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How to Understand Your Student’s Individualized Educational Program

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Presentation on theme: "How to Understand Your Student’s Individualized Educational Program"— Presentation transcript:

1 How to Understand Your Student’s Individualized Educational Program
Presented by Kathryn Silva, Director of Student Services, Ashland Public Schools November 18, 2013

2 General Considerations
An IEP is a binding contract between the District and the family. An IEP is the tool for monitoring progress. An IEP reflects the values of special education and the District. An IEP addresses the individual student’s disability needs for services and accommodations in light of curricular demands and expected skill development

3 N-1: Proposed District Action
A well crafted N1 (narrative letter) answers the following six questions: What action is the school district proposing to take? Why is the school district proposing to act? What rejected options were considered and why was each option rejected? What evaluation procedure, test, record or report was used as a basis for the proposed action? What other factors were relevant to the school district's decision? What next steps, if any, are recommended?

4 Administrative Data Sheet
Please check all information, ESPECIALLY PHONE NUMBERS. Contacting you, the family, is vitally important!

5 Parent/Student Concerns, Student Strengths, Vision Statement:
The Parental Concern Section is the parents’ and student’s concern for the upcoming educational year covered by the IEP…parents may write ANYTHING they want, but let me make some suggestions….. The Student Strengths and Key Evaluation Results Summary includes current performance, strengths and personal attributes, brief synopsis of evaluation results including state wide assessments, disability category The Vision Statement is a TEAM statement, not just a parent vision…at times there is disagreement, and this should be documented.

6 Present Levels of Educational Performance A: General Curriculum “PLEP A”
Affected general curriculum is checked off How disability affects progress is described Accommodations are spelled out but should not include accommodations that are afforded through best practices, BCAP/DCAP. As a student moves into high school, make sure to correctly document extended time in light of potential application to College Board for SSD accommodations Identify specialized instruction if applicable. Identify changes/needs to content, methodology and performance criterion.

7 Present Levels of Educational Performance B: Other Educational Needs PLEP B
If a student receives any related service this should be reflected on PLEP B…including being on a behavior plan or participation in extracurricular activities sponsored by the district.

8 Current Performance Levels/Measurable Annual Goals
Description of current performance for each goal area Measurable goals must be measurable and related to the disability, or areas of needs. Benchmark objectives break down the goal into smaller chunks. All goals must connect to a service provider on the Service Delivery Grid.

9 Service Delivery Grid Reflects ALL services.
Check dates for start and end. Does not include services through regular education, such as Title I support (literacy or math interventions) or ELL services A: Consultation B: Services in the general education setting C: Services outside of the general education setting

10 Nonparticipation Justification
Clearly states reasons for any removal from any general education setting.

11 Schedule Modification
Extended year services are to prevent a SUBSTANTIAL REGRESSION of skills. All students lose skills over the breaks! Extended year services are not delivered at the same level of servicing as during the school year for most students. Remember we aren’t trying to promote growth, but are trying to prevent regression. Rarely is a longer or shorter school day indicated

12 Transportation Accurately reflect bus need, including any unusual needs. Most students will be able to take regular transportation.

13 State or District Wide Assessment
Clearly defines what accommodations are needed for MCAS/PARCC and realize these accommodations do not apply necessarily to District Wide Assessments. Make this distinction! For instance, a DIBEL evaluation is a timed test of fluency…so extended time makes no sense.

14 Additional Information
Documents connections to other agencies (DCF, DMH, DDS, etc.) Documents recommendations by District to connect with other agencies (ie: 688 Referrals). Can be used to state medications, allergies, transition plans, behavioral plans, other general educational services (ELL, Title I),etc.

15 Transition Plans When a student reaches the age of 14, there must be a discussion about their post secondary plans. In Ashland, we begin in 8th grade for all students unless they turned 14 earlier. Documents their goals for career/work, living and community needs. Asks the team to start to connect the IEP to post-secondary goals.

16 Placement Agreement Designates the type of program (for instance full or partial inclusion) Designates the program location

17 Questions?

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