Presentation on theme: "Standards-based Individualized Education Program (IEP) Module Five: Identifying Special Education and Related Services Standards-based IEP State-Directed."— Presentation transcript:
Standards-based Individualized Education Program (IEP) Module Five: Identifying Special Education and Related Services Standards-based IEP State-Directed Project – Winter 2011
Ask: What related services or accommodations are needed to enable the student to access the knowledge in the general education curriculum? What accommodations have been used by the student and were they effective? Has the complexity of the materials been changed in such a way that the content has been modified? Identifying Special Education and Related Services
Standards-based IEP State-Directed Project – Winter 2011 A. Determining related service Related services may include but are not limited to: speech-language therapy psychological services early identification and assessment of disabilities in children medical services for diagnostic or evaluation purposes audiology services physical therapy occupational therapy counseling services, including rehabilitation counseling school health services school/nurse services interpreting services recreation, including therapeutic recreation orientation and mobility services social work services in schools parent counseling and training
Standards-based IEP State-Directed Project – Winter 2011 Direct Services Indirect Services Types of Related Service interventions offered by schools include:
Standards-based IEP State-Directed Project – Winter 2011 The Professional Should Also: Monitor the student's performance within the educational setting so that adjustments can be made to improve student performance, as needed, and Consult with teachers and parents on an ongoing basis, so that relevant strategies can be carried out through indirect means at other times. Direct Services:
Standards-based IEP State-Directed Project – Winter 2011 Good practice is generally thought to include the following aspects: The intervention procedure is designed by the related service professional (with IEP team input) for an individual student. The related service professional has regular opportunities to interact with the student. The related service professional provides ongoing training, monitoring, supervision, procedural evaluation, and support to staff members and parents. Indirect Services:
Service or providerDirectIndirect psychological counselingOne on one counseling Training teacher how to implement a behavior management program Physical therapySmall group therapy Providing lesson/or adapting lessons to be used in physical education Speech therapyCo-teaching English classConsulting with the classroom teacher on activities to improve students written language Direct and Indirect Services: Standards-based IEP State-Directed Project – Winter 2011
B. Identifying the Supplementary Aids and Services: Accommodations Do not reduce learning expectations Provide access Modifications Practices that change, lower or reduce learning expectations Can increase the gap between achievement and proficiency Standards-based IEP State-Directed Project – Winter 2011
Presentation: o Provide on audio tape o Provide in large print o Reduce number of items per page or line o Provide a designated reader o Present instructions orally Response: o Allow for verbal responses o Allow for answers to be dictated to a scribe o Allow the use of a tape recorder to capture responses o Permit responses to be given via computer o Permit answers to be recorded directly into test booklet Test Scheduling o Administer a test in several timed sessions or over several days o Allow subtests to be taken in a different order o Administer a test at a specific time of day Setting: o Provide preferential seating o Provide special lighting or acoustics o Provide a space with minimal distractions o Administer a test in small group setting o Administer a test in private room or alternative test site Examples of Classroom Accommodations Standards-based IEP State-Directed Project – Winter 2011
Increase students independence; Example: Use of voice recognition computer software vs. scribe to compose a paragraph Are designed for students continued use after high school; Example: Use of augmentative communication device vs. personal assistant to request appropriate accommodations Support the achievement of students postsecondary goals; Example: Use of a cell phone alarm vs. fathers reminders to take medications so that student can live in his own apartment Examples of Transition Accommodations: Supports that facilitate the transition to adult life include those that:
Standards-based IEP State-Directed Project – Winter 2011 The IEP team has described the student-specific services for: special education (specially designed instruction) related services, supplementary aids and services or program modifications. For each service the IEP team described: Frequency and amount, Location (e.g., general education classroom, special education classroom, lunchroom, etc.), and duration. The services are based on peer-reviewed research to the extent possible. Quick Check: Identifying Special Education and Related Services Dos and Donts When Selecting Accommodations are listed on page 34 of the guidance document
regression/recoupment degrees of progress emerging skills/breakthrough opportunities interfering behaviors the nature and/or severity of the disability special circumstances or other factors Factors to be considered when determining the need for ESY services: Extended School Year Services (ESY)
Standards-based IEP State-Directed Project – Winter 2011 Sample: Extended School Year Services The IEP team determined that the student needs ESY services. The IEP team determined that the student does not need ESY services. Describe. Student Name: Jane Smith Date: 12/10/12 Page: xx of xx Student Number: 999999 Summarize the IEP teams discussions and decision about ESY: the IEP team discussed Janes progress and made a determination that it would not be jeopardized by the lack of services beyond the normal school year. If ESY services are to be provided, identify which goals in the current IEP will be addressed by the ESY service: Identify the Extended School Year services needed to meet these goals: Service(s)FrequencyLocation (name of school **) Instructional Setting Duration m/d/y to m/d/y X
Standards-based Individualized Education Program (IEP) Module Five: Identifying Special Education and Related Services Standards-based IEP State-Directed Project – Winter 2011 http://www.doe.virginia.gov/special_ed/iep_instruct_svcs/index.shtml The resources used during the development of this training module are listed on pages 46 through 48 of the guidance document found on the web-link listed above.
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