Writing IEPs

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  • Writing IEPs

    1. 1. ACSA Conference January 2008 Pamela Ptacek , SELPA Director Santa Clara County SELPAs I, II, III, IV, & VII Carol Bartz , SELPA Director North Inland SELPA, San Diego WRITING IEPs DESIGNED FOR EDUCATIONAL BENEFIT
    2. 2. Core Entitlements for Children with Disabilities <ul><li>Students with disabilities have: </li></ul><ul><li>A right to a free appropriate public education (FAPE). </li></ul><ul><li>In the least restrictive environment (LRE). </li></ul><ul><li>As described in the IEP designed to provide “educational benefit.” </li></ul>
    3. 3. Responsibilities <ul><li>Districts are responsible for developing a program designed to provide FAPE for every child with a disability in the school district. </li></ul><ul><li>Court opinions have held that school districts are the education experts. </li></ul><ul><li>Parent makes the ultimate decision based on the district's written offer. </li></ul>
    4. 4. What is FAPE?
    5. 5. Free Appropriate Public Education <ul><li>The key question in developing the IEP </li></ul><ul><li>Regulations delineate that special education should: </li></ul><ul><li>“ Ensure access of the child to the general curriculum, so that the child can meet the educational standards within the jurisdiction of the public agency that apply to all children.” </li></ul><ul><ul><li>Sec 300.39(b)(3)(ii) </li></ul></ul>
    6. 6. What is LRE?
    7. 7. Least Restrictive Environment <ul><li>To the maximum extent appropriate, children with disabilities…are educated with children who are not disabled </li></ul><ul><li>Special classes, separate schooling, or other removal…from the regular educational environment occurs only if the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily </li></ul><ul><li>34 CFR Section 300.114 </li></ul>
    8. 8. What is Educational Benefit?
    9. 9. Rowley Decision <ul><li>In Board of Education of the Hendrick Hudson Central School District v. Rowley , 458 U.S. 176 (1982), the U.S. Supreme Court addressed the level of instruction and services necessary to provide FAPE. </li></ul><ul><li>Facts : </li></ul><ul><li>Eight-year-old student with a significant hearing impairment, but an excellent lip reader. </li></ul><ul><li>IEP for first grade called for general education placement with an FM system in the classroom, tutoring one hour per day, and speech therapy three times per week. </li></ul><ul><li>Parents agreed with IEP, but wanted student to be provided with a sign-language interpreter. </li></ul>
    10. 10. Rowley Decision <ul><li>Based on the legislative history and IDEA’s definitions of FAPE, special education, and related services, the U.S. Supreme Court concluded that the IDEA does not require that States maximize the potential of students with disabilities: </li></ul>
    11. 11. Rowley Decision <ul><ul><li>The Rowley Court concluded that an IEP must: </li></ul></ul><ul><ul><li>meet the procedural requirements of the IDEA, and </li></ul></ul><ul><ul><li>be reasonably calculated to provide educational benefit to enable a child with a disability to “achieve passing marks and advance from grade to grade” </li></ul></ul>
    12. 12. “ Reasonable Calculation ” <ul><li>Based on procedural requirements, including: </li></ul><ul><ul><li>The assessment is complete and the child is assessed in all areas of suspected disability </li></ul></ul><ul><ul><li>The IEP team identifies needs related to: </li></ul></ul><ul><ul><ul><li>the child’s disability </li></ul></ul></ul><ul><ul><ul><li>involvement and progress in the general curriculum </li></ul></ul></ul><ul><ul><li>Goals are established in each need area </li></ul></ul><ul><ul><ul><li>Objectives are developed for students taking CAPA </li></ul></ul></ul>
    13. 13. “ Reasonable Calculation ” <ul><ul><li>Services are planned to support: </li></ul></ul><ul><ul><ul><li>Progress towards all goals </li></ul></ul></ul><ul><ul><ul><li>Progress in the general curriculum </li></ul></ul></ul><ul><ul><ul><li>Participation in the regular education environment </li></ul></ul></ul><ul><ul><ul><li>Education with other students with disabilities and typically developing peers </li></ul></ul></ul><ul><ul><li>The IEP Team reviews the child’s progress and adjusted the child’s IEP if progress was not made or to address other needs. </li></ul></ul>
