1 / 39

Describing Special Education, Related Services, Supplementary Aids and Services, and Program Modifications or Supports

Describing Special Education, Related Services, Supplementary Aids and Services, and Program Modifications or Supports. Christina Spector, Marge Resan, & Paula Volpiansky Special Education Team Wisconsin Department of Public Instruction July, 2011.

dale
Download Presentation

Describing Special Education, Related Services, Supplementary Aids and Services, and Program Modifications or Supports

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Describing Special Education, Related Services, Supplementary Aids and Services, and Program Modifications or Supports Christina Spector, Marge Resan, & Paula Volpiansky Special Education Team Wisconsin Department of Public Instruction July, 2011

  2. Using Microsoft LiveAudio Difficulties & Accessibility • Choose an audio source • Make sure the volume on the computer is turned up • Contact your local IT department • If you are deaf or hard of hearing or otherwise want to access the speaker notes: Click on the PowerPoint presentation icon next to the Webcast you’d like to view. If you are using a PC, right click on the screen when the PowerPoint opens and select “full screen.” Right click again and select “speaker notes.” The notes will appear in a small box which can be moved and will automatically change as the slides change.

  3. Why is this important? • FAPE: All students enrolled in public school have the right to a… • Free • Appropriate • Public • Education • The IEP is the legal document that describes how the LEA will provide FAPE to the student in accordance with IDEA.

  4. Why is this important? • The IEP must accurately describe the LEA’s commitment so parents and other IEP team members know what to expect. • General supervisory responsibility (DPI) • IDEA state complaints • Procedural Compliance Self-Assessment

  5. How are we doing as a state? • FY 2006-2011 monitoring cycle • 80.3% of LEAs reported errors related to amount and frequency • FY 2012-2016 Cycle (beginning Fall 2011) • IEP-10 • IEP-11 • IEP-12 • http://www.dpi.wi.gov/sped/spp-selfassmt.html

  6. “Special Education” is • Specially designed instruction to meet the unique needs of a student with a disability which is provided at no cost to the student or the student’s parent by appropriately licensed staff. It is provided in the classroom, in the home, in hospitals and institutions, and in other settings.

  7. “Related Services” are Transportation and developmental, corrective, and other supportive services required to assist a student with a disability to benefit from special education. May include occupational therapy, orientation and mobility training, etc

  8. “Supplementary Aids & Services” are • Aids, services, and other supports provided in general education classes or in other education-related settings to enable a student with a disability to be educated with students without disabilities to the maximum extent appropriate. • May include assistive technology devices, specific modifications made to assignments, etc.

  9. “Program Modifications or Supports for School Personnel” are • Services or activities provided to school personnel on the behalf of students. • May include training, consultation, etc.

  10. General Standard for ALL Services • Services are based on the student’s unique educational needs. • The IEP must clearly state the amount of time and resource committed to each services. • The IEP must clearly describe the LEA’s commitment of resources to the parents and all involved in developing and implementing the IEP.

  11. General Standard for ALL Services • The IEP must include a description, appropriate to each service, of the: • Projected date for the beginning of the services • Amount of services(how much?) • Frequency of services (how often?) • Location of services (where will the service be provided?) • Duration of services (how long will the service be provided?)

  12. DPI’s General Guidance • Whenever possible, the IEP should describe services using daily allotments of hours or minutes. • If the student’s unique needs are such that daily allotments are not appropriate, the IEP should describe services in weekly allotments of time. • If it is impossible to describe the service in allotments of time, the IEP must clearly describe the circumstances under which it will be provided.

  13. Daily or Weekly Allotments of Hours or Minutes – Special Education

  14. Daily or Weekly Allotments of Hours or Minutes – Related Services

  15. Daily or Weekly Allotments of Hours or Minutes–Supplementary Aids & Services

  16. Daily or Weekly Allotments of Hours or Minutes–Program Modifications or Supports

  17. Are Monthly Allotments of time Acceptable? Yes, but only in the rare circumstance where it is appropriate to the specific service and based on the student’s unique needs

  18. Student or Staff Absences LEAs must consider the impact of interruption in services on the provision of FAPE. Whether an interruption in services is a denial of FAPE is an individual, case-by-case determination.

  19. Are “Minimums” Acceptable? For example, “a minimum of 15 minutes, three times per week” NO! Unacceptable because the commitment of LEA resources to the student is unclear

  20. Are Narrow Ranges of Time Acceptable? • Only acceptable if… • Stating the service as a narrow range is appropriate to the specific service, and • The IEP team determines it is necessary to meet the unique needs of the student, and • A range is not used for administrative convenience, and • The range is not unreasonably wide (generally no more than 15 minutes).

  21. Use of a Narrow Range – Acceptable Example

  22. When allotments of time are not appropriate to the service… • The IEP must clearly describe the circumstances under which the service will be provided. • Describing circumstances requires more detail. • The statement must still describe • type of service • amount (how much?) • frequency (how often?) • location (where?) and duration • “as needed”, “upon student request”, “as determined by teacher” are not acceptable

  23. Describing Circumstances Special Education

  24. Describing CircumstancesRelated Services

  25. Describing Circumstances– Supplementary Aids and Services

  26. Describing Circumstances Supplementary Aids and Services

  27. What about student self-advocacy? If “upon student request,” “as needed,” etc. are unacceptable, how do we address self-advocacy on the IEP? Self-advocacy may be appropriately addressed in other parts of the IEP such as the student’s present level of academic achievement and functional performance, and annual goals.

  28. What about student self-advocacy? • Self-Advocacy Goal: Given a problem involving math calculation of more than two columns, Jamal will recognize his need for a calculator and ask teacher for it, 7/10 opportunities, as measured by teacher checklist. • The program summary describes servicesneeded as student develops self-advocacy skills.

  29. In Summary… The student’s unique educational needs drive the IEP team’s determination of services to be provided. Services may not be driven by administrative convenience, concerns about unavailability of staff, or to accommodate a particular service delivery model.

  30. In Summary… • To be clearly stated, the description of each service listed on the IEP must answer the following questions: • How much of the service will be provided (the amount)? • How often will the service be provided (the frequency)? • Where will the service be provided (the location)? • How long will the service be provided (the duration)?

  31. Self-Check: What’s wrong here?

  32. Here’s what’s wrong Missing frequency (e.g. how many times per week?) “minimum” is not a clear commitment of resources Missing amount (e.g. how many minutes/hrs?)

  33. Self-Check: What’s wrong here?

  34. Self-Check: What’s wrong here? Implementation of service is unclear Implementation of service is unclear Freq/amt not appropriate to service; conditions for use unclear

  35. Self Check: What’s wrong here?

  36. Here’s what’s wrong Circumstances when calculator is required are not clear Circumstances when removal needed is unclear because problem behavior not described

  37. For More Information… • DPI Information Update Bulletin 10.07 Describing Special Education, Related Services, Supplementary Aids and Services, and Program Modifications and Supports http://www.dpi.wi.gov/sped/bul10-07.html • Additional Frequency and Amount Examples for Therapy http://www.dpi.wi.gov/sped/speech.html

  38. Questions? Christina Spector, School Administration Consultant 608-267-3747 christina.spector@dpi.wi.gov Marge Resan, School Administration Consultant (608) 267-9158 Margaret.resan@dpi.wi.gov Paula Volpiansky, School Administration Consultant 608-267-3725 paula.volpiansky@dpi.wi.gov

More Related