Presentation on theme: "IEP and Collaboration in the General Education Classroom"— Presentation transcript:
1IEP and Collaboration in the General Education Classroom Claudia Battle, General Education TeacherMalena Casteel, Autism Program ManagerTiffany Cook, Speech-Language PathologistHolly Van Meeteren, Occupational TherapistAnna Zavala, Resource Specialist TeacherTustin Unified School DistrictAugust, 2013
2IEP and Collaboration in the General Education Classroom Individualized Education Plan (IEP)IEP Team MembersRoles and ResponsibilitiesCase CarrierGeneral Education TeacherSupporting the General Education TeacherStudent Study Team (SST)504 vs. IEPImplementing the IEPInclusion, Collaboration and Co-Teaching
5Individualized Education Plan Definition –A plan or program developed to ensure that a child who has a disability identified under the law and is attending an elementary or secondary educational institution receives specialized instruction and related services.
6Individualized Education Plan The IEP must include the following:A statement of the child’s present levels of academic achievement and functional performance.How the child’s disability affects the child’s involvement and progress in the general education curriculum.A statement of measurable annual goals (academic, functional).For children with disabilities who will take alternative assessments to align with their achievement standards need a description of benchmark or short-term objectives.A statement of the special education and related services and supplementary aids and services.
7Individualized Education Plan A statement of the program modifications or supports for school personnel.A statement of any individual appropriate accommodations that are necessary to measure the academic achievement and functional performance of the child on State and district wide assessments consistent with section 612(a)(16) of the Act;The projected date for the beginning of the services and modifications described in paragraph (a)(4) of this section and the anticipated frequency, location and duration of those services and modifications.
8Individualized Education Plan Laws:Least Restrictive Environment (LRE)-To the maximum extent appropriate, children with disabilities, including children in public or private institutions or other care facilities are educated with children who are not disabled, and special classes, separate schooling, or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability of a child is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily.
9Individualized Education Plan Individuals with Disabilities Education Act(IDEA)Law ensuring services to children with disabilities throughout the nation. IDEA governs how states and public agencies provide early intervention, special education and related services.
11IEP Team MembersIDEA defines the “IEP team” as a group of people who are responsible for developing, reviewing and revising the IEP for a student with a disability.By law, these people include: general education teacher, special education teacher, representative of the local education agency (administrator), parent, student as appropriate, someone who can interpret and other people the parent or school have chosen to invite.
12IEP Team Members The child’s parent/guardian The general education teacherThe special education teacherLEA representative (administrator)Provider of related servicesInterpreterOthers
13IEP Team Members Adaptive physical education (APE) List of possible team members – California Department of Education (CDE)Adaptive physical education (APE)Assistive technology (AT)AudiologyBehavior managementDeaf and hard of hearing (DHH)Education TechnologyGroup counselingHealth and nursingHome and hospital teacherIndividual /small group instructionIndividual counselingItinerant servicesLanguage and speech (LAS)Occupational therapy (OT)Orientation and mobilityParent counselingPhysical therapy (PT)Psychological servicesSocial services by a social workerSpecialized physical health careSpecialized service for low-incidence disabilitiesTransportationVision services
14IEP Team Members Need to Know: The student.Available services.External and internal sources of assistance.The IEP process.
