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The Individualized Education Program (IEP) PR - 07. Special Education Department 05-06 School Year. Re-energizing the IEP Process. Special Education is not a place--. it is specially designed instruction. Training Goal.

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slide1

The Individualized Education Program (IEP)

PR - 07

Special Education Department

05-06 School Year

slide2

Re-energizing the IEP Process

Special Education

is not a place--

it is specially designed instruction

training goal

Training Goal

Provide information on developing IEP documents in a sequential, systematic, and individualized manner, based on best practice

slide4

STEP 1: Discuss Vision/Future Planning

Vision Statement

If parent/guardians attend the meeting, ask them their vision for the student in his/her school and community. Everyone has dreams for the future which guide their actions, thoughts and plans. Family and student preferences and interests are an essential part of the vision process. What goals do they have for the future?

DO NOT LEAVE THIS SECTION BLANK!

Note: “Vision” is not an area subject to due process.

step 1 discuss vision future planning
STEP 1: Discuss Vision/Future Planning

Check Points

  • Does the vision describe
  • long range plans for the student?
  • Does the vision reflect the student/family’s

hopes for the student’s future?

  • Does the vision provide a focus for

prioritizing student’s needs?

slide6

STEP 2: Discuss Present Levels of Performance

  • This should be a statement of the child’s present levels of academic achievement and functional
  • performance, including how the child’s disability affects the child’s involvement and progress in the
  • general education curriculum
  • .
  • Provide levels of academic achievement in the content areas with the student’s skill level and peer grade level performance.
  • Provide the foundation (support) for identifying needs, developing goals, and determining services.
  • Include how the disability has an impact on the progress (achievement and performance) in the general education curriculum.
  • Provide specific levels of academic and functional performance (with multiple forms of evidence) in areas of need within the general curriculum.
  • Provide current evaluation information that is time referenced (either by date or by time period i.e. recent, last month)-Can include recent Terra Nova and Ohio Achievement Test results
  • Information presented should be understandable to all IEP team members, avoiding statistics and acronyms.
  • Include strengths to encourage the team to build on identified strengths when establishing goals and setting criteria.
  • If the student receives any related services, information from the related service provider(s)
  • must be included here!!
slide7

STEP 2:Discuss Present Levels Of Performance

Sources of Information

FORMAL

Intellectual Assessments

Social/Adaptive Behavior Scales

Behavior Inventories

Speech-Language Assessments

Vocational Aptitude Tests

Career Interest Inventories

Health, Medical (e.g. vision, hearing)

Motor Functioning Evaluations

Outside consultative reports

State and District-wide Assessments

slide8
Parent Inventory

Home visits

Functional Behavior Assessment

Family Interview

Learning Style/Modality

Report Cards

Current IEP/Progress Report

Portfolios

Attendance Information

Samples of Student Work

Teacher Grade Book/Records

Observations-Classroom, Community, Home, Work

Descriptions/data from modifications, interventions

Office referrals

Student-centered planning tools

Student Surveys/Interviews

STEP 2:Discuss Present Levels Of Performance

Sources of Information

INFORMAL

slide9

A statement of the child’s present levels of academic achievement and functional performance, including how the child’s disability affects the child’s involvement and progress in the general ed. curriculum

Step 2: Examples

slide10

Step 2:

IEP Inter-rater Agreement Tool

Rationale

slide11

In developing each child’s IEP, the IEP Team shall consider the strengths of the child.

