Presentation on theme: "IEP Training for Kansas Schools 2013 – 2014 Kansas State Department of Education Technical Assistance System Network Services Special Factors/Considerations."— Presentation transcript:
IEP Training for Kansas Schools 2013 – 2014 Kansas State Department of Education Technical Assistance System Network Services Special Factors/Considerations
Some Possible Ways to Address Needs — Non-Special Education Supports — Program Modifications — Supports for School Personnel — Assistive Technology — Supplementary Aids & Services — Measurable Annual Goals — Positive Behavioral Supports — Transition Services — Related Services
IEP Process Referral Measurable Annual Goals Short-Term Objective and Benchmarks Prioritize Needs and How Needs Will be Addressed Evaluation (and Eligibility) Services and placement Progress Reporting Postsecondary Goals Exit Present Levels of Academic Achievement & Functional Performance
PLAAFP Measurable Annual Goals Services
SERVICES Special Education Services Related Services Supplementary Aids and Services Program Modifications Supports for School Personnel Accommodations 5
Special Education Special Education is specially designed instruction that meets the unique needs of a student with a disability and which ensures the student has access to and/or benefit from participation in the general education curriculum. 6
Related Services Related Services are: (1)developmental, (2)corrective, and (3)supportive services that are required for a student with a disability to benefit from special education services. 7
Related Services Include: – Assistive Technology – Art Therapy – Audiology – Counseling Services – Dance Movement Therapy – Early Identification and Assessment – Interpreting Services – Music Therapy – Occupational Therapy – Orientation and Mobility Services – Parent Counseling and Training – Physical Therapy – Recreation (including Recreation Therapy) – Rehabilitation Counseling Services – School Health Services – School Nurse Services – School Psychological Services – School Social Work Services – Transportation – Other Developmental, Corrective, or Supportive Services 8
Supplementary Aids and Services, and Other Supports Supplementary Aids and Services, or other supports (including accommodations) are provided to the student with a disability in the general education classroom, or other education related settings, to enable the student to be educated with nondisabled peers to the maximum extent appropriate. 9
Assistive Technology Devices and Services 10 Assistive Technology (AT) devices and services are considered to be supplementary aids and services if the student needs assistive technology to remain in the general education classroom (or other education setting) with his/her nondisabled peers to the maximum extent appropriate. In the above situation, assistive technology devices and services would be listed as a supplementary aid or service on the student’s IEP. Additionally, the frequency, location, and duration of the assistive technology device and service must be listed in the student’s IEP.
Nonacademic and Extracurricular Services 11 Nonacademic and extracurricular services are those services that allow a student with a disability equal opportunity to participate in nonacademic and extra curricular activities with his/her nondisabled peers. These are nonacademic and extracurricular activities that are school sponsored during the regular school year.
Supplementary Aids and Services, and Other Supports: Accommodations Accommodations are small changes in procedures that do NOT change what is being taught or measured. The frequency, location, and duration of each accommodation must be documented on the IEP. 12
Supplementary Aids and Services, and Other Supports: Accommodations REMEMBER If a student uses an accommodation on a state assessment, that accommodation must be used in classroom instruction and assessment. 13
Program Modifications Program Modifications are alterations in procedures that DO CHANGE what is being taught or measured. 14
Supports for School Personnel Supports for school personnel are professional development or training for staff members that is beyond what is provided to all staff. consultation with an itinerant teacher, learning a communication program that the student uses, materials, and modifications to the environment. 15
Supports for School Personnel Remember: If a student has supports for school personnel identified on his/her IEP, the types of training and/or supports need to be documented on the student’s IEP, with projected starting date, and frequency, location, and duration. 16
The law mandates that a student’s IEP MUST have the: Frequency Location Duration Projected date for beginning of service Extent to which the student with disabilities will not participate in instruction with his/her nondisabled peers in the regular class Extent to which the student with disabilities will not participate in instruction with his/her nondisabled peers in the regular class For all: 1)Special Education Services,Special Education Services, 2)Related Services,Related Services, 3)Supplementary Aids and ServicesSupplementary Aids and Services 4)Program Accommodations,Program Accommodations, 5)Program Modifications, andProgram Modifications, and 6)Supports for School PersonnelSupports for School Personnel Frequency, Duration, and Location 17
Documentation required for Assessments Document what state or district-wide assessments the student will be taking. Include any accommodations that are necessary on the assessments.