15Roles of Team Members: Related Service: Behavior Management -Autism program manager and school psychologists -help to make environmental changes and changes in response to behavior -reduce maladaptive behaviors and increase adaptive behaviors
17Roles of Team Members: Related Service: Language and Speech (LAS) The focus of school-based speech language pathologists is the communication abilities of students .The school-based speech-language pathologist’s goal is to remediate, improve, or alleviate student communication and swallowing problems within the educational environment . To meet this goal, school based speech-language pathologists: (a) prevent, correct, improve, or alleviate articulation, fluency, voice, language, and swallowing impairments (b) reduce the functional consequences of the communication and swallowing disabilities by promoting the development, improvement, and use of functional communication skills; (c) provide support in the general educational environment to lessen the handicap (the social consequence of the impairment or disability) by facilitating successful participation, socialization, and learning
18Roles of Team Members: Related Service: Language and Speech (LAS) Individualized: Drafts parts of present level of performance, IEP goals and objectives/benchmarks related to speech-language impairment; Provides intervention appropriate to the age and learning needs of the individual studentCaseload Management: Employs a continuum of service delivery models in the LRE; meets federal and state mandates as well as local policies in performance of job dutiesCollaboration: Contributes to the literacy achievement of students; Addresses the linguistic and metalinguistic foundations of the curriculumRole: Provides pre-referral consultations and involved in various initiatives including RtIIdentification: Serves as member of team for any students with suspected speech-language deficitsEvaluation: Conducts a comprehensive assessment to determine the existence of a disability; Identifies child’s communication strengths and weaknesses; Prepares evaluation report; Presents speech-language assessment results at team meetingEligibility: Describes the student’s functional speech and language skills as they relate to the student’s ability to access the curriculum and progress
19Roles of Team Members: Related Service: Occupational Therapy (OT) Provides assessment and identification of student needs in the area of neurological and orthopedic disorders and fine motor and sensory integration deficits.Support a child’s ability to gain access to and make progress in the school curriculum.Support a child’s engagement in participation in daily occupations which include activities of daily living, education, prevocational work, play, rest, leisure and social participation (American Occupational Therapy Association, 2008)
20Roles of Team Members: Related Service: Occupational Therapy (OT) Pre-referral services and supports as part of general education process.504 referral and services as part of general education.Special education referral and request for assessment.Special education assessment in the areas of perceptual motor skills, motor coordination, sensory development, muscle strength and activities within the context of the child’s curricular activities, routines and environment.IEP planning.Transition planning and services.Intervention planning and implementation of IEP services consistent with a continuum of services within the child’s LRE.Documentation of student progress.Liaison to communicate with other team members.Staff development and support through in-service training.Program management for coordination of school-based OT services.
21Roles of Team Members: Resource Specialist Service The role of the Resource specialist is to implement academic goals. This is done through several models:Pulling a student out of class for a specified amount of time.Collaboration, the RSP teacher goes into the general education and supports staff.The RSP teacher consults with the general education staff in regards to implementing student’s IEP.RSP can also be used as a resource for struggling students.
22Case Carrier Roles and Responsibilities The Case Carrier is the Resource Service Provider, the Speech Pathologist, or the Special Education Teacher, depending upon the placement and eligibility of the student.The Case Carrier:Schedules the IEP meetings and notifies IEP team members.Develops agendas for IEP meetings.Sends out SE-2 (Assessment plan).Parent contact and team member liaison for communication about student.Organizes servicesOrganizes IEP documents and tape records if an attorney or advocate attends.*Information taken from SEIS document library and modified for presentation.
23Case Carrier Roles and Responsibilities (cont) Makes corrections into SEIS after the IEPGathers work samples and evidence of progressDevelops draft goals and benchmarks with teamSends IEP and reports to the district office and to IEP team members.Files reports and maintains student’s confidential file.Calls additional IEP’s if necessary.Completes and sends special education progress reports at the report card periods.Related service types and minutes vary with each student.
24General Education Teacher Roles and Responsibilities To the extent appropriate, participate in the development, review, and revision of the child’s IEP, including assisting with:Determination of appropriate behavioral interventions and strategies for the childDetermination of appropriate supplementary aids and services, program modifications, and supports for school personnel that will be provided for the child.Must be a member of the IEP team and if they are not participating, the case carrier must notify the parent in writing and the parent must approve.
25General Education Teacher Roles and Responsibilities To be an effective part of the IEP process, general educators will also need to:Know how to communicate effectively.Know how to observe special education students and record their behaviors objectively.Describe a student’s performance and behaviors to emphasize the student’s strengths.Convey an acceptance and willingness to actively participate.Be willing to try new approaches.Be flexible with the schedule.Be willing to ask for additional assistance.
26General Education Teacher Roles and Responsibilities Correspondence with parents inside the IEP.Be honest, objective and kind and speak positively without bias.*See handout for a list of verbs and phrases that may help you to prepare positive, descriptive statements for an IEP.*See handout for “What a teacher can do to prepare for an IEP”.What to say and what not to say.*See handout for the Do’s and Don’ts.
27General Education Teacher Roles and Responsibilities Correspondence with parents outside the IEP.Be honest, factual and professional.Keep opinions out of the interactions.Always support your team and school district in the eyes of the parent and share concerns with the case carrier and team before entering the IEP.Support staff need to relay all communication through the teacher, case carrier or Autism Program Manager, if applicable.
28Special Education Monthly Meetings Check your school site as most special education teams meet monthly to schedule IEP’s and discuss student progress.Review of student IEP’s.
29Supporting the General Education Teacher When you have a student who you feel is struggling in their academics due to, but not limited to: behavior, attention, social, communication, auditory, visual there are several options for support:1. Start collecting data on the areas of need and current interventions in place.2. Review and collect all information accessible to you.3. Contact the Student Study Team (SST) Coordinator for your school site and complete the SST paperwork.
