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What Do I Need to Know About IEPs?. June, 2009. Take a minute…. What is the purpose of an IEP?. It is About Access. What Does Access Mean?. Access means a barrier-free opportunity to learn and use materials, resources, and events in natural settings. - PowerPoint PPT Presentation
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What Do I Need to Know About IEPs?
June, 2009
9.17.09 1SERC
Take a minute…
What is the purpose of an IEP?
9.17.09 SERC 2
It is About Access
9.17.09 3SERC
What Does Access Mean?
Access means a barrier-free opportunity to learn and use materials, resources, and events in natural settings.
“Barrier-free” means without any unnatural or arbitrary obstacles
Moll (2003)
9.17.09 4SERC
9.17.09 5SERC
1/12/06 SERC 6
What Practices Lead to Effective IEPs?
Knowing the rationale behind IEPs Decision-making Documenting the decisions Implementing the IEP Measuring student progress
The Rationale
Legal BackgroundTerminologyPhilosophy
Decision-Making Values
9.17.09 7SERC
What is the Purpose of IDEA?
“ To ensure that all children with disabilities have available to them a free appropriate public education that emphasizes special education and related services designed to meet their unique needs and prepare them for further education, employment, and independent living”
§601 (d) of IDEA ‘04
9.17.09 8SERC
FAPE
Free Appropriate Public Education means special education and related services that… have been provided at public expense; meet the standards of the State; include an appropriate school education; and conform with the IEP procedures
§602 (9) of IDEA ‘04
9.17.09 9SERC
What Is Essential to Know? Special Education Related Services Supplementary Aids & Services Least Restrictive Environment
9.17.09 10SERC
Special Education
“Specially designed instruction, at no cost to parents, to meet the unique needs of a child with a disability…”
§602 (29) of IDEA ‘04
9.17.09 11SERC
Specially Designed Instruction
“Adapting, as appropriate to the needs of an eligible child…, the content, methodology, or delivery of instruction: To address the unique needs of the child that result
from the child's disability; and
To ensure access of the child to the general curriculum, so that the child can meet the educational standards within the jurisdiction of the public agency that apply to all children.”
Regulations: Part 300 / A / 300.39 / b / 39.17.09 12SERC
Related Services“Transportation, and such developmental, corrective, and other supportive services… as may be required to assist a child with a disability to benefit from special education...” speech-language pathology and audiology services interpreting services psychological services physical and occupational therapy recreation, including therapeutic recreation social work services school nurse services (to receive FAPE) counseling services, including rehabilitation counseling orientation and mobility services medical services (except medical services for diagnostic and
evaluation purposes only)
§602 (26) of IDEA ‘04
9.17.09 13SERC
Supplementary Aids and Services
“Aids, services, and other supports that are provided in regular education classes or other education-related settings to enable children with disabilities to be educated with nondisabled children to the maximum extent appropriate in accordance with [LRE].”
§602 (33) of IDEA ‘04
9.17.09 14SERC
LRE Provision
“ To the maximum extent appropriate, children with disabilities… 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.”
§612 (a)(5)(A) of IDEA ‘04§612 (a)(5)(A) of IDEA ‘04
9.17.09 15SERC
Mainstreaming
Selective placement of students in special education in one or more general education classes
Assumes a student must “earn” the opportunity by “keeping up” The student needed to adapt The general education classroom did not
change
9.17.09 16SERC
Inclusion
Expresses a belief system (philosophy) of educating each child, to the maximum extent appropriate, in the school and classroom(s) where he or she would otherwise attend
Involves bringing support services to the child rather than moving the child to the services
9.17.09 17SERC
A Necessary Paradigm Shift
MainstreamingMainstreaming
LRELREVisitor
MemberStetson and Associates, Inc.
9.17.09 18SERC
ALL kids are general education students
A New Era: Revitalizing Special Education for Children and Their Families. (2002).
9.17.09 19SERC
A Reflection on LRE How is the general education classroom
considered as the first placement option (before removal)?
How are supplementary aids and services used to support students staying in the general education classroom?
Does the discussion about placement/location occur only after goals & objectives are set?
