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3A PRESENTATION ON WRITING Dr. Clifford Janey, SuperintendentDr. Kevin West, Assistant SuperintendentThomas Dugan, DirectorA PRESENTATION ON WRITINGCODE-COMPLIANT IEPS THAT ENSURE A STUDENT’S NEEDS ARE ADDRESSEDNewark Public Schools Office of Special Education Professional Development CenterFor Code & Procedure Questions call:Mitchel Gerry Mary HartSakinah Springs Sandy Bruno atFor Technology Questions Joe Fonseca
4YOU CAN MAKE A DIFFERENCE! Each student’s 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)
5This 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
6Present Levels of Academic Achievement and Functional Performance (PLAAFP) ● Identifies the student’s 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.
7♦ most recent evaluations with dates 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
8PLAAFP Considerations For All IEPs Concerns of the ParentThe Parent is an equal member of the IEPteam and has a voice in the process. Theirconcerns must be captured and recorded inwriting within the PLAAFP. They have anunique perspective on how their child’sdisability has impacted on his/her progress inthe general education curriculum.
9PLAAFP Considerations for all IEPs Strengths of the Student ♦ IDEA’s priority is that students will be educated in thegeneral education curriculum and program♦ Consider what the student can do in relation to thecurriculum and age appropriate grade level♦ These strengths should be written in a cohesive, integratedparagraph. They must consider the whole childincluding academic, cognitive, social, adaptive, andcommunication strengths as they relate to progress inthe general education curriculum and grade.
10PLAAFP Considerations for all IEPs Weaknesses of the Student ♦ Consider how the child’s disability affects his/herinvolvement and progress in the general education curriculum♦ These weaknesses should be written in a cohesive,integrated paragraph. They must consider the whole childincluding academic, cognitive, social, adaptive, andcommunication strengths as they relate to progress inthe general education curriculum and grade.♦ Also include strategies / accommodations that have beenbeen effective in helping the student access and make progress in the general education curriculum
11PLAAFP Considerations for all IEPs Other educational needs that result from thestudent’s 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”
12PLAAFP Considerations for all IEPs Special FactorsThere are seven special factors that each IEP team must consider:1. Transitional Services2. Behavior that Impedes Learning3. Limited English Proficiency4. Communication Needs5. Deaf or Hard of Hearing6. Assistive Technology Devices and/or Services7. Blind or Visually Impaired♦ this part of the PLAAFP is service oriented listing theservices, devices and/or equipment that a student might needin order to receive FAPE♦ The discussion of the strengths and weaknesses for each areawould have been discussed in the first part of the PLAAFP
13Considerations for all IEPs Special Education Program ♦ Based on the student’s needs identified in the PLAAFPthe 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, howeverplacement (physical location) is made by OSE
14Considerations for all IEPs Behavior Intervention Plan ♦ When a student’s 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
15Considerations 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 notappropriate to meet this student’s 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)
16Considerations for all IEPs Related Services ♦ Based on the student’s needs discussed in thePLAAFP, the IEP team must decide on appropriaterelated services that have been recommended byevaluators or others that would support the student’sneeds♦ Related services need to be delineated according totype, beginning / end dates, frequency, location andduration♦ Each related service must have a goal page that listsobservable, measurable goals
17Considerations for all IEPs Annual Goals ♦ Based on the student’s needs discussed in thePLAAFP, the IEP team must decide on appropriategoals to support the student in the general educationcurriculum and grade♦ NPS curriculum is aligned with the NJ Core CurriculumContent Standards for each subject♦ It is assumed that the student will be instructed in the gradeappropriate curriculum and therefore goals should addressneeds delineated in the PLAAFP
18Considerations for all IEPs Annual Goals 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.
19Considerations for all IEPs Annual Goals 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 toassess success in reaching benchmarks/objectives♦ The curriculum modifications, including supplementaryaids and services, which must be provided in eachcurriculum area♦ How the parents will be regularly informed of thestudent’s progress towards achieving annual goals
20Considerations for all IEPs Goals & Objectives Why IEP Goals & Objectives Must Be Measurable?♦ They enable parents, students, and educators tomonitor the student’s progress towards reachingthese goals during the year♦ If appropriate IEP goals should be revised accordingto the student’s educational needs♦ The student’s progress towards achieving thesegoals & objectives must be reported regularly toparents.
21Considerations 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