The IEP: The Cornerstone of Special Education

1. The IEP:The Cornerstone of Special Education Julie Fogt, Nancy George, Matthew Link, Kelly Price Northampton Area School District October 8, 2007

2. WHY… ARE WE HERE TODAY?

3. BECAUSE NO MATTER WHAT WE SAY, THINK, OR DO… IT’S THE LAW So please don’t blame the messenger!

4. Today Our goal today is to work together to gain a better and clear understanding of the IEP and how to document what we implement. We will review the parts of the IEP to see what we MUST do and SHOULD do to meet the needs of students. Focus Areas: SDI, Supports for School Personnel, Location/Frequency, Documentation

5. Short-Term Parking Try to answer my question today Long-Term Parking Answer my question whenever possible Parking Lot Expectations Please feel free to write down any questions you have during the presentation. I will look at each question during our breaks.

6. Individuals with Disabilities Education Act (IDEA ’04) Special education law guarantees the following rights to all students with disabilities: • The right to an education • The right to a “free” education • The right to an “appropriate” education • The right to placement in the “least restrictive setting” • The right to due process

7. Free Public Education FAPE ← Special education law entitles students with disabilities to FAPE individually designed to meet their unique needs.

8. Defining Appropriate The courts define appropriate as “in accordance with the student’s IEP.” This means the IEP serves as THE single most important document for a student with a disability.

9. The Purpose of an IEP • Serves as a blueprint for the provision of special education services. • Puts into writing the district’s commitment to educating a student with a disability. • Describes the specialized services that are needed for the student to be successful.

10. The Importance of an IEP • The IEP is a firm, legally binding “commitment of resources” by the district. • When the IEP team specifies that a specialized service is needed, the district must provide it. Source: Bateman, B. (1995) Writing Individualized Education Programs for Success: Secondary Education and Beyond. Learning Disabilities Association.

11. All school staff working directly with the student are responsible for implementing the IEP. List may include: Administrators Special education teachers General education teachers Counselors Support staff/related services staff Paraprofessionals Persons Responsible for Implementation of an IEP

12. Parts of the IEP I. Special Considerations II. Present Levels of Performance III. Participation in State & Local Assessments IV. Transition Services V. Goals and Objectives VI.Special Education/ Related Services/ Supplementary Aids & Services/Program Modifications VII. Educational Placement VIII. Penn Data

13. Blind or visually impaired? If yes, explain: Deaf or hearing impaired? If yes, explain: Communication needs Assistive technology Limited English Proficiency Behaviors that impede learning Transition services Other (Specify) Any factors checked must be addressed in the IEP. I. Special Considerations

14. Present Levels of Academic Achievement: Performance in general education curriculum, including reading, writing, and math Present Levels of Functional Performance: Related to activities of daily living, functional levels of academics, and social deficits Strengths: Describe what student does relatively well Academic & Functional Needs: State specific needs related to disability (translates into goals) Effect on Involvement & Progress in General Education Curriculum Include information that supports the continuation, elimination or need for services included in IEP II. Present Levels of Performance

15. The IEP team must decide whether the student: participates without accommodations participates with accommodations (list them) will be assessed on an alternative assessment It is required that all students participate in state and district-wide assessments. III. Participation in State /District-Wide Assessments

16. Accommodations for ALL Students (Non-IEP) • Changes in Test Environment • Scheduled extended time • Multiple testing sessions • Testing in a separate room • Assistive Devices/ Special Arrangements • Typewriter, word processor • Paper, reading windows, highlighters • Adapted Test Forms • Audiotape, CD • Other Accommodations • Student marks in test booklet • Dictation to a test administrator • Simplifying directions

17. Allowable Accommodations (IEP) • Adapted Test Forms • Braille edition • Large print edition • Signed version • Other Accommodations • Same as listed for ALL students • Changes in Test Environment • Same as listed for ALL students • Assistive Devices/Special Arrangements • Brailler/Notetaker • Cranmer abacus • Magnification devices • Word-to-word dictionary without definitions • Augmentative communication systems Accommodations are intended to reduce or even eliminate the effects of a student’s disability; they do not reduce learning expectations.

