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Introduction to IEPs and Chapter 408 (for General Educators)

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1 Introduction to IEPs and Chapter 408 (for General Educators)
Whittney Smith

2 Chapter 408 of the Laws of 2002 Ensures that each regular education teacher, special education teacher and related service provider, and other service providers who are responsible for the implementation of a student’s individualized education program (IEP) be given a copy of the student’s IEP prior to the implementation of the student’s special education program; Requires that any copy of a student’s IEP remain confidential and can not be re-disclosed to any other person; and Requires the chairperson of the Committee on Special Education to designate a professional employee of the school district with knowledge of the student’s disability and education program to, prior to the implementation of the IEP, inform each teacher, assistant and support staff person of his or her responsibility relating to the implementation of the IEP and the specific accommodations, modifications and supports that must be provided for the student in accordance with the IEP.

3 What is an IEP? IEP stands for Individualized Education Program
It is a legal document that is developed at a CSE meeting once it has been determined that a student is eligible for special education services It is reviewed (at least) annually

4 The 7 most important sections…
Recommended Classification and Placement Information Recommended Special Education Programs and Services Special Education Programs Related Services Program Modifications / Accommodations / Supplementary Aids and Services Assistive Technology Devices / Services Testing Accommodations Removal from the General Education Environment Standardized Test Results

5 Recommended Classification and Placement Information
Reason Decision (Classified, Declassified) Disability Grade Extended School Year

6 Recommended Special Education Programs and Services
Resource Room, Consultant Teacher, Co-teaching, special class, etc. Related Services Counseling, OT, PT, Speech, Vision, Hearing, etc.

7 Program Modifications / Accommodations / Supplementary Aids and Services
Additional time to complete tasks Check for understanding Copy of class notes Large print materials Modified Curriculum Modified grading Positive Reinforcement Plan Re-teaching of Materials Support for School Personnel Books on Tape None Required Safety Net for Regents Exams Preferential Seating Refocus / Redirection Weekly Parent Reports Braille Materials Calculator Use of Graphic Organizers

8 Assistive Technology Devices / Services

9 Testing Accommodations
Amanuensis No Scantrons Extended Time (1.5, 2.0, 2.5, 3.0) Tests Read Special Location Use of Calculator Use of Spell Check Device Spelling Requirements Waived Answers recorded Revised test format Large print format Braille format Auditory amplification device Use of word processor

10 Removal from the General Education Environment
Where students do not participate in the general education program Physical Education Language other than English requirement

11 Standardized Test Results
Evaluator PPVT Speech Therapist CELF-IV Woodcock-Johnson Special Education Teacher Malcomesius WISC Psychologist VMI BASC

12 Interpreting Standardized Test Results:
Use of Percentiles and Standard Scores Percentiles: “Your child is performing at the 70th percentile. This means that he/she is performing better than 70% of the norm referenced group of peers his/her age.” Standard Scores: 90 – 110 is the average range Every 10 above and below = 1 standard deviation

13 Questions???


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