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PIGS FACE

PIGS FACE. Johnson & Johnson Collaborative Teaming Process. P I G S FACE. P positive interdependence Shared goal and resources I individual accountability Assigned roles, specific tasks and timelines G group processing How we do what we do S social skills

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PIGS FACE

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  1. PIGS FACE Johnson & Johnson Collaborative Teaming Process

  2. P I G S FACE • P positive interdependence • Shared goal and resources • I individual accountability • Assigned roles, specific tasks and timelines • G group processing • How we do what we do • S social skills • Encouraging, reflecting, active, listening body language • FACE face to face interactions • Knee to knee

  3. Assigned roles • Facilitator – Keep the agenda moving • Recorder – records the agenda and any decisions. • Timekeeper – agenda items assigned a time limit by the group, timekeeper keeps track • Observer – keep track of and mentions behaviors which promote task achievement and relationship building • Encourage – encourages everyone to participate • Jargon-Buster – reminds everyone to use language all can understand.

  4. Role IEP

  5. IEP Definition The Individualized Education Program (IEP) is developed for a student with an identified disability by an IEP team that includes the student’s parents, educators, and appropriate support staff. An IEP is a student-centered plan that is primarily school based and incorporates instructional support and related services in school.

  6. IEP Definition It addresses the student’s educational needs including participation in the general curriculum, Minnesota Statewide Testing, Basic Standards Testing, special education services, support services, and transition.

  7. When is an IFSP used instead of an IEP? IFSP’s are written for children less than three years of age. Preschool children who are eligible for special education may have an IFSP if the team determines that the IFSP is the more appropriate plan for the child and family.

  8. Individualized Education Programs • IEPs must be in effect: §300.342 • At the beginning of each school year for each child with a disability • Before special education and related services are provided • As soon as possible after the meeting

  9. Individualized Education Programs • IEPs must be accessible to each: • Regular education teacher • Special education teacher • Related service provider • And other service providers responsible for implementation

  10. Individualized Education Programs • Each teacher and provider must be informed of: • His/her specific responsibilities related to implementing the child’s IEP • The specific accommodations, modifications and supports that must be provided in accordance with the IEP

  11. Individualized Education Programs • IEP Meetings §300.343 • Each public agency is responsible for initiating and conducting meetings for the purpose of developing,reviewing and revising the IEP or IFSP • Initial IEPs; provision of services • Ensure that within a reasonable period of time following receipt of parent consent to an initial evaluation • The child is evaluated • Special education and related services are made available in accordance with IEP • Meeting to develop an IEP must be conducted within 30 days of determination the child needs special education and related services

  12. Individualized Education Programs • Services must be based on need, not disability category • Schools cannot exclude a child who has learning disabilities from instruction in behavior management or support if he or she needs assistance in those areas.

  13. Individualized Education Programs • A meeting does not include: • informal or unscheduled conversations involving public agency personnel and conversations on issues such as teaching methodology, lesson plans, or coordination of service provision if those issues are not addressed in the child’s IEP. • preparatory activities that public agency personnel engage in to develop a proposal or response to a parent proposal that will be addressed at a later meeting.

  14. Individualized Education Programs • Review and Revision of IEPs: • The IEP team must review the IEP at least annually to determine whether annual goals for the child are being achieved • Revise IEP as appropriate to address • Any lack of expected progress toward the annual goals and in the general curriculum if appropriate; • The results of any reevaluation • Information about the child provided to,or by,the parents • The child’s anticipated needs or • Other matters

  15. Individualized Education Programs IEP Team Members: §300.344 • Required: • The parents of the child • At least one regular education teacher of the child ( if the child is, or may be, participating in the general education environment) • At least one special education teacher or provider of the child • A representative of the public agency who is • Qualified to provide, or supervise the provision of, specially designed instruction to meet the unique needs of children with disabilities • knowledgeable about the general curriculum • knowledgeable about the availability of resource

  16. Individualized Education Programs IEP Team Members: §300.344 • Required: • The child, when appropriate ( and/or age 14,grade 9) • Optional: • An individual who can interpret the instructional implications of evaluation results ( may serve dual role) • At the discretion of the parent or the agency, other individuals who have knowledge or special expertise regarding the child, including related service personnel

  17. Individualized Education Programs Parent Participation • Steps to ensure one or both parents are present at each IEP meeting or are afforded the opportunity to participate • Notify parents early enough • Schedule the meeting at a mutually agreed upon time and place • Use other methods if neither parent can attend i.e. phone calls • Take whatever action is necessary to ensure the parent understands the proceedings, including arranging for an interpreter for parents with deafness or whose native language is other than English. • Parents must be given a copy of the child’s IEP

  18. Individualized Education Programs • Conducting an IEP meeting without a parent in attendance must have: • detailed records of phone calls made or attempted and the results of those calls (record date and time of efforts) • copies of correspondence sent to parents and responses received • detailed records of visits made to the parent’s home or place of employment and the results of those visits