    14. 14. Educational Benefit <ul><li>Program should be “ reasonably calculated ” to result in educational benefit as measured by : </li></ul><ul><ul><li>Achieving passing marks </li></ul></ul><ul><ul><li>Advancing from grade to grade </li></ul></ul><ul><ul><li>Making progress toward meeting goals and objectives </li></ul></ul><ul><ul><li>Improved scores on statewide or district wide tests and/or alternate assessment measures </li></ul></ul><ul><ul><li>Passing the CAHSEE </li></ul></ul><ul><ul><li>Graduating with a diploma </li></ul></ul>
    15. 15. Rowley Standard Refined <ul><li>An appropriate IEP is one that: </li></ul><ul><li>is calculated to provide educational benefit, according to the student’s individual needs as assessed at the time the offer is made </li></ul><ul><li>is likely to produce more than trivial educational advancement </li></ul><ul><li>no requirement to maximize student’s abilities, or what a parent might choose as an optimum program or service </li></ul>
    16. 16. Rowley Standard Refined <ul><li>Does not rely solely on grade advancement as a measure of progress; and </li></ul><ul><li>Places the student in the LRE, even if superior educational benefit might result from a more restrictive placement </li></ul>
    17. 17. IDEIA ’04 Section 600(c & d) <ul><li>A higher standard for FAPE? </li></ul><ul><ul><li>High expectations for all students </li></ul></ul><ul><ul><li>Be prepared to lead productive and independent adult lives, to the maximum extend possible </li></ul></ul><ul><ul><li>Prepare students for further education, employment, and independent living </li></ul></ul>
    18. 18. No Supreme Court Decisions Yet <ul><li>Stay Tuned!!! </li></ul>
    19. 19. The “Almighty” IEP The Blueprint for Educational Benefit
    20. 20. Preparing for IEP Meeting <ul><li>“ The time spent in planning a meeting will pay off as the meeting runs more smoothly and takes less time.” </li></ul><ul><li>Interaction Institute for Social Change/JDL and Associates, LLC </li></ul>Go slow to go fast.
    21. 21. Preparing for IEP Meeting <ul><li>Start approximately 1 month before the meeting </li></ul><ul><li>Complete Educational Benefit Review of current IEP based on annual progress </li></ul><ul><li>Contact parent(s) to see if they have any concerns they would like to address at the meeting </li></ul><ul><li>Determine if additional evaluation will be needed </li></ul><ul><li>Secure parent permission if needed </li></ul><ul><li>Complete evaluation </li></ul>
    22. 22. Conduct Educational Benefit Review of Current IEP <ul><li>If the prior IEP resulted in educational benefit for the student : </li></ul><ul><ul><li>Analyze why </li></ul></ul><ul><ul><li>Will the child’s educational experience change significantly prior to the next annual review? </li></ul></ul><ul><ul><li>What was effective that should be a priority in the development of the new IEP? </li></ul></ul>
    23. 23. Conduct Educational Benefit Review of Current IEP <ul><li>If the prior IEP did NOT provide educational benefit for the student, examine the same factors and also consider : </li></ul><ul><ul><li>Did the prior IEP clearly identify the student’s needs? </li></ul></ul><ul><ul><li>Were the goals measurable and based on the identified needs? </li></ul></ul><ul><ul><li>Was progress on the goals monitored consistently and reported to the parents as noted on the IEP? </li></ul></ul>
    24. 24. Conduct Educational Benefit Review of Current IEP <ul><ul><li>Did the IEP team modify the goals if needed? </li></ul></ul><ul><ul><li>Were modifications to services or supports considered if student was not making progress? </li></ul></ul><ul><li>Identify potential changes to be discussed at the IEP Meeting and send Prior Written Notice to parents if appropriate. </li></ul>
    25. 25. Conduct Educational Benefit Review of Current IEP <ul><li>Prepare draft of IEP for the team to consider at the meeting. </li></ul><ul><li>Complete Educational Benefit Checklist on each section of the Draft. </li></ul><ul><li>“ Draft” should be clearly noted and may be shared with the parents and other staff members to facilitate discussion in a timely manner at meeting. </li></ul>
