Transcript The IEP is designed to meet the unique educational needs

Overview of the Individualized Education
Program
Division of Students with Disabilities and English Language Learners - 2012
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The Individualized Education
Program (IEP) drives instruction
for every child who receives
special education services.
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The IEP is a Legal Document
Federal law: IDEA - Section 614(d)(1)(A)(i)
In the United States an Individualized Education Program (IEP), is
mandated by the Individuals with Disabilities Education Act
(IDEA). It is a written statement for each child which includes
the components specified in section 200.4(d)(2) of the
Regulations of the Commissioner of Education to meet the
unique educational needs of a student with a disability that is
developed, reviewed, and revised in accordance with the law.
NYS regulations: Section 200.4(d)(2)
“If a student has been determined to be eligible for special
education services, the Committee shall develop an IEP”
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The IEP
The IEP is designed to meet the unique educational
needs of one child who has a disability as defined by
federal regulations. The IEP is intended to help children
reach their educational goals 34 CFR 300.320. In all
cases the IEP must be tailored to the individual student's
needs as identified by the IEP evaluation process, and
must help teachers and related service providers
understand the student's disability and how the
disability affects the learning process.
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Individualized Education Program (IEP)
Regulatory Requirements
 Each student with a disability must have an IEP in effect
by the beginning of each school year.
 Federal and State laws and regulations specify the
information that must be documented in a student’s IEP.
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Child
Centered
IEP Development
Guiding Principles for IEP
Development
Special
Education is a
Service,
Not a Place
Least Restrictive
Environment
(LRE)
Based on
Individual
Strengths & Needs
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The Development of an IEP Involves a Team
(1) The parents of the child;
(2) Not less than one regular education teacher of the child (if the child is, or may
be, participating in one the regular education environment);
(3) Not less than one special education teacher of the child, or where appropriate,
not less then one special education provider of the child;
(4) A representative of the public agency who-(i) Is qualified to provide, or supervise the provision of, specially designed
instruction to meet the unique needs of children with disabilities;
(ii) Is knowledgeable about the general education curriculum; and
(iii) Is knowledgeable about the availability of resources of the public agency.
(5) An individual who can interpret the instructional implications of evaluation results,
who may be a member of the team described in paragraphs (a)(2) through (a)(6)
of this section;
(6) At the discretion of the parent or the agency, other individuals who have
knowledge or special expertise regarding the child, including related services
personnel as appropriate; and
(7) Whenever appropriate, the child with a disability.
(IDEA ‘04 300.321)
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You are ready to write when…
You have gathered the information
You know the strengths the student has
You know the way they learn and what learning styles they have
You know what they need to learn
You know what their deficits are
You know how to read their data and you understand what the
data says
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PLP Quality Indicators
Addresses 4 need areas: Academic &
Functional Performance, Social, Physical,
Management
Includes impact of behavior on learning
and social development, if applicable
Uses data from multiple sources to
describe current functioning
Addresses communication needs, Braille
instruction, limited English proficiency, or
assistive technology, if applicable
Includes progress on prior year’s IEP
goals, if applicable
Beginning at age 15, includes transition
needs in consideration of student’s strengths,
preferences and interests
Includes student strengths
Includes parent concerns and student
preferences & interests
Includes how the disability impacts
involvement and progress in general
curriculum
Uses clear, specific language that can be
understood by parents and school staff
Establishes a thorough foundation for
development of goals and services
Identifies supports and accommodations
that have been used successfully
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The IEP Includes Student
Needs Relating to Special
Factors
The IEP Team/Committee must consider:
 Behavior
 Limited English Proficiency
 Visual Impairments
 Communication Needs
 Assistive Technology
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Measurable
Postsecondary Goals
Section 2
Written for students for the first IEP that would be in effect when the
student is age 15 (and at a younger age if determined appropriate)
 Long-term goals for living, working and learning as an adult
• Education/training
• Employment
• Independent Living Skills (when appropriate)
 Address Transition needs: school to post-school
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Measurable Annual Goals
w/short-term instructional objectives &/or benchmarks
Annual goals
Criteria
Method
Schedule
Short-term instructional objectives and/or benchmarks
For students taking NYS Alternate Assessment; and
Preschool students with disabilities
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Testing Accommodation
Section 7
 the amount of extended time, type of setting
 Identify accommodation(s)
 Conditions
 (test characteristics-type, length, purpose of the test
upon which the accommodation is conditioned, if
applicable)
 Implementation of Recommendations
 specific to the testing accommodation, if applicable
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Indicate on the IEP the instructional modifications
and resources that enable the student to succeed.
