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The Link: Preschool Service Options & Individual Education Programs (IEPs)

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Presentation on theme: "The Link: Preschool Service Options & Individual Education Programs (IEPs)"— Presentation transcript:

1 The Link: Preschool Service Options & Individual Education Programs (IEPs)

2 Setting the Stage  Why?  What?  How?  What next?

3 Song of Our Children (video)

4 Video Resources  Foundations of Inclusion Video ect  DPI video ml  Including Samuel Video reenings/host/ reenings/host/

5 Why “Inclusion does not mean trying to fit students with special needs into the mainstream; instead it means creating a mainstream where everyone fits.” Snell & Janney 1992, p245

6 Full Inclusion vs LRE  What is your district philosophy?  Does your community have policies in place related to inclusion?  How do these policies apply to preschool?  What does the law say about inclusion?

7 Why Preschool Service Options? All children have the right to………  a free appropriate public education (FAPE)  be educated in the least restrictive environment (LRE)

8 What does LRE mean? Each public agency shall ensure: To the maximum extent appropriate, children with disabilities are educated with children who are nondisabled. 34 C.F.R (a)(2)(i)

9 What does LRE mean? Each public agency shall ensure: Special classes, separate schooling or other removal of children with disabilities from the regular education environment occurs only if the nature or severity of the disability is such that education in regular classes with supplementary aids and services cannot be achieved satisfactorily. 34 C.F.R (a)(2)(ii)

10 What does the IEP have to do with LRE? The IEP is……  the most important document written for children with disabilities.  The vehicle for providing a free and appropriate public education in the least restrictive environment (LRE).

11 IEP and LRE ? (continued) The IEP is……  A communication vehicle between parents and school personnel Team of Equal participants Joint, informed decisions regarding:  child’s needs and appropriate goals  extent to which the child will participate in the general curriculum and regular education environment. Spirit and Intent of the Law (IDEA)

12 Every school district? Each public agency shall ensure that a continuum of alternative placements is available to meet the needs of children with disabilities. 34 C.F.R (a)

13 State Performance Plan Preschool Target for Least Restrictive Environment  Preschool LRE: Increase percent of preschool children with IEPs who received special education and related services in settings with typically developing peers (e.g., early childhood settings, home and part-time early childhood special education settings).

14 Does your district need to comply with LRE requirement?  School district failed to comply with LRE requirement.  Decision of Seventh Circuit Court:  Madison Due Process Hearing Least Restrictive Environment (LRE) applies to preschool

15 What does the research say? Review References

16 What is supporting us to consider LRE options?  What’s best for children and families?  IDEA - It’s the law! Birth-To-3 Natural environments 3-5 A full continuum of alternative placements  Wisconsin State Performance Plan  State Preschool System Change Grants and mini-grants to districts  Expanding Community Options

17 How Quality legal process in place Child find IEP  Eligibility  Present level….  Functional goals  Measurement and reporting  Placement

18 Child Find and the Law  IDEA Sec. 612(a)(3) (http://idea.ed.gov.explore )Sec. 612(a)(3)http://idea.ed.gov.explore (3) (3) Child find.-- (A) (A) In general.--All children with disabilities residing in the State, including children with disabilities who are homeless children or are wards of the State and children with disabilities attending private schools, regardless of the severity of their disabilities, and who are in need of special education and related services, are identified, located, and evaluated and a practical method is developed and implemented to determine which children with disabilities are currently receiving needed special education and related services. Regulation in Federal Register Sec Child find.

19 Child Find and the Law  Wisconsin Chapter (3)(a) (a) Ensuring that all children with disabilities, including children who are not yet 3 years of age, who reside in this state and who are in need of special education and related services are identified, located and evaluated.

20 Child Find in Wisconsin  Informed Referral Network  Public Notice  Community Screening Opportunities Types of Screening  Developmental  Vision  Hearing  Immunizations  Health Status

21 Child Find Resources  CESA 6 _services/earlylearningresources/chi ldfind.cfm  Collaborating Partners website m/EarlyID/index.htm

22 Quality IEP Process and Product

23 Considering a Continuum of Alternative Placements The discussion begins with these questions:  Where does this child spend time during the day?  Where are typically developing children this age in this community?  Can the child’s goal and objectives be implemented in the current setting(s) and/or in other settings with same age peers?  What other settings for service delivery would address the child’s goals and objectives?  What settings have been considered and rejected?  Will special education and related services be provided at no cost to the parents?

24 Spirit and intent of IDEA Parents……….. Required involvement & participation in: Evaluation IEP Placement Parents and school personnel are EQUAL participants

25 Family Involvement “Effective partnerships between parents and professionals require collaboration. It is hard work.” Janice Fialka

26 First Step: Making an Eligibility Determination

27 Eligibility  Is there an impairment?  Is there a need for special education? (e.g. Does the impairment adversely effect the child’s educational performance?)