    26. 26. Writing IEPs Designed for Educational Benefit <ul><li>Conducting periodic </li></ul><ul><li>Educational Benefit Checks </li></ul><ul><li>during the IEP meeting will help ensure that the IEP results are truly designed to provide educational benefit for the child. </li></ul>
    27. 27. Meet Dennis Johnson
    28. 28. Dennis Johnson <ul><li>16 year old boy in the spring of 10 th grade </li></ul><ul><li>Mild cerebral palsy affecting right arm and oral motor control </li></ul><ul><li>Learning disabilities due to visual processing deficits </li></ul><ul><li>Recent concerns about frustration and possible mild depression </li></ul>
    29. 29. Educational Benefit Check <ul><li>IDENTIFYING INFORMATION </li></ul><ul><li>Is all of the information complete and correct? </li></ul><ul><li>How will the manager of the school MIS system be informed of any changes? </li></ul><ul><li>Does the IEP clearly specify the child’s disability(s)? </li></ul>
    30. 30. Educational Benefit Check <ul><li>Did the IEP team identify how the child’s disability affects his or her involvement and progress in the general curriculum or participation in appropriate activities for the preschool child? </li></ul>
    31. 31. Writing IEPs Designed for Educational Benefit <ul><li>TRANSITION </li></ul><ul><li>For students who will turn 16 prior to the next IEP meeting, consider addressing the student’s transition needs (Transition Plan) at the beginning of the meeting. </li></ul><ul><li>Developing the Transition Plan at the beginning of the meeting should influence the priorities for the development of the rest of the IEP. </li></ul>
    32. 32. 34 C.F. R. 300.320 <ul><li>(b) Transition services . Beginning not later than the first IEP to be in effect when the child turns 16, or younger if determined appropriate by the IEP Team, and updated annually, thereafter, the IEP must include-- </li></ul>
    33. 33. <ul><ul><li>(1) Appropriate measurable postsecondary goals based upon age appropriate transition assessments related to training, education, employment, and, where appropriate, independent living skills; and </li></ul></ul><ul><ul><li>(2) The transition services (including courses of study) needed to assist the child in reaching those goals. </li></ul></ul>
    34. 34. Educational Benefit Check <ul><li>TRANSITION </li></ul><ul><li>Is the transition plan developed in accordance with the student’s post-school preferences, interests, and goals? </li></ul><ul><li>Are there measurable postsecondary goals, based on age appropriate transition assessments, that address education/training, employment, and where appropriate, independent living skills? </li></ul>
    35. 35. Educational Benefit Check <ul><li>Are appropriate transition services (including courses of study) and responsible persons/agencies specified? </li></ul><ul><li>Are the transition services designed to be within a results-oriented process, that is focused on improving academic and functional achievement of the student? </li></ul>
    36. 36. Educational Benefit Check <ul><li>Are additional vocational and/or transition assessments required? </li></ul><ul><li>Is the transition plan designed to facilitate the student’s movement from school to post-school activities, including postsecondary education, vocational education, integrated employment, continuing and adult education, adult services, independent living and community participation? </li></ul>
    37. 37. Writing IEPs Designed for Educational Benefit <ul><li>PRESENT LEVELS OF ACADEMIC ACHIEVEMENT AND FUNCTIONAL PERFORMANCE (PLAAFP) </li></ul><ul><li>**Except for the “Concerns of Parent,” a draft may be developed prior to the IEP meeting and reviewed with the team for changes.** </li></ul>
    38. 38. Present Levels of Academic Achievement and Functional Performance <ul><li>Include results of state, district wide, and individual assessments </li></ul><ul><li>Narrative should reflect the student’s classroom performance </li></ul><ul><li>Address all areas </li></ul><ul><li>Indicate “age appropriate” or “no concerns noted at this time” as needed </li></ul>