9.17.09 20SERC
1/12/06 SERC 21
Based on That Purpose…
An IEP should focus on: Increasing time with non-disabled peers
(TWNDP)
Increasing participation and progress in general education curriculum
What Are Your Decision-Making Values? More-is-Better
Assumes that quantity equals quality Tends to decrease LRE
Return-on-Investment Selects service most likely to “fix” Has an underlying notion of “you’re not ok”
9.17.09 SERC 22
Giangreco (2001)
Only-as-Special-as-Necessary
Uses natural supports that exist in general education
Determining the appropriate type & amount of service
9.17.09 SERC 23
Giangreco (2001)
The Process
Planning and Placement Teams
9.17.09 24SERC
Planning & Placement Team (PPT) CT Regulations
“A group of certified or licensed professionals, who represent each of the teaching, administrative and pupil personnel staffs and who participate equally on the decision making process to determine the specific educational needs of the child and develop an IEP for the child.”
Conn. Agencies Regs. § 10-76a-1(15)
9.17.09 25SERC
1/12/06 SERC 26
Planning vs. Telling The purpose of the PPT is to MAKE
DECISIONS and CREATE A PLAN So when we come into the meeting with goals
already written and placement already determined… Who really made the decisions? When were they made? What were they based on?
Does this comply with the intent of the law?
IEP Team – Federal StatuteA group of individuals composed of— The parents; At least 1 regular education teacher; At least 1 special education teacher, A representative who is
Qualified to provide or supervise specially designed instruction; Is knowledgeable about general education curriculum; & Is knowledgeable about availability of resources;
An individual who can interpret the instructional implications of evaluation results (may be a member of the team);
Other individuals who have special expertise; & Whenever appropriate, the child.
9.17.09 SERC 27
§614 (d) of IDEA ‘04
Why an Administrator?
Someone to ensure… Supervision of the special education Expertise in general education curriculum Appropriate services and resources are
provided without delay Coordination of staffing, scheduling, and
resources
9.17.09 28SERC
A Reflection on Membership
Do parents and students have an active roll in the PPT decisions?
Who has the expertise in the general education curriculum, including specific subject areas?
Who has specific knowledge about the student’s performance level?
Who has the ability to coordinate resources and supervise the implementation of special education services?
9.17.09 29SERC
1/12/06 SERC 30
Reflective Question
What is the difference between these two terms? Paperwork
Documentation
1/12/06 SERC 31
Reflective Question What is the difference between these two
terms? Paperwork
work such as writing letters or reports, which must be done but is not very interesting
Documentation official documents, reports etc., that are used to
prove that something is true or correctLongman Dictionary of Contemporary English http://www.ldoceonline.com/
1/12/06 SERC 32
Reflective Question
Does the “paperwork” drive the process or does the process get documented?
Documenting the Process
The Individualized Education Program
9.17.09 33SERC
What Comes First?
Write a number next to each item that represents the typical order of decisions in a PPT.
9.17.09 34SERC
Compare & Contrast
Compare this order to the IEP documentation.
12
3
9.17.09 35SERC
Key Word: ALIGNMENTNeed for Specially Designed Instruction
Goals & Objectives/ Program Accommodations & Modifications
Types of Support & Placement
9.17.09 36SERC
Documentation of the Process
PPT Meeting Cover Page p.1
Demographic information Record of Attendance
PPT Recommendations p.2 (Summary optional)
Prior Written Notice p.3
9.17.09 37SERC
Individualized Education Program (IEP)
Present levels of academic & functional performance
Measurable annual goals How & when progress will
be measured & reported Special education & related
services/supplementary aids & services/program modifications or supports for school personnel
Explanation of extent, if any, the child will NOT participate with non-disabled children in regular class
Any accommodations necessary on state & district wide assessments
Beginning date & frequency, location, & duration of services & modifications
Post secondary goals & transition services (following 15th birthday)
“A written statement for each child with a disability that is developed, reviewed, & revised in accordance with this section & that includes -”
§614 (d) of IDEA ‘04
9.17.09 38SERC
Documentation of the Process
IEP Present levels of Performance pp.4&5 Transition Planning p.6 Goals & Objectives p.7 Program Accommodations & Modifications p.8 State & District Testing Accommodations p.9 Special Factors, Progress Reporting, Exit Criteria p.10 Summary of Special Education, Related Services, and
Regular Education p.11
9.17.09 39SERC
Recording Data **Required Data Collection p.12
9.17.09 40SERC
Present Level of Performance Page 4 & 5 How does the student’s present level of
performance compare to general education content & performance standards? What general education
standards does the student know and can do?
9.17.09 41SERC
Demands/
Skills
Years in School
The Achievement Gaps
KU-CRL
Gap
Present Level
Expected Performance
9.17.09 42SERC
Specialized Instruction Page 4 & 5
How does the student’s disability specifically affect involvement and progress in to the general curriculum? If {concern}, then {impact}
occurs in the area of…
9.17.09 43SERC
Transition Planning Page 6 How was the student’s needs for transition
assessed? How are the student’s preferences and
interests determined? How does the student’s transition planning
link to goals and objectives?
