By: Amy Petrillo, John M. Iannacone NSD Secondary Supervisors of Special Education

1. Meeting For Parents/Guardians of Special Education Studentsat The Black Box Theater at Neshaminy High School By: Amy Petrillo, John M. Iannacone NSD Secondary Supervisors of Special Education Greg Lausch, NSD Job Coach

2. IEPs 101

3. What is an IEP? • IEP stands for Individualized Education Program (alternatively called an "Individualized Education Plan," "Individual Education Plan," This is a legal document that spells out special education services a student will receive. It may include your child's classification(s), placement, services, therapies, goals, Specially Designed Instruction, percentage of time in regular education.

4. The Law FEDERAL • PL 94-142, PL 101-476, PL 105-17, IDEA • What the law does say: • Right for FAPE – Free Appropriate Public Education with appropriate supports and services regardless of disability in the Least Restrictive Environment (LRE). • Right of all children to a continuum of services to meet their individual needs. • All students must have access to the regular education curriculum – to the maximum extent possible.

5. The Law (cont.) • Least Restrictive Environment (LRE) • Means that to the maximum extent possible, each child with a disability must be educated with children who are not disabled unless the nature and severity of the disability is such that the education in the general environment with the use of supplementary aids and services can not be achieved satisfactorily.

6. WHO OWNS THE RESPONSIBILITY OF IMPLEMENTATION? EVERYONE

7. Professional Responsibility • “Know” the student – Be familiar • Diagnosis • Present Educational/Functional levels • IEP Goals/Objectives • Related Data Collection • SDI appropriate to your setting • Behavior Plan if necessary

8. IEP Responsibilities • Team members provide input to Current academic/behavioral levels, IEP goals/objectives, specially designed instruction (SDI), behavioral interventions. • Regular education teachers and specialists (along with Special Education service providers) should review the IEP to implement.

9. IEP Responsibilities • Under IDEA, the regular educationteacher is listed as the second member of the team, second only to the parents. • A regular education teacher is expected to attend IEP meetings, including meetings on transition planning, disciplinary, or behavioral matters (unless excused by the IEP team/parents. • The regular education teacher will act as the curriculum content “expert.”

10. IEP Implementation • All professionals deliver “special education” to students identified with disabilities. Differentiation is critical. • SDI is the responsibility of all staff that work directly or indirectly with the student.

11. IEP Implementation • A TEAM approach is important. • Goals/Objectives must be delivered to the extent possible across all educational settings and in all applicable classes.

12. IEP Implementation • Any modifications/adaptations noted in SDI must be implemented in regular education settings, including specials. • Regular education teachers can assist to modify curriculum materials and expectations to implement IEP, under the guidance of the special education teacher.

13. IEP Implementation • Positive Behavior Support Plans (PBSP) are implemented in all settings (including regular education) and data is be collected to evaluate its success. • If charting is necessary as indicated in SDI, it must be done in all settings. • Regular education teachersdocument progress toward completion of IEP goals where appropriate.

14. Steps toward Success . . . • Include. . . • Adaptations • Accommodations • Modifications

15. ACCOMMODATIONS • Devices and techniques that assist a student in participating (accessing) in instruction and assessment. *Curriculum is not altered. • Used to minimize the impact of a disability or deficiencies in specific academic areas. • Books on CD/tape; Large print books/text; Pencil grips; larger pencils; Communications devices; Preferential seating; FM or Sound system; Special chair/desk; Separate location of testing; Separate location to read/work; Slant Board; computer for writing; stamps

16. ADAPTATIONS • Options or adjustments made to instruction, materials, performance, and or tests to provide the student with the opportunity for success in the general education curriculum • Study guides; Manipulatives; Graphic/information organizers; Oral reading of test directions; Reading of assessment questions; Rewording of directions; Extended time (list time): Word bank; Small group instruction; Reteaching

17. MODIFICATIONS • Changes made in curricular content, learning outcomes, goals and objectives, expectations in the general education curriculum • Used to remediate deficiencies in specific academic areas by bringing the curriculum in closer alignment with a student’s present levels of educational performance • Reduced number of objectives/expectations; Vocabulary reduced; Length of assignment; Replacement of traditional reading curriculum w/functional sight vocabulary; Different learning outcomes; Learn to learn behaviors; Self advocacy skills; Word bank (reduced/limited); Focus on key concepts; Focus on secure skills; Writing Lab; *SOAR

18. Best Practices . . . Effective Programming for All Students • Best Practices provides the format, environment, & overall support that will promote success & independence for all students. • Best Practices address students who are not identified and do not have IEPs. • Best Practices meets the unique needs of each student.

