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IEP Development and Implementation

IEP Development and Implementation. INTRODUCTIONS. Training Norms. NO SIDE BARS WRITE NOTES Cell Phones on SILENT OTHERS?. Your Learning Accountability. NOVICE INTERMEDIATE ADVANCED. Why This Module was Created. Purpose of Tools (POC) Implementation -- follow up year

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IEP Development and Implementation

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  1. IEP Development and Implementation

  2. INTRODUCTIONS

  3. Training Norms • NO SIDE BARS • WRITE NOTES • Cell Phones on SILENT • OTHERS?

  4. Your Learning Accountability • NOVICE • INTERMEDIATE • ADVANCED

  5. Why This Module was Created • Purpose of Tools (POC) • Implementation -- follow up year • Errors in the IEP Process

  6. Errors in the IEP Process • PLAAFP • Goals and Objectives not related to ASD • Laundry list of SAS • Standard Time for Service • Placement decisions predetermined • Lack of LRE in the Process

  7. Purpose of This Module • IS NOT • Compliance training in IEP development • Cover ALL aspects of IEP development • Address issues related to ALL disabilities • An IEP on your target student; Pre-IEP Planning • IS • Honor PROCESS / not FORM • Honor LRE in the IEP process • Address unique needs of students with ASD in the IEP process • Address IEP Implementation

  8. AGENDA • Understanding FAPE • History of Special Education • Purpose of the IEP • LRE • Ed Benefit Review • Developing the IEP • The PLAAFP • Supplementary Aids / Services / Personnel Supports • Goals and Objectives • S. E. Programs/Services and Ancillary/Related Services • Transition • IEP Implementation • Implementation Fidelity • IEP Transitions • Measuring Progress

  9. IDEA SLD IEP MET NPDC Navigating the Acronyms ER 94-142 IT FAPE ECDD START MDE ASD LRE EPLI ECSE BIP NCLB FBA OSEP 80-80

  10. VOCABULARY / ACTIVITY • LRE • FAPE • IEP • Special Education

  11. What is an IEP? • Offering of FAPE to the family • PROCESS • Legally-binding written agreement / contract

  12. Purpose of the IEP Access to and participation in…. Extracurricular Activities General Education Curriculum Nonacademic Activities

  13. The first “where” to consider is… Special education is not a place. It’s a set of supports and services . . . Where a child with a disability receives special education services is that child’s placement

  14. OUR DECISIONS HAVE TO ALIGN WITH: • THE RESEARCH • THE LAW • THE DATA

  15. IDEIA Congressional Findings • (5) Almost 30 years of research and experience has demonstrated that the education of children with disabilities can be made effective by… • (A) having high expectations for such children and ensuring their access to the general education curriculum in the regular classroom, to the maximum extent possible, in order to…

  16. THE OUTCOME DATA • “The achievement level of students with disabilities does not decrease in general education classrooms.” • Villa, Thousand, Meyers, & Nevin. (1996). Teacher and administrator perceptions of heterogeneous education. Exceptional Children, 63, 29-45. • “Placement in a special education class resulted in lower achievement for students who have lower cognitive ability.” • Kavale & Forness, (1999). Efficacy of special education and related services. Washington, DC: American Association on Mental Retardation.

  17. THE OUTCOME DATAIEP and Inclusion Tips for Parents and Teachers • “Students with disabilities in inclusive classrooms show academic gains in a number of areas, including improved performance on standardized tests, mastery of IEP goals, grades, on-task behavior, and motivation to learn (National Center for Education Restructuring and Inclusion, 1995). Moreover, placement in inclusive classrooms does not interfere with the academic performance of students without disabilities with respect to the amount of allocated time and engaged instructional time, the rate of interruption to planned activities and student achievement on test scores and report card grades.” • York, Vandercook, MacDonald, Heise-Neff and Caughey, 1992)

  18. THE OUTCOME DATAIEP and Inclusion Tips for Parents and Teachers • “Although separate classes, with lower student to teacher ratios, controlled environments, and specially trained staff would seem to offer benefits to a child with a disability, research fails to demonstrate the effectiveness of such programs.” • (Lipsky, 1997; Sailor, 2003)

