A PRESENTATION ON WRITING Dr. Clifford Janey, Superintendent Dr. Kevin West, Assistant Superintendent Thomas Dugan, Director A PRESENTATION ON WRITING CODE-COMPLIANT IEPS THAT ENSURE A STUDENT’S NEEDS ARE ADDRESSED Newark Public Schools Office of Special Education Professional Development Center For Code & Procedure Questions call: Mitchel Gerry 973-733-6959 Mary Hart 973-792-6506 Sakinah Springs 973-792-6059 Sandy Bruno at 973-792-6006 For Technology Questions email Joe Fonseca

YOU CAN MAKE A DIFFERENCE! Each student’s Individual Educational Program (IEP) is critical: ● describes the required special education program ● ensures a Free and Appropriate Public Education (FAPE) ● ensures Least Restrictive Environment (LRE)

This Presentation will Focus on Completing Key Sections of the IEP with Guidelines and Sample Statements ● PLAAFP ● BIP ● Special education program / related services ● LRE rationale ● Goals and objectives

Present Levels of Academic Achievement and Functional Performance (PLAAFP) ● Identifies the student’s strengths, weaknesses, and needs related to the general curriculum & programs, as well as other educational needs ● The remainder of the IEP delineates the special education program, services, accommodations, modifications, goals and objectives to address the needs delineated in the PLAAFP.

♦ most recent evaluations with dates PLAAFP Considerations for all IEPs Consider relevant data List sources of information used to create the IEP including: ♦ most recent evaluations with dates ♦ district / state testing ♦ teacher / parental input ♦ classroom observations ♦ interests / preferences of the child

PLAAFP Considerations For All IEPs Concerns of the Parent The Parent is an equal member of the IEP team and has a voice in the process. Their concerns must be captured and recorded in writing within the PLAAFP. They have an unique perspective on how their child’s disability has impacted on his/her progress in the general education curriculum.

PLAAFP Considerations for all IEPs Strengths of the Student ♦ IDEA’s priority is that students will be educated in the general education curriculum and program ♦ Consider what the student can do in relation to the curriculum and age appropriate grade level ♦ These strengths should be written in a cohesive, integrated paragraph. They must consider the whole child including academic, cognitive, social, adaptive, and communication strengths as they relate to progress in the general education curriculum and grade.

PLAAFP Considerations for all IEPs Weaknesses of the Student ♦ Consider how the child’s disability affects his/her involvement and progress in the general education curriculum ♦ These weaknesses should be written in a cohesive, integrated paragraph. They must consider the whole child including academic, cognitive, social, adaptive, and communication strengths as they relate to progress in the general education curriculum and grade. ♦ Also include strategies / accommodations that have been been effective in helping the student access and make progress in the general education curriculum

PLAAFP Considerations for all IEPs Other educational needs that result from the student’s disability ♦ USDOE guidance delineates behavioral skills, communication, self-determination skills, job-related skills, independent-living skills, & social skills as some examples of “other educational needs”

PLAAFP Considerations for all IEPs Special Factors There are seven special factors that each IEP team must consider: 1. Transitional Services 2. Behavior that Impedes Learning 3. Limited English Proficiency 4. Communication Needs 5. Deaf or Hard of Hearing 6. Assistive Technology Devices and/or Services 7. Blind or Visually Impaired ♦ this part of the PLAAFP is service oriented listing the services, devices and/or equipment that a student might need in order to receive FAPE ♦ The discussion of the strengths and weaknesses for each area would have been discussed in the first part of the PLAAFP

Considerations for all IEPs Special Education Program ♦ Based on the student’s needs identified in the PLAAFP the IEP team discusses and decides on an appropriate program/placement that would meet those needs ♦ According to LRE mandates, general education with supplementary aids and services must be the first consideration for all children ♦ Program decisions are made by the IEP team, however placement (physical location) is made by OSE

Considerations for all IEPs Behavior Intervention Plan ♦ When a student’s behavior impedes his/her learning or the learning of others, the IEP team must consider strategies, interventions and supports to address the behavior ♦ Behaviors that should be addressed include but are not limited to: aggression, withdrawal, self isolation, off task, bullying, poor organization, school phobia and others ♦ BIPs are written for the teacher and should be practical and ‘doable’ in the classroom

Considerations for all IEPS LRE Rationale ♦ If a student will be in a gen ed setting for more than 80% of the day a rationale is not needed ♦ The IEP must state why a gen ed setting was not appropriate to meet this student’s needs ♦ The harmful and/or beneficial effects on the student and others must be discussed with regard to the agreed upon program/placement ( not location)

Considerations for all IEPs Related Services ♦ Based on the student’s needs discussed in the PLAAFP, the IEP team must decide on appropriate related services that have been recommended by evaluators or others that would support the student’s needs ♦ Related services need to be delineated according to type, beginning / end dates, frequency, location and duration ♦ Each related service must have a goal page that lists observable, measurable goals

Considerations for all IEPs Annual Goals ♦ Based on the student’s needs discussed in the PLAAFP, the IEP team must decide on appropriate goals to support the student in the general education curriculum and grade ♦ NPS curriculum is aligned with the NJ Core Curriculum Content Standards for each subject ♦ It is assumed that the student will be instructed in the grade appropriate curriculum and therefore goals should address needs delineated in the PLAAFP

Considerations for all IEPs Annual Goals The annual goals must delineate what a child can reasonably accomplish in a year. These goals can address an array of needs, including academic, social, behavioral, physical, cognitive, communication, adaptive, or other educational needs. Therefore, not only are these curriculum goals & objectives, but they are goals & objectives that can be delineated under related services, BIPs, modifications, accommodations etc.

Considerations for all IEPs Annual Goals Once the IEP team identifies the annual goals & objectives, they must identify and specify in cooresponding sections of the IEP: ♦ The time frame to achieve each short-term objective ♦ The evaluative method(s) & criteria that will be used to assess success in reaching benchmarks/objectives ♦ The curriculum modifications, including supplementary aids and services, which must be provided in each curriculum area ♦ How the parents will be regularly informed of the student’s progress towards achieving annual goals

Considerations for all IEPs Goals & Objectives Why IEP Goals & Objectives Must Be Measurable? ♦ They enable parents, students, and educators to monitor the student’s progress towards reaching these goals during the year ♦ If appropriate IEP goals should be revised according to the student’s educational needs ♦ The student’s progress towards achieving these goals & objectives must be reported regularly to parents.

Considerations for all IEPs ♦ Developed by the IEP team (case manager, parent and teacher ) ♦ Legal document that guarantees the student with special needs FAPE in the least restrictive environment