28 Areas of Impairment 1. Cognitive Disability 2. Orthopedic Impairment 3. Visual Impairment 4. Hearing Impairment 5. Speech or Language Impairment 6. Specific Learning Disability 7. Emotional Behavioral Disability 8. Autism 9. Traumatic Brain Injury 10. Other Health Impaired 11. Significant Developmental Delay

29 Assessment  Assessment results are not useful unless referenced against expectations in the natural environment. (Bronfenbrenner, 1977)  Diagnostic instruments compare a child to a norming population. They are useful in identifying developmental deficits.  Diagnostic instruments do not tell us what children need to learn to participate in activities and routines.

30 Assessment  Assessment is pre-planned  Assessment is individualized  Assessment provides useful information  Decision making is collaborative McLean 2003

31 Assessment Current trends in best practice Family centered assessment Utilizing natural environments Collaborative approaches to assessment by all team members McLean, Wolery, &Bailey. (2004). Assessing Infants and Preschoolers with Special Needs. Upper Saddle River, NJ: Pearson Prentice Hall

32 Prepare Parents for Participation  Formal and informal discussion (identify who will work with the family)  Routines Based Interviewing (trademarked process)  Step Ahead at Age 3 (birth-to-3 resource)  Positive Student Profile

33 Routines Based Interview  Prepare Families to Report Routines.  Families Report on their Routines.  Teacher (child care or preschool) reports on classroom routines.  Interviewer Reviews Concerns and Strengths.  Family has key role in Prioritizing Outcomes or Goals  Functional Intervention Planning: The Routines Based Interview-handout in section 5

34 Timothy  Turning Three-Years-Old  Spends his day in child care  Received Birth-To-3 service at child care  Birth-To-3 made referral to the school district

35 Timothy’s Evaluation for Eligibility  Review of current assessment  Observation of Timothy  Timothy’s family involved in the assessment process  Routines Based Interview  Other team members involved

36 Facilitator  Put everyone at ease  Identify purpose of meeting  Introductions  Encourage information from all participants  Clarify, rephrase and summarize  Keep meeting focused  Record on charts See Facilitating the IEP Team Process

37 Recorder  Record information on IEP forms  Clarify if necessary See Facilitating the IEP Team Process

38 Parents Required involvement and participation in:  Evaluation  IEP  Placement

39 General Education Teacher Required involvement and participation in:  Development of the IEP  Review and revision of the IEP

40 LEA Representative  Local Education Agency representative  Administrator or person delegated with authority to commit the resources of the district

41 Special Education Providers  Identified when the referral was made  Review and/or conduct evaluation with specific expertise  Be prepared to address eligibility and need for special education at the meeting based on criteria and the law

42 Model Eligibility Discussion

43 Second Step: Developing the IEP

44 IEP Process and Product

45 What is the purpose of the IEP?

46  How do our beliefs about the IEP process influence that process?  How does our experience influence the IEP process?  How is it that we can change our process to a new, more family friendly and functional process?

47 How do we facilitate the IEP meeting so everyone has opportunity to dialogue and plan together?

48 Individuals with Disabilities Education Act 2004

49 The IEP is not a….. form

50 The IEP must…. ….be viewed as a

51 The IEP document….. ….is only one element of the process The product (IEP) is developed during the process (dialogue).

52 Prior to the meeting: Identify Roles  Facilitator  Recorder  Post large charts See IEP Guide (page 1) - Process and Product

53 Facilitator  Put everyone at ease  Identify purpose of meeting  Introductions  Encourage information from all participants  Clarify, rephrase and summarize  Keep meeting focused  Record on charts See Facilitating the IEP Team Process

54 Recorder  Record information on IEP forms  Clarify if necessary See Facilitating the IEP Team Process

55 Parents Required involvement and participation in:  Evaluation  IEP  Placement

56 General Education Teacher Required involvement and participation in:  Development of the IEP  Review and revision of the IEP

57 The IEP is: Joint, informed decisions regarding the child’s needs, goals, and participation in general curriculum and environment

58 Present Level of Academic Achievement and Functional Performance What is Timothy doing now?  Setting the Stage -Introductions -Role explanations e.g. facilitator and recorder See IEP Guide (pages 1-2) - Process and Product

59 Present Level of Academic Achievement and Functional Performance Family’s view of the situation, e.g. description of the child, strengths, expectations, concerns -Professionals acknowledge the family’s efforts -Respond to the family’s views See IEP Guide (page 8) - Present Level

60 Present Level of Academic Achievement and Functional Performance Professionals share information  Initial Assessment  Ongoing Assessment  Instructional Strategies  Strengths and concerns regarding the child Confirm family and professional agreement See IEP Guide (page 8) - Present Level

