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Chicago Public Schools Office of Specialized Services

IEP REFRESHER. Chicago Public Schools Office of Specialized Services. AGENDA. LRE JUSTIFICATION ASSESSMENT CONSULTATIVE SERVICES RELATED SERVICES. LRE JUSTIFICATION.

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Chicago Public Schools Office of Specialized Services

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  1. IEP REFRESHER Chicago Public Schools Office of Specialized Services

  2. AGENDA • LRE JUSTIFICATION • ASSESSMENT • CONSULTATIVE SERVICES • RELATED SERVICES

  3. LRE JUSTIFICATION • IDEA presumes that students with disabilities will be educated in the general education classroom with their non-disabled peers with the appropriate supplemental aids and services. • The IEP team must consider the general education classroom as the FIRST placement option every year. • For each option rejected, there must be a clearly stated justification statement explaining why the learning environment cannot be changed to enable the child the opportunity to participate in that setting.

  4. LRE JUSTIFICATION • The justification of placement should be based on the student’s individualized learning and behavior characteristics and needs. • Rejection of placement in the general education classroom should NEVER be based on the student’s disability, the need for accommodations and modifications, available service delivery models or administrative convenience.

  5. LRE JUSTIFICATION FIRST OPTION – GENERAL EDUCATION The general education classroom with supplementary aids and services is appropriate for John to meet his academic and social needs. OR The general education classroom, with supplementary aids and services is inappropriate because John needs a small structured setting, with a small student/teacher ratio and minimal distractions.

  6. LRE JUSTIFICATION Inappropriate Rejections of General Education Classroom John will not participate in the general education class because it is not restrictive enough. OR John will not participate in general education because he reads at a 2nd grade level and the curriculum needs to modified. OR John will not participate in general education because he is __________ (fill in the disability).

  7. ASSESSMENT PARTICIPATION ACCOMMODATIONS AND MODIFICATIONS • All students with disabilities MUST participate in the district (ITBS) and state assessments (ISAT/PSAE) with or without accommodations and modifications if non-disabled students at the same age or grade are tested. • A very small number of students with the most significant disabilities (i.e TMH or severe/profound cognitive) may be eligible to participate in the Illinois Alternate Assessment.

  8. ASSESSMENT • An accommodation should not alter the academic content standard or performance expectation being measured by the test. • Assessment accommodations should be provided based on the needs of the individual student and not the disability or amount of time spent in a general education classroom. • The IEP team should ascertain if the recommended accommodation is allowed on a particular local or state assessment.

  9. ASSESSMENT Accommodations- organized into six categories • Setting - changes in the place where an assessment is given (small group or individual administration, separate location, special lighting) • Presentation - changes in how an assessment is given (audio tape, sign or read directions,highlight directions) • Timing - changes in the duration of testing ( allow flexible schedule, allow stop-the-clock breaks, extend time allotted to complete test)

  10. ASSESSMENT • Response - changes in how a student responds to an assessment ( tape record responses, use of computer or other word processing device, allow use of scribe to record answers) • Scheduling - changes in when testing occurs (administer test in several sessions, administer test at a particular time of the day) • Other - special practice with test format, focusing prompts, providing snacks

  11. ASSESSMENT IEP Section 15 The ITBS, ISAT/PSAE accommodations should parallel those used for classroom assessments to ensure that they are not being introduced for the first time on the day of the assessment. • The accommodations for the local (ITBS) and state (ISAT/PSAE) assessments will be those listed under classroom assessment in Section 15 of the IEP. • For ITBS and ISAT/PSAE, you should specify accommodation needed for particular content area (reading, math, social studies).

  12. ASSESSMENT ILLINOIS ALTERNATE ASSESSMENT • Only students with the most significant cognitive disabilities should participate in the Illinois Alternate Assessment • The purpose of the IAA is to measure progress of students with significant disabilities who cannot participate in the ITBS or ISAT/PSAE even with accommodations

  13. ASSESSMENT ILLINOIS ALTERNATE ASSESSMENT • IAA uses portfolio of student work collected over the year in the academic areas that are assessed by the ISAT/PSAE. • The portfolio can include journals, video-tapes, pictures, dramatizations and observations of student performance. Student progress is measured using checklists, charts, scoring scales and rubrics.

  14. “Consultative only” occurs between two (2) or more providers when the student is in the general education setting without direct support from a special education teacher or related service provider. Does not require goals because goals are student driven Minutes may be included in Section 13 grid under “Consultative Only” Consultative services must be documented, so maintain notes and keep a log or journal Documentation must be maintained on site CONSULTATION

  15. CONSULTATION • “Consultative only” must be documented on the IEP in Section 11 and minutes can be put in Section 13 (top grid). • In Section 11, you must clearly describe the services being provided along with the provider and frequency. • Example: Special education teacher will consult daily with the general education teacher regarding curricular modifications for social studies and science.

  16. RELATED SERVICES SUMMARY OF RELATED SERVICES IN THE LRE: • Time • Frequency • Location of services

  17. RELATED SERVICES LRE AND RELATED SERVICES: Discuss whether it is appropriate to integrate related services into the general education classrooms • Speech/Language therapists can integrate oral reading through CRI. • Social worker and psychologist can provide group counseling when there is a shared issue, such as anger management. • Nurses can provide counseling around health issues such as diabetes, nutrition, etc.

  18. RELATED SERVICES SECTION 14 For every related service that is provided in a separate setting, there must be a statement in Section 14 justifying why the services cannot be provided in the general education classroom. Examples of justification for removal from general education are: • Privacy • Confidentiality • Embarrassment

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