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New York State Education Department (NYSED) Individualized Education Program (IEP) 1.

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Presentation on theme: "New York State Education Department (NYSED) Individualized Education Program (IEP) 1."— Presentation transcript:

1 New York State Education Department (NYSED) Individualized Education Program (IEP) 1

2 Today’s Goals Participants will be able to: 1. Utilize the New NYS mandated IEP Form to develop an IEP 2. Write high quality Present Level of Performance statements (PLP) 3. Write high quality, Measurable Annual Goals, objectives and benchmarks as well as Measurable Post-Secondary goals 2

3 Expected outcomes of new forms initiative: Develop quality, student-centered IEPs Conform to consistent format and common expectations Involve and informed parents Meet compliance requirements 3

4 Expectations in Mandated IEP Form Evaluation results stated in instructionally relevant terms Impact of disability; Effect of student needs on progress and participation in general education curriculum Standard format for PLP (academic, social, physical)  current functioning,  student strengths, preferences, and interests  needs, including parent/student educational concerns Management (what we provide to manage student’s needs) Consideration of Special Factors 4

5 The New NYS IEP Format Training Introduction to the IEP Optional Student Information Summary form Present Levels of Performance and Individual Needs Measurable Post-secondary Goals Measurable Annual Goals and Short -Term Instructional Objectives and Benchmarks Reporting to Parents Special Education Programs and Services 12-Month Recommendation Testing Accommodation Coordinated Set of Transition Activities Participation in Assessments Participation with Students without Disabilities Special Transportation Placement Recommendation 5

6 The IEP is the Cornerstone of the Special Education Process Identifies how the student will be prepared for adult living Identifies how the resources of the school need to be configured to support the student’s needs Provides an accountability tool Guides the provision of instruction designed to meet a student’s needs Ensures a strategic and coordinated approach to address a student’s needs Supports participation in the general education curriculum and learning standards IEP 6

7 IEP Development 7

8 Why the State developed a model IEP form Findings IEPs varied greatly from district to district across the State. Many IEPs did not include required information. Expectations Students’ IEPs will be more appropriately developed. School districts are more likely to meet compliance requirements. 8

9 Individualized Education Program (IEP) - Regulatory Requirements IEPs developed for the school year, and thereafter, shall be on a form prescribed by the Commissioner. (8 NYCRR §200.4(d)(2)) Each student with a disability must have an IEP in effect by the beginning of each school year. (8 NYCRR §200.4(e)(1)(ii)) Federal and State laws and regulations specify the information that must be documented in a student’s IEP. (8 NYCRR §200.4(d)(2)) Districts are encouraged to begin to use the State’s model forms now, prior to their mandatory use. 9

10 NYSED Release of Model IEP January 2010 release memo and associated materials available at: Release memo Model forms  Optional Student Information Summary form  Individualized Education Program (IEP) form General Directions to use the State’s model IEP form IEP Questions and Answers Guide to Quality Individualized Education Program (IEP) Development and Implementation 10

11 Student Information Summary Form Optional Information that is not required by law or regulation to be included in a student’s IEP School districts may add to or replace the suggested fields on this model form as they deem appropriate 11

12 Student Information Summary 12

13 State’s Model IEP Form 13

14 Identifying Information District identification Student name, date of birth, optional identification number Disability classification Projected date of IEP implementation Projected date of annual review 14

15 Identifying Information 15

16 Present Levels of Performance 1.Academic Achievement, Functional Performance & Learning Characteristics 2.Social Development 3.Physical Development 4.Management Needs 16

17 Considerations for All Students Results of initial or most recent evaluation  Including, as appropriate, results of the student’s performance on any general State or district-wide assessment programs; Student strengths; Concerns of the parents for enhancing the education of their child; Academic, developmental and functional needs; and Special considerations. 17

18 Special Considerations The Committee must consider: Behavior Limited English proficiency Use of and instruction in the use of Braille for blind or visually impaired students Communication needs including language/ communication needs for students who are deaf or hard of hearing Assistive technology 18

19 IEP Template for Present Levels of Performance 1. Evaluation results 2. Present levels of performance for each need area: Current functioning Strengths of the student Needs of the student 3. Effect of student’s needs on his/her involvement and progress in the general curriculum (or appropriate activities for preschool students) 4. Student needs relating to special factors (special consideration) 19