  19. Individualized Education Programs Development, Review, and Revision of IEP §300.346 • Development of IEP: General. The IEP team shall consider • The strengths of the child and the concerns of the parents for enhancing the education of their child • The results of the initial or most recent evaluation of the child • As appropriate, the results of the child’s performance on any general state or district wide assessment programs • Consideration of special factors

  20. Individualized Education Programs • The IEP team also shall consider special factors: • Child whose behavior impedes learning- • Consider positive behavioral interventions, strategies and supports to address that behavior • Child with limited English proficiency- • Consider the language needs of the child as they relate to the child’s IEP • Child who is blind or visually impaired- • Provide for instruction in Braille unless the IEP team determines it is not appropriate • Child who is deaf or hard of hearing- • Consider the child’s language and communication needs, opportunities for direct communications with peers and professional personnel in the child’s language and communication mode, academic level, and full range of needs, including direct instruction • Consider whether the child requires assistive technology devices and services

  21. Individualized Education Programs • Review and Revision of IEP • Consider the following factors: • Statement in IEP regarding special factors as described above • Participation of general education teacher • Appropriate positive behavioral interventions and strategies • Supplementary aids and services, program modifications or support for school personnel

  22. Individualized Education Programs • Content of IEP §300.347 • The IEP must include • Statement of the child’s present levels of educational performance,including • How the child’s disability affects the child’s involvement and progress in the general curriculum • For preschool children, as appropriate, how the disability affects the child’s participation in appropriate activities

  23. Individualized Education Programs • Statement of measurable, annual goals, including benchmarks or short term objectives , related to • progress in general curriculum • meeting each of child’s needs resulting from the disability Annual Goals!

  24. Individualized Education Programs • Statement of the special education and related services and supplementary aids and services to be provided and a statement of program modifications or support for school personnel that will be provided for the child • to advance appropriately toward attaining the annual goals • to be involved and progress in the general curriculum and to participate in extracurricular and nonacademic activities • to be educated and participate with other children with disabilities and nondisabled children

  25. Individualized Education Programs • An explanation of the extent, if any, to which the child will not participate with non-disabled children in the regular class and activities • Statement of any individual modifications in the administration of state or district-wide assessments of student achievement that are needed in order for the child to participate in the assessment • If the IEP team determines the child will not participate in a particular assessment statement of • Why that assessment is not appropriate for the child • How the child will be assessed • The projected date for the beginning of services and modifications and the anticipated frequency,location and duration of those services and modifications

  26. Individualized Education Programs • Statement of • how the child’s progress will be measured • how the child’s parents will be regularly informed ( through such means as periodic report cards), at least as often as parent’s are informed of their non-disabled children’s progress,of • Their child’s progress toward the annual goals • The extent to which that progress is sufficient to enable the child to achieve the goals by the end of the year • Transfer of Rights • One year before student reaches 18, IEP must include a statement that the student has been informed of his or her rights that will transfer to the student upon reaching the age of majority

  27. Individualized Education ProgramsTypes Of IEPs • ANNUAL IEP - Review and revision of present levels, goals, and objectives. • Conducted on an annual basis ( not to exceed 12 months) • The annual IEP must be conducted before the calendar date of the previous annual IEP. • May be implemented with no signature from parent after 10 days (informed consent)

  28. Individualized Education ProgramsTypes Of IEPs • INITIAL IEP - Same as annual except there must be a parent signature to implement the plan • Meeting to develop an IEP must be held within 30 calendar days of a determination that the child needs special education and related services

  29. Individualized Education ProgramsTypes Of IEPs • INTERIM IEP • To determine the appropriateness of the placement or to resolve problems regarding the content of the IEP including instructional goals and objectives. • May be written for as period of not more than 60 school days.

  30. Individualized Education ProgramsTypes Of IEPs • DRAFT IEP • Staff MAY NOT have the IEP completed when the IEP meeting begins. • Staff MAY come prepared with evaluation findings, statements of present levels of educational performance, and a recommendation regarding annual goals, objectives and/or related services. • Staff MUST make it clear at the outset of the meeting that the services proposed are only recommendations for review and discussion with the parents.

  31. Individualized Education ProgramsWriting An IEP The IEP should tell a story. It should be written so that it is understandable to parents and others. The IEP should flow: AssessmentPresent Level of PerformanceLearner’s Educational NeedsAnnual GoalsObjectives or BenchmarksSpecial Education and Related ServicesPlacement

  32. Individualized Education ProgramsWriting An IEP • Alteration of School Day M.R. 3525.2900 Subp.3.E. • Must be based on student needs and not administrative convenience • Need for Paraprofessional on IEP M.R. 3525.2900 Subp.3 I. • The student’s need for and the specific responsibilities of a paraprofessional shall be described in writing in the student’s IEP.( May be under Part F: Adaptations in General and Special Education.)

