Iep powerpoint2003


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  • IEP = the Cornerstone of the special ed process Addresses needs and how the school will address the needs of the student
  • Does not print with IEP as information is not mandated, but helpful. Only place with parents names, phone numbers.
  • If multiple documents, use the one on the top
  • Addresses the 4 need areas: Academic, social, physical & Management Uses data from multiple sources to describe current functioning Student/parent concerns Transition needs Clear, specific language that can eb understood by parents and school staff Creates a thorough foundation for development fo goals and services
  • Drop downs, can provide summary of findings……linkage! Do not erase prior psych info- chairs will monitor the need for info listed State assessments: some scores can be found in DataMate or ask a secretary to print results from Rediker
  • Demonstrate entries in actual IEP
  • Writing Styles- different forms are used in the sample IEP Share drop down subtitles If parents are not in contact during the year, state “parent has not expressed concerns to this point”
  • BIP: narrative box to add note who manages the plan. “found on file with the special ed teacher”. Or BIP addresses aggressive behaviors. Assumption that FBA was completed first. Copy to psychologist. Behavioral intervention could be counseling need, preferential seating, consult with school psych etc
  • AT: discuss the at home piece Transition/Annual Goals: see next slides
  • Address priority needs from PLP Enhances student’s ability to progress in gen ed curriculum Use clear wording that all can understand Includes plan for monitoring progress Educational benefit. Build from prior goals if unmet
  • You are allowed to modify or edit a goal from the bank to simplify or clarify the intention Clarity of language describing what the student will DO Observable behaviors
  • Shared aide is no longer under programs…. Now in program mod
  • Supported by PLP Reflect student and parent input Support placement in LRE Strike balance between providing support and promoting independence
  • All sections must be filled in or it will be flagged and not able to finalize AT: What is needed not a wish list
  • Did a great job last year. Keep it up.
  • NYSSAA criteria link is on last page- need severe cognitive, significant communication and adaptive behavior, highly specialized educ. Program to assist with transfering skills across environments AND require support for AT, personal care, medical services or behavioral intervention.
  • Iep powerpoint2003

    1. 1. IEP Development 2011
    2. 2. Do Now: <ul><li>Complete the True/False Questionnaire </li></ul>
    3. 4. Any big changes? <ul><li>NYS adopted a uniform IEP to be used by all districts within NYS </li></ul><ul><li>Information is arranged in a new order that will help facilitate discussions </li></ul><ul><li> Where are we? (Present Levels & Transition) </li></ul><ul><li> Where do we need to go (goals)? </li></ul><ul><li> What programs/services are needed </li></ul><ul><li>to get us there? </li></ul><ul><li>PLP’s concerns expressed by parents </li></ul>
    4. 5. Demographic Summary Page
    5. 6. Clicking on name  Summary Page Clicking on “black box”  IEP Can toggle between documents
    6. 7. Present Levels of Performance
    7. 8. Evaluations/reports: - aka Decisions Based On -Any findings that were considered and reflect the students needs and strengths are reported. -include transition meeting -Can include narrative summarizing the report ex: FBA: problems identified in the areas of agression. Aggression found to be avoidance/escape behaviors in response to stress and skill deficits Test Results : - include most recent results only -leave in psych eval results
    8. 9. How to “pre-enter” assessments <ul><li>“ Storage Area” for reports/assessments : </li></ul><ul><li>-Can be entered throughout the year </li></ul><ul><li>- Will be imported under PLP’s section </li></ul>
    9. 10. e More technical style of writing Drop downs for specific paragraphs including transition **New** Consideration of student needs expressed by the parent
    10. 11. Physical: --Do not state name of medication --State impact of medication/side effects in the classroom. Management : What do adults need to do for student What material resources are needed What environmental mods are needed Special Factors: BIP: yes  narrative box ESL, Blind, Hard of hearing : If the student does NOT have this need you must put NOT APPLICABLE. If they do, then decide yes or no Effect of Student Needs: Further explain the area(s) of disability
    11. 12. AT : Linked to AT mod section **New** recommended for devices to be used in the student’s home?