    39. 39. Educational Benefit Check <ul><li>PRESENT LEVELS OF ACADEMIC ACHIEVEMENT AND FUNCTIONAL PERFORMANCE (PLAAFP) </li></ul><ul><li>Are the student’s strengths, preferences, and interests clearly identified? </li></ul><ul><li>Are the concerns of he parent identified? </li></ul><ul><li>Are all sections of the Present Levels of Academic Achievement and Functional Performance addressed, including documentation of “no concerns noted at this time?” </li></ul>
    40. 40. Educational Benefit Check <ul><li>Does this clearly reflect the student’s performance in the educational setting? </li></ul><ul><li>Do the Present Levels of Academic Achievement and Functional Performance reflect all needs identified in the assessments? </li></ul>
    41. 41. Writing IEPs Designed for Educational Benefit <ul><li>SPECIAL FACTORS & PARTICIPATION IN STATE/DISTRICTWIDE ASSESSMENTS </li></ul><ul><li>Assistive Technology </li></ul><ul><li>Considerations if student is blind or visually impaired </li></ul>
    42. 42. Writing IEPs Designed for Educational Benefit <ul><li>Considerations if student is deaf or hard of hearing </li></ul><ul><li>English Learner </li></ul><ul><li>Behavior </li></ul>
    43. 43. Writing IEPs Designed for Educational Benefit <ul><li>Based on the Present Levels and Special Factors, identify specific Areas of Need to be addressed in goals (and objectives/ benchmarks if required) for the student to receive educational benefit. </li></ul>
    44. 44. Participation in Assessments <ul><li>Statewide Testing and Reporting (STAR) </li></ul><ul><ul><li>Accommodations/Modifications? </li></ul></ul><ul><ul><li>California Modified Achievement Test (CMA) (Grades 3-5 implemented spring 2008) </li></ul></ul><ul><ul><li>California Alternative Performance based Assessment (CAPA) </li></ul></ul><ul><ul><li>Reasons </li></ul></ul>
    45. 45. Participation in Assessments <ul><li>Other district wide assessments </li></ul><ul><li>Desired Results Developmental Profile (DRDP) </li></ul><ul><ul><li>For 3, 4, & 5 preschoolers </li></ul></ul>
    46. 46. Educational Benefit Check <ul><li>SPECIAL FACTORS & PARTICIPATION </li></ul><ul><li>IN STATE/DISTRICTWIDE </li></ul><ul><li>ASSESSMENTS </li></ul><ul><li>Has the IEP Team addressed all the special considerations the student may require? </li></ul><ul><li>Does the student demonstrate behavior(s) that impede learning, and if so, how will positive behavior interventions, strategies, and supports be provided? </li></ul>
    47. 47. <ul><li>Does the IEP Team agree on the areas of need to be addressed in goals as identified in the Present Levels of Academic Achievement and Functional Performance and in Special Factors? </li></ul><ul><li>Is participation on state and district wide assessments, including accommodations and modifications, in accordance with state guidelines? </li></ul><ul><li>Are alternate assessment(s), including the reasons, clearly noted if required? </li></ul>
    48. 48. Writing IEPs Designed for Educational Benefit <ul><li>GOALS </li></ul><ul><li>INCLUDING BENCHMARKS OR </li></ul><ul><li>OBJECTIVES (AS APPROPRIATE) </li></ul><ul><li>Goals are not necessary for areas that may be noted as concerns on the Present Levels, but do not significantly impact educational performance. </li></ul>
    49. 49. NCLB Regulations <ul><li>Students with disabilities must have access to grade-level content so they can work toward grade-level achievement </li></ul><ul><li>Achievement standards aligned with grade-level content standards may be modified to reflect “reduced breadth or depth” of grade-level content. </li></ul>
    50. 50. <ul><li>Students’ IEPs must -- </li></ul><ul><li>Include IEP goals that are based on the academic content standards for the grade in which the student is enrolled if the student will participate in the modified assessment (CMA); and </li></ul><ul><li>Be designed to monitor a student’s progress in achieving the student’s standards-based goals </li></ul>
    51. 51. <ul><li>Students’ IEPs may include -- </li></ul><ul><li>Other prerequisite goals </li></ul><ul><li>Addresses other educational needs </li></ul><ul><li>Functional academics </li></ul><ul><li>EL </li></ul>
