Claudia Battle, General Education Teacher Malena Casteel, Autism
Program Manager Tiffany Cook, Speech-Language Pathologist Holly Van
Meeteren, Occupational Therapist Anna Zavala, Resource Specialist
Teacher August, 2013Tustin Unified School District Slide 2 IEP and
Collaboration in the General Education Classroom Individualized
Education Plan (IEP) IEP Team Members Roles and Responsibilities
Case Carrier Roles and Responsibilities General Education Teacher
Roles and Responsibilities Supporting the General Education Teacher
Student Study Team (SST) 504 vs. IEP Implementing the IEP
Inclusion, Collaboration and Co-Teaching Slide 3 Inspiration for
inclusion! http://www.youtube.com/watch?v=o6Alt2DssYc Slide 4 Slide
5 Individualized Education Plan Definition A plan or program
developed to ensure that a child who has a disability identified
under the law and is attending an elementary or secondary
educational institution receives specialized instruction and
related services. Slide 6 Individualized Education Plan The IEP
must include the following: A statement of the childs present
levels of academic achievement and functional performance. How the
childs disability affects the childs involvement and progress in
the general education curriculum. A statement of measurable annual
goals (academic, functional). For children with disabilities who
will take alternative assessments to align with their achievement
standards need a description of benchmark or short-term objectives.
A statement of the special education and related services and
supplementary aids and services. Slide 7 Individualized Education
Plan A statement of the program modifications or supports for
school personnel. A statement of any individual appropriate
accommodations that are necessary to measure the academic
achievement and functional performance of the child on State and
district wide assessments consistent with section 612(a)(16) of the
Act; The projected date for the beginning of the services and
modifications described in paragraph (a)(4) of this section and the
anticipated frequency, location and duration of those services and
modifications. Slide 8 Individualized Education Plan Laws: Least
Restrictive Environment (LRE) -To the maximum extent appropriate,
children with disabilities, including children in public or private
institutions or other care facilities are educated with children
who are not disabled, and special classes, separate schooling, or
other removal of children with disabilities from the regular
educational environment occurs only when the nature or severity of
the disability of a child is such that education in regular classes
with the use of supplementary aids and services cannot be achieved
satisfactorily. Slide 9 Individualized Education Plan Individuals
with Disabilities Education Act (IDEA) Law ensuring services to
children with disabilities throughout the nation. IDEA governs how
states and public agencies provide early intervention, special
education and related services. Slide 10 Slide 11 IEP Team Members
IDEA defines the IEP team as a group of people who are responsible
for developing, reviewing and revising the IEP for a student with a
disability. By law, these people include: general education
teacher, special education teacher, representative of the local
education agency (administrator), parent, student as appropriate,
someone who can interpret and other people the parent or school
have chosen to invite. Slide 12 IEP Team Members The childs
parent/guardian The general education teacher The special education
teacher LEA representative (administrator) Provider of related
services Interpreter Others Slide 13 IEP Team Members List of
possible team members California Department of Education (CDE)
Adaptive physical education (APE) Assistive technology (AT)
Audiology Behavior management Deaf and hard of hearing (DHH)
Education Technology Group counseling Health and nursing Home and
hospital teacher Individual /small group instruction Individual
counseling www.cde.ca.gov/re/di/aa/ap/index.asp Itinerant services
Language and speech (LAS) Occupational therapy (OT) Orientation and
mobility Parent counseling Physical therapy (PT) Psychological
services Social services by a social worker Specialized physical
health care Specialized service for low- incidence disabilities
Transportation Vision services Slide 14 IEP Team Members Need to
Know: The student. Available services. External and internal
sources of assistance. The IEP process. Slide 15 Roles of Team
Members: Related Service: Behavior Management -Autism program
manager and school psychologists -help to make environmental
changes and changes in response to behavior -reduce maladaptive
behaviors and increase adaptive behaviors Slide 16 Slide 17 Roles
of Team Members: Related Service: Language and Speech (LAS) The
focus of school-based speech language pathologists is the
communication abilities of students.The school-based
speech-language pathologists goal is to remediate, improve, or
alleviate student communication and swallowing problems within the
educational environment. To meet this goal, school based
speech-language pathologists: (a) prevent, correct, improve, or
alleviate articulation, fluency, voice, language, and swallowing
impairments (b) reduce the functional consequences of the
communication and swallowing disabilities by promoting the
development, improvement, and use of functional communication
skills; (c) provide support in the general educational environment
to lessen the handicap (the social consequence of the impairment or
disability) by facilitating successful participation,
socialization, and learning Slide 18 Roles of Team Members: Related
Service: Language and Speech (LAS) Role: Provides pre-referral
consultations and involved in various initiatives including RtI
Identification: Serves as member of team for any students with
suspected speech-language deficits Evaluation: Conducts a
comprehensive assessment to determine the existence of a
disability; Identifies childs communication strengths and
weaknesses; Prepares evaluation report; Presents speech- language
assessment results at team meeting Eligibility: Describes the
students functional speech and language skills as they relate to
the students ability to access the curriculum and progress
Individualized: Drafts parts of present level of performance, IEP
goals and objectives/benchmarks related to speech- language
impairment; Provides intervention appropriate to the age and
learning needs of the individual student Caseload Management:
Employs a continuum of service delivery models in the LRE; meets
federal and state mandates as well as local policies in performance
of job duties Collaboration: Contributes to the literacy
achievement of students; Addresses the linguistic and
metalinguistic foundations of the curriculum Slide 19 Roles of Team
Members: Related Service: Occupational Therapy (OT) Provides
assessment and identification of student needs in the area of
neurological and orthopedic disorders and fine motor and sensory
integration deficits. Support a childs ability to gain access to
and make progress in the school curriculum. Support a childs
engagement in participation in daily occupations which include
activities of daily living, education, prevocational work, play,
rest, leisure and social participation (American Occupational
Therapy Association, 2008) Slide 20 Roles of Team Members: Related
Service: Occupational Therapy (OT) Pre-referral services and
supports as part of general education process. 504 referral and
services as part of general education. Special education referral
and request for assessment. Special education assessment in the
areas of perceptual motor skills, motor coordination, sensory
development, muscle strength and activities within the context of
the childs curricular activities, routines and environment. IEP
planning. Transition planning and services. Intervention planning
and implementation of IEP services consistent with a continuum of
services within the childs LRE. Documentation of student progress.