Examples

slide12

Step 2:

IEP Inter-rater Agreement Tool

Rationale

slide13

In developing each child’s IEP, the IEP team shall consider the results of the initial evaluation or most recent evaluation of the child

Examples

slide14

Step 2:

IEP Inter-rater Agreement Tool

Rationale

slide15

STEP 3: Identify Needs That Require Specially Designed Instruction

This is the “starting point” for instruction, based upon the vision statement and present levels of performance (Steps 1 and 2)

What will the student need to learn/do in order to make progress in the general education curriculum?

slide16

STEP 3: Identify Needs That Require Specially

Designed Instruction

  • Current functioning and individual needs in consideration of:
  • the results of the initial or most recent evaluation, the student’s strengths, the concerns of the parents, the results of the student’s performance on any State or districtwide assessment programs;
  • the student’s needs related to communication, behavior, use of Braille, assistive technology, limited English proficiency;
  • how the student’s disability affects involvement and progress in the general curriculum; and
  • the student’s needs as they relate to transition from school to post-school activities for students beginning with the first IEP to be in effect when the student turns age 16 (and younger if deemed appropriate).

Academic Achievement, Functional Performance and Learning Characteristics:

Current levels of knowledge and development in subject and skill areas, including activities of daily living, level of intellectual functioning, adaptive behavior, expected rate of progress in acquiring skills and information and learning style.

slide17

STEP 3: Identify Needs That Require Specially

Designed Instruction (cont.)

Social Development:

The degree and quality of the student’s relationships with peers and adults, feelings about self and social adjustment to school and community environments.

Physical Development:

The degree or quality of the student’s motor and sensory development, health, vitality and physical skills or limitations that pertain to the learning process.

Management Needs:

The nature of and degree to which environmental modifications and human or material resources are required to enable the student to benefit from instruction. Management needs are determined in accordance with the factors identified in the areas of academic achievement, functional performance and learning characteristics, social development and physical development.

slide18

STEP 4:Identify Measurable Annual Goals, Benchmark or Short-Term Objectives, And Statement of Student Progress

GOALS

Each goal must be measurable. Number each goal and include criteria (% accuracy expected, # correct / # opportunities, times daily/per period, etc.).

CONTENT AREA ADDRESSED

Using the Academic Content Standards as a reference, select age/and or grade-appropriate annual goals relevant to each content area, and which will be needed for making progress in the general education curriculum.

BENCHMARKS OR SHORT-TERM OBJECTIVES

1a) List the measurable intermediate steps needed to reach the annual goal. These should be in a logical, developmentally appropriate order and again have a relationship with both the annual goal, identified needs, and present levels of performance.

slide19

STEP 4:Identify Measurable Annual Goals, Benchmark or Short-Term Objectives, And Statement of Student Progress (cont.)

STATEMENT OF STUDENT PROGRESS

Include how the child’s progress towards annual goals will be measured and how the parents will be informed of the extent to which the child’s progress is sufficient to enable him/her to achieve the goals by the end of the year.

How?

Will be measured through: Pre/post testing, teacher review of student work samples, charting/documentation of behavior

Who will measure?

Teacher, instructional staff, etc.

When?

Daily/Weekly/Quarterly

Parents will be informed of progress through quarterly reports.

slide20

A statement of measurable annual goals, including academic and functional goals, designed to meet the child’s needs that result from the child’s disability to enable the child to be involved in and make progress in the general ed. curriculum

Step 4: Examples

slide21

Step 4:

IEP Inter-rater Agreement Tool

Rationale

slide22

STEP 5: Identify Services

Develop goals and objectives, then determine services to

support the student

Integrate services into goals and objectives

Have related service personnel provide services

in a variety of settings

Make decisions about intensity and frequency of services

based on student needs

Provide supports for school personnel when needed

slide23

A statement of the special education and related services and supplementary aids and services, based on peer reviewed research to the extent practicable, to be provided to the child, or on behalf of the child, and a statement of the program modifications be supports for school personnel that will be provided for the child.

Step 5: Examples

slide24

Step 5:

IEP Inter-rater Agreement Tool

Rationale

slide25

STEP 6:Determine Least Restrictive Environment

An explanation of the extent, if any, to which the child will not participate with nondisabled children in the regular classroom.

  • Rationale:
  • Shows evidence of need for instruction OUTSIDE of the general education setting. If these specifics are not provided, it is impossible to determine whether additional supports and services may enable the student to receive instruction in the general education setting.
  • Establishes a framework for support needed for the student to make progress in the general education curriculum.
  • Establishes a link between the setting and the service the student will receive.
slide26

An explanation of the extent, if any, to which the child will not participate with nondisabled children in the regular class and in extracurricular activities.