19. Best Practices cont. - Not SDI • Supports (modifications) provided by the teacher to the class no matter if all do not need the support – is not a modification – just good teaching. Examples: • Chunking of information; study guides; visual models/schedules on student desks or tables; breaking large tasks into separate smaller/shorter ones; provide prepared outlines or questions prior to reading a story; Allow for previewing of books/stories • consistent with schedule; Transition warnings – or cues; timers; buddy checks; table captains; physical or verbal cues for attention; random calling of names; provide frequent movement • Have students repeat directions to you/another student • Creative teaching – games, multi-sensory activities, role playing • Use color coding to organize materials; keep location of materials, bins, etc. in consistent locations

20. Hierarchy of Supports(School team) • General Education Teacher • Special Education Teacher (Case Manager) • Site-based Facilitator or Dept. Chair • Building-based administrators • Program Specialists (Inclusion, Curriculum, Behavior, Transition Coordinator) • Special Education Supervisor

21. High School

22. Incoming 9th Grade Course Selection • Begins in February • Student picks his/her classes with guidance from the student’s teachers • The High School Supervisor and Special Education Department Chair visit the three middle schools and review each student’s course selection. • If adjustments to the projected schedule need to be made, the parent will be contacted • Parental, student, and high school/middle school input are vital to a smooth transition

23. Resource Room

24. TRANSITION“Preparation For Adult Life” The Path to Adulthood

25. Agenda • 1) Introduction to Transition • 2) The 3 Areas of Transition • 3) Transition Activities • 4) Closing and Questions

26. Outcomes • Develop a basic understanding of Transition in Special Education. • Gather information and interests for IEP transition planning. • Develop a basic understanding of what Transition looks like in an IEP.

27. What is Transition? Gaining skills needed to assume adult responsibilities in their communities Promotes movement from middle to high school to adulthood Lifelong learning is an expectation for students with disabilities

28. When does transition planning start? Must be addressed in the IEP when the student turns

29. Let’s help our students pick the correct pathway College Work Both

30. How do we gather interests and preferences from the 3 areas of Transition? Teacher or staff Interviews with the student Discussion at IEP Meetings Formal/Informal Surveys Job shadowing Situational assessments Gathering information from volunteer placements, training situations, jobs

31. 3 Areas of Transition Postsecondary Training and Education Employment Independent Living You are opening the door!

32. 1) Postsecondary Education and Training Goal Examples: 1) Greg has a goal of attending a Two-or-four year college/university after high school. 2) Greg has a goal of attending a Technical college after high school.

33. 2) Employment Goal Examples: 1) Greg has a goal of Competitive employment after high school. 2) Greg has a goal of going in the Military after high school.

34. 3) Independent Living Goal Examples: 1) Greg has a goal of living independently after high school. 2) Greg has a goal of living with Family Support. Greg will access the community and resources with family support.

35. What is Transition? Cont.Specific Transition Activities include: • Developing work-related behaviors • Seeking employment • Exploring careers • Pursuing skills training • Taking apprenticeship training • Finding actual employment • In order to succeed in the workplace, students may need to focus on basic employee behaviors such as: • Staying on task • Responding appropriately to instructions • Working with a team • Working under pressure • Developing skills for self-advocacy.

36. Specific Transition Activities include: Cont. • Workplace readiness skills may be gained through: • Part-time (supported or non-supported) employment • Community service / Volunteering • Apprenticeship programs • Involvement in the local Office of Vocational Rehabilitation (OVR) and/or Career Link Offices • Explore postsecondary educational programs and settings

37. THANK YOU!!! • Contact Information: John M. Iannacone, Supervisor of Special Education jiannacone@neshaminy.k12.pa.us 215-809-6585 Amy Petrillo, Supervisor of Special Education apetrillo@neshaminy.k12.pa.us 215-809-6585 Greg Lausch, NSD Job Coach glausch@neshaminy.k12.pa.us (215) 809-6663

38. Any Questions or Concerns?

39. Thank you!