61

62 IDEA 2004 Intent is: Access to the General Curriculum (for preschool, age appropriate activities)  Instructional Planning  Student progress and accountability  Links to general education curriculum  Meaningful general education participation

63 Consider state/local standards and benchmarks when developing goals and objectives See Wisconsin Model Early Learning Standards

64 Functional Goals  Are naturally occurring Authentic circumstances Woven into natural child-driven activities  Have a natural cue Opportunity to practice in a typical environment Real life activities allow practice of real life skills  Have a critical effect Activity matters to the child Meaningful in the child’s daily life Important to family Has a purpose or function

65 High quality IEP goals:  Developed from a comprehensive assessment process  Directly linked to intervention and ongoing evaluation  Likely to contribute to Individualization of services Improved outcomes for young children Pretti-Frontczak, Bricker, 2000

66 Criteria for Functional Goals  Reflect the priorities of the family/teachers/other caregivers (RBI)  Reflect real life situations  Understandable  Measurable NIPIP

67 #1 Does the goal reflect the priorities of the family/caregivers/teachers? Ask yourself: Is the goal useful and meaningful to the family and other caregivers?  Why should the child work on this goal? The answer should be immediately apparent Does it address Engagement Interaction (social relationships) Independence NIPIP

68 #2 Does the goal reflect real life situations? Ask yourself: Can the goal be addressed by:  multiple people,  at multiple times of the day,  during normal routines & activities? Is the context clear? NIPIP

69 #3Is the goal understandable? Ask yourself: Does it make sense? Can most anyone understand what is expected? Is it free of jargon? NIPIP

70 Examples of Functional Measurable Goals While engaging in pretend play with at least one adult or child, Samuel will use both hands to play with toys for five minutes 9 out of 10 play opportunities.

71 Examples of Functional Measurable Goals When conversing with adults and peers, Nicole will increase the amount of time she is understandable to the average listener 75% of the time.

72 When presented with a choice of two actions, objects, or toys, Susan will make a choice from a set of two or three options 4 of 5 opportunities (may use vocalizations or an augmentative switch activated device). Examples of Functional Measurable Goals

73 Goals What should Timothy be doing?  Related to meeting the child’s needs resulting from the disability  Related to disability needs identified in the Present Level of Academic Achievement and Functional Performance How will the goals be accomplished?  Benchmarks and short term objectives (optional; not required) See IEP Guide (page 10) - Goal

74 Synthesize the discussion  Periodically review if goals address prior concerns of family and professionals  Do the goals make sense to the family and professionals?  Do the goals support interaction, engagement and independence? See IEP Guide (page 10) - Goals

75 Procedures for measuring progress toward meeting goals How do we measure progress?  Formal/informal evaluation  Charting  Anecdotal reports When will we report progress?  Scheduled reports to parents  Conferences and home visits  Phone calls See IEP Guide (page 11) - Goals, Measurement and Reporting

76 Step Three: Determining Services and Placement

77 Considering a Continuum of Alternative Placements The discussion begins with these questions:  Where do typically developing children this child’s age spend their day in this community?  Where does this child spend time during the day?  Can the child’s goal and objectives be addressed with the use of supplementary aids and services (special education and related services) in settings with same age peers?  What other settings for service delivery would address the child’s goals and objectives?  Will the special education and related services be provided at no cost to the parent?

78 Least Restrictive Environment  General education curriculum  Regular education environment

79 Program Summary of Instructional Services What services will Timothy need to achieve the goals?  Specially designed instruction  Supplementary aids and services  Related services  Program modifications or supports for school personnel See IEP Guide (page 15) - Program Summary of Instructional Services

80 Placement and LRE  Utilize discussion of present level, goals, objectives/benchmarks  Consider maximum time appropriate in general environment  Consider accommodations in the general curriculum  Consider specially designed instruction See IEP Guide (page 19) - Placement Considerations

81 Considering a Continuum of Alternative Placements The discussion begins with these questions:  Where does this child spend time during the day?  Where are typically developing children this age in this community?  Can the child’s goal and objectives be implemented in the current setting(s) and/or in other settings with same age peers?  What other settings for service delivery would address the child’s goals and objectives?  What settings have been considered and rejected?  Will special education and related services be provided at no cost to the parents?

82 Purposes of the IEP…  Communication  Mutual agreement  Commitment of resources  Management tool  Monitoring document  Evaluation device

83 After the Meeting  Make any necessary edits so that the document is clear and maintains the integrity of the IEP team dialogue.  Send IEP to parents  Meet again if parents have concerns  Review and modify IEP when needed

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85 The Link: Preschool Service Options & Individual Education Programs (IEPs)


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