Liaison to communicate with other team members. Staff development
and support through in-service training. Program management for
coordination of school-based OT services. Slide 21 Roles of Team
Members: Resource Specialist Service The role of the Resource
specialist is to implement academic goals. This is done through
several models: Pulling a student out of class for a specified
amount of time. Collaboration, the RSP teacher goes into the
general education and supports staff. The RSP teacher consults with
the general education staff in regards to implementing students
IEP. RSP can also be used as a resource for struggling students.
Slide 22 Case Carrier Roles and Responsibilities The Case Carrier
is the Resource Service Provider, the Speech Pathologist, or the
Special Education Teacher, depending upon the placement and
eligibility of the student. The Case Carrier: Schedules the IEP
meetings and notifies IEP team members. Develops agendas for IEP
meetings. Sends out SE-2 (Assessment plan). Parent contact and team
member liaison for communication about student. Organizes services
Organizes IEP documents and tape records if an attorney or advocate
attends. * Information taken from SEIS document library and
modified for presentation. Slide 23 Case Carrier Roles and
Responsibilities (cont) Makes corrections into SEIS after the IEP
Gathers work samples and evidence of progress Develops draft goals
and benchmarks with team Sends IEP and reports to the district
office and to IEP team members. Files reports and maintains
students confidential file. Calls additional IEPs if necessary.
Completes and sends special education progress reports at the
report card periods. Related service types and minutes vary with
each student. Slide 24 General Education Teacher Roles and
Responsibilities To the extent appropriate, participate in the
development, review, and revision of the childs IEP, including
assisting with: Determination of appropriate behavioral
interventions and strategies for the child Determination of
appropriate supplementary aids and services, program modifications,
and supports for school personnel that will be provided for the
child. Must be a member of the IEP team and if they are not
participating, the case carrier must notify the parent in writing
and the parent must approve. Slide 25 General Education Teacher
Roles and Responsibilities To be an effective part of the IEP
process, general educators will also need to: Know how to
communicate effectively. Know how to observe special education
students and record their behaviors objectively. Describe a
students performance and behaviors to emphasize the students
strengths. Convey an acceptance and willingness to actively
participate. Be willing to try new approaches. Be flexible with the
schedule. Be willing to ask for additional assistance. Slide 26
General Education Teacher Roles and Responsibilities Correspondence
with parents inside the IEP. Be honest, objective and kind and
speak positively without bias. *See handout for a list of verbs and
phrases that may help you to prepare positive, descriptive
statements for an IEP. *See handout for What a teacher can do to
prepare for an IEP. What to say and what not to say. *See handout
for the Dos and Donts. Slide 27 General Education Teacher Roles and
Responsibilities Correspondence with parents outside the IEP. Be
honest, factual and professional. Keep opinions out of the
interactions. Always support your team and school district in the
eyes of the parent and share concerns with the case carrier and
team before entering the IEP. Support staff need to relay all
communication through the teacher, case carrier or Autism Program
Manager, if applicable. Slide 28 Special Education Monthly Meetings
Check your school site as most special education teams meet monthly
to schedule IEPs and discuss student progress. Review of student
IEPs. Slide 29 Supporting the General Education Teacher When you
have a student who you feel is struggling in their academics due
to, but not limited to: behavior, attention, social, communication,
auditory, visual there are several options for support: 1. Start
collecting data on the areas of need and current interventions in
place. 2. Review and collect all information accessible to you. 3.
