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October 7, 2008

October 7, 2008. An Introduction to the Individualized Education Plan. Agenda. IEP and the General Curriculum Filling out each section of the IEP Accountability for progress Reporting progress. What is the General Curriculum?. Massachusetts Curriculum Frameworks

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October 7, 2008

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  1. October 7, 2008 An Introduction to the Individualized Education Plan

  2. Agenda • IEP and the General Curriculum • Filling out each section of the IEP • Accountability for progress • Reporting progress

  3. What is the General Curriculum? • Massachusetts Curriculum Frameworks • Local School District Curriculum Frameworks • No Child Left Behind (NCLB) • IDEA 2004 • High Stakes Testing—MCAS

  4. Why is a Good IEP Important? Access and Accountability = Student Vision Accommodations Modifications Specific Goal Focus How Services are Delivered How Progress will be Tested

  5. Parent/Student Concerns • Parent and Student concerns must be listed. • What to look at for the year? • Which “skills” should be stronger? IEP page 1 Trans

  6. The Student’s Story • Student vision • What do they do well at school? • What are their interests and preferences? • Describe successes IEP page 1 T3, Trans

  7. The Student’s Story What do evaluations tell us? • Describe the student’s disability. • Describe the student’s performance in general education. • Evaluations must include written recommendations. IEP page 1

  8. The Student’s Story • How did the Student do on their last MCAS, other district and school based tests? • Were the goals from last year’s IEP met? IEP page 1 T3, Trans

  9. Student’sVISION “Improving educational results for children with disabilities is an essential element of our national policy of ensuring quality of opportunity, full participation, independent living and economic self-sufficiency for individuals with disabilities.” IDEA Sec 1400 (c) (1) What is the student’s vision for the next year and beyond? IEP page 1

  10. Define what will help student SUCCEED • Assessment Results • Description of the Disability • Especially how it effects progress in all areas • Accommodations needed to progress • Modifications needed to progress Present Levels of Educational Performance (PLEP) IEP pages 2 & 3

  11. Two pages of PLEPWhat’s the Difference? • PLEP A • General Curriculum • Curriculum areas • Frameworks • PLEP B • Other Needs • Participation in the overall life of the school • Other needs not specifically addressed in the frameworks • Age specific skills and Life skills IEP pages 2 & 3

  12. How does the disability affect progress? • What skills has the student yet to demonstrate? • How does lack of these skills impact success? • Address each component of the disability • Other Considerations—organization, attention, anxiety etc. IEP pages 2 & 3

  13. What is an Accommodation? • Changes within the learning environment • Allows access to the same information • Extended testing time • Preferred Seating • Large print books • Scribe AND MORE! IEP pages 2 & 3

  14. SKILL BUILDING GOALS MAKE THE BIGGEST DIFFERENCE

  15. What about life skills goals? A Team may decide that a student with disabilities needs to develop skills that will help the student be successful in daily life. These goals must not be the only goals on the IEP or replace academic or life of the school goals.

  16. … andthe life of the school? Post-secondary Planning Self-advocacy School Sports Taking Turns School Clubs and Activities Social Communication

  17. Current Performance Levels (CPL) How is this different from PLEP? • CPL • Specific • Limited to goal area • Focused on skill building • Used to write a goal • PLEP • General • Focused on progress in the general curriculum • Used to write accommodations and modifications IEP page 4

  18. Measurable Annual Goal Components TARGET BEHAVIOR - The skill or behavior in need of change. Condition - Circumstances under which the target behavior is to occur. Criteria - Acceptable level of performance of the target behavior. IEP page 4

  19. Examples Measurable Annual Goals TARGET BEHAVIORConditionCriteria • Nadia willWRITEA SIX SENTENCE PARAGRAPH using four types of sentencesscoring 45/50 on the district writing rubric. • When given a topic in History, Social Sciences, English Language Arts or Science and Technology, Carlos will be able toindependentlyWRITE A THREE-PARAGRAPH ESSAYcontaining the required elements; introduction, supporting details, and conclusion. IEP page 4