9.17.09 44SERC
Measurable Goals & Objectives Page 7 What specific strategies, skills, and
concepts does the student need to learn? Observable (Can we see, hear, touch it?) Measurable (Can we count it?) Specific (Can we agree when we see it?)
9.17.09 45SERC
Which Ones Are Observable, Measurable, & Specific? Paying attention Aggressive behavior Out of seat Off task Throwing objects Homework completion
Comprehension Spelling errors Phonemic awareness Math facts known Writing narrative Correct words per
minute
How would you change vague and non-measurable terms to be observable, measurable, and specific?
9.17.09 46SERC
The “Stranger Test”
Can any teacher implement these goals/objectives?
The student will use appropriate vocabulary in writing assignments
Using a highlighter and a set directions for a task, the student will highlight the verbs to indicated what needs to be done
The student will improve social skills in group settings 80% of the time
9.17.09 47SERC
The “Dead Person” Test
Can a dead person meet these goals/objectives?
During circle time, the student will remain quiet for ten minutes
The student will keep hands and feet to self
For class discussions the student will use a ticket each time she wants to contribute
9.17.09 48SERC
What Needs to Be Learned?
Strategies Problem-solving and
decision-making Study skills Coping Compensation Self-awareness Self-management
Skills Able to do Specific applications
Concepts Need to know Abstract ideas
9.17.09 49SERC
1/12/06 SERC 50
Writing a Desired Goal Clearly define the outcome
Observable (can be seen) Measurable (can be counted) Specific (clear terms, no room for a judgment
call)
Reporting Progress Page 7 What is the expected amount of growth? How will it be known that the student has made
progress? What is the monitoring process?
Frequency, duration, accuracy Type of assessment
How will progress be reported? How often?
9.17.09 51SERC
The 80% Rule
The child will cross the street with 80% accuracy
The student will write a paragraph with 80% accuracy
The child will decode a reading passage with 80% accuracy
9.17.09 52SERC
Instructional Levels for Reading Word Identification
Independent level (science)
98%-100% Instructional level
(reading) 93%-97%
Frustration level 92% or less
Reading Comprehension Independent level
100% Instructional level
75%-100% Frustration level
74% or less
Gickling (1978)
9.17.09 53SERC
Le was gabadling when she entered, taking no obvious note of her Le was gabadling when she entered, taking no obvious note of her yestle at all. Danielle looked at lex curiously. She knew that yestle at all. Danielle looked at lex curiously. She knew that Edward had been on whub lately and was one of the very few Edward had been on whub lately and was one of the very few outside of House Bassets who knew the truth behind that whub. outside of House Bassets who knew the truth behind that whub. The dark plawbs had come and infiltrated Claymont's zeubs, and The dark plawbs had come and infiltrated Claymont's zeubs, and Edward was serving as a front mallec for their operations. If Edward was serving as a front mallec for their operations. If Danielle held any preconceived gezoxs of how terrible the elf truly Danielle held any preconceived gezoxs of how terrible the elf truly could be, one look at Edward surely confirmed those could be, one look at Edward surely confirmed those qualalicutions. Le had never been a nervous one-Danielle wasn’t qualalicutions. Le had never been a nervous one-Danielle wasn’t sure that le was now-and had never been a mallec Danielle would sure that le was now-and had never been a mallec Danielle would have expected to find at odds with herself.have expected to find at odds with herself.
Salvatore, R.A. Salvatore, R.A. Servant of the ShardServant of the Shard Wizards of the Coast (2000) Wizards of the Coast (2000)9.17.09 54SERC
Frustration Level
LeLe was was gabadlinggabadling when she entered, taking no obvious note of her when she entered, taking no obvious note of her yestleyestle at all. Danielle looked at at all. Danielle looked at lexlex curiously. She knew that curiously. She knew that Edward had been on Edward had been on whubwhub lately and was one of the very few lately and was one of the very few outside of House Bassets who knew the truth behind that outside of House Bassets who knew the truth behind that whubwhub. . The dark The dark plawbsplawbs had come and infiltrated Claymont's had come and infiltrated Claymont's zeubszeubs, and , and Edward was serving as a front Edward was serving as a front mallecmallec for their operations. If for their operations. If Danielle held any preconceived Danielle held any preconceived gezoxsgezoxs of how terrible the elf truly of how terrible the elf truly could be, one look at Edward surely confirmed those could be, one look at Edward surely confirmed those qualalicutionsqualalicutions. . LeLe had never been a nervous one-Danielle wasn’t had never been a nervous one-Danielle wasn’t sure that sure that lele was now-and had never been a was now-and had never been a mallecmallec Danielle would Danielle would have expected to find at odds with herself.have expected to find at odds with herself.
