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Guidelines for Making Decisions about IEP Services IEP Services 7 of 8 Decide What Before How.

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Presentation on theme: "Guidelines for Making Decisions about IEP Services IEP Services 7 of 8 Decide What Before How."— Presentation transcript:

1 Guidelines for Making Decisions about IEP Services IEP Services 7 of 8 Decide What Before How

2 This series of slide shows is based on: Guidelines for Making Decisions about IEP Services 2001 Michael F. Giangreco, Ph.D. University of Vermont, Center on Disability and Community Inclusion This document is available in a pdf (portable document format) on the internet Distributed by the Vermont Department of Education Family and Educational Support Team Montpelier, Vermont Development of this material was supported by a grant from the Vermont Department of Education, Montpelier, Vermont under the auspices of Vermont Act 117: An Act to Strengthen the Capacity of Vermonts Education System to Meet the Needs of All Students, Section 7 (d) (5).

3 Decide how services are provided Modes and Frequency of Service

4 Modes of Service Assessment Direct Services Indirect Services Consultation Combinations

5 Assessment is the gathering of information for educational planning and includes record review, interview, observation and administration of formal and informal tools that are appropriate and valid for the student. Assessment

6 Direct services are those provided by qualified personnel directly to a student, including those who have met state- approved certification, licensing, registration, or other comparable requirements that apply to......providing special education or related services (34 CFR §§ ). Direct Service

7 In contrast to direct service, indirect services are delivered directly to the student by another person (e.g., a paraprofessional) under the direct supervision of a qualified professional. Indirect Service

8 Consultation refers to the planned communication of information or skills from one person to others. It can include technical assistance and training, monitoring, service coordination, and administrative consultation. Consultation

9 Deciding what combination of service modes (e.g., direct, indirect, consultation) is appropriate means matching the mode with the purpose to be served. Match mode of service to purpose served

10 Decide how much service is needed. There is no formula to make such decisions, rather it is based on the students needs, past performance, and priorities. Frequency of Services

11 In determining the frequency of the services, the amount chosen for one disciplines involvement may affect the amount for another discipline. Therefore, consider the interrelationships among the disciplines.

12 A special consideration regarding frequency of services pertains to whether a student with a disability requires extended school year (ESY) services. Extended School Year Services

13 Extended school year services refer to special education and related services that: are provided to a child with a disability; beyond the normal school year of the public agency; in accordance with the childs IEP; at no cost to the parents of the child; and meet the standards of the SEA (State Education Agency).

14 ...extended school year services must be provided only if a childs IEP team determines, on an individual basis, … that the services are necessary for the provision of FAPE to the child. 34 CFR

15 In general, the more knowledge and skills, school staff have to address diverse needs of all students, the lower the need for specialized services for students with disabilities. Consider approaches that build school capacity

16 Building the capacity of the school community allows human and material resources to be developed and utilized in ways that benefit increasing numbers of students with and without disability labels.

17 The IDEA allows for paraprofessionals and assistants who are appropriately trained and supervised… …to be used to assist in the provision of special education and related services to children with disabilities. (34 CFR ) If paraeducator support is proposed, consider its use and impact

18 Sometimes the well- intended assignment of a paraeducator to a student merely shifts the responsibilities. It is ironic that this common solution sometimes results in assigning the least trained and least qualified adults to students who have the most complex learning challenges.

19 Inadvertent detrimental effects of assigning a paraeducator to an individual student: creates unnecessary and unhealthy dependencies on adults interferes with teacher ownership and responsibility for students with disabilities interferes with peer relationships limits students access to competent instruction limits access to typical class activities isolates students within the classroom may be perceived as stigmatizing by students limits personal control and self-determination

20 Any paraeducator services offered to a student with a disability are indirect services. This is the case because under IDEA paraprofessionals must be trained for their roles and supervised by qualified professionals. They are not to be operating on their own without such training and supervision.

21 There should be a match between the supports to be provided and the skills of the person designated to provide the supports. For example, if a student needs extensive curriculum modifications or the development of a positive behavioral support plan, assigning a paraprofessional is unlikely to meet that need. Does paraeducator support match the need?

22 Be clear about the times and conditions in which such supports are needed. For example, one student may only need certain types of supports when using the bathroom or eating lunch. Another student may only need support during math activities or in physical education. At what times or under what conditions paraeducator support match the need?

23 Assigning paraeducators, when the root of the problem rests in curricular, instructional, personnel, service provision, training, or organizational factors may mask serious concerns or delay attention to them. Will it mask other needs or delay attention to them?

24 After the initial IEP has been developed, adjustments may be required to better match the actual situation where the student will receive IEP services. Remember, IEP services can be modified if needed

25 Open the next slide show Open the next slide show labeled: IEP Services 8 of 8 Slide show 8 of 8 addresses, Implement the Special Education Services and Evaluate the Impact of the Services


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