Chapter 5: Individualized Education Programs

Chapter 5:Individualized

Education Programs

PED 383: Adapted Physical EducationDr. Johnson

Types of Plans

Who needs them? Students with Disabilities Students with Unique needs

Individualized Education Plans (IEP) Individualized Family Service Plan

(IFSP) Section 504 Accommodation Plan

IEP

“Heart of IDEA”

Comprehensive written document used to describe the process of providing services and the detail of what those services include.

Jobs of an IEP

Jobs of IEP Describes current level of achievement

and functional promise Identifies measureable annual goals Lists the types, frequencies and

durations of educational services to be provided to meet personalized goals.

Teams provide IEP’s for those 3-21 years old.

Early Childhood (before school)

Section 504 disability act accommodations For those not eligible for special

education▪ HIV / AIDS▪ Asthma▪ Seizure disorder▪ Diabetes▪ ADHD▪ Mild physical or learning disabilities

Special needs other than disability

Recovering from injury Recovery from noncommunicable

diseases Overweight / obese Low skill levels Deficient levels of physical fitness

May still need a PE IEP.

Components of an IEP

1. Statement of present level of academic achievement and functional performance.

2. Statement of measureable academic and functional annual goals.

3. Measuring and Reporting Progress to parents.

4. Statement of special Education and Related Services and Supplementary aids and services.

Components of an IEP cont.

5. Statement of participation in Regular Settings and Activities

6. Statement of Alternate Assessment Accommodations.

7. Schedule of Services and Modification

8. Transition Services 9. Transfer of Rights at age of

Majority

Statement of Present Level of Academic Achievement and

Functional Performance. Where they currently are How the disability affects their involvement and progress in

general education curriculum. Establishes baseline educational abilities. All relevant information is included

Evaluations▪ Determine if they have a disability▪ Determine the educational needs

Background information Should be …

Data based Objective Observable Measureable

Should state what the student CAN do, as well as CAN NOT do. Should not require additional information that is not included.

Statement of Measureable Academic and Functional Annual Goals.

Goals for each content area Helps them to be involved in and

make progress in general curriculum Can include short term as well as

long term Can be general, then followed by

more detail Types of goals

Traditional Multielement

Traditional Annual goals

Start as more broad goals Add detail later

Measureable Objectives▪ Specific, but no specific timetable

Specific Benchmarks▪ Specific, with a timetable

IDEA no longer requires short term goals May be required with alternative assessments Parents may request them

Multielement Annual goals

1. By when By October 1, or in 15 weeks

2. By who 3. Will do what

What will I see if the student meets the goals? 4. Under what conditions

MWSU objectives this is the restrictions 5. At what level of proficiency

MWSU objectives this is the how much / how many

6. As measured by whom or what

Measuring and Reporting Progress to Parents.

Since goals should be quite specific and have timeframes to them, it should be easy to track progress (or lack of progress).

This section should state when this information is passed to parents, and how this will take place.

Used in similar way as report cards Should have similar (not necessarily exactly the

same) time frames as report cards.▪ At least as often, if not more.

Statement of Special Education and Related Services and Supplementary

Aids and Services.

This section must state what special services will be provided, including… Services Aids Support Modifications

Must be based on peer-reviewed research.

Special education service – instruction designed to meet the unique needs of a student with a disability that directly effects educational goals, such as physical education

Related Service – designed to help a student with a disability to benefit from special education.

Statement of Participation in Regular Settings and Activities

If a child is not able to participate in regular classes (ie physical education), this is the section that explains why.

Also, this section must explain how much of the time (if any) the student will be in regular classes.

Statement of Alternate Assessment Accommodations. Statement of any individual accommodations

which are necessary to measure academic achievement and functional performance of the child on state, and district – wide assessments of student achievement.

Must state why assessments are not done and why alternative assessments are appropriate.

Schedule of Services and Modification

Includes… Beginning of special education and

related services and modifications Anticipated…▪ Frequency▪ Location▪ Duration

Amount of time in PE should be listed.

Transition Services No later than 1st IEP that includes 16 years of age. Helps student transfer from school based programs

to community based no later than 22 years old. Includes…

1. Measureable post-secondary goals based on age-appropriate transition assessments related to training, education, employment and independent living skills

2. statement on needed transition services, including courses of study, needed to assist the student in reaching those transition goals.

This is a plan for lifelong physical activity.

Transfer of Rights at age of Majority

No later than 1 year before the child reaches the age of majority under state law, the IEP must include a statement that a child has been informed of his (or her) rights under IDEA that will transfer to him (or her) on reaching the age of majority (18 in most states).

Must have a process to monitor this requirement.

Development of the IEP

2 steps to an IEP 1. Deciding if the student is eligible for

special education services 2. Developing the most appropriate program

Starts with a referral (including reasons) IEP team decides on curriculum Must provide services

Does not guarantee success or improvement

IEP Team

At least ▪ 1 parent, ▪ 1 classroom teacher, ▪ 1 special education teacher, ▪ 1 representative of the school qualified to

supervise the provision of special education▪ 1 person who can interpret evaluation results▪ The child with the disability (when

appropriate)▪ Other appropriate individuals

Section 504 and Accommodation plan

Students who no longer qualify as a disability (now), but did under section 504 (much broader definitions)

No mandated sections

Must answer “Does the disability affect a major life activity?”

Students without disabilities, with unique needs

Committee on Adapter Physical Education (CAPE) Director of Physical Education School Nurse Adapter Physical Educators

Seven steps to this program

7 steps for CAPE1. Referrals2. Notify the parents3. Contact family Physician (if appropriate)

Determine the condition4. Decide if adapted program is appropriate

Also decide on program5. Notify parents of program6. Implement program7. At end of time frame, CAPE reviews

progress and decides if they need to continue