Salvatore, R.A. Salvatore, R.A. Servant of the ShardServant of the Shard Wizards of the Coast (2000) Wizards of the Coast (2000)9.17.09 55SERC
For Example…
… scoring a 5/6 on a rubric measuring the use of the graphic organizer
… at least 5 consecutive school days based on the check sheets and teacher observations
… as measured by the student being able to correctly state the steps with 100% accuracy
9.17.09 56SERC
Program Accommodations & Modifications Page 8 What is the impact of this accommodation on:
learning; access to general education curriculum; independence?
How can this accommodation be more like peers and be cool?
What assistive technology was considered?
9.17.09 57SERC
Accommodations vs. Modifications
Accommodation A change made to the
teaching or testing procedures in order to provide a student with access to information and to create an EQUAL OPPORTUNITY to demonstrate knowledge and skills (HOW)
Modification A change in what the
student is expected to learn and/or demonstrate (WHAT)
While a student may be working on modified course content, the subject area/context remains the same as for the rest of the class.
Nolet, V. & McLaughlin, M. J. (2000)9.17.09 58SERC
Let’s Give it a Try!
Identify each of the items as an accommodation or modification…
9.17.09 59SERC
Accommodation or Modification?
Color code important words or phrases
George Washington was the first president of the United States
Accommodation9.17.09 60SERC
Accommodation or Modification?
Read mathematical word problems aloud to a student
Accommodation9.17.09 61SERC
Accommodation or Modification?
A student retrieves 2 pictures from the Internet related to the essential elements of a World History topic. He demonstrates understanding by naming and pointing to the correct picture when cued by his peers during a presentation
Modification9.17.09 62SERC
Accommodation or Modification?
Allow a student to complete a project as an alternative to a test
It Depends9.17.09 63SERC
Accommodation or Modification?
A student is learning the concepts of part, whole and half; her peers are working on adding fractions
Modification9.17.09 64SERC
Accommodation or Modification?
Provide audiotapes, CDs or MP3s of textbooks and have the student follow the text while listening
Accommodation, except…9.17.09 65SERC
Accommodation or Modification?
A student is working on elapsed time through creating and using a schedule of his daily activities, while his classmates work on multi-step word problems with elapsed time
Accommodation, as long as…9.17.09 66SERC
Accommodation or Modification?
Graphic organizers such as semantic webs or concept maps Animals
Mammals Reptiles Birds
Dog Snake Robin
Accommodation9.17.09 67SERC
Accommodation or Modification?
Reduce the number of Math problems from 25 to 10
Accommodation, as long as…9.17.09 68SERC
Accommodation or Modification?
Provide alternative books with similar concepts, but at an easier reading level
Accommodation, as long as…9.17.09 69SERC
Accommodation or Modification?
A student is required to discriminate between animals and plants when given pictures and short descriptions, while the rest of the class is required to tell the distinguishing characteristics of animal and plant cells
Modification9.17.09 70SERC
Accommodation or Modification?
Provide a designated note taker or photocopy the notes of a classmate (use carbonless paper)
Accommodation9.17.09 71SERC
How did you do?
9.17.09 72SERC
Examining ImpactEvidence of High Impact on Learning
High Access to General Education Curriculum
Fosters Independence
Evidence of No Impact on/Prevents Learning
No Access/Barrier to General Education
Curriculum
Fosters Dependence
9.17.09 73SERC
Evidence of High Impact on Learning
High Access to General Education Curriculum
Fosters Independence
Evidence of No Impact on/Prevents Learning
No Access/Barrier to General Education
Curriculum
Fosters Dependence
Reducing Amount of Work
9.17.09 74SERC
Evidence of High Impact on Learning
High Access to General Education Curriculum
Fosters Independence
Evidence of No Impact on/Prevents Learning
No Access/Barrier to General Education
Curriculum
Fosters Dependence
Teacher Orally Read Directions
9.17.09 75SERC
Evidence of High Impact on Learning
High Access to General Education Curriculum
Fosters Independence
Evidence of No Impact on/Prevents Learning
No Access/Barrier to General Education
Curriculum
Fosters Dependence
Manipulatives
9.17.09 76SERC
Integration with Universal Practice
Most Like Peers
Enriches Other’s Learning
Seen as “Cool”
Easy to Put into the Routine
Least Like Peers
Deters Other’s Learning
Seen as “Uncool”
Difficult to Put into the Routine
9.17.09 77SERC
Peer Reads DirectionsMost Like Peers
Enriches Other’s Learning
Seen as “Cool”
Easy to Put into the Routine
Least Like Peers
Deters Other’s Learning
Seen as “Uncool”
Difficult to Put into the Routine
9.17.09 78SERC
ManipulativesMost Like Peers
Enriches Other’s Learning
Seen as “Cool”
Easy to Put into the Routine
Least Like Peers
Deters Other’s Learning
Seen as “Uncool”
Difficult to Put into the Routine
9.17.09 79SERC
State & District Testing & Accommodations Page 9 Which accommodations increase the student’s
opportunity to successfully demonstrate learning?