    52. 52. California Content Standards <ul><li>Domain </li></ul><ul><ul><li>English/Language Arts </li></ul></ul><ul><ul><li>Mathematics </li></ul></ul><ul><ul><li>Science </li></ul></ul><ul><ul><li>History/Social Science </li></ul></ul><ul><ul><li>Etc. </li></ul></ul>
    53. 53. Strand <ul><li>Reading (ELA) </li></ul><ul><li>Writing (ELA) </li></ul><ul><li>Number Sense (Math) </li></ul><ul><li>Measurement and Geometry (Math) </li></ul><ul><li>Physical Sciences (Science) </li></ul><ul><li>U.S. and World History (History/Social Science) </li></ul><ul><li>Motor Skills and Movement (Physical Education) </li></ul><ul><li>Artistic Expression (Visual Performing Arts) </li></ul><ul><li>Etc. </li></ul>
    54. 54. “ Essential Standards” <ul><li>Aligned with statewide assessments </li></ul><ul><li>Prerequisites to CAHSEE </li></ul><ul><li>CARS+ and ACSA – Goal Bank </li></ul><ul><ul><li>Excellent Resource for sample goals </li></ul></ul><ul><ul><li>Based on “essential standards” </li></ul></ul><ul><ul><li>Caution regarding mastery/criteria language* </li></ul></ul><ul><ul><ul><li>Use “ with accuracy on consecutive trials .” </li></ul></ul></ul><ul><ul><li>Include observable behaviors </li></ul></ul>
    55. 55. <ul><li>There must be at least one goal and/or supplementary aid or services developed for each area identified as a need . </li></ul><ul><li>Area of Need – indicate math, reading, reading comprehension, behavior, self help, fine motor, etc., as identified on the Present Levels </li></ul>
    56. 56. Writing Standards-Based IEP Goals <ul><li>Start with the grade level standard for the child’s age </li></ul><ul><li>Specify the child’s performance relative to the standard (baseline) </li></ul>
    57. 57. Writing the Date <ul><li>Divide into groups of 3 or 4 </li></ul><ul><li>The “teacher” instructs the “student” on how to write the date without naming the letters or numbers </li></ul><ul><li>The “student” may only do what the “teacher” says </li></ul><ul><li>No demonstration or hand gestures allowed! </li></ul><ul><li>The observer(s) identify how many steps are required to write the date </li></ul>
    58. 58. Writing Standards-Based IEP Goals <ul><li>Task Analysis of the “essential” standard </li></ul><ul><li>Prerequisite skills </li></ul><ul><li>Category of the Cognitive Domain and options </li></ul><ul><li>Appropriate Accommodations or Modifications to meet the “essential standard” </li></ul>
    59. 59. Task Analysis <ul><li>Sequence of discrete links in the chain of a complex behavior </li></ul><ul><li>The process of breaking down a complex behavior into it’s component parts </li></ul><ul><ul><li>Wide variability in the number of components based on how much detail is required </li></ul></ul><ul><ul><li>New skills often taught through chaining (backward, forward, or total with prompts) </li></ul></ul>
    60. 60. Prerequisite Skills <ul><li>What “prior knowledge” is required </li></ul><ul><ul><li>Vocabulary </li></ul></ul><ul><ul><li>Concepts </li></ul></ul><ul><ul><li>Visual, auditory, motor skills </li></ul></ul><ul><ul><li>Prior experience with similar tasks </li></ul></ul>
    61. 61. Bloom’s Taxonomy <ul><li>Knowledge </li></ul><ul><li>Comprehension </li></ul><ul><li>Application </li></ul><ul><li>Analysis </li></ul><ul><li>Synthesis </li></ul><ul><li>Evaluation </li></ul>Categories of the Cognitive Domain
    62. 62. Accommodations & Modifications <ul><li>Consider assistive technology </li></ul><ul><li>Graphic organizers </li></ul><ul><li>Audiotapes </li></ul><ul><li>Enlarged print or colored texts </li></ul><ul><li>Etc. </li></ul>
    63. 63. Measurable Goals 7 Key Components <ul><li>Baseline (related to goal) </li></ul><ul><li>Who (the child) </li></ul><ul><li>Does what (measurable behavior) </li></ul><ul><li>When (reporting date) </li></ul><ul><li>Given what (conditions) </li></ul><ul><li>How much (mastery criteria) </li></ul><ul><li>How measured (performance data or assessment) </li></ul>
    64. 64. Writing Standards-Based IEP Goals <ul><li>Draft measurable goals using the 7 Key Components </li></ul><ul><li>Review at the IEP meeting </li></ul><ul><li>Modify as needed based on IEP Team member input </li></ul><ul><li>Implement and monitor progress </li></ul>
