The Link: Preschool Service Options & Individual Education Programs (IEPs)

The Link:

The Link:Preschool Service Options &Individual Education Programs (IEPs)

Setting the Stage

Why? What? How? What next?

Song of Our Children (video)

http://www.landlockedfilms.com/http://www.landlockedfilms.com/

Video Resources

Foundations of Inclusion Videohttp://community.fpg.unc.edu/connect

DPI videohttp://www.wispdg.org/ec/video.html

Including Samuel Video http://www.includingsamuel.com/screenings/host/

Why

“Inclusion does not mean trying to fit students with special needs into the mainstream; instead it means creating a mainstream where everyone fits.”

Snell & Janney 1992, p245

Full Inclusion vs LRE

What is your district philosophy? Does your community have policies

in place related to inclusion? How do these policies apply to

preschool? What does the law say about

inclusion?

Why Preschool Service Options?

All children have the right to……… a free appropriate public education

(FAPE) be educated in the least restrictive

environment (LRE)

What does LRE mean?

Each public agency shall ensure:

To the maximum extent appropriate, children with disabilities are educated with children who are nondisabled.

34 C.F.R. 300.114(a)(2)(i)

What does LRE mean?

Each public agency shall ensure:

Special classes, separate schooling or other removal of children with disabilities from the regular education environment occurs only if the nature or severity of the disability is such that education in regular classes with supplementary aids and services cannot be achieved satisfactorily.

34 C.F.R. 300.114(a)(2)(ii)

What does the IEP have todo with LRE?

The IEP is…… the most important document

written for children with disabilities. The vehicle for providing a free and

appropriate public education in the least restrictive environment (LRE).

IEP and LRE ? (continued)

The IEP is…… A communication vehicle between

parents and school personnel Team of Equal participants Joint, informed decisions regarding:

child’s needs and appropriate goals extent to which the child will

participate in the general curriculum and regular education environment.

Spirit and Intent of the Law (IDEA)Spirit and Intent of the Law (IDEA)

Every school district?

Each public agency shall ensure that a continuum of alternative placements is available to meet the needs of children with disabilities.

34 C.F.R. 300.115 (a)

State Performance Plan Preschool Target for Least Restrictive Environment

Preschool LRE: Increase percent of preschool children with IEPs who received special education and related services in settings with typically developing peers (e.g., early childhood settings, home and part-time early childhood special education settings).

Does your district need to comply with LRE requirement?

School district failed to comply with LRE requirement.

Decision of Seventh Circuit Court: Madison Due Process Hearing

Least Restrictive Environment (LRE) applies to preschool

What does the research say?

Review References

What is supporting us to considerLRE options?

What’s best for children and families? IDEA - It’s the law!

Birth-To-3

Natural environments 3-5

A full continuum of alternative placements

Wisconsin State Performance Plan State Preschool System Change Grants

and mini-grants to districts Expanding Community Options

How

Quality legal process in place Child find IEP

Eligibility Present level…. Functional goals Measurement and reporting Placement

Child Find and the Law

IDEA Sec. 612(a)(3) (http://idea.ed.gov.explore )(3) Child find.-- (A) In general.--All children with disabilities residing in

the State, including children with disabilities who are homeless children or are wards of the State and children with disabilities attending private schools, regardless of the severity of their disabilities, and who are in need of special education and related services, are identified, located, and evaluated and a practical method is developed and implemented to determine which children with disabilities are currently receiving needed special education and related services.

Regulation in Federal Register Sec. 300.111 Child find.

Child Find and the Law

Wisconsin Chapter 115115.762(3)(a)

(a) Ensuring that all children with disabilities, including children who are not yet 3 years of age, who reside in this state and who are in need of special education and related services are identified, located and evaluated.

Child Find in Wisconsin

Informed Referral Network Public Notice Community Screening Opportunities

Types of Screening Developmental Vision Hearing Immunizations Health Status

Child Find Resources

CESA 6http://www.cesa6.k12.wi.us/

products_services/earlylearningresources/childfind.cfm

Collaborating Partners websitehttp://www.collaboratingpartners.com/

EarlyID/index.htm

Quality IEP Process and Product

Considering a Continuum of Alternative Placements

The discussion begins with these questions: Where does this child spend time during the day? Where are typically developing children this age

in this community? Can the child’s goal and objectives be

implemented in the current setting(s) and/or in other settings with same age peers?

What other settings for service delivery would address the child’s goals and objectives?

What settings have been considered and rejected?

Will special education and related services be provided at no cost to the parents?

Spirit and intent of IDEA

Parents………..Required involvement & participation in: Evaluation IEP Placement

Parents and school personnel are EQUAL participants

Family Involvement

“Effective partnerships between parents and professionals require collaboration. It is hard work.”

