What you need to know about IEPs and Advocacy (SLD)

What you need to know about IEPs and Advocacy (SLD) Learning Disabilities Association of Michigan Kathleen Kosobud, presenter Kosobud51@gmail.com

Michigan Students with Disabilities Source: Mi-CIS, IDEA count 12/2009

What is the problem? Why is it happening? Did it work? What should be done about it? RTI: A Problem-Solving Method Source: IDEA Partnership, 2007

Continuum of School-Wide Instruction Tertiary Intervention (~5%) Specialized Individualized Systems for Students with Intensive Needs ~5% ~15% Secondary Intervention (~15%) Specialized Group Systems for Students with At Risk Performance Primary Instruction (~80%) School-/Classroom-wide Systems for All Students, Staff and Settings ~80% of Students Adapted from”What is School-Wide PBS?”

Michigan SLD Identification • Cannot require use of “severe discrepancy” • May use a “response to intervention” process • May use other research-based procedures • A comprehensive evaluation by a multi-disciplinary team including • General education teacher AND • Person qualified to conduct individual diagnostic evaluations OR • Provider of speech and language OR • Teacher consultant

What is the 9th Percentile? graphic: http://www.georgehernandez.com

IEP Considerations • Present Level of Academic Achievement and Functional Performance (PLAAFP statement) • Including grade levels for achievement (high and low) • Social-emotional development • Behavior • Positive behavior interventions, supports, and strategies for students whose behavior impedes learning • The need for assistive technology devices or services

IEP Considerations • Supplementary Aids/Services/Supports • Amount of Time/Frequency/Conditions • Location • Goals and Objectives • Teacher’s endorsement • Programs and Services (FAPE in the LRE) • Special Transportation • Assessment accommodations: Standard and Non-Standard

Specialized Instruction • 80% of students with learning disabilities are identified with reading problems • “Tier 3 interventions” • Direct instruction • Multi-sensory • Evidence-based • 1-1 or small group

Testing Accommodations • Accommodations are designed to level the playing field, not to invalidate the tests • Tests of reading skills cannot be read to student • Tests of math calculation cannot allow calculators • Writing tests often do not allow spell- and grammar-checkers, although they can be word-processed. • Extended time • Instructions read (or on tape) for the student • Setting • Breaks • Scribe

Assistive Technology Considerations • Developmentally appropriate • Allow access to the general curriculum • Proactive preparation for independent use at higher levels of schooling • Low-tech through Hi-tech

Study of Adults with LD • Knowledge of A.D.A. and Section 504 • Realities of disability self-disclosure • Importance of self-determination* *Madaus, J.W., Gerber, P.J., & Price, L.A.(2008). Adults with Learning Disabilities in the workforce: Lessons for secondary transition programs. Learning Disabilities Research & Practice. 23(3), 148-153.

Michigan Merit Curriculum • 4 English Credits • 4 Mathematics Credits (can be reduced by .5 credit) • 3 Science Credits • 3 Social Studies Credits • .5 Civics • .5 Economics • 1 P.E./Health Credit • 1 Visual, Performing or Applied Arts Credit • 2 World Languages Credits (class of 2016) • An online learning experience* *Michigan Dept. of Education, Personal Curriculum Guidelines, August 2009

Need More Information? Contact: LDA of Michigan Website: http://ldaofmichigan.org/ Blog: http://ldamiexchange.blogspot.com/ Listserv: ldaofmichigan@yahoogroups.com Wiki: http://ldaofmichigan.wikispaces.com/ Facebook: www.facebook.com/groups/ldaofmichigan Contact: ldamich@sbcglobal.net Toll-free: 1-888-597-7809

What you need to know about IEPs and Advocacy (SLD)