Presentation on theme: "Developing an Individualized Education Program"— Presentation transcript:
1Developing an Individualized Education Program State Non-Public School ConferenceNovember 20, 2008
2Evaluation Process Pre-referral/Interventions Referral Domain meeting EligibilityPlacement
3Evaluation Process in a Nutshell Within 14 days of receiving a request for an evaluation you must:Review relevant sources of dataConduct a meeting with the parent to determine whether an evaluation should proceedIf an evaluation is warranted, determine the domains and provide the parent with the necessary consent forms
4Evaluation Process in a Nutshell Within 60 school days of receiving consent you mustComplete all evaluations as identified in the domain meetingReview and consider all other relevant sources of dataSchedule and complete the eligibility conference and the IEP meeting (if eligibility is found)
5Eligibility Team process—qualified professionals and the parent Exclusionary factors—lack of instruction in reading or math or due to limited English proficiencyCan not be due to lack of interventions or modifications in the general education classroomAdverse effect on educational performanceEligibility determination is based on multiple sourcesDetermining eligibility is a team process – it is not determined before the actual meeting.Multiple sources: data/progress monitoring, teacher observation, parent input and feedback, student’s current social situation, etc
6After Eligibility is Determined Development of an IEPDetermination of placementImplementation of an IEPPlacement is not pre-determined. At the IEP placement MUST be discussed starting with the general education setting first and then working down the continuum.LRE: emphasize that LRE is a concept, not a place LRE is NOT SYNONYMOUS WITH THE GEN ED CLASSROOM
7What is an Individualized Education Program (IEP)? An IEP is the legal written description of an appropriate instructional program for a student with special needs.It is important to remember that this is a legal document describing the child’s program and all modifications/accommodations and related services that must be provided within the parameters described.
8IEP TEAM MEMBERS The parents/guardian of the child General education teacher who has specific knowledge of the child and/or the grade appropriate curriculumSpecial education teacherLocal education administrator or designee knowledgeable about the resources of the districtAt the discretion of the parent/guardian or the agency, other individuals who have knowledge or special expertise regarding the child, including related service personnel, where appropriatePsychologist, where appropriateSchool nurseSocial workerWhenever appropriate, the child.A general education teacher MUST be present at the IEP meeting.The parents/guardians are an integral part of the IEP team.
9Excusal of IEP Team Members Attendance is not necessary when an IEP team member’s area is not modified or discussedA team member may be excused from attendance when the parent and the agency consent to the excusal, andThe member submits input in writing to the parent and the team
10Components of an IEPAn IEP outlines the following items for each student:Current Academic and Functional Performance LevelAccommodations necessary in classSubject areas impacted by the student's disabilityGoals and objectives to be achieved during the course of the IEP (1 year or less)Conceive of each IEP as a “chapter”, rather than the whole “book”Standardized testing accommodationsGoals & objectives: even though the IEP is generally valid for one year, the team should never forget the long-term and overarching objective of providing what necessary to assist the student to be on par with his or her peers Always think of each individual IEP as part of a larger progression in the overall educational life of the student.
11More Components of an IEP Connected to Learning StandardsTransportation servicesSchedule modificationsService delivery with necessary personnelParental or guardian concernsTransition Plan (starting at age 14 ½ years)Behavioral Management Plan (if team determines necessary)Transition Plan
12IEP Development Gather information Review student records Progress monitoringConsult with the student, parents/guardians, school staff, and other professionalsGather general education information to include current grades and teacher reportObserve the studentReview the student’s current workConduct further assessmentsShould also consult with child care providers, outside related service providers(private speech,ot/pt, psychologist/psychiatrist…).
13IEP Development (cont.) Develop the IEPIdentify student strengths and needsCollect assessment dataDevelop present level of performanceDevelop goals and short-term objectivesIdentify resourcesEstablish monitoring cycle to evaluate progressProgress on goals must be reported to the parent/guardian as often as general education progress is reported. Students with IEPs must have the same report card as their non-disabled peers. No insert of special ed report card or accommodations/modifications report card.
14Present Level of Academic and Functional Performance (PLAFP) Address how the disability affects involvement and progress in the general curriculum as well as other functional domains affecting progress (including educational behavior)Must consider:Recent evaluations (e.g., KTEA-II Brief)Student strengthsStudent needsParent concernsSpecial factors—behavior, communication, etc…Amy has a nice smile, likes school, etc. are not PLAFP
15Examples of PLAFPCharlie, a 9th grade student, scored at the 8-8 age equivalent (SS 81) on the solving section of the Key Math test administered March 13, He can compute math problems, but is unable to understand and apply problem solving strategies to story problems.
16Examples of PLAFP (cont.) Billie is a 16-year-old, 10th grader performing at a mid-first grade level. In her daily work she does not consistently begin a sentence with a capital letter and end with punctuation. Her writing score on the KTEA-II Brief, administered March 6, 2008, was (SS) 75.
