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3 Newark Public Schools Office of Special Education Professional Development Center Dr. Clifford Janey, Superintendent Dr. Kevin West, Assistant Superintendent.

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Presentation on theme: "3 Newark Public Schools Office of Special Education Professional Development Center Dr. Clifford Janey, Superintendent Dr. Kevin West, Assistant Superintendent."— Presentation transcript:

1 3 Newark Public Schools Office of Special Education Professional Development Center Dr. Clifford Janey, Superintendent Dr. Kevin West, Assistant Superintendent Thomas Dugan, Director A PRESENTATION ON WRITING CODE-COMPLIANT IEPS THAT ENSURE A STUDENTS NEEDS ARE ADDRESSED For Code & Procedure Questions call: Mitchel Gerry Mary Hart Sakinah Springs Sandy Bruno at For Technology Questions Joe Fonseca

2 4 YOU CAN MAKE A DIFFERENCE! Each students Individual Educational Program (IEP) is critical: describes the required special education program ensures a Free and Appropriate Public Education (FAPE) ensures Least Restrictive Environment (LRE)

3 5 This Presentation will Focus on Completing Key Sections of the IEP with Guidelines and Sample Statements PLAAFP BIP Special education program / related services LRE rationale Goals and objectives

4 6 Present Levels of Academic Achievement and Functional Performance (PLAAFP) Identifies the students strengths, weaknesses, and needs related to the general curriculum & programs, as well as other educational needs The remainder of the IEP delineates the special education program, services, accommodations, modifications, goals and objectives to address the needs delineated in the PLAAFP.

5 7 PLAAFP Considerations for all IEPs Consider relevant data List sources of information used to create the IEP including: most recent evaluations with dates district / state testing teacher / parental input classroom observations interests / preferences of the child

6 8 PLAAFP Considerations For All IEPs Concerns of the Parent The Parent is an equal member of the IEP team and has a voice in the process. Their concerns must be captured and recorded in writing within the PLAAFP. They have an unique perspective on how their childs disability has impacted on his/her progress in the general education curriculum.

7 9 PLAAFP Considerations for all IEPs Strengths of the Student IDEAs priority is that students will be educated in the general education curriculum and program Consider what the student can do in relation to the curriculum and age appropriate grade level These strengths should be written in a cohesive, integrated paragraph. They must consider the whole child including academic, cognitive, social, adaptive, and communication strengths as they relate to progress in the general education curriculum and grade.

8 10 PLAAFP Considerations for all IEPs Weaknesses of the Student Consider how the childs disability affects his/her involvement and progress in the general education curriculum These weaknesses should be written in a cohesive, integrated paragraph. They must consider the whole child including academic, cognitive, social, adaptive, and communication strengths as they relate to progress in the general education curriculum and grade. Also include strategies / accommodations that have been been effective in helping the student access and make progress in the general education curriculum

9 11 PLAAFP Considerations for all IEPs Other educational needs that result from the students disability USDOE guidance delineates behavioral skills, communication, self-determination skills, job-related skills, independent-living skills, & social skills as some examples of other educational needs

10 12 PLAAFP Considerations for all IEPs Special Factors There are seven special factors that each IEP team must consider: 1. Transitional Services 2. Behavior that Impedes Learning 3. Limited English Proficiency 4. Communication Needs 5. Deaf or Hard of Hearing 6. Assistive Technology Devices and/or Services 7. Blind or Visually Impaired this part of the PLAAFP is service oriented listing the services, devices and/or equipment that a student might need in order to receive FAPE The discussion of the strengths and weaknesses for each area would have been discussed in the first part of the PLAAFP

11 13 Considerations for all IEPs Special Education Program Based on the students needs identified in the PLAAFP the IEP team discusses and decides on an appropriate program/placement that would meet those needs According to LRE mandates, general education with supplementary aids and services must be the first consideration for all children Program decisions are made by the IEP team, however placement (physical location) is made by OSE

12 14 Considerations for all IEPs Behavior Intervention Plan When a students behavior impedes his/her learning or the learning of others, the IEP team must consider strategies, interventions and supports to address the behavior Behaviors that should be addressed include but are not limited to: aggression, withdrawal, self isolation, off task, bullying, poor organization, school phobia and others BIPs are written for the teacher and should be practical and doable in the classroom

13 15 Considerations for all IEPS LRE Rationale If a student will be in a gen ed setting for more than 80% of the day a rationale is not needed The IEP must state why a gen ed setting was not appropriate to meet this students needs The harmful and/or beneficial effects on the student and others must be discussed with regard to the agreed upon program/placement ( not location)

14 16 Based on the students needs discussed in the PLAAFP, the IEP team must decide on appropriate related services that have been recommended by evaluators or others that would support the students needs Related services need to be delineated according to type, beginning / end dates, frequency, location and duration Each related service must have a goal page that lists observable, measurable goals Considerations for all IEPs Related Services

15 17 Considerations for all IEPs Annual Goals Based on the students needs discussed in the PLAAFP, the IEP team must decide on appropriate goals to support the student in the general education curriculum and grade NPS curriculum is aligned with the NJ Core Curriculum Content Standards for each subject It is assumed that the student will be instructed in the grade appropriate curriculum and therefore goals should address needs delineated in the PLAAFP

16 18 The annual goals must delineate what a child can reasonably accomplish in a year. These goals can address an array of needs, including academic, social, behavioral, physical, cognitive, communication, adaptive, or other educational needs. Therefore, not only are these curriculum goals & objectives, but they are goals & objectives that can be delineated under related services, BIPs, modifications, accommodations etc. Considerations for all IEPs Annual Goals

17 19 Once the IEP team identifies the annual goals & objectives, they must identify and specify in cooresponding sections of the IEP: The time frame to achieve each short-term objective The evaluative method(s) & criteria that will be used to assess success in reaching benchmarks/objectives The curriculum modifications, including supplementary aids and services, which must be provided in each curriculum area How the parents will be regularly informed of the students progress towards achieving annual goals Considerations for all IEPs Annual Goals

18 20 Why IEP Goals & Objectives Must Be Measurable? Considerations for all IEPs Goals & Objectives They enable parents, students, and educators to monitor the students progress towards reaching these goals during the year If appropriate IEP goals should be revised according to the students educational needs The students progress towards achieving these goals & objectives must be reported regularly to parents.

19 21 Considerations for all IEPs Developed by the IEP team (case manager, parent and teacher ) Legal document that guarantees the student with special needs FAPE in the least restrictive environment


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