooks instead of reading a text.

  41. Accommodations - Response Response: • A change in the way a child completes assignments or tests. Example: Allowing a child to give spoken answers instead of written ones.

  42. Accommodations - Setting Setting: • A change in the environment where a child works. Example: Allowing a child to take a test in a separate room with fewer distractions, or in a smaller group.

  43. Accommodations – Timing and Scheduling Timing and scheduling: • A change to how much time a child has to complete a task or being allowed to take breaks. Example: Providing extra time on tests for a child.

  44. Accommodations DO NOT lower the expectations for what kids learn.

  45. Accommodations – State/District Mandated Tests • State/District Assessment • Accommodation(s)

  46. The use of accommodations is based on the individual needs of a student with a disability and may ONLY be provided when ALL of the following conditions have been met: • The student has a disability that is documented in a current IEP. • The student uses the accommodation routinely in the classroom. • The accommodation is on the Assessment page of the IEP. • The student requires the accommodation to participate in Oklahoma State Testing Program (OSTP). • The accommodation is listed in accommodations manual (or the school received permission to use a unique accommodation not listed).

  47. The goal is to keep the student with peers as much as possible while being successful!

  48. Accommodations - Modifications A modification is an adjustment to an assignment or a test that changes what the assignment or test is supposed to measure (the standard).

  49. Accommodation vs. modificationwhat is the difference? Summary: • Modifications and accommodations are not the same. • Modifications change the learning expectation. • Small percentage of the special education population require modifications. • Be very selective when using modifications to ensure that the grade level content is not compromised.

  50. Documentation of LREPlacement Considerations • Regular Classes full-time or part-time • Special Classes full-time or part-time • Public/private separate day school facility • Public/private residential facility • Home instruction/hospital environment • Correctional facility • Parentally placed in private schools

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