Transcript Services

IEP Training
for Kansas Schools
Services
Special Factors/Considerations
Kansas State Department of Education Technical
Assistance System Network
2013 – 2014
Some Possible Ways
to Address Needs
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Non-Special Education Supports
Program Modifications
Supports for School Personnel
Assistive Technology
Supplementary Aids & Services
Measurable Annual Goals
Positive Behavioral Supports
Transition Services
Related Services
IEP Process
Exit
Referral
Evaluation (and Eligibility)
Progress Reporting
Services and
placement
Present Levels of
Academic Achievement &
Functional Performance
Postsecondary
Goals Prioritize Needs
Short-Term
Objective and
Benchmarks
and How Needs
Will be Addressed
Measurable Annual Goals
Measurable
Annual Goals
PLAAFP
Services
SERVICES
Special Education Services
Related Services
Supplementary Aids and Services
Accommodations
Program Modifications
Supports for School Personnel
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Special Education
Special Education is
specially designed
instruction that meets the
unique needs of a student
with a disability and which
ensures the student has
access to and/or benefit
from participation in the
general education
curriculum.
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Related Services
Related Services are:
(1) developmental,
(2) corrective, and
(3) supportive
services
that are required for a
student with a
disability to benefit
from special education
services.
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Related Services Include:
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Assistive Technology
Art Therapy
Audiology
Counseling Services
Dance Movement Therapy
Early Identification and
Assessment
Interpreting Services
Music Therapy
Occupational Therapy
Orientation and Mobility
Services
Parent Counseling and
Training
– Physical Therapy
– Recreation (including
Recreation Therapy)
– Rehabilitation Counseling
Services
– School Health Services
– School Nurse Services
– School Psychological
Services
– School Social Work
Services
– Transportation
– Other Developmental,
Corrective, or Supportive
Services
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Supplementary Aids and Services, and
Other Supports
Supplementary Aids and Services, or other
supports (including accommodations) are
provided to the student with a disability in
• the general education classroom, or
• other education related settings,
to enable the student to be educated with
nondisabled peers to the maximum extent
appropriate.
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Assistive Technology Devices and Services
• Assistive Technology (AT) devices and services are
considered to be supplementary aids and services if
the student needs assistive technology to remain in
the general education classroom (or other education
setting) with his/her nondisabled peers to the
maximum extent appropriate.
• In the above situation, assistive technology devices
and services would be listed as a supplementary aid
or service on the student’s IEP. Additionally, the
frequency, location, and duration of the assistive
technology device and service must be listed in the
student’s IEP.
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Nonacademic and Extracurricular
Services
Nonacademic and extracurricular services are those
services that allow a student with a disability equal
opportunity to participate in nonacademic and extra
curricular activities with his/her nondisabled peers.
These are nonacademic and extracurricular activities
that are school sponsored during the regular school
year.
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Supplementary Aids and Services, and
Other Supports: Accommodations
Accommodations
are small changes in
procedures that do NOT
change what is being
taught or measured.
The frequency, location,
and duration of each
accommodation must be
documented on the IEP.
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Supplementary Aids and Services, and
Other Supports: Accommodations
REMEMBER
If a student uses an
accommodation on a state
assessment, that
accommodation must be
used in classroom instruction
and assessment .
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Program Modifications
Program
Modifications are
alterations in
procedures that
DO CHANGE what
is being taught or
measured.
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Supports for School Personnel
Supports for school personnel are
professional development or training for
staff members that is beyond what is
provided to all staff.
• consultation with an itinerant teacher,
• learning a communication program that the student
uses,
• materials, and
• modifications to the environment.
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Supports for School Personnel
Remember:
If a student has supports for
school personnel identified on
his/her IEP, the types of training
and/or supports need to be
documented on the student’s IEP,
with projected starting date, and
frequency, location, and
duration.
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Frequency, Duration, and Location
The law mandates that a student’s IEP MUST have the:
Frequency
Location
Duration
Projected date for beginning of service
Extent to which the student with disabilities will not participate
in instruction with his/her nondisabled peers in the regular class
For all:
1) Special Education Services,
2) Related Services,
3) Supplementary Aids and Services
4) Program Accommodations,
5) Program Modifications, and
6) Supports for School Personnel
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Documentation required
for Assessments
• Document what state or district-wide
assessments the student will be taking.