  33. Individualized Education ProgramsWriting An IEP • The Directions for Minnesota State Recommended Due Process Forms, September 1998, provides the following guidance for recording paraprofessional support on the IEP: • Paraprofessional specifically assigned to an individual student: • duties and responsibilities must be stated in the IEP in Section F • the amount of time and frequency of service is recorded in Section I • Paraprofessional assigned to a teacher: • nothing need be recorded in the IEP • Paraprofessional assigned to a special education program: • nothing need be recorded in the IEP • In District 833 some case managers choose to mention paraprofessional support in Section F but it should not be entered in Section I.

  34. Individualized Education ProgramsWriting An IEP • Accountability §300.350 • Each public agency must • Provide special education and related services to a child with a disability in accordance with the child’s IEP • Make a good faith effort to assist the child to achieve the goals and objectives or benchmarks listed in the IEP • The Act does not require that any agency, teacher, or other person be held accountable if a child does not achieve the growth projected in the annual goals and benchmarks or objectives. • Parents have the right to ask for revisions of the child’s IEP or to invoke due process procedures if the parent feels the efforts required in this paragraph are not being made.

  35. Individualized Education ProgramsWriting An IEP • Extended School Year §300.309 • Extended school year services must be provided only if a child’s IEP team determines, on an individual basis, that the services are necessary for the provision of FAPE. • The district may not: • Limit extended school year services to particular categories of disability • Unilaterally limit the type, amount or duration of those services

  36. Individualized Education ProgramsWriting An IEP • Extended School Year §300.309 • Definition: extended school year services means special education and related services that- • Are provided to a child with a disability • Beyond the normal school year • In accordance with the child’s IEP • At no cost to the parents • Meet the standards of the SEA

  37. Individualized Education ProgramsWriting An IEP • ESY Terms • Regression: A significant deficit in the performance of a skill that occurs because of an extended break in educational programming. • Recoupment: Ability of students to recover skills lost during a break in their education program once that programming is resumed. • Critical Goals: Goals selected by team that represent areas that the team deems to be critical to the child in attaining an appropriate education. • Self-sufficiency: The degree of personal independence that the child is reasonably capable of attaining.

  38. Individualized Education ProgramsWriting An IEP • Minnesota Rule offered guidelines for determining extended school, although these are being repealed, they may continue to provide direction for teams to determine the appropriateness of extended school year services.

  39. Individualized Education ProgramsWriting An IEP • Extended school year may be appropriate if: • The pupil will experience “significant regression” in the absence of an educational program • The time required to relearn the skills lost is excessive • The effects of breaks in programming are such to prevent the student from attaining the state of self-sufficiency that the student would otherwise reasonably be expected to achieve. • The amount and type of service for summer must be appropriate to maintain performance on IEP goals.

  40. Individualized Education ProgramsWriting An IEP • Transition Services means a coordinated set of activities for a student with a disability that: (1)Is designed within an outcome-oriented process, that promotes movement from school to post-school activities, including post-secondary education, vocational training, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation; (2)Is based on the individual student’s needs, taking into account the student’s preferences and interests; and (3)Includes- (i)Instruction; (ii)Related services; (iii)Community experiences; (iv)The development of employment and other post-school adult living objectives; and (v)If appropriate, acquisition of daily living skills and functional vocational evaluation.

  41. Individualized Education ProgramsWriting An IEP Transition services for students with disabilities may be special education, if provided as specially designed instruction, or related services, if required to assist a student with a disability to benefit from special education. Consult “Making the Transition Team Work” for specific guidance for transition planning. It is available at each junior and senior high school in the district.

  42. Individualized Education ProgramsWriting An IEP The IEP must include • Statement of transition service needs and needed transition service • Students age 14 • Statement of interagency responsibilities or needed linkages

  43. Individualized Education ProgramsWriting An IEP 5 Transition Areas to Evaluate by age 14 or grade 9: • Home Living • Recreation and Leisure • Community Participation • Employment • Post- secondary Education and Training

  44. Individualized Education ProgramsWriting An IEP Evaluation Strategies: Address transition during the 3 year re-eval closest to age 14 or grade 9 • Individualize: use relevant parts of assessment tools and update information yearly • Informal : interviews and observations in natural settings, document on ASR • Use information from general education assessments • Collaborate: outside agencies, general education, special education staff

  45. Individualized Education ProgramsWriting An IEP Evaluation Summary Report • Identify student’s skills and needs in each area • Focus on relationship of skills to long-term goals • Determine activities and instructional goals for the IEP • Planning for the future should be the focus of the meeting rather than review of assessment results • The ASR should be understandable to all team members, especially the student and parents

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