Janice Fialka

First Step:Making an Eligibility Determination

Eligibility

Is there an impairment? Is there a need for special

education? (e.g. Does the impairment adversely effect the child’s educational performance?)

Areas of Impairment

1. Cognitive Disability

2. Orthopedic Impairment

3. Visual Impairment

4. Hearing Impairment

5. Speech or Language Impairment

6. Specific Learning Disability

7. Emotional Behavioral Disability

8. Autism9. Traumatic Brain

Injury10. Other Health

Impaired11. Significant

Developmental Delay

Assessment Assessment results are not useful

unless referenced against expectations in the natural environment. (Bronfenbrenner, 1977)

Diagnostic instruments compare a child to a norming population. They are useful in identifying developmental deficits.

Diagnostic instruments do not tell us what children need to learn to participate in activities and routines.

Assessment

Assessment is pre-planned Assessment is individualized Assessment provides useful

information Decision making is collaborative

McLean 2003McLean 2003

Assessment

Current trends in best practiceFamily centered assessmentUtilizing natural environmentsCollaborative approaches to

assessment by all team members

McLean, Wolery, &Bailey. (2004). Assessing Infants and Preschoolers with Special Needs. Upper Saddle River, NJ: Pearson Prentice Hall

McLean, Wolery, &Bailey. (2004). Assessing Infants and Preschoolers with Special Needs. Upper Saddle River, NJ: Pearson Prentice Hall

Prepare Parents for Participation

Formal and informal discussion (identify who will work with the family)

Routines Based Interviewing (trademarked process)

Step Ahead at Age 3 (birth-to-3 resource)

Positive Student Profile

Routines Based Interview

Prepare Families to Report Routines. Families Report on their Routines. Teacher (child care or preschool) reports

on classroom routines. Interviewer Reviews Concerns and

Strengths. Family has key role in Prioritizing

Outcomes or Goals Functional Intervention Planning: The Routines

Based Interview-handout in section 5

Timothy

Turning Three-Years-Old Spends his day in child care Received Birth-To-3 service at child

care Birth-To-3 made referral to the

school district

Timothy’s Evaluation for Eligibility

Review of current assessment Observation of Timothy Timothy’s family involved in the

assessment process Routines Based Interview Other team members involved

Facilitator

Put everyone at ease Identify purpose of meeting Introductions Encourage information from all

participants Clarify, rephrase and summarize Keep meeting focused Record on charts

See Facilitating the IEP Team ProcessSee Facilitating the IEP Team Process

Recorder

Record information on IEP forms Clarify if necessary


Parents

Required involvement and participation in:

Evaluation IEP Placement

General Education Teacher


Development of the IEP Review and revision of the IEP

LEA Representative

Local Education Agency representative

Administrator or person delegated with authority to commit the resources of the district

Special Education Providers

Identified when the referral was made

Review and/or conduct evaluation with specific expertise

Be prepared to address eligibility and need for special education at the meeting based on criteria and the law

Model Eligibility Discussion

Second Step:Developing the IEP

IEP Process and Product

What is the purpose of the IEP?

How do our beliefs about the IEP process influence that process?

How does our experience influence the IEP process?

How is it that we can change our process to a new, more family friendly and functional process?

How do we facilitate the IEP meeting so everyone has opportunity to dialogue and plan together?

Individuals with Disabilities Education Act 2004

The IEP is not a…..

form

The IEP must….

….be viewed as a

The IEP document…..

….is only one element of the process

The product (IEP) is developed during the process (dialogue).

Prior to the meeting:

Identify Roles Facilitator Recorder Post large charts

See IEP Guide (page 1) - Process and ProductSee IEP Guide (page 1) - Process and Product

Facilitator

Put everyone at ease Identify purpose of meeting Introductions Encourage information from all

participants Clarify, rephrase and summarize Keep meeting focused Record on charts


Recorder

Record information on IEP forms Clarify if necessary


Parents


Evaluation IEP Placement

General Education Teacher


Development of the IEP Review and revision of the IEP

The IEP is:

Joint, informed decisions regarding the child’s needs, goals, and participation in general curriculum and environment

Present Level of Academic Achievement and Functional Performance

What is Timothy doing now? Setting the Stage

- Introductions- Role explanations e.g. facilitator and

recorder

See IEP Guide (pages 1-2) - Process and ProductSee IEP Guide (pages 1-2) - Process and Product


Family’s view of the situation, e.g. description of the child, strengths, expectations, concerns- Professionals acknowledge the

family’s efforts- Respond to the family’s views

See IEP Guide (page 8) - Present LevelSee IEP Guide (page 8) - Present Level


Professionals share information Initial Assessment Ongoing Assessment Instructional Strategies Strengths and concerns regarding

the childConfirm family and professionalagreement

See IEP Guide (page 8) - Present LevelSee IEP Guide (page 8) - Present Level

IDEA 2004 Intent is:

