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New York State Education Department (NYSED) Individualized Education Program (IEP)

New York State Education Department (NYSED) Individualized Education Program (IEP). Today’s Goals. Participants will be able to: Utilize the New NYS mandated IEP Form to develop an IEP Write high quality Present Level of Performance statements (PLP)

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New York State Education Department (NYSED) Individualized Education Program (IEP)

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  1. New York State Education Department(NYSED) Individualized Education Program (IEP)

  2. Today’s Goals Participants will be able to: • Utilize the New NYS mandated IEP Form to develop an IEP • Write high quality Present Level of Performance statements (PLP) • Write high quality, Measurable Annual Goals, objectives and benchmarks as well as Measurable Post-Secondary goals

  3. Expected outcomes of new forms initiative: Develop quality, student-centered IEPs Conform to consistent format and common expectations Involve and informed parents Meet compliance requirements

  4. Expectations in Mandated IEP Form • Evaluation results stated in instructionally relevant terms • Impact of disability; Effect of student needs on progress and participation in general education curriculum • Standard format for PLP (academic, social, physical) • current functioning, • student strengths, preferences, and interests • needs, including parent/student educational concerns • Management (what we provide to manage student’s needs) • Consideration of Special Factors

  5. The New NYS IEP Format Training • Introduction to the IEP • Optional Student Information Summary form • Present Levels of Performance and Individual Needs • Measurable Post-secondary Goals • Measurable Annual Goals and Short -Term Instructional Objectives and Benchmarks • Reporting to Parents • Special Education Programs and Services • 12-Month Recommendation • Testing Accommodation • Coordinated Set of Transition Activities • Participation in Assessments • Participation with Students without Disabilities • Special Transportation • Placement Recommendation

  6. The IEP is the Cornerstone of the Special Education Process Supports participation in the general education curriculum and learning standards Identifies how the resources of the school need to be configured to support the student’s needs Guides the provision of instruction designed to meet a student’s needs IEP Identifies how the student will be prepared for adult living Ensures a strategic and coordinated approach to address a student’s needs Provides an accountability tool

  7. IEP Development

  8. Findings IEPs varied greatly from district to district across the State. Many IEPs did not include required information. Expectations Students’ IEPs will be more appropriately developed. School districts are more likely to meet compliance requirements. Why the State developed a model IEP form

  9. IEPs developed for the 2011-12 school year, and thereafter, shall be on a form prescribed by the Commissioner. (8 NYCRR §200.4(d)(2)) Each student with a disability must have an IEP in effect by the beginning of each school year. (8 NYCRR §200.4(e)(1)(ii)) Federal and State laws and regulations specify the information that must be documented in a student’s IEP. (8 NYCRR §200.4(d)(2)) Districts are encouraged to begin to use the State’s model forms now, prior to their mandatory use. Individualized Education Program (IEP) - Regulatory Requirements

  10. January 2010 release memo and associated materials available at: http://www.p12.nysed.gov/specialed/formsnotices/IEP/home.html Release memo Model forms Optional Student Information Summary form Individualized Education Program (IEP) form General Directions to use the State’s model IEP form IEP Questions and Answers Guide to Quality Individualized Education Program (IEP) Development and Implementation NYSED Release of Model IEP

  11. Optional Information that is not required by law or regulation to be included in a student’s IEP School districts may add to or replace the suggested fields on this model form as they deem appropriate Student Information Summary Form

  12. Student Information Summary

  13. State’s Model IEP Form

  14. District identification Student name, date of birth, optional identification number Disability classification Projected date of IEP implementation Projected date of annual review Identifying Information

  15. Identifying Information

  16. Academic Achievement, Functional Performance & Learning Characteristics Social Development Physical Development Management Needs Present Levels of Performance

  17. Results of initial or most recent evaluation Including, as appropriate, results of the student’s performance on any general State or district-wide assessment programs; Student strengths; Concerns of the parents for enhancing the education of their child; Academic, developmental and functional needs; and Special considerations. Considerations for All Students

  18. The Committee must consider: Behavior Limited English proficiency Use of and instruction in the use of Braille for blind or visually impaired students Communication needs including language/ communication needs for students who are deaf or hard of hearing Assistive technology Special Considerations

  19. Evaluation results Present levels of performance for each need area: Current functioning Strengths of the student Needs of the student Effect of student’s needs on his/her involvement and progress in the general curriculum (or appropriate activities for preschool students) Student needs relating to special factors (special consideration) IEP Template for Present Levels of Performance