20 Evaluation Results Results of initial or most recent individual evaluation Results of the student’s performance on any general State or district-wide assessment programs Instructional implications of those evaluations Present Levels of Performance 20

21 Present Levels of Performance 21

22 Alternate Example 22

23 Academic Achievement, Functional Performance, and Learning Characteristics Intellectual functioning Daily living skills Rate of progress Adaptive behavior Learning styles Present Levels of Performance 23

24 Academic Achievement, Functional Performance & Learning Characteristics 24

25 Alternate Example 25

26 Social Development Relationships with peers & adults Feelings about self Adjustment to school & community Present Levels of Performance 26

27 Social Development 27

28 Physical Development Degree and quality of motor and sensory development Health and vitality Physical skills or limitations related to learning Present Levels of Performance 28

29 Physical Development 29

30 Management Needs* Nature and degree to which the following are required to enable the student to benefit from instruction: * must be developed in accordance with the factors identified in other Present Levels of Performance areas. Environmental modifications Human resources Material resources Present Levels of Performance 30

31 Management Needs 31

32 Effect of a Student’s Needs on Involvement and progress in general education curriculum (for school-age students) Participation in appropriate activities (for preschool students) Present Levels of Performance 32

33 For school-age students, consider such factors as: Content/skill expectation Materials/equipment Instructional approaches Environment Demonstration of knowledge 33

34 Example: School-Age Student 34

35 Special Considerations The Committee must consider: Behavior Limited English proficiency Use of and instruction in the use of Braille for blind or visually impaired students Communication needs including language/ communication needs for students who are deaf or hard of hearing Assistive technology 35

36 Student Needs Relating to Special Factors - Behavior Does the student need strategies, including positive behavioral interventions, supports and other strategies to address behaviors that impede the student’s learning or that of others?  Yes  No If yes, does the student need a behavioral intervention plan?  No  Yes. If yes, there is a space on the form to provide more detail (such as the behavior(s) to be addressed; whether the use of a time out room is recommended). 36

37 Student Needs Relating to Special Factors – Limited English Proficiency For a student who is limited English proficient, does he/she need a special education service to address his/her language needs as they relate to the IEP?  Yes  No  Not Applicable 37

38 Student Needs Relating to Special Factors – Students who are Blind or Visually Impaired Does he/she need instruction in Braille and the use of Braille?  Yes  No  Not Applicable 38

39 Student Needs Relating to Special Factors – Communication Needs Does the student need a particular device or service to address his/her communication needs?  Yes  No For a student who is deaf or hard of hearing, does the student need a particular device or service in consideration of the student’s language and communication needs, opportunities for direct communication with peers and professional personnel in the student’s language and communication mode?  Yes  No  Not Applicable 39

40 Student Needs Relating to Special Factors – Assistive Technology Does the student need an assistive technology device and/or service?  Yes  No If yes, does the committee recommend that the device(s) be used in the student’s home?  Yes  No 40

41 Example 41

42 Service or Device Needed to Address Special Considerations If the student needs a particular service or device to address any of the needs identified under “Special Considerations,” it must be documented under the section of the IEP “Recommended Special Education Programs and Services” 42

43 Measurable Post-secondary Goals Long-term goals for living, working and learning as an adult Education/Training Employment Independent Living Skills (when appropriate) 43

44 Example: Measurable Post-secondary Goals 44

45 Transition Needs Focus on courses of study Consider student strengths, preferences and interests 45

46 Example: Transition Needs 46

47 Measurable Annual Goals The IEP must list measurable annual goals consistent with the student’s needs and abilities, as identified in the present levels of performance. Annual goals are statements that identify what knowledge, skills and/or behaviors a student is expected to be able to demonstrate within the year during which the IEP will be in effect. 47

48 Measurable Annual Goals – Quality Indicators Directly relate to student’s present levels of performance Are written in terms that parents and teachers can understand Are written in observable and measurable terms Identify objective procedures to evaluate progress Are instructionally relevant Should be reasonable in number and achievable within a one-year period Support participation and program in the general education curriculum or, for preschoolers, participation in age- appropriate activities Incrementally provide knowledge and skills toward achieving post-secondary goals 48