Contact the Student Study Team (SST) Coordinator for your school
site and complete the SST paperwork. Slide 30 Support for the
General Education Teacher (cont) 4. Discuss and document all
concerns with the SST Coordinator so that all necessary
professionals for the team may attend. 5. Do NOT promise the
student and family support as services are recommended only after a
student has qualified. Slide 31 Slide 32 Slide 33 Student Study
Team (SST) A pre-referral action plan process for intervention. A
regular education responsibility that MUST be considered prior to
an IEP. Required team members for meeting: parents, SST
coordinator, classroom teachers and administrator. Additional team
members for meeting: related service providers as needed. Necessary
documentation and information to be brought to the meeting. Slide
34 Student Study Team (SST) During the meeting all present
representatives will summarize the students strengths and concerns
in the classroom. After the review of all documented information a
plan is developed. If the plan is successful for the student YEAH!!
If the plan is unsuccessful for the student a follow-up meeting is
scheduled within 4-6 weeks to repeat the SST process. Slide 35
Student Study Team (SST) What if the revised plan is unsuccessful
for the student??? The student may qualify for more structured
accommodations/modifications that are part of either a 504 Plan
(Section 504 of the Rehabilitation Act) or an Individualized
Education Plan (IEP). Reference material: *See handout for Student
Study Teams. http://www.tustin.k12.ca.us/Page/646 Slide 36 Slide 37
504 Plan vs. IEP 504 Plan IEP Function of General Education Offers
all children equal access to an education. Document with a written
plan. Specific timelines do not exist. No required team members for
meeting, only recommended team members. Function of Special
Education Only for students who require special education services.
Individualized program to meet a students unique needs. Must
provide educational benefit. Document with specific language and
sections. Specific timelines. Requires specific team members
administrator, general education teacher, special education
teacher. Slide 38 504 Plan vs. IEP Slide 39 Slide 40 Implementing
the IEP **The case carrier is the primary contact with any issue
regarding the IEP** The case carrier will provide a copy of the IEP
to the general education teacher. A complete special education
confidential file is available at the school site. Full student IEP
is available on SEIS see the case carrier for access. Slide 41
Implementing the IEP Key areas of focus in the IEP. 1.
Accommodations and Modifications *See handout for Typical Special
Education Accommodations 2. Supplementary Aids and Services 3.
Testing 4. Goals 5. Grades Slide 42 Implementing the IEP
Accommodation Modification A change that helps a student overcome
or work around the disability. Ex: Allowing a student with
difficulty writing to verbally dictate answers. It is imperative
for the general education teacher to implement with support for the
special education case carrier. A change in what is being taught or
expected from the student. Ex: Altering the content of an
assignment to make it easier or more appropriate for their learning
grade level. It is imperative for the general education teacher to
implement with support for the special education case carrier.
Slide 43 Implementing the IEP Slide 44 Supplementary Aids and
Services documented throughout the IEP in various locations
Adaptive equipment. Assistive technology. Training for staff,
student and parents. Peer tutors. A one-on-one aide, ex: extra
classroom support, special circumstance aide, Para behavior
interventionist (PBI) Adapted materials. Collaboration/consultation
among staff, parents and other professionals. Slide 45 Implementing
the IEP Testing IDEA requires students take part in state and/or
district testing. A student on an IEP must have all accommodations
and/or modifications needed for testing included in the IEP. The
IEP team decides what tests are appropriate for the student. The
general education teacher must know the tests the student will be
taking and all accommodations and modifications. Slide 46 Slide 47
Implementing the IEP Goals IEP goals are written by the service
providers with input from the IEP team members. The service
providers (special education) send home progress reports in sync
with general education report cards. The general education teacher
is responsible for supporting the IEP goals. Slide 48 Implementing
the IEP Grades Elementary students may receive a P, below grade
level but making progress. If a P is given to a student it does NOT
need to be documented in the IEP. The appropriate
accommodations/modifications need to be in the IEP. Slide 49 Slide
50 Inclusion, Collaboration and Co-Teaching Why inclusion at TUSD?
Laws - IDEA, LRE Slide 51 Definition of Inclusion Being a part of
what everyone else is in Maximizing a persons quality of life
Belonging with the support needed Adaptations are made to support
the child Team work, interrelate and function together diversity is
valued Inclusion teaches compassion, understanding and patience for
typical children and gives special needs children self-esteem and
friendships. Gloria Jean Bass, Special Needs Coordinator Slide 52
Definition of Collaboration Share decisions, goals and classroom
instruction (teacher with special education team) Teachers as equal
partners Joint planning, combine expertise to meet the needs of all
learners Slide 53 Definition of Co-teaching Joint planning between
teacher and special education team Support Teaming together to
provide appropriate curriculum, assessment and adaptations to the
day Slide 54 Suggestions for implementing the model Acceptance of
diversity Opportunities to master concepts by teaching and
practicing Respect for all Whole class Small group All types of
instruction Increases peer role models for academic and social
skills Increases IEP goals Higher expectations are modeled Slide 55
Thank you for attending!!!
http://www.youtube.com/watch?v=pZZTr_ToF44