For example…….
 Visual aids
 Checklists
 Learning styles (visual, auditory)
 Pencil grips
 Graphic organizers/lesson outlines
 Shortened assignments
 Books on tapes/peer reader
 Content area pick lists
 Manipulatives
 Simplify task directions
 Calculator
 Positive reinforcement
 (frequent)breaks
 Hands on activities
 Preferential seating
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Annual Goals
Criteria
Method
Schedule
What the student
is expected to do
by the end of the
year in which the
IEP is in affect
Measure to
determine if the
goal has been
achieved
How progress will When progress
be measured
will be measured
Measurable Annual Goals-Charting activity
Measurable annual goals including academic and functional goals consistent with the students needs and abilities are related to :
1Meeting the student’s needs that result from the student’s disability to enable the student to be involved in and progress in the
general curriculum
2. Meeting each of the student’s other educational needs that result from the student’s disability; and
3. For students age 15 years and older, annual goals to move the student toward his/her postsecondary goals.
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Annual Goals
Criteria
What
the student is Annual
Measure
Measurable
Goals- to
expected to do by the end
determine if the
of the yearCharting
in which theactivity
goal has been
IEP is in affect
Method
Schedule
How progress will be When progress will
measured
be measured
achieved
Jose will write a complete
paragraph with at least 5
complex sentences, using a
minimum of 5-7 words per
sentence, including content
related vocabulary with
accurate grammar and
punctuation
…in all academic areas.
Jose will achieve this goal
in 4 out of 5 trials…..
..as determined (by the
ELA teacher) through a
rubric, classroom
activities, work samples,
and/or tests/quizzes.
Progress will be assessed
over a two week period.
Measurable Annual Goals-Charting activity
Measurable annual goals including academic and functional goals consistent with the students needs and abilities are related
to :
1Meeting the student’s needs that result from the student’s disability to enable the student to be involved in and progress in
the general curriculum
2. Meeting each of the student’s other educational needs that result from the student’s disability; and
3. For students age 15 years and older, annual goals to move the student toward his/her postsecondary goals.
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Annual Goal Activity
Is it Measurable and observable? Or Not?
Place a check next to a measurable and observable example
Place an X over the non measurable and non observable examples
Enjoy
Point to
Spell orally
Read orally
Know
Write a paragraph
Walk
Remember
Understand
Realize
Illustrate
Circle
Grasp the meaning of
Be familiar with
Count blocks
Categorize
Will you know it when you see it?
Can you measure it?
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Is your goal SMART?
Specific
Measurable
Achievable
Relevant
Time related
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Measurable Annual Goals
SMART
Specific- What is the observable skill or behavior? What is the observable behavior
that the student will do in a year that the student is not able to do now?
Measurable-How do you know when the student has accomplished the goals? What
criteria will you use?
Achievable- What can we reasonably expect the student to be able to accomplish in
one year?
Relevant- Does the goal reflect the individual needs of the student identified in the
present levels of performance? Does the goal transfer to implementation in the
classroom?
Time related- Is the schedule for evaluation built in?
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Present Level of Performance says
Jose is an 8th grade student whose writing skills demonstrate elementary
sentence structure, lack of organization, and multiple errors in grammar and
punctuation.
SMART GOALS
S-Specific
M-Measurable
A-Achievable
R –Relevant T-Time Related
Annual Goal Written
In one year, Jose will write a complete paragraph with 5 complex
sentences, using a minimum of 5-7 words per sentence, including
content-related vocabulary, with accurate grammar and punctuation, in
all academic areas. Jose will achieve this goal in 4 out of 5 trials as
determined through a rubric, classroom activities, work samples and/or
tests/quizzes. Progress will be assessed over two week period by the ELA
teacher.
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Present level of Performance says
Sam is a 5th grade student. He has difficulty decoding multi-syllabic words
which interferes with his reading comprehension and fluency. Sam ….
SMART
S-Specific M-Measurable A-Achievable
R-Relevant T-Time-related
Annual Goal written:
In one year, Sam will decode multi syllabic words containing prefixes,
suffixes, and root words. Sam will decode 20 words in 5 weekly
consecutive trials, with no more than 2 errors per trial (90%). Progress
will be assessed by the SETSS teacher and/or classroom teacher.
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