1. Teacher Roles and Responsibilities in the IEP Process Amanda Strong Hilsmier EDUC 559

2. Goals of Presentation To develop an understanding of the purpose of the Individualized Education Plan (IEP) To examine the key components in the development of an IEP To reflect upon the importance of the team process in IEP development

3. Steps in the Assessment Process Identification and referral Determination of eligibility Program planning (IEP) Program implementation and evaluation

4. What is an IEP? “The written document that describes a student’s educational needs and details the special education and related services that the district will provide to address those needs” (Drasgow et al., 2001)

5. Major Components of the IEP Profile page Present Levels of achievement and functional performance Annual goals Benchmarks that support annual goals LRE decisions (Time in special education) Supplementary aids and services Accommodations for Assessment

6. Profile Page Provides an overview of the student and includes the following:  Academic, social/emotional, behavioral, communicative, and adaptive strengths and weaknesses of the students  Parental concern on the education of the student  Student preferences and interests  Results of the most recent evaluations  The academic, developmental, and functional needs of the student  Other

7. Present Levels of achievement and functional performance (PLOAFP) The PLOAFP’s outline the strengths and areas of struggle identified for the student with a disability. These areas must be referenced with a state/common core standard.

8. Annual goals These are broad goals that are to be met during that year and must match state/core curriculum standards. These goals must be measurably written with clear mastery criteria. Unless the student is on a modified curriculum, he/she should be within one grade level on the annual goal chosen.

9. Benchmarks These are smaller goals that support the larger annual goal. These also must be measurable with clear mastery criteria. IDEA (2004) did not require benchmarks for all students not on extended standards, but the paperwork to document annual goals without supporting benchmarks is extensive and most school districts still use benchmarks.

10. Time in special education This is the section where the decision on how much time will be spent in the special education classroom or with special education support.

11. Supplementary aids and services This is where the accommodations that will be implemented by the general education teacher are included. This section may be the most helpful to you as a general education teacher.

12. Accommodations for assessment This section shares what assessment accommodations will be provided for every test in your content area. These typically include  Extended time  Separate testing location  Oral testing  Tests read by teacher

13. IEP team meeting The IEP team is a culmination of the team approach that is utilized in the field of special education. Convenes after the referral (multidisciplinary) team determines eligibility for special education services. Members of the team participate in the process of planning the special education program for the special education student and this programming is documented in the IEP.

14. IEP Team Participants Parent Local educational agency representative (principal, asst. principal, counselor) Special education teacher General education teacher Psychologist/psychometrist Other, if necessary Student (if appropriate)

15. Parent involvement in the IEP meeting includes: Advance warning of meeting Informed of purpose, time, location, and persons attending meeting Scheduled at mutually agreed upon time/place Other means of communication when not in attendance Detailed records when parent not present Ensure parent understanding Parents receive a copy of their child’s IEP

16. Program Planning Parents must give consent before the IEP can be implemented. Student placement is governed by LRE and provide that students receive their education in the least restrictive environment to meet their individual needs.  What is the LRE or Least Restrictive Environment?

17. How do you determine least restrictive environment for a student with a disability? (taken from Nebraska Department of Education) What are the specific needs of the student? Does the student need individualized assistance in the general education setting? What are the characteristics of the learner? What are the characteristics of the general education environment?

18. Questions to be considered by IEP team in determining LRE (taken from Nebraska Department of Education): What accommodations, modifications, & adaptations are needed for the individual to be successful? Why can’t these accommodations, modifications, & adaptations be provided in the general ed environment? How will participation in the general ed curriculum impact the student? How will this student’s participation in the general ed curriculum impact other students? What specific supports are needed to assist the teacher and other personnel in providing the services listed above?

19. Program Implementation and Evaluation Student progress is monitored at least every grading period. This means that the special education teacher examines the students progress toward meeting the short-term objectives and annual goal by documenting on the IEP. IEP is reviewed and revised annually at a meeting with the parent and school personnel. Every 3 years, the student is reevaluated to determine if he/she continues to need special education services.

20. 3 factors found most important in litigation: Present levels of educational performance Measurable annual goals, benchmarks, and short-term objectives Special education services provided

21. Options for Participation in District-Wide Assessment (taken from Nebraska Department of Education) 1.If student participates in general ed curriculum w/ slight modification, then team must decide where student needs to use an accommodation for the test 2.If student receives significant modification, then team must decide between assessment with accommodations or using an alternate assessment 3.Students receiving an alternative curriculum are not expected to participate in district-wide assessment and an alternative assessment is provided.

22. Appropriate Accommodations for District- Wide Assessment (taken from Nebraska Department of Education) Use of eyeglasses Extended Time Test is read to student (if not measuring reading ability) Student is seated away from students in the classroom Test is administered individually What else have you seen?

23. Why is monitoring student progress on the IEP important? Ensures that goals and objectives are appropriate for the individual needs of the student Ensures that student is receiving instruction that meets goals and objectives set by the IEP team Ensures accountability of general education and special education teachers

24. Components of IEP: Varied and often overwhelming The special education and regular education teacher are responsible for the writing and implementation of all these components The team process ensures that no one is working alone, but that there is a collaborative process in determining the appropriate game plan for each individual student and their individual needs