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Standards-based Individualized Education Program (IEP) Module Five: Identifying Special Education and Related Services. Identifying Special Education and Related Services. Ask:

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  1. Standards-based Individualized Education Program (IEP)Module Five: Identifying Special Education and Related Services Standards-based IEP State-Directed Project – Winter 2011

  2. Identifying Special Education and Related Services • Ask: • What related services or accommodations are needed to enable the student to access the knowledge in the general education curriculum? • What accommodations have been used by the student and were they effective? • Has the complexity of the materials been changed in such a way that the content has been modified? Standards-based IEP State-Directed Project – Winter 2011

  3. A. Determining related service Standards-based IEP State-Directed Project – Winter 2011

  4. Types of Related Service interventions offered by schools include: • Direct Services • Indirect Services Standards-based IEP State-Directed Project – Winter 2011

  5. Direct Services: • The Professional Should Also: • Monitor the student's performance within the educational setting so that adjustments can be made to improve student performance, as needed, and • Consult with teachers and parents on an ongoing basis, so that relevant strategies can be carried out through indirect means at other times. Standards-based IEP State-Directed Project – Winter 2011

  6. Indirect Services: • Good practice is generally thought to include the following aspects: • The intervention procedure is designed by the related service professional (with IEP team input) for an individual student. • The related service professional has regular opportunities to interact with the student. • The related service professional provides ongoing training, monitoring, supervision, procedural evaluation, and support to staff members and parents. Standards-based IEP State-Directed Project – Winter 2011

  7. Direct and Indirect Services: Standards-based IEP State-Directed Project – Winter 2011

  8. B. Identifying the Supplementary Aids and Services: Accommodations Modifications Practices that change, lower or reduce learning expectations Can increase the gap between achievement and proficiency • Do not reduce learning expectations • Provide access Standards-based IEP State-Directed Project – Winter 2011

  9. Examples of Classroom Accommodations Standards-based IEP State-Directed Project – Winter 2011

  10. Examples of Transition Accommodations: Supports that facilitate the transition to adult life include those that: • Increase student’s independence; • Example: Use of voice recognition computer software vs. scribe to compose a paragraph • Are designed for student’s continued use after high school; • Example: Use of augmentative communication device vs. personal assistant to request appropriate accommodations • Support the achievement of student’s postsecondary goals; • Example: Use of a cell phone alarm vs. father’s reminders to take medications so that student can live in his own apartment Standards-based IEP State-Directed Project – Winter 2011

  11. Quick Check: Identifying Special Education and Related Services • The IEP team has described the student-specific services for: special education (specially designed instruction) related services, supplementary aids and services or program modifications. • For each service the IEP team described: Frequency and amount, Location (e.g., general education classroom, special education classroom, lunchroom, etc.), and duration. • The services are based on peer-reviewed research to the extent possible. Do’s and Don’ts When Selecting Accommodations are listed on page 34 of the guidance document Standards-based IEP State-Directed Project – Winter 2011

  12. Sample: Accommodations/Modifications Document Standards-based IEP State-Directed Project – Winter 2011

  13. Extended School Year Services (ESY) Factors to be considered when determining the need for ESY services: • regression/recoupment • degrees of progress • emerging skills/breakthrough opportunities • interfering behaviors • the nature and/or severity of the disability • special circumstances or other factors Standards-based IEP State-Directed Project – Winter 2011

  14. Sample: Extended School Year Services X Standards-based IEP State-Directed Project – Winter 2011

  15. Standards-based Individualized Education Program (IEP)Module Five: Identifying Special Education and Related Services http://www.doe.virginia.gov/special_ed/iep_instruct_svcs/index.shtml The resources used during the development of this training module are listed on pages 46 through 48 of the guidance document found on the web-link listed above. Standards-based IEP State-Directed Project – Winter 2011

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