Access to the General Curriculum (for preschool, age appropriate activities)

Instructional Planning Student progress and accountability Links to general education

curriculum Meaningful general education

participation

Consider state/local standards and benchmarks when developing goals and objectives

See Wisconsin Model Early Learning StandardsSee Wisconsin Model Early Learning Standards

Functional Goals Are naturally occurring

Authentic circumstances Woven into natural child-driven activities

Have a natural cue Opportunity to practice in a typical

environment Real life activities allow practice of real life

skills Have a critical effect

Activity matters to the child Meaningful in the child’s daily life Important to family Has a purpose or function

High quality IEP goals:

Developed from a comprehensive assessment process

Directly linked to intervention and ongoing evaluation

Likely to contribute to Individualization of services Improved outcomes for young children

Pretti-Frontczak, Bricker, 2000Pretti-Frontczak, Bricker, 2000

Criteria for Functional Goals

Reflect the priorities of the family/teachers/other caregivers (RBI)

Reflect real life situations Understandable Measurable

NIPIPNIPIP

#1 Does the goal reflect the priorities of the family/caregivers/teachers?

Ask yourself: Is the goal useful and meaningful to

the family and other caregivers? Why should the child work on this

goal? The answer should be immediately

apparent Does it address

Engagement Interaction (social relationships) Independence

NIPIPNIPIP

#2 Does the goal reflect real life situations?

Ask yourself:Can the goal be addressed by:

multiple people, at multiple times of the day, during normal routines &

activities?Is the context clear?

NIPIPNIPIP

#3 Is the goal understandable?

Ask yourself:Does it make sense?Can most anyone understand

what is expected?Is it free of jargon?

NIPIPNIPIP

Examples of Functional Measurable Goals

While engaging in pretend play with at least one adult or child, Samuel will use both hands to play with toys for five minutes 9 out of 10 play opportunities.


When conversing with adults and peers, Nicole will increase the amount of time she is understandable to the average listener 75% of the time.

When presented with a choice of two actions, objects, or toys, Susan will make a choice from a set of two or three options 4 of 5 opportunities (may use vocalizations or an augmentative switch activated device).


Goals

What should Timothy be doing? Related to meeting the child’s needs

resulting from the disability Related to disability needs identified in the


How will the goals be accomplished? Benchmarks and short term objectives

(optional; not required)

See IEP Guide (page 10) - GoalSee IEP Guide (page 10) - Goal

Synthesize the discussion Periodically review if goals address

prior concerns of family and professionals

Do the goals make sense to the family and professionals?

Do the goals support interaction, engagement and independence?

See IEP Guide (page 10) - GoalsSee IEP Guide (page 10) - Goals

Procedures for measuring progress toward meeting goals

How do we measure progress? Formal/informal evaluation Charting Anecdotal reportsWhen will we report progress? Scheduled reports to parents Conferences and home visits Phone calls

See IEP Guide (page 11) - Goals, Measurement and ReportingSee IEP Guide (page 11) - Goals, Measurement and Reporting

Step Three:Determining Services and Placement


The discussion begins with these questions: Where do typically developing children this child’s

age spend their day in this community? Where does this child spend time during the day? Can the child’s goal and objectives be addressed

with the use of supplementary aids and services (special education and related services) in settings with same age peers?


Will the special education and related services be provided at no cost to the parent?

Least Restrictive Environment

General education curriculum Regular education environment

Program Summary of Instructional Services

What services will Timothy need to achieve the goals?

Specially designed instruction Supplementary aids and services Related services Program modifications or supports

for school personnel

See IEP Guide (page 15) - Program Summary of Instructional ServicesSee IEP Guide (page 15) - Program Summary of Instructional Services

Placement and LRE

Utilize discussion of present level, goals, objectives/benchmarks

Consider maximum time appropriate in general environment

Consider accommodations in the general curriculum

Consider specially designed instruction

See IEP Guide (page 19) - Placement ConsiderationsSee IEP Guide (page 19) - Placement Considerations


The discussion begins with these questions: Where does this child spend time during the day? Where are typically developing children this age

in this community? Can the child’s goal and objectives be

implemented in the current setting(s) and/or in other settings with same age peers?


What settings have been considered and rejected?

Will special education and related services be provided at no cost to the parents?

Purposes of the IEP…

Communication Mutual agreement Commitment of resources Management tool Monitoring document Evaluation device

After the Meeting

Make any necessary edits so that the document is clear and maintains the integrity of the IEP team dialogue.

Send IEP to parents Meet again if parents have

concerns Review and modify IEP when

needed

The Link:

The Link:Preschool Service Options &Individual Education Programs (IEPs)

Documents

The Link: Preschool Service Options & Individual Education Programs (IEPs)