1. IEP’s What is it?

2. What is an IEP ? What is an IEP ?

3. IEP Procedures Referral Referral Multi-factored Evaluation Multi-factored Evaluation Team Meeting Team Meeting

4. Team Members

5. Successful IEP Meetings

6. Components of the IEP What needs to be in the IEP? What needs to be in the IEP? P A S T D E Modifications(to assessment) Modifications(to assessment)

7. Performance/Present Level

8. Include information from parents, general physical educator, and adapted physical educator Include information from parents, general physical educator, and adapted physical educator Results of formal assessment Results of formal assessment Results of informal assessment Results of informal assessment Strengths and weaknesses Strengths and weaknesses How the student’s disability impacts his/her performance in the general curriculum How the student’s disability impacts his/her performance in the general curriculum

9. Annual Goals & Short Term Objectives

10. Services Related services to be provided Related services to be provided

11. Beginning and ending of services (dates) Beginning and ending of services (dates) Duration of services Duration of services Number of minutes Number of minutes –Implications for APE….adapted physical education should be provided MINIMALLY the same amount as general physical education is provided for students without disabilities, unless the IEP team determines otherwise Location of services Location of services –Important to identify for APE, as there are often space/location difficulties for APE. Options should be explored prior to the IEP meeting

12. Transition Services Begins at 14 years old Begins at 14 years old 14.5 years old 14.5 years old 17 years old 17 years old School-based to community based School-based to community based Preparing student for active living after school and after graduation Preparing student for active living after school and after graduation

14. Active living after high school Active living after high school Student personal interests should be the center of transition planning Student personal interests should be the center of transition planning Training in the community environment is most effective Training in the community environment is most effective Community recreation activities should be identified and task analyzed to determine student needs for participation and access Community recreation activities should be identified and task analyzed to determine student needs for participation and access

15. Dates & Duration When does program begin? When does program begin? End? End? Dates are usually set annually Dates are usually set annually IEPs are dated from the date goals were accepted by the IEP team, to one year later….eg. From: 09/15/11 To: 09/14/12 IEPs are dated from the date goals were accepted by the IEP team, to one year later….eg. From: 09/15/11 To: 09/14/12

16. Evaluation How will student progress be assessed? How will student progress be assessed? How will parents be notified? How will parents be notified? IEP must be reviewed every year IEP must be reviewed every year Every three years re-assessment by entire team Every three years re-assessment by entire team

17. How will progress on IEP goals will be measured How will progress on IEP goals will be measured When will progress on IEP goals will be reported When will progress on IEP goals will be reported

18. Modifications Are modifications needed for district/ state assessments ? Are modifications needed for district/ state assessments ? If student can’t participate in assessment it must be noted as to why. If student can’t participate in assessment it must be noted as to why.

19. Most Frequently Used Assessments in APE 1) TGMD-2 ** 2) BOTMP – short form ** 3) APE Assessment Scale 4) Brigance Diagnostic Inventory of Early Development ** 5) Brockport Physical Fitness Test

20. Additional Motor Assessments OSU SIGMA ** OSU SIGMA ** Denver Developmental** Denver Developmental** ** On reserve at Milner ** On reserve at Milner