30Support for the General Education Teacher (cont) 4. Discuss and document all concerns with the SST Coordinator so that all necessary professionals for the team may attend.5. Do NOT promise the student and family support as services are recommended only after a student has qualified.
33Student Study Team (SST) A pre-referral action plan process for intervention.A regular education responsibility that MUST be considered prior to an IEP.Required team members for meeting: parents, SST coordinator, classroom teachers and administrator.Additional team members for meeting: related service providers as needed.Necessary documentation and information to be brought to the meeting.
34Student Study Team (SST) During the meeting all present representatives will summarize the student’s strengths and concerns in the classroom.After the review of all documented information a plan is developed.If the plan is successful for the student – YEAH!!If the plan is unsuccessful for the student a follow-up meeting is scheduled within 4-6 weeks to repeat the SST process.
35Student Study Team (SST) What if the revised plan is unsuccessful for the student???The student may qualify for more structured accommodations/modifications that are part of either a 504 Plan (Section 504 of the Rehabilitation Act) or an Individualized Education Plan (IEP).Reference material:*See handout for Student Study Teams.
37504 Plan vs. IEP 504 Plan IEP Function of General Education Offers all children equal access to an education.Document with a written plan.Specific timelines do not exist.No required team members for meeting, only recommended team members.Function of Special EducationOnly for students who require special education services.Individualized program to meet a student’s unique needs.Must provide educational benefit.Document with specific language and sections.Specific timelines.Requires specific team members – administrator, general education teacher, special education teacher.
40Implementing the IEP**The case carrier is the primary contact with any issue regarding the IEP**The case carrier will provide a copy of the IEP to the general education teacher.A complete special education confidential file is available at the school site.Full student IEP is available on SEIS – see the case carrier for access.
41Implementing the IEP Key areas of focus in the IEP. 1. Accommodations and Modifications*See handout for “Typical Special Education Accommodations”2. Supplementary Aids and Services3. Testing4. Goals5. Grades
42Implementing the IEP Accommodation Modification A change that helps a student overcome or work around the disability.Ex: Allowing a student with difficulty writing to verbally dictate answers.It is imperative for the general education teacher to implement with support for the special education case carrier.A change in what is being taught or expected from the student.Ex: Altering the content of an assignment to make it “easier” or more appropriate for their learning grade level.It is imperative for the general education teacher to implement with support for the special education case carrier.
44Implementing the IEPSupplementary Aids and Services –documented throughout the IEP in various locationsAdaptive equipment.Assistive technology.Training for staff, student and parents.Peer tutors.A one-on-one aide, ex: extra classroom support, special circumstance aide, Para behavior interventionist (PBI)Adapted materials.Collaboration/consultation among staff, parents and other professionals.
45Implementing the IEP Testing IDEA requires students take part in state and/or district testing.A student on an IEP must have all accommodations and/or modifications needed for testing included in the IEP.The IEP team decides what tests are appropriate for the student.The general education teacher must know the tests the student will be taking and all accommodations and modifications.
47Implementing the IEP Goals IEP goals are written by the service providers with input from the IEP team members.The service providers (special education) send home progress reports in sync with general education report cards.The general education teacher is responsible for supporting the IEP goals.
48Implementing the IEP Grades Elementary students may receive a “P”, below grade level but making progress.If a “P” is given to a student it does NOT need to be documented in the IEP.The appropriate accommodations/modifications need to be in the IEP.
50Inclusion, Collaboration and Co-Teaching Why inclusion at TUSD?Laws - IDEA, LRE
51Definition of Inclusion Being a part of what everyone else is inMaximizing a person’s quality of lifeBelonging with the support neededAdaptations are made to support the childTeam work, interrelate and function together – diversity is valued“Inclusion teaches compassion, understanding and patience for typical children and gives special needs children self-esteem and friendships.”Gloria Jean Bass, Special Needs Coordinator
52Definition of Collaboration Share decisions, goals and classroom instruction (teacher with special education team)Teachers as equal partnersJoint planning, combine expertise to meet the needs of all learners
53Definition of Co-teaching Joint planning between teacher and special education teamSupportTeaming together to provide appropriate curriculum, assessment and adaptations to the day
54Suggestions for implementing the model Whole classSmall groupAll types of instructionIncreases peer role models for academic and social skillsIncreases IEP goalsHigher expectations are modeledAcceptance of diversityOpportunities to master concepts by teaching and practicingRespect for all