49 Measurable Annual Goals Each annual goal must include: Criteria How well and over what period of time the student must perform a behavior in order to consider it met Evaluation Method The evaluation procedures to be used to measure progress and determine if the student has met the annual goal Evaluation Schedule The date or intervals of time by which the evaluation procedures will be used to measure the student’s progress toward meeting the annual goal 49

50 Example: Measurable Annual Goals 50

51 Measurable Annual Goals with Short-term Instructional Objectives and/or Benchmarks Short-term instructional objectives and/or benchmarks must be documented on the IEP for:  All students taking NYS Alternate Assessment  All preschool students with disabilities  Other students if authorized based on district’s policy 51

52 Short-term Instructional Objectives and Benchmarks Short-term objectives are the intermediate knowledge, skills and/or behaviors that must be learned for the student to reach the annual goal. Benchmarks are the major milestones that the student will demonstrate that lead to the annual goal. 52

53 Example: Short-term Instructional Objectives and Benchmarks 53

54 Reporting to Parents Identify when periodic reports on the progress the student is making toward the annual goals will be provided to the student’s parents. 54

55 Example: Reporting to Parents 55

56 Recommended Special Education Programs and Services Identification of special education program/services  Special education program  Related services  Supplementary aids and services/program modifications/ accommodations  Assistive technology devices and/or services  Supports for school personnel Provision of special education program/services  Service delivery recommendations  Frequency  Duration  Location  Projected beginning/service dates 56

57 Example: Recommended Special Education Programs and Services 57

58 Special Education Program 58

59 Example: Special Education Program 59

60 Example: Related Services 60

61 Example: Supplementary Aids and Services, Program Modifications/Accommodations 61

62 Example: Assistive Technology Devices and/or Services 62

63 Example: Supports for School Personnel on Behalf of the Student 63

64 Example: Recommended Special Education Programs and Services 64

65 12-Month Service and/or Program Same as 10-month recommendation or different If different, identify service and/or program  Service delivery recommendations, frequency, duration, location, initiation/service dates Name of school/agency provider of service during July/August For a preschool student, reason student needs July/August services 65

66 Example: 12-Month Service and/or Program 66

67 Testing Accommodations None; or Identify Accommodation(s)  Type  Conditions e.g., test characteristics- type, length, purpose  Implementation Recommendations e.g., amount of extended time, type of setting specific to the testing accommodation 67

68 Example: Testing Accommodations 68

69 Coordinated Set of Transition Activities Beginning not later than the first IEP to be in effect when the student is age 15 (and at a younger age if appropriate) Needed activities to facilitate the student’s movement from school to post-school activities  Instruction  Related Services  Community Experiences  Development of Employment and Other Post-school Adult Living Objectives  Acquisition of Daily Living Skills (if applicable)  Functional Vocational Assessment (if applicable) Service/Activity School District/Agency Responsible 69

70 Example: Coordinated Set of Transition Activities 70

71 Participation in State and District-wide Assessments Same State and district-wide assessments, or Alternate assessment on a particular State or district-wide assessment If so:  Why the student cannot participate in the regular assessment; and  Why the particular alternate assessment selected is appropriate for the student. 71

72 Example: Participation in State and District-wide Assessments 72

73 Participation with Students Without Disabilities Explain the extent, if any, that the student will not participate in:  Regular class, extracurricular and/or other nonacademic activities (school age)  Appropriate activities with age-appropriate nondisabled peers (preschool) If the student will not participate in regular physical education, extent of specially-designed physical education instruction (including adapted physical education) Exemption from language other than English 73

74 Example: Participation with Students without Disabilities 74

75 Special Transportation None Needs special transportation as follows:  Special seating  Vehicle and/or equipment needs  Adult supervision  Type of transportation  Other accommodations To and from special class or other program at another site 75

76 Example: Special Transportation 76

77 Placement Where the student’s IEP will be implemented 77

78 Example: Placement Recommendation School Age Preschool 78

79 Additional Guidance NYSED Office of Assessment Policy, Development and Administration Test Access and Accommodations for Students with Disabilities: Policy and Tools to Guide Decision-making and Implementation Policy memorandum — Special transportation Policy memorandum — IEP Diploma Extended school year questions and answers 79

80 Questions regarding the State’s model forms may be sent to: Responses to questions will be periodically posted at: 80

81 For Additional Technical Assistance NYSED Special Education Quality Assurance Offices NYSED Special Education Policy Office Regional Special Education Technical Assistance Support Centers 81


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