1. Kristen Philbrook Regional Disability Coordinator Humanitas Effectively Using IEPs in the Creation of Accommodation Plans

2. The IEP in Job Corps Role, function, and uses 2

3. What is an IEP? Individualized Education Program Individualized plan that outlines the student’s: strengths and weaknesses abilities the impact of the student’s disability in the educational setting goals (e.g. educational, social, etc.) agreed upon accommodations agreed upon special education services 3

4. The IEP in Job Corps The IEP serves as Documentation of a disability One tool for determining accommodation needs on a Job Corps accommodation plan * Remember: For centers with high school programs who fall under the Individuals with Disabilities Education Act (IDEA), the IEP serves as the program plan for the delivery of special education services and supports 4

5. The IEP as Documentation of a Disability In order to be considered a child with a disability under IDEA, 2 conditions had to have been met: The child is a person with a disability The child is in need of special education services Given this, Job Corps accepts the IEP as one source that documents that an applicant/student is considered a person with a disability 5

6. The IEP as a Tool The following information from an IEP can help in the development of an accommodation plan: 1. Present levels of performance (sometimes known as a PLOP) 2. Goals necessary for the individual to access the general education curriculum 3. Supplementary aids, supports, and services 6

7. The IEP as a Tool (cont’d) 4. Participation in state and district wide tests 5. Educational setting where services will be provided 6. Transition Services 7

8. Present Levels of Performance PLOP 8

9. A well written PLOP should tell you all the things you need to know about a student’s present levels of functioning including: strengths weaknesses standardized performance data strategies that have been used successfully Goals within an IEP should have been written based upon the content contained within the PLOP 9

10. PLOP Example #1 * All identifying information has been redacted 10

11. Accommodation Examples Areas of weakness/needPossible accommodation(s) Processing speed Improving editing skills Difficulty staying focused Difficulty transitioning Difficulty completing work Difficulty completing tests on time Give extra time to answer questions/repeat information Software to help with editing Frequent breaks Reminders given 10 minutes prior to change Organizer or daily checklist “to dos” Extended time for completing tests 11

12. PLOP Example #2 12

13. Accommodation Examples Areas of weakness/needPossible accommodation(s) Difficulty completing assignments Needs positive reinforcement Needs tasks broken down into smaller units Difficulty starting tasks Frequent reminders of due dates and/or daily planner or organizer Frequent positive feedback Break down larger assignments into smaller chunks Verify understanding of directions 13

14. Goals Gleaning educational data from the goals within an IEP 14

15. Goals The IEP lists measurable annual goals, consistent with the student's needs and abilities Baseline tells you what skills the student has in that area/subject 15

16. Supplemental Aids, Services & Supports 16

17. Supplemental Aids, Services, & Supports Allow physical and programmatic access to the general education curriculum Assistive technology Extra time on tests/assignment Proctor Large print Personal assistance Frequent breaks 17

18. 18

19. Supplemental Aids, Services, & Supports What accommodations would you offer? 19

20. Participation in State-wide Tests 20

21. Participation in State and District Wide Tests Ask yourself: Have they taken state assessments with accommodations and/or modifications? Are they exempt or do they take alternative testing? This information can help you understand: Assessment method in which the student is participating Types of accommodations being afforded in testing situations 21

22. Testing Example 22

23. Possible Accommodations TABE tests and other standardized tests Extra time Directions read Small group setting Other tests Directions explained 23

24. Educational Services/Settings 24

25. Educational Services/Setting Where and when special education and related services were provided: General education environment Special education environment Amount of time spent in each location or service 25

26. Services/Settings Language in IEP The IEP says that a student was “pulled out” into a resource room The IEP says that a student needs “1:1 support” Does this mean the student will not be successful in the Job Corps program? 26

27. Services/Setting Language in IEP How is the information provided in the Services/Settings section useful to Job Corps staff? What did “1:1” or “pull-out” mean for this individual? What areas/subjects were they receiving the support? How much time in the day were they receiving extra assistance? What did that assistance look like? Could technology increase his/her independence in the learning environment? 27

28. Justification/Rationale The IEP should also include a justification explaining why the student needed “pull-out” or “1:1”support Ask the student 28

29. Questions for the Student When you were given the opportunity to leave class and work in a small group, did that make completing your work easier? Why was it easier (or more difficult)? What did you like about working in a small group? What made it difficult to complete your work in the classroom? Was it distracting? What did the teacher do to help you? 29

30. 30 Example A Example B Test Your Knowledge

31. Transition Services 31

32. Transition Services By age 16 all IEPs should include needed transition services including transition activities and post-secondary goals This information outlines the students future plans: Career goals Post-secondary education goals Independent living needs 32

33. Transition Services Example 33

34. Transition Services Example (cont.) 34

35. Older IEPs Extracting relevant information from older documentation 35

36. Valuable Information Use this information as a foundation to understand how the students disability has impacted the student in the past and develop questions to ask the student. Pay particular attention to information regarding the individual’s Disability(s) Strengths Areas/subjects support was being provided 36

37. Let’s Review! 37

38. Determining Appropriate Accommodations The accommodations listed on the IEP may or may not be appropriate for the student in the Job Corps setting Remember : Accommodations need to match the disability Be current Address functional limitations 38

39. Things to Remember When Developing an Accommodation Plan Of key importance is that the DCs/Reasonable Accommodation Committee review(s) accommodation needs in discussion with the applicant Must consider all areas of the Job Corps program 39

40. Ask the Audience? What area of the IEP will you find information about the student/applicants current level of functioning? PLOP What part of the IEP will tell you if the student has used assistive technology? Supplemental Aids, Services, and Supports If a student was removed from the general education classroom, what part of the IEP tells you why? Justification/Rationale 40

41. Ask the Audience (cont.)? Who is the most important person to talk to when creating an accommodation plan? Student 41

42. Resources 42

43. JC Disability Website 43

44. JC Learning Disability Website 44

45. Job Accommodation Network http://askjan.org 45

46. Job Accommodation Network SOAR Results for Processing Speed 46

47. Regional Disability Coordinators Boston, Philadelphia, and Atlanta Regions – Kristen Philbrook kristen.philbrook@humanitas.com Dallas Region - Laura Kuhn laura.kuhn@humanitas.com Chicago and San Francisco Regions - Kim Jones kim.jones@humanitas.com 47