Documentation Required for Assessments For a student with a disability who is NOT taking the regular state assessment, a statement on the student’s IEP must address: 1)Why the student cannot participate in the regular state assessment. AND 2)Why the alternate assessment is appropriate. 19
Identifying Frequency, Location & Duration
Johnny will receive reading and writing instruction in the resource room each day during the language arts block. He will not be participating with his peers in the 4 th grade classroom during this block since he will be receiving individualized instruction in the resource room.
SPECIAL FACTORS/CONSIDERATIONS 25
Considerations by the IEP team that must be documented (but not necessarily on the IEP) Strengths of the Child Concerns of the Parents for enhancing the education of their child Results of the Initial Evaluation or most recent Reevaluation Academic, Developmental and Functional Needs of the Child Behavioral Concerns Limited English Proficiency Braille (for children with disabilities) Communication Needs of all Children with Exceptionalities Communication Needs of Children who are Deaf/Hard of Hearing Assistive Technology (for children with disabilities) Extended School Year (for children with disabilities) Notification to Kansas Rehabilitation Services (for children with disabilities) Physical Education Needs (for children with disabilities) Placement Determined Annually Potential Harmful Effects (for children with disabilities) 26
We are going to focus on these two Special Factors/Considerations (i) positive behavioral interventions, supports, or strategies to address behavior (in the case of students whose behavior impedes learning or the learning of others); (v) needs for assistive technology devices and services. 34 C.F.R.§ (a)(2). 27
Behavior Intervention Plan If behavior is impeding the learning of the student and/or peers: – Specify intervention strategies, including positive behavioral interventions, strategies, and supports – Use a BIP to specify the strategies needed to address the behavior that is impeding learning Understand the function of the behavior Describe the environmental changes that are needed Describe the functionally equivalent behavior that needs to be taught – Attach the BIP to the IEP as a supplementary aid and support to maintain the LRE 28
Behavior Intervention Plan and ESI Issues An Emergency Safety Intervention (ESI) should not be a planned intervention for a specific student under foreseeable circumstances. This means an ESI would not be a part of a Behavior Intervention Plan. The BIP should focus on planned interventions designed to prevent the need for use of an ESI. If you’re planning for it, it means you can see it coming. If you can see it coming, every effort should be made for prevention. 29
Needs for Assistive Technology Devices and ESI Issues Any assistive technology device that is a type of supplementary aid and service must be documented on the IEP. Mechanical restraint means any device or object used to limit a student’s movement. It is prohibited unless ordered by a person appropriately licensed to issue the order for the device, for a specific student. Consider these questions: Does the device/equipment limit the student’s movement? Has the device/equipment been ordered for use by a person appropriately licensed to issue the order? Is the device/equipment being used in a way that is consistent with the orders for use? 30
What are the greatest IEP issues for Kansas? Was the notice of the IEP meeting given to the parents (and student if 18 years or older) at least 10 calendar days before the IEP meeting? Did an LEA representative attend the IEP meeting? Does the IEP include the projected date for the beginning of services, including special education services, related services, and supplementary aids and services; program accommodations; modifications; and/or supports for school personnel? Does the IEP include the anticipated frequency, location, and duration of services and modifications? 31
What are other IEP problems for Kansas? Providing a laundry list of accommodations and failing to describe frequency, location, and duration for each accommodation listed. – For example: when is “extended time” allowed? – Have you described this with sufficient specificity that parents and teachers agree on how/when/where/under what circumstances the accommodation of “extended time” is used? Failing to write measurable post-secondary goals Failing to write measurable goals for students identified as gifted 32