Step 6: Examples

slide27

Step 6:

IEP Inter-rater Agreement Tool

Rationale

slide28

Special Factors

When should the student’s behavior be addressed as part of the IEP?

.Documented evidence that the student’s behavior

interferes with his/her learning or the learning of

others

.Student’s behavior is one of the primary reasons

he or she was referred for an MFE

.Previous behavioral interventions were attempted

and documented

.Student’s specialized instruction includes

techniques that have the potential for being

misused

slide29

Special Factors

When should the student’s behavior

be addressed as part of the IEP? (con’t.)

  • Student demonstrates behaviors that are unsafe to him/herself or others
  • Student has been removed from general education environment as a result of his/her behavior
  • Student has knowingly been in possession or used illegal drugs or solicited the sale of a controlled substance while at a school or at a school sponsored activity.
  • Student has carried or been in possession of a weapon while at school or at a school sponsored activity
slide30

Consideration of special factors: The IEP Team shall, in the case of a child whose behavior impedes the child’s learning or that of others, consider the use of positive behavioral interventions and supports, and other strategies, to address that behavior

Special Factors:Examples

slide31

Special Factors:

IEP Inter-rater Agreement Tool

Rationale

slide32

Visual Impairments

  • If Braille is medium of choice, how will it be
  • integrated into the entire curriculum?
  • Plan for meaningful participation in curricular and
  • extracurricular activities and environments?
  • Assess:
  • Braille
  • age of onset of visual impairment
  • effects of additional disabilities
  • social interactions
  • sensory functioning
  • orientation and mobility skills
slide33

Limited English Proficiency

  • Assess:
  • Cultural background
  • Prior academic experience
  • If language skills allow for meaningful
  • access to general education curriculum
  • Determine:
  • Disability?
  • Linguistic difference?
  • Both?

Provide accommodations that allow the family

to actively participate in the decision making process

of MFE and IEP

slide34

Communication

  • Assess:
  • Language and communication needs
  • alternative communication system
  • Consider effects on:
  • social-emotional
  • interactions with others
  • behavior
  • academic performance
slide35

Deaf or Hard of Hearing

  • Assess:
  • Hearing
  • Processing of auditory information
  • Need for supports to access instruction

Consider effects on:

  • social-emotional
  • interactions with others
  • academic performance
slide36

Assistive Technology

  • Assess:
  • need for assistive technology
  • environments (home, school, community)
  • where the student will need to communicate
  • needs of staff, family members to be fluent
  • in the communication system or device used
  • by the student
  • opportunity for direct communication
  • with peers and adults in the student’s environments
  • opportunity for meaningful participation in curricular
  • and extracurricular activities
slide37

Physical Education

Because all students get PE, this should be checked only when:

  • The student’s PE program is adapted as described in the IEP.
slide38

Extended School Year

Means:

  • services provided to students beyond the regular

school year

  • necessary, not just beneficial, for student to

receive FAPE

  • designed to meet each student’s unique needs
  • services are the same or a portion of that

received during the past school year

slide39

Transition Age 16

  • Focus on linkages to the community and

post-school environments

  • Based on student’s needs, interests,

and preferences

  • Designed within an outcome-oriented process
  • A coordinated set of activities integrated

into IEP components

slide40

Testing and Assessment

  • Purpose of Participation in Local and State assessment
  • Higher expectations
  • Greater accountability
  • More meaningful outcomes for students
  • Purpose of modifications
  • To level the playing field
  • Allow students to show what they know
  • Increase participation in assessment and

accountability systems

slide41

Required Members of the IEP Team

  • Parent(s)
  • Child, if appropriate
  • General Education Teacher
  • Intervention Specialist or related service provider
  • School District Representative
  • Individual to interpret instructional implications

of evaluation results

  • Others knowledgeable or with special expertise
  • regarding the child