• Include any accommodations that are
necessary on the assessments.
Documentation Required for
Assessments
For a student with a disability who is
NOT taking the regular state
assessment, a statement on the
student’s IEP must address:
1) Why the student cannot participate
in the regular state assessment.
AND
2) Why the alternate assessment is
appropriate.
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Identifying Frequency,
Location & Duration
Johnny will receive reading and writing
instruction in the resource room each day
during the language arts block. He will not
be participating with his peers in the 4th
grade classroom during this block since he
will be receiving individualized instruction in
the resource room.
Service Decisions
Services
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Services
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SPECIAL
FACTORS/CONSIDERATIONS
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Considerations by the IEP team that must be
documented (but not necessarily on the IEP)
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Strengths of the Child
Concerns of the Parents for enhancing the education of their child
Results of the Initial Evaluation or most recent Reevaluation
Academic, Developmental and Functional Needs of the Child
Behavioral Concerns
Limited English Proficiency
Braille (for children with disabilities)
Communication Needs of all Children with Exceptionalities
Communication Needs of Children who are Deaf/Hard of Hearing
Assistive Technology (for children with disabilities)
Extended School Year (for children with disabilities)
Notification to Kansas Rehabilitation Services (for children with
disabilities)
• Physical Education Needs (for children with disabilities)
• Placement Determined Annually
• Potential Harmful Effects (for children with disabilities)
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We are going to focus on these two
Special Factors/Considerations
(i) positive behavioral interventions, supports, or
strategies to address behavior (in the case of
students whose behavior impedes learning or
the learning of others);
(v) needs for assistive technology devices and
services.
34 C.F.R.§300.324(a)(2).
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Behavior Intervention Plan
• If behavior is impeding the learning of the
student and/or peers:
– Specify intervention strategies, including positive
behavioral interventions, strategies, and supports
– Use a BIP to specify the strategies needed to
address the behavior that is impeding learning
• Understand the function of the behavior
• Describe the environmental changes that are needed
• Describe the functionally equivalent behavior that
needs to be taught
– Attach the BIP to the IEP as a supplementary aid
and support to maintain the LRE
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Behavior Intervention Plan and
ESI Issues
• An Emergency Safety Intervention (ESI) should
not be a planned intervention for a specific
student under foreseeable circumstances.
• This means an ESI would not be a part of a
Behavior Intervention Plan. The BIP should
focus on planned interventions designed to
prevent the need for use of an ESI.
• If you’re planning for it, it means you can see it
coming. If you can see it coming, every effort
should be made for prevention.
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Needs for Assistive Technology Devices
and ESI Issues
Any assistive technology device that is a type of supplementary aid
and service must be documented on the IEP.
• Mechanical restraint means any device or object used to limit a
student’s movement. It is prohibited unless ordered by a person
appropriately licensed to issue the order for the device, for a
specific student.
Consider these questions:
• Does the device/equipment limit the student’s movement?
• Has the device/equipment been ordered for use by a person
appropriately licensed to issue the order?
• Is the device/equipment being used in a way that is consistent
with the orders for use?
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What are the greatest IEP issues for Kansas?
 Was the notice of the IEP meeting given to the parents
(and student if 18 years or older) at least 10 calendar
days before the IEP meeting?
 Did an LEA representative attend the IEP meeting?
 Does the IEP include the projected date for the
beginning of
 services, including special education services, related
services, and supplementary aids and services;
 program accommodations;
 modifications; and/or
 supports for school personnel?
 Does the IEP include the anticipated frequency,
location, and duration of services and modifications?
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What are other IEP problems for Kansas?
• Providing a laundry list of accommodations
and failing to describe frequency, location,
and duration for each accommodation listed.
– For example: when is “extended time” allowed?
– Have you described this with sufficient specificity
that parents and teachers agree on
how/when/where/under what circumstances the
accommodation of “extended time” is used?
• Failing to write measurable post-secondary
goals
• Failing to write measurable goals for students
identified as gifted
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