Presentation on theme: "Everything you need to know before the Annual Review March 16, 2011 The New State Mandated IEP."— Presentation transcript:
Everything you need to know before the Annual Review March 16, 2011 The New State Mandated IEP
Findings Expectation IEPs varied greatly from district to district across the state Many IEPs did not include required information Student’s IEPs will be more appropriately developed School districts are more likely to meet compliance requirements Why the State developed a model IEP?
Standardized Forms - IEPs TThe State’s IEP form must be used for all IEPs developed for use in the school year. TThe IEP form may not b e modified to otherwise change its appearance or content.
The West Hempstead School District’s Special Education Programs and Services have not changed. We will still be offering the full continuum of special education services K-12
What’s Different The look: It is now printed out in landscape The order: The IEP is written in the order that the CSE should proceed The programs: Resource Room, Consultant Teacher, Integrated Co-teaching, and Special Class
How will the district’s inclusion model appear on the new IEP? Inclusion will now be written under Supplemental Aides and Services as “additional instructional personnel in a general education setting (Inclusion). For secondary level it will be specified by subject.
How will the new IEP indicate that my child receives the support of an aide? The support of an aide (shared or according to behavior intervention plan) will be noted under supplemental aides and services. It will also be noted under management needs.
Where will I find any related services my child receives? Related services are still listed following the program recommendations. You will no longer see a ratio in that section. Related services will be indicated either in group or individual.
What if my child receives assistive technology? The assistive technology section still exists on the new IEP. It will indicate categories of devices rather than specifically name the type of device. For example: communication device rather than “dynavox”.
Standardized Forms - IEPs The Present Levels of Performance and Individual Needs section must include: the strengths of the student and the concerns of the parent(s) for enhancing the education of the child.
Present Levels of Performance Evaluation results Present levels of performance for each need area: Current Functioning Strengths of the student Needs of the student
Present Levels Continued Effect of student’s needs on his/her involvement and progress in the general curriculum (or appropriate activities for preschool students) Student needs relating to special factors (special considerations)
Standardized Forms - IEPs The IEP must indicate the evaluation results considered. For students turning 15 and annually thereafter, the section must include information from the age appropriate transition assessment that is being considered.
Standardized Forms - IEPs Form was developed to present committee recommendations in the same sequence as the development of IEP recommendations should occur. Present levels of performance (and for adolescent students, post-secondary goals and transition needs) Identification of goals Special education services, accommodations, modification, etc. to assist the student in reaching goals Document decisions of committee to provide such services to maximum extent appropriate in regular classes and settings with nondisabled peers Identification of least restrictive placement where the IEP can be implemented.
Standardized Forms -IEPs The sample IEP includes an area for reporting a statement of “student strengths, preferences and interests”. Present levels must include documentation that the committee considered “special factors” and, if any are present, that a device, service-intervention, accommodation or other program modification needed for the student to receive FAPE is indicated on the IEP under the applicable section. ESY students – the Committee must check-off whether the student will receive the same special education program/services or list those the student will receive.
Results of the student’s performance on any general state or district- wide assessment programs. Student strengths. Concerns of the parents. Academic, developmental and functional needs. Special Considerations.
This section includes: behavior management needs limited English proficiency blind or visually impaired communication needs need for assistive technology.