  20. Examples Measurable Annual Goals TARGET BEHAVIORConditionsCriteria Monday through Friday, Jillian will USE THE PUBLIC TRANSPORTATION SYSTEM TO GET TO AND FROM HER JOB PLACEMENT,independently arriving at work on time, for any five consecutive days. John will FOLLOW SCHOOL RULESas described in the school handbookby walking through the halls without incident. IEP page 4

  21. Measurable Objectives Objectives break the Measurable Annual Goal into discrete components that are short-term, measurable, intermediate steps. To ensure measurability, each objective should have TARGET BEHAVIOR, Conditions, and Criteria. IEP page 4

  22. Examples of Measurable Objectives Nadia willWRITEa six sentence paragraph using four types of sentencesscoring 45/50 on the district writing rubric. • Given a list of sentences, Nadia will accurately label the four types of sentences. • Nadia will be able to write acceptable examples of the four types of sentences when asked. • Given a sample paragraph, Nadia will be able to consistently correctly label the components of a paragraph. • Given a topic, Nadia will be able to write a paragraph using three out of the four types of sentences. IEP page 4

  23. Measurable Benchmarks Benchmarks break the Measurable Annual Goal into major milestones that the student is expected to reach within a specified period of time. To help ensure measurability, Benchmarks may also have TARGET BEHAVIOR, Conditions, and Criteria. IEP page 4

  24. Examples of Measurable Benchmarks Monday through Friday, Jillian will USE THE PUBLIC TRANSPORTATION SYSTEM TO GET TO AND FROM HER JOB PLACEMENT,independently arriving at work on time, for any five consecutive days. • By the end of the first quarter, accompanied by an adult, Jillian will walk to the bus stop, ride the bus to work, and get off at the correct work bus stop. • By the end of the second quarter, Jillian will be able to identify the steps she will follow to independently travel to work. • By the end of the third quarter, Jillian will independently walk to the bus stop, ride the bus to work and get off at the correct work bus stop. IEP page 4

  25. Annual Goals Objectives/Benchmarks Check for Measurability • The Team discussion should answer: • What is the source of the data? • What is the data collection schedule? • Who will collect the data? IEP page 4

  26. Data Collection Strategy • Data Collection Sources Examples: rubrics, checklists, observation, record of verbal responses, portfolios, shortened tests, open book tests, teacher-made tests, illustrations, reports/observations from internships and vocational experiences, hands-on performance, self-evaluation • Data Collection Schedule Examples: quarterly, by mid-year, monthly, 30 consecutive days, last week of each month • Data Collection Person Examples: general educator, special educator, related service provider, aide, student IEP page 4

  27. How do we know we are doing it right? • Written with high expectations • In line with the student (parent) VISION • Target skills provide access to the general education curricula and the life of the school • Goals, objectives/benchmarks are observable/measurable • We have identified a data collection strategy • Student understands goals to work on

  28. Is the Service Delivery Form Important? YES! • Service Environment • Goal Focus • Description of Service • Type of Personnel • Service Schedule • Service Duration IEP page 5

  29. More Individualized Supports • Non-participation Justification • Schedule Modification • Transportation Services IEP page 6

  30. Participation in MCAS • All public school students participate in MCAS • All private school students funded by public school dollars must take MCAS • Some students with disabilities will take MCAS with accommodations • Some students (perhaps 1%) will take the MCAS Alternate Assessment IEP page 7

  31. Additional Information • Transition Information—Ages 14-22 (Transition Planning Chart) • Parent Participation • Other Relevant Information IEP page 8

  32. Parent Response Options • Accept the IEP as Developed • Reject the IEP as Developed • Reject portions of the IEP • Request a Meeting to Discuss Rejected IEP IEP page 8

  33. Placement • Decided after the IEP is written • Determined by the needs of the child • The child will attend the school he/she would attend that he/she would have attended anyway unless the IEP requires otherwise • Decided by the TEAM including the parents IEP page PL 1

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