17PLAFP ActivityExamine the following PLAFP, determine why it is ineffective, and rewrite it to make it an effective PLAFP.Billie is a 10th grader who has difficulty with reading, written language, and math.
18IEP GOALS IEP goals should be SMART! Specific Measurable Action Words Realistic and RelevantTime-limitedGoals must include the direction of the behavior (increase, decrease, maintain), the area of need (reading, math, etc.), and the level of attainment (age level, without adult assistance, etc.)
19Example of an IEP GoalCharlie will increase his ability to accurately solve early 5th grade level word problems requiring him to use familiar mathematical operations. State Learning Standard: 6.B.1 Solve one- and two-step problems with whole numbers using basic operations.INTERACTIVE EXAMPLE: What do you think about this goal? Is this goal SMART?
20Another Example of an IEP Goal Billie will write complete sentences using correct punctuation and capitalization without prompts 80% of the time. State Learning Standard: 3.A Use correct grammar, spelling, punctuation, capitalization and structure.Is this one SMART?
21Non-Examples of IEP Goals IEP goals are not attitude statements.“Johnny should have a better attitude.”“Mary should never pinch.”IEP goals are not states of being.“Beth will appreciate classical music.”“Eric will understand the workings of a gasoline engine.”These goals are not measurable.
22IEP Goals ActivityWrite a goal for the PLAFP that you wrote in the last activity.
23IEPs Aligned to the State Standards Each goal should be linked to an Illinois Learning Standard.
24Short-Term Objectives Logical breakdown of the major components of the goalSpecifies the behavior to be performed and the conditions under which the child will perform the behaviorIndicators of progressLimit 2-4 per goal
25Example of ObjectivesAnnual Goal: Charlie will increase his ability to accurately solve grade level word problems requiring him to use familiar mathematical operations.Short-Term Objectives:Charlie will discriminate relevant from irrelevant information within the text of a word problem with 80% accuracy.Charlie will select the appropriate operation for a given word problem with 80% accuracy.Charlie will compute accurate responses to word problems with 80% accuracy.
26Short-Term Objectives Activity Write 3-4 short-term objectives for the goals that you wrote in the previous activity.
27Post-Secondary Transition Required IEP component for every student aged 14 ½ or olderBased on appropriate assessment of student strengths, preferences and interestsInvolvement of parents and other family members in developing data is a PLUS
28Post-Secondary Transition Student involvement in the development is ESSENTIALGoals and objectives must connected to what the student is doing and what the student may need to do in the futureMust be designated and must include services designed to prepare the student for post-graduation life
29Continuum of ServicesA range of individualized services and programs within the educational setting based on a child’s individual needsGeneral Education Classroom with no supplementary aids and servicesGeneral Education Classroom with supplementary aids and services*Resource Room (special class)Self-Contained Room (special class)Separate Day School (special school)Residential Program (special school)Home/Hospital ProgramDescribe what each one looks like. Placement is not based on administrative convenience. The needs of the child drive the placement decision – it is not pre-determined.
30* A child with a disability should not be removed from education in age-appropriate general education classrooms solely because of needed modifications in the general curriculum.This is an important point that everyone needs to remember.
31Determination of Placement Team decision, including parents/guardianConsistent with the child’s IEPLeast restrictive environmentTo the maximum extent appropriate, permit the child to participate in nonacademic and extracurricular activitiesReviewed at least annuallyNot predetermined.
32LRE DeterminationTo the maximum extent appropriate, shall be educated with nondisabled peersSatisfactory achievement can not be obtained in the general education classroom without modifications and accommodations due to the severity of the disabilityClose as possible to child’s homeEducated in the school he or she would attend if not disabledConsider harmful effect of placement on the child or on the quality of servicesShall not be based solely on the need for modifications to the general curriculumWhat is not a harmful effect – does not meet the student’s needs, not appropriate at this time.
33Delegation of Rights (PA 95-372) Acknowledgement of the fact that when a student turns 18 years of age, all rights enjoyed by the parent SHALL transfer to the studentTransfer shall not occur under two circumstances:Adjudication of legal “incompetence” by a court of law; orExecution of a delegation of rights form by the student
34Notification at age 17In addition to the general notice of transfer at age 17, districts must now provide notice also of the right of the student to delegate rightsDistricts must also provide a copy of the delegation of rights form as found on the ISBE website or a form substantially similar to the suggested form contained in the statute
35Delegation of Rights Must be in writing Must be signed by both the student and the person to whom the rights are delegatedIn the case of a student with a disability whose disability precludes signing a form, other means such as an audio or video record may be usedMust last for no more than one calendar yearMay be revoked at any time by the student
36Resources Illinois State Board of Education www.isbe.net/spec-ed/ Federal Register August 14, 200623 Illinois Administrative Code Part 226 AprilLD OnlineWrights LawOnline Accommodations Bibliography