  19. THE OUTCOME DATA • “The social competence, communication skills, and other developmental skills of students with disabilities improved in inclusive settings.” • Bennett, Deluca, & Bruns. (1997) Putting inclusion into practice: Perspectives of teachers and parents. Exceptional Children, 64(1), 115-131. • “The costs of inclusive services over time are likely to be less than those of segregated forms of service delivery.” • Halvorsen, Neary, Hunt, & Piuma. (1996). A model for evaluating the cost-effectiveness of inclusive and special classes. Hayward, CA: PEERS Project, California State University.

  20. THE OUTCOME DATAIEP and Inclusion Tips for Parents and Teachers • “There is mounting evidence that, other than a smaller class size, “there is little that is special about the special education system,” and that the negative effects of separating children with disabilities from their peers far outweigh any benefit to smaller classes.” • Audette & Algozzine, 1997

  21. THE OUTCOME DATA • A University of Wisconsin-Madison 2002 study of 405 adolescents and adults with ASD found that: • 10% were in competitive employment • The lack of social skills and social understanding has been cited as a primary cause of unemployment or under-employment for many otherwise skilled individuals on the autism spectrum. • Barnard, et.al. 2001 • As few as 6% of individuals with ASD have fulltime employment • 12% of individuals with Asperger Syndrome are employed despite having average or high than average IQs • MICHIGAN (2006-07)—61 Ss • w/ ASD • 19.7% competitively employed • All Ss w/ IEP • 30.1% competitively employed

  22. What about the LAW?

  23. THE LAW--HISTORY: ORIGINATION OF SPECIAL EDUCATION • Intention of Special Education • 1976 P.L. 94-142 • ACCESS TO…… • WHY: Brown vs. Board of Education • You cannot segregate based on color……… • You cannot segregate based on disability…….. • THIS IS A CIVIL RIGHTS ISSUE • And the fight has already been fought……

  24. Brown vs. Board of Education • Brown v. Board of Education was not simply about children and education. The laws and policies struck down by this court decision were products of the human tendencies to prejudge, discriminate against, and stereotype other people by their ethnic, religious, physical, or cultural characteristics. Ending this behavior as a legal practice caused far reaching social and ideological implications, which continue to be felt throughout our country. The Brown decision inspired and galvanized human rights struggles across the country and around the world.

  25. GETTING BACK TO THE INTENTION OF THE LAW • Focus on One Curriculum: • General Education WITH Special Education Support (instead of vs.) • NCLB Revisions • IDEA Revisions • 80/80 Statement OSEP

  26. Continuum of Alternative Placements MI CIMS Thresholds for Restriction SPP Indicator 5: Educational Environments 2009-10 Targets (2010-11) Removal from the General Education Classroom >60% Target 12.4% (11.9%) General Education Classroom 80%+ Target 61% (63%) Removal from the General Education Classroom 21-60% Separate Facility Target 4.9% (4.8%) << Less More >> Restrictive

  27. IDEA Regulations • Two fundamental requirements: • That the child will receive FAPE • In the least restrictive environment (LRE). • “….IDEA’s strong preference that, to the maximum extent appropriate, children with disabilities be educated in regular classes with their nondisabled peers with appropriate supplementary aids and services." –Wrights Law

  28. Defining FAPE • FAPE is an individualized educational program that is designed to meet the child's unique needs and from which the child receives educational benefit, and prepares them for further education, employment, and independent living. • Wrights Law

  29. Defining LRE: Fed Language To the maximum extent appropriate, children with disabilities, including children in public or private institutions or other care facilities are educated in the general education classrooms with children who are not disabled and that special classes, separate schooling, or other removal of children with disabilities from regular education environment occurs only if the nature or severity of the disability is such that education  in regular classes with the use of supplementary aides and services cannot be achieved satisfactorily. 

  30. LRE Misconceptions Student is in a restricted placement. Staff says: “Well, this is the ‘least restrictive environment’ for this student based on his/her needs.” LRE is a LEGAL term – not a relative description of a program that fits a given students needs. LRE is interpreted by the courts / states.