    12. 13. Transition and Annual Goals
    13. 14. <ul><li>The Post-Secondary Goals provide: </li></ul><ul><li>The “GPS” with a DESTINATION </li></ul><ul><li>The ANNUAL goals provide: </li></ul><ul><li>The “roads” we take to get there! </li></ul>
    14. 15. Post Secondary Goals: <ul><li>Required for the school year the student turns 15 </li></ul><ul><ul><li>Level 1 needs to be completed at age 12 </li></ul></ul><ul><li>Includes the STUDENT’S preferences and interests </li></ul><ul><li>Link transition information throughout the IEP </li></ul><ul><ul><li>Describe transition with PLP dropdown option </li></ul></ul><ul><ul><li>Develop an Annual goal for transition (if a priority) </li></ul></ul><ul><ul><li>List transition meeting under evaluation/reports </li></ul></ul>
    15. 16. Annual Goals
    16. 17. Annual Goals: <ul><li>Focus on priority knowledge, skills, behaviors and strategies to address the student’s needs as identified in the PLP (linkage!) </li></ul><ul><li>Focus on foundational skills and strategies, not a restatement of the general ed curriculum or a list of curricular content….. </li></ul><ul><li>Answers the question: </li></ul><ul><li>“ What skills does the student require to master the content of the curriculum?” </li></ul><ul><li>NOT </li></ul><ul><li>“ What curriculum does the student need to master?” </li></ul>
    17. 18. Annual Goals: <ul><li>Should be reasonable in number (3-5 total) </li></ul><ul><li>Address the primary needs to access and make progress in the general ed curriculum </li></ul><ul><li>Based on the students’ present abilities and rate of progress, what is reasonable to address within one year? </li></ul><ul><li>Goals must be written in observable and measurable terms </li></ul><ul><li>Goal Bank vs custom/modified goal </li></ul><ul><li>NYSAA continues with benchmarks </li></ul><ul><li>Clarity on what the student will DO to show progress towards goal </li></ul>
    18. 19. Evaluation plan: <ul><li>Criteria: How well must the student perform, over what time period to demonstrate mastery of the goal </li></ul><ul><ul><li>Ex: 8 of 10 trials over a 2 week period </li></ul></ul><ul><ul><li>Ex: will increase TWW to 120-130 words/3 minutes </li></ul></ul><ul><ul><li>Method of evaluation: how will progress be measured? </li></ul></ul><ul><ul><li>Ex: checklist (not teacher observation… have it documented!) </li></ul></ul><ul><ul><li>Ex: using curriculum based measure writing samples </li></ul></ul><ul><li>Schedule for evaluation: when, how often, on what intervals of time will progress be measured? (not when student will achieve goal) </li></ul><ul><ul><li>Ex: every 5 weeks </li></ul></ul><ul><ul><li>Ex: every 3 weeks </li></ul></ul>
    19. 20. Key Questions to Prioritizing Goals: <ul><li>What is preventing this student from participating in a less restrictive environment and /or from progressing in the general education curriculum? </li></ul><ul><li>What foundation skills/needs cross multiple content areas or settings? (ex: reading, writing, behavioral) </li></ul><ul><li>How many goals are reasonable given the student’s abilities and rate of progress? </li></ul>
    20. 21. Activity
    21. 22. Reporting Progress to parents : Defaults to 4x/yr Elementary will need to change this to 3x/yr Special ed program/related service : will be completed by CSE chair
    22. 23. Accommodations
    23. 24. Program Mods : **New** 1-1 or shared aide with explanation of purpose AT : Connected to earlier AT question Supports : Include consults or teacher training ESY 12 month: CSE chair will complete
    24. 25. Testing Accommodations: must provide information for each section Must be linked to disability and expressed in PLPs Student needs to use mods on an on-going basis “ As appropriate” “when necessary” should not be used
    25. 26. Coordinated Set of Activities: For students age 15 If no needs, “no needs at this time due to…..” or “considered, but not needed” Responsibility: - can not be solely student or parent. -can be school with student or parent FYI--- Functional Vocational Assessment identifies needs in an actual work setting or in real work sample experiences
    26. 27. Participation: Drop downs available for alternate PE Assessment : NYSAA **new** justification Ex: The student meets the criteria for the NYSAA because of her limited cognitive abilities combined with physical limitations. She is nonverbal. Her chronological age is 12 but her instructional levels are at the Kindergarten level
    27. 28. Resources <ul><li>IEP Guidance Document </li></ul><ul><li>NYS IEP FAQ </li></ul><ul><li> </li></ul><ul><li>Testing Accommodation Guidance </li></ul><ul><li>NYSAA criteria </li></ul>
    28. 29. Algonquin <ul><li>Annual Reviews: March 2- 17 </li></ul><ul><li>Writing Labs: February 1, 2, 7 & 8 </li></ul><ul><li>Inservice: TBD </li></ul>