  20. Results of initial or most recent individual evaluation Results of the student’s performance on any general State or district-wide assessment programs Evaluation Results Instructional implications of those evaluations Present Levels of Performance

  21. Present Levels of Performance

  22. Alternate Example

  23. Intellectual functioning Academic Achievement, Functional Performance, and Learning Characteristics Daily living skills Adaptive behavior Rate of progress Learning styles Present Levels of Performance

  24. Academic Achievement, Functional Performance & Learning Characteristics

  25. Alternate Example

  26. Relationships with peers & adults Social Development Feelings about self Adjustment to school & community Present Levels of Performance

  27. Social Development

  28. Degree and quality of motor and sensory development Physical Development Health and vitality Physical skills or limitations related to learning Present Levels of Performance

  29. Physical Development

  30. Management Needs* Nature and degree to which the following are required to enable the student to benefit from instruction: *must be developed in accordance with the factors identified in other Present Levels of Performance areas. Environmental modifications Human resources Material resources Present Levels of Performance

  31. Management Needs

  32. Involvement and progress in general education curriculum (for school-age students) Effect of a Student’s Needs on Participation in appropriate activities (for preschool students) Present Levels of Performance

  33. Content/skill expectation Materials/equipment Instructional approaches Environment Demonstration of knowledge For school-age students, consider such factors as:

  34. Example: School-Age Student

  35. The Committee must consider: Behavior Limited English proficiency Use of and instruction in the use of Braille for blind or visually impaired students Communication needs including language/ communication needs for students who are deaf or hard of hearing Assistive technology Special Considerations

  36. Student Needs Relating to Special Factors - Behavior Does the student need strategies, including positive behavioral interventions, supports and other strategies to address behaviors that impede the student’s learning or that of others? • Yes • No If yes, does the student need a behavioral intervention plan? • No • Yes. If yes, there is a space on the form to provide more detail (such as the behavior(s) to be addressed; whether the use of a time out room is recommended).

  37. For a student who is limited English proficient, does he/she need a special education service to address his/her language needs as they relate to the IEP? Yes No Not Applicable Student Needs Relating to Special Factors – Limited English Proficiency

  38. Student Needs Relating to Special Factors – Students who are Blind or Visually Impaired Does he/she need instruction in Braille and the use of Braille? • Yes • No • Not Applicable

  39. Does the student need a particular device or service to address his/her communication needs? Yes No For a student who is deaf or hard of hearing, does the student need a particular device or service in consideration of the student’s language and communication needs, opportunities for direct communication with peers and professional personnel in the student’s language and communication mode? Yes No Not Applicable Student Needs Relating to Special Factors – Communication Needs

  40. Does the student need an assistive technology device and/or service? Yes No If yes, does the committee recommend that the device(s) be used in the student’s home? Yes No Student Needs Relating to Special Factors – Assistive Technology

  41. Example

  42. If the student needs a particular service or device to address any of the needs identified under “Special Considerations,” it must be documented under the section of the IEP “Recommended Special Education Programs and Services” Service or Device Needed to Address Special Considerations

  43. Measurable Post-secondary Goals Long-term goals for living, working and learning as an adult • Education/Training • Employment • Independent Living Skills (when appropriate)

  44. Example:Measurable Post-secondary Goals

  45. Transition Needs • Focus on courses of study • Consider student strengths, preferences and interests

  46. Example: Transition Needs

  47. Measurable Annual Goals • The IEP must list measurable annual goals consistent with the student’s needs and abilities, as identified in the present levels of performance. • Annual goals are statements that identify what knowledge, skills and/or behaviors a student is expected to be able to demonstrate within the year during which the IEP will be in effect.

  48. Measurable Annual Goals – Quality Indicators • Directly relate to student’s present levels of performance • Are written in terms that parents and teachers can understand • Are written in observable and measurable terms • Identify objective procedures to evaluate progress • Are instructionally relevant • Should be reasonable in number and achievable within a one-year period • Support participation and program in the general education curriculum or, for preschoolers, participation in age-appropriate activities • Incrementally provide knowledge and skills toward achieving post-secondary goals

  49. Measurable Annual Goals Each annual goal must include: • Criteria How well and over what period of time the student must perform a behavior in order to consider it met • Evaluation Method The evaluation procedures to be used to measure progress and determine if the student has met the annual goal • Evaluation Schedule The date or intervals of time by which the evaluation procedures will be used to measure the student’s progress toward meeting the annual goal

  50. Example: Measurable Annual Goals

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