  31. Why are we Segregated? DISCUSSION

  32. Personal Accountability to END Segregation • We will never have integrated opportunities if WE (special education) are not integrated in the school culture • How do you do that?? • START WITH: Strategies ….. Medium of Exchange (similarities—gen ed / spec ed)

  33. BUT….. How do you make this CHANGE happen? • Big picture? • Committee • Perfect Plan PRIOR to Implementation OR • Incremental steps . . . • PERSONAL Accountability / Responsibility

  34. Incremental Steps YOUR ACCOUNTABILITY Your Behavior Expresses Your Belief System

  35. Your Behavior Expresses your Belief System…DO YOU…… • Talk about students with ASD by their age rather than their grade level? • Talk about students with ASD in front of them? • Use disability-first language? • Use “high functioning” and “low functioning” to describe students? • Talk about students based on their eligibility category rather than their name? (The Autistics)

  36. Your Behavior Expresses your Belief System…DO YOU…… • Send a folder of “alternative” work with the student to the general education class? • Have “token” LRE time? Attend specials only? • Have all the special education students eat at one lunch table? Have a different recess? • Use of activities that are inappropriate for the age of the student (ex. Calendar / Clifford).

  37. Your Behavior Expresses your Belief System…DO YOU…… • Convey test scores unrelated to how the student is functioning within the general education classroom? • Blame parents for the problems their child is having. • Believe that students with ASD are being manipulative, lazy, deliberate, choosing to not comply? • Blame the STUDENT for their problem….

  38. The point is this…….. THERE ARE BARRIERS TO SUCCESSFULLY EDUCATING STUDENTS WITH ASD….. WE SHOULD NOT BE ONE OF THOSE BARRIERS….. LOU BROWN

  39. Self Evaluation. . . Beliefs and Behaviors that PREVENT Integrated Opportunities

  40. Where we STARTed . . . • You did what you did when you knew what you knew. . . • You now know different – which makes you accountable • Do Different: Incremental steps • Look in the mirror each morning and decide: do I let the barriers stop me or do I do SOMETHING each day to make this change

  41. Self Evaluation. . . Your accountability to the change process Beliefs and Behaviors that SUPPORT Integrated Opportunities

  42. REPORT OUT ACTIVITY • If you write it down, you are even MORE likely to do it…. (Post Its) • If you TELL someone else, you are even MORE likely to do it…. AND…. • If you post it, you are that much MORE likely to do it! ! !

  43. NOW WHAT? • Personal Accountability to promote and integrated culture…. • Personal Accountability in the IEP process to honor the development of an integrated culture through LRE / Universal Supports • Personal Accountability in implementing the IEP process….

  44. Educational Benefit Review PROCESS • Was the IEP reasonably calculated to ensure Educational Benefit? • What IS Educational Benefit? • Rowley (Supreme Court 1982) -- more than minimal progress • Rowley in 2007 (align with IDEA 2004 / NCLB) • PLAAFP related to involvement / progress in general curriculum • MEASURABLE annual goals • Services planned to support PROGRESS toward goals • In the LRE (gen ed curriculum / environment) • IEP adjusted if no progress made

  45. Materials Needed • THREE years of: • IEPs • METs / other assessments • ER • Progress Reports on IEP goals

  46. Step 1: Complete ONE for Each Year Where to get this info?

  47. Analyze Relationships Among Components Social

  48. Analyze Relationships Among Components • Are the assessments complete and do they identify all of the student’s needs? • Does the PLAAFP statement identify all of the student’s primary needs related to progress in the general education curriculum / environment? • Are all of the student’s needs, including postsecondary outcomes (for secondary students), addressed by supplementary aids and services, goals and objectives, and/or transition services? • Are there programs and services to support all of the student’s goals and objectives? • Did the IEP consider the LRE in developing the program? • Did the student made progress on measurable goals and objectives? Is there objective data to support this progress? OR If adequate progress was not made, was the IEP adjusted?

  49. Analyze Relationships Among Components Social Initiation

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