IEP Implementation for both Special Educators and General Education

1. IEP Implementation for both Special Educators and General Education FHA PEC DEPARTMENT Kimberly Brown Sammie Glover Michelle Lowe Nicole Pierson Michelle Wise

2. The Elements of an IEP • Narrative and quantitative current levels of performance (CLOP) • Include diagnostic results of Brigance testing-given every year • Current progress performance in academic and behavioral support in student interventions • Narrative teacher feedback on student class inclusion • Progress reports within the school year mailed to parents and given to students • Student scores on state standardized assessments • Learning and behavioral goals and objectives • Quantifiable and measurable goals-Brigance testing and teacher feedback • Transitional plan-postsecondary education-include internships and vocational education plans • Placement-Least Restrictive Environment (LRE) • Appropriate placement consistent with IEP diagnostics of skill levels and current performance • Placement in core and elective classes, internship options, community resources, and transitional program options • Written explanation of placement choices including rationale and quantifiable information on skills and behaviors supporting LRE placements • IEP service dates and accommodations • Written dates of services and types of inclusions-make sure that IEP meeting takes place with all parties included • Include related services such as transportation-(door to door; regular bus service) • Additional accommodations-supplementary supports (speech, behavioral interventions) and assistive technology needs. • Placement modifications and curriculum modifications-be specific in types of modification and provide written rationale

3. What parts of the IEP will you be dealing with? Goals and Objectives Accommodations and Modifications Service hours and style of service The nature of the student’s disability and the impact it has on their learning and behavior Special Considerations Present Levels Behavior Intervention Plans (BIPs) and Functional Behavior Analysis (FBAs) Test Participation (CRCT, EOCT, Writing Assessments)

4. IEP Goals should be aligned to the Georgia Standards so that students with disabilities are moving toward the same outcomes as their regular education classmates! Special educators are charged with the responsibility of writing grade-level, standards-based goals, geared to students with skill deficits in the academic areas. So, how does the special education teacher do that? Begin with the student’s current level of performance Choose the standard that the student is struggling to meet “Unpack” the standard (break it down) Analyze the sub-skill Develop the goal and short-term objectives Monitor the goal (progress monitoring) IEP Goals and Objectives

5. Accommodations and Modifications Everyone who teaches and engages with the student will use them Class work, tests, quizzes, projects, homework, etc Use in the lesson plan By law, we must all do it!

6. Service Hours and Models Special Education is a SERVICE, not a PLACE! How often and in what way will the child be served? Consultative (Planning and collaboration with reg. ed. teacher) Direct Consultative (Consult directly with student) Collaboration/Co-teaching (in the Gen Ed setting) Resource-Pull out for resources (i.e. tutorial purposes, community-based instruction, instruction in other parts of the school, counseling, or for privacy in receiving health services or instruction in hygiene, etc) Direct (Teaching that subject directly) Self Contained (Staying in Spec Ed room with no General Educator involved)

7. Time Can be 1 to 30 hours a week, depending on the needs of the student or what that particular school offers. APS wants Students with Disabilities in the General Education Setting 80% of the day.

8. BIP and FBA A Behavior Intervention Plan (BIP) takes the observations made in a Functional Behavioral Assessment (FBA) and turns them into a concrete plan of action for managing a student's behavior A BIP may include: ways to change the environment to keep behavior from starting in the first place provide positive reinforcement to promote good behavior employ planned ignoring to avoid reinforcing bad behavior provides supports needed up front so that the student will not be driven to act out in the first place School and staff are legally obligated to follow it

9. Test Participation Testing accommodations are modifications are changes (made in testing to prevent the student with a disability from interfering with his/her ability to demonstrate their true skill levels. The law allows for accommodation on testing, but they do not require schools to accommodate students to such a degree that they have advantages over other students. When used correctly, accommodations enable teachers to get a more accurate assessment of the student’s knowledge and skills. Accommodations are only in the areas where a student’s disability would prevent him/her from showing what he truly knows. Whatever accommodations are given on high-stakes test, must also be used in the classroom on a daily basis.