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Developing an Individualized Education Program

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1 Developing an Individualized Education Program
State Non-Public School Conference November 20, 2008

2 Evaluation Process Pre-referral/Interventions Referral Domain meeting
Eligibility Placement

3 Evaluation Process in a Nutshell
Within 14 days of receiving a request for an evaluation you must: Review relevant sources of data Conduct a meeting with the parent to determine whether an evaluation should proceed If an evaluation is warranted, determine the domains and provide the parent with the necessary consent forms

4 Evaluation Process in a Nutshell
Within 60 school days of receiving consent you must Complete all evaluations as identified in the domain meeting Review and consider all other relevant sources of data Schedule and complete the eligibility conference and the IEP meeting (if eligibility is found)

5 Eligibility Team process—qualified professionals and the parent
Exclusionary factors—lack of instruction in reading or math or due to limited English proficiency Can not be due to lack of interventions or modifications in the general education classroom Adverse effect on educational performance Eligibility determination is based on multiple sources Determining 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

6 After Eligibility is Determined
Development of an IEP Determination of placement Implementation of an IEP Placement 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

7 What 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.

8 IEP TEAM MEMBERS The parents/guardian of the child
General education teacher who has specific knowledge of the child and/or the grade appropriate curriculum Special education teacher Local education administrator or designee knowledgeable about the resources of the district At 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 appropriate Psychologist, where appropriate School nurse Social worker Whenever 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.

9 Excusal of IEP Team Members
Attendance is not necessary when an IEP team member’s area is not modified or discussed A team member may be excused from attendance when the parent and the agency consent to the excusal, and The member submits input in writing to the parent and the team

10 Components of an IEP An IEP outlines the following items for each student: Current Academic and Functional Performance Level Accommodations necessary in class Subject areas impacted by the student's disability Goals 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 accommodations Goals & 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.

11 More Components of an IEP
Connected to Learning Standards Transportation services Schedule modifications Service delivery with necessary personnel Parental or guardian concerns Transition Plan (starting at age 14 ½ years) Behavioral Management Plan (if team determines necessary) Transition Plan

12 IEP Development Gather information Review student records
Progress monitoring Consult with the student, parents/guardians, school staff, and other professionals Gather general education information to include current grades and teacher report Observe the student Review the student’s current work Conduct further assessments Should also consult with child care providers, outside related service providers(private speech,ot/pt, psychologist/psychiatrist…).

13 IEP Development (cont.)
Develop the IEP Identify student strengths and needs Collect assessment data Develop present level of performance Develop goals and short-term objectives Identify resources Establish monitoring cycle to evaluate progress Progress 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.

14 Present 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 strengths Student needs Parent concerns Special factors—behavior, communication, etc… Amy has a nice smile, likes school, etc. are not PLAFP

15 Examples of PLAFP Charlie, 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.

16 Examples 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.

17 PLAFP Activity Examine 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.

18 IEP GOALS IEP goals should be SMART! Specific Measurable Action Words
Realistic and Relevant Time-limited Goals 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.)

19 Example of an IEP Goal Charlie 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?

20 Another 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?

21 Non-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.

22 IEP Goals Activity Write a goal for the PLAFP that you wrote in the last activity.

23 IEPs Aligned to the State Standards
Each goal should be linked to an Illinois Learning Standard.

24 Short-Term Objectives
Logical breakdown of the major components of the goal Specifies the behavior to be performed and the conditions under which the child will perform the behavior Indicators of progress Limit 2-4 per goal

25 Example of Objectives Annual 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.

26 Short-Term Objectives Activity
Write 3-4 short-term objectives for the goals that you wrote in the previous activity.

27 Post-Secondary Transition
Required IEP component for every student aged 14 ½ or older Based on appropriate assessment of student strengths, preferences and interests Involvement of parents and other family members in developing data is a PLUS

28 Post-Secondary Transition
Student involvement in the development is ESSENTIAL Goals and objectives must connected to what the student is doing and what the student may need to do in the future Must be designated and must include services designed to prepare the student for post-graduation life

29 Continuum of Services A range of individualized services and programs within the educational setting based on a child’s individual needs General Education Classroom with no supplementary aids and services General 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 Program Describe 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.

31 Determination of Placement
Team decision, including parents/guardian Consistent with the child’s IEP Least restrictive environment To the maximum extent appropriate, permit the child to participate in nonacademic and extracurricular activities Reviewed at least annually Not predetermined.

32 LRE Determination To the maximum extent appropriate, shall be educated with nondisabled peers Satisfactory achievement can not be obtained in the general education classroom without modifications and accommodations due to the severity of the disability Close as possible to child’s home Educated in the school he or she would attend if not disabled Consider harmful effect of placement on the child or on the quality of services Shall not be based solely on the need for modifications to the general curriculum What is not a harmful effect – does not meet the student’s needs, not appropriate at this time.

33 Delegation 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 student Transfer shall not occur under two circumstances: Adjudication of legal “incompetence” by a court of law; or Execution of a delegation of rights form by the student

34 Notification at age 17 In addition to the general notice of transfer at age 17, districts must now provide notice also of the right of the student to delegate rights Districts 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

35 Delegation of Rights Must be in writing
Must be signed by both the student and the person to whom the rights are delegated In 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 used Must last for no more than one calendar year May be revoked at any time by the student

36 Resources Illinois State Board of Education
Federal Register August 14, 2006 23 Illinois Administrative Code Part 226 April LD Online Wrights Law Online Accommodations Bibliography

37 ISBE Contact Information Julie Evans: Andrew Eulass: Phone number:

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