How do these accommodations impact the student’s ability to take a test?
How do these accommodations align with the accommodations used in the student’s daily instruction?
9.17.09 80SERC
Special Factors, Progress Reporting, Exit Criteria Page 10 What was considered for students with behavior
concerns, visual impairments, hearing impairments, or for students who do not have English as a primary language?
How often will the student’s progress be reported?
How and when will the student exit special education services?
9.17.09 81SERC
Special Education, Related Services, & Regular Education Page 11 How frequently does the student need
direct instruction? Who will provide the instruction? Who will be responsible to oversee
implementation & monitor student progress?
Where will the instruction occur?
9.17.09 82SERC
Infusing IEPs
List the typical schedule or activities, including non-academic areas/unstructured times, such as art, PE, music, recess, lunch, or hallway
List the student’s IEP goals and objectives
Determine when these goals and objectives can be taught and reinforced
9.17.09 83SERC
Arriv/D
ismis
SS
Math
Reading
ScienceA
rt Flex Tim
eM
usicLunch
Given a balance scale and manipulatives the student will orally demonstrate how to maintain equivalence in simple one variable equations…
X X
Given a pattern, the student will use manipulatives to determine if it is repeating or growing… X X X
When using a real world problem involving money, the student will provide the right amount of money needed or more and determine if change is needed…
X X
Schedule of ActivitiesIEP Goals
9.17.09 84SERC
Arriv/D
ismis
SS
Math
Reading
ScienceA
rt R
ecessM
usicLunch
Given a small group activity, Steven will record conflicting ideas as a first step to negotiating a compromise…
X X X X
In a given social or group situation, Steven will go to an adult when he needs assistance resolving a conflict….
X X X X X X X X X
In a given social or group situation, Steven will initiate conversation with a peer… X X X X
Schedule of ActivitiesIEP Goals
9.17.09 85SERC
Implementing the IEP
9.17.09 86SERC
Integrity
Did we do what we said we would do? Reasons why we tend not to follow through:
IEP was not a “working document” for all implementers IEP was not clearly defined or comprehensive The implementers need professional development The right resources (time, money, personnel) were not
supplied
9.17.09 87SERC
Measuring Student Progress
Evaluating ImpactReporting Progress
9.17.09 88SERC
Measuring the Effectiveness of Implementation Did we achieve our goals for student
outcomes?
How do we know this?
9.17.09 89SERC
Monitoring vs. Evaluating
Monitoring On-going and frequent Part of the
implementation process
Provide information for adjustments in plan
Evaluating A specific point in time A review of the
implementation process
Provide information for decisions on next steps
9.17.09 90SERC
Resources for IEP Development Bateman, B.D. & Herr, C. M. (2003). Writing Measurable
IEP Goals and Objectives. Wisconsin: IEP Resources.
Clark, S. G. (2000). The IEP process as a tool for collaboration. Teaching Exceptional Children 33(2): 56-66.
Massanari, C. B. (2002). Connecting the IEP to the general curriculum: A talking paper.
Nolet, V. & McLaughlin, M. J. (2000). Accessing the General Curriculum: Including Students with Disabilities in Standards-Based Reform. California: Corwin Press.
9.17.09 91SERC
Web Resources for IEP Development
Giangreco, M. F. (2001). Guidelines for making decision about IEP services. http://www.uvm.edu/~mgiangre/
Reed, P. Let’s put the planning back in Individual Educational Programs. http://www.wati.org/at_services/pdf/atintheeip.pdf
Connecticut State Department of Education (Special Education) http://www.sde.ct.gov/sde/cwp/view.asp?a=2678&Q=320730
Building the Legacy: IDEA 2004 http://idea.ed.gov/explore/view
9.17.09 92SERC