1. Individualized Education Plan (IEP) GOALS: Provide an understanding of your role as well as other professionals involved. Demystify the basic workings of SPED. Identify the requirements of IEP’s. Understand the types of services students with disabilities receive.

2. Steps for Obtaining Special Education Services Prereferral/intervention team or screening Referral Meeting Parent notification and permission for individualized assessment Individualized assessment Team decision about student eligibility based on assessments Preparation and Approval of IEP and team decision about services needed

3. Steps for Obtaining Special Education Services Team decision about the location in which student will be educated (placement) Parent approval of IEP and other team decisions made Services delivered as planned IEP reviewed annually; reassessment every three years

4. Required Components of an IEP Present level of Performance (PLOPS) Annual goal(s) and short-term objective(s) Date of initiation and duration of services Services needed are fully described (amount of hours, direct or indirect, frequency, start date) Criteria for evaluation - measurable & specific Transition services (for students 14+ years old)

5. PLOP Components Narrative PLOP based on Assessment Data –Quantitative data (test scores, observations, and work samples) –Description of Strengths and Abilities –Description of Specific Needs such as Written language, social/emotional behaviors, motor, functional skills, speech/language, cognitive and sensory skills (if needed)

6. Goals and Objectives Goals are statements of what can be accomplished within one year. Short-term objectives are measurable steps to bring student from PLOP to annual goal Each Objective must have specific performance criteria, evaluation procedures, and indicators of quarterly progress

7. Nonparticipation with nondisabled peers Each IEP must include a statement that illustrates the extent to which the student will participate in general education. The IEP must include the amount of time (based on length of school day) the student will spend in general education programs. –Example, “outside the general education class less than 21%”

8. Testing accommodations & classroom modifications All testing accommodations “should” be in place during all class activities. –Ex., if a student has dictation for a testing accommodation, he/she should be using dictation during class activities as well and not just receive dictation for testing.

9. Participation in Assessments If the IEP team determines that a student will not participate in state or county-wide assessments, the team must document: – why the assessment(s) in not appropriate for the student –how, instead, the student will be assessed

10. Needed services Hours of special education service per week and/or special education assistant if necessary. Other related services, ex.,counseling services, transportation, PT/OT, etc. Statement must include frequency, duration and location Most service providers must also include a list of annual goal(s) and objectives.

11. Transition Plan/Services When a student turns 14 years old, his/her IEP must include a statement of transition services. –Focus on student’s course of study and post-high school plans When a student turns 16 years old, his/her IEP must include transition plan. –Statement of school’s, participating agencies, student and parent responsibilities or linkages to prepare student for exiting the school setting and being successful in the community.

13. Present level of functioning Statement of the child's present levels of educational performance, including:  Academic achievement  Social adaptation  Prevocational skills  Vocational skills  Psychomotor skills, and  Self-help skills

15. Annual goal(s) and short-term objective(s)  Goals are statements describing the educational performance to be achieved by the end of the school year under the child's individualized education plan;  Short-term objectives are statements which must be measurable intermediate steps between the present level of educational performance and the annuals goals.

17. Date of initiation and duration of services The specific date those services will begin and the length of time the services will be given. A list of individuals responsible for implementation of the individualized education program.

18. Services needed Statement of specific educational services needed by the child(determined without regard to availability of services) including a description of:  All special education and related services needed to meet the unique needs of the child, including the type of physical education program the child will participate in; and  Any special instructional media and materials that are needed The extent to which the child will participate in regular education programs

19. Strategies for evaluation Objective criteria, evaluation procedures, and schedules of determining (on at least the regular education reporting schedule for the grade or placement) whether the short-term instructional objectives are being achieved.

20. Services Students with Disabilities Receive Special Education Specially designed instructional services that can include adapted materials, alternative curriculum, assistance from a special education teacher, individualized instruction, and other instructional supports

21. Services Students with Disabilities Receive Related Services All the additional supports students need in order to benefit from special education instruction, including speech therapy, transportation, physical and occupational therapy, counseling, psychological services, and social work

22. Individualized Education Plan (IEP) ðNOW, we are ready to experience a process. ð First, we will hear from “Matthew’s” Mom. ð Then, we will hear from the “professionals” who work with Matthew. ð After each interview, you make notes. ð Then the software leads us into the PROCESS of grouping, prioritizing and ð Finally producing “Matthew’s” IEP!