18. IV. Transition Services • Begin Transition Planning if the student will be 16 years of age or the IEP team decides to begin planning earlier • Discuss Desired Post-School Outcomes • Post-Secondary Education and Training • Employment • Independent Living

19. V. Goals and Objectives Goals and objectives need to be: • Measurable / Able to be monitored • Meaningful • Linked to the general curriculum • Derived from the needs resulting from the disability • Related directly to the present levels Goals should be based or referenced to Standards/Anchors

20. Take a 5 minute break. Remember the parking lot!

21. VI. Special Education/ Related Services/ Program Modifications • Program Modifications and Specially Designed Instruction (including Behavior Plan, if required) • Related Services • Supports for School Personnel • Extended School Year

22. Specially Designed Instruction (SDI) SDI is what’s “special” in special education. • Designed to meet the unique and individualized needs of the student. • The IEP team must identify the specific strategies that are needed by the student to access and be successful in the general education curriculum. • Often carried out in the general education setting. It is essential that teachers implement SDI as outlined in the IEP.

23. More on SDI • Means adapting, as appropriate, the content, methodology, or delivery of instruction to address the unique needs of the child. • Ensures that the child has the instructional supports and services he or she needs to access and succeed in the general education curriculum.

24. May include modifications in assignments, curriculum, grading, testing, discipline, or adaptations to the physical environment. There are an infinite number of possible SDI -- the key is to include those supports that address the needs of the student. And a Little Bit More about SDI • The IEP teammakes decisions about what is necessary (not unilaterally decided).

25. Areas to Consider for SDI • Communication devices / assistive technology • Test modifications • Adaptive equipment • Instructional adaptations • Replacement of traditional curriculum • Positive behavior supports (If behavior is identified as an area of concern, list positive behavioral support strategies as part of specially designed instruction.)

26. Material read orally to student Reduce number of items on page to 5 or less Pencil grip Repeating directions Use of study guides Consistent rewards and consequences Visual schedule Large print textbooks Materials on tape Quick pen Preferential seating near teacher Seat cushion Frequent checks for understanding Social skills instruction Individualized behavior support plan Examples of SDI

27. Monitoring Delivery of SDI • For each program modification and/or SDI, the team must indicate the location and frequency of the service to be provided. • LOCATION refers to where the child will be receiving the service. • FREQUENCY refers to how often the child will be receiving the service.

28. Ensuring Delivery of SDI • School staff must deliver each service or SDI listed in the IEP exactly as outlined in the IEP. • Special educators and general educators need to collaborate to document that each student is receiving the services identified in the IEP.

29. SDI Documentation Samples Taking a closer look of how to document that we have implemented the SDI.

30. Refers to transportation and any developmental, corrective or other supportive service needed to assist a student with a disability to benefit from special education. Examples: Speech and language Physical and occupational therapy Audiology services Parent counseling and training Psychological services Job coaching Orientation and mobility services Related Services

31. If personnel, such as general educators, need supports to implement the IEP, it should be noted in this section. This could include aids, resource materials, training, or equipment. Examples: information/ training on attention deficit disorder training in positive behavior support training in using assistive technology consultation with special educator regarding modification of instruction Supports for School Personnel

32. Monitoring Supports • For each support listed, the team must indicate the location and frequency of the support to be provided. • LOCATION refers to where school personnel will be receiving the support. • FREQUENCY refers to how often school personnel will be receiving the support.

33. Supports Documentation Samples Taking a closer look of how to document that we have provided the supports outlined.

34. In considering whether a child is eligible for ESY services, the IEP team must consider these factors. Regression Recoupment Maintenance Mastery of skill Crucial skill for self-sufficiency/independence Withdrawal from learning process Severity of disability Extended School Year (ESY)

35. Type of service: Itinerant Resource Part Time Full time Type of support: Autistic support Learning Support Life Skills Support Emotional Support Physical Support VII. Educational Placement

36. Educational Placement- Location of Child’s Program • State location child will receive services. Explain if not the neighborhood school. • Explain, if any, reasons the child will not participate with non-disabled peers in the regular education class. • Explain, if any, reasons the child will not participate with non-disabled peers in the general education curriculum.

37. VIII. Penn Data - Least Restrictive Environment • Indicate the percentage of time the student receives special education outsideof the regular education classroom • Less than 21% outside the regular class • 21% - 60% outside the regular class • 61% or more outside the regular class

38. Final Thoughts • Bigger is not better when it comes • to the IEP. • Create a focused, manageable, • measurable document. • Develop special education services (SDI) that address the underlying skill deficits needed to succeed in the general curriculum.

39. A Few More • Use every section of the IEP to spell out the services and specially designed instruction. • Monitor student progress. • Review the IEP and make changes, • if needed.

40. And… • If it’s written in the IEP, it needs to happen. • If it’s not written in the IEP, it didn’t happen.

41. This Is It As staff members of NASD, always remember that… The IEP is a written commitment to the child and his or her family, outlining the resources and specially designed instruction to be delivered. The most well-written IEP is worthless if it is not implemented as written. FOLLOW THE IEP.

42. Have a great school year! Thank you for your time!