    65. 65. Writing IEPs Designed for Educational Benefit <ul><li>Short-Term Objectives or Benchmarks are only required in IDEA ’04 for students who take alternate achievement assessments aligned to alternate achievement standards </li></ul><ul><li>Optional for other students in IDEA ’04 </li></ul><ul><li>Best practice: include objectives or benchmarks for all students who are participating in a functional curriculum (preschoolers and students Grade 12+) </li></ul>
    66. 66. Educational Benefit Check <ul><li>GOALS </li></ul><ul><li>INCLUDING BENCHMARKS OR </li></ul><ul><li>OBJECTIVES (AS APPROPRIATE) </li></ul><ul><li>Are there goals and objectives/benchmarks (if appropriate) for each area of need and vice versa? </li></ul><ul><li>Are the goals and objectives/benchmarks measurable? </li></ul><ul><li>Do the goals and objectives/benchmarks enable the student to be involved/progress in the general curriculum? </li></ul>
    67. 67. Educational Benefit Check <ul><li>Are all other educational needs resulting from the disability addressed? </li></ul><ul><li>If the student is an English Learner, are the goals and objectives/benchmarks linguistically appropriate? </li></ul><ul><li>Is the person(s) identified who is primarily responsible for implementing the goals and objectives/benchmarks, and monitoring progress? </li></ul>
    68. 68. Special Education, related services, supplementary aids and services <ul><li>The determination of appropriate services should be completed after goals have been finalized. </li></ul><ul><li>Special education, related services, and supplementary aids and services should be based on peer-reviewed research to the extent practicable. </li></ul>
    69. 69. Peer Reviewed Research??
    70. 70. Writing IEPs Designed for Educational Benefit <ul><li>SUPPLEMENTARY AIDS AND SERVICES, PROGRAM MODIFICATIONS (and accommodations) AND/OR SUPPORTS FOR SCHOOL PERSONNEL </li></ul><ul><ul><li>Required for student to advance towards attaining annual goal(s), be involved in and progress in general education, and participate with nondisabled peers </li></ul></ul><ul><ul><li>Examples could include “consultation by the Inclusion Specialist,” “calculator for math computation,” “additional time on tests,” etc </li></ul></ul>
    71. 71. Writing IEPs Designed for Educational Benefit <ul><li>SPECIAL EDUCATION AND </li></ul><ul><li>RELATED SERVICES </li></ul><ul><li>Special Education Service Options Considered : </li></ul><ul><ul><li>Discuss and indicate service delivery options </li></ul></ul><ul><ul><li>Always consider general education with supports prior to recommending a more restrictive setting </li></ul></ul><ul><ul><li>In selecting LRE, consideration is given to any harmful effect on the child or quality of services that the child needs </li></ul></ul>
    72. 72. Writing IEPs Designed for Educational Benefit <ul><li>Extended School Year (ESY) </li></ul><ul><li>ESY shall be provided to a student with a disability who the IEP deems requires special education and related services in excess of the regular academic year. Such students shall have disabilities which are likely to continue indefinitely or for a prolonged period of time, and interruption of the student’s educational programming may cause regression, when coupled with limited recoupment capacity, rendering it impossible or unlikely that the student will attain the level of self-sufficiency and independence that would otherwise be expected in view of his or her disability. </li></ul>
    73. 73. Educational Benefit Check <ul><li>SPECIAL EDUCATION AND </li></ul><ul><li>RELATED SERVICES </li></ul><ul><li>(Offer of FAPE) </li></ul><ul><li>Was the determination of the appropriate supplementary aids and services, and special education and related services completed after the goals were finalized? </li></ul>
    74. 74. Educational Benefit Check <ul><li>Are the appropriate services identified to support progress toward all goals including: </li></ul><ul><ul><li>progress in the general curriculum </li></ul></ul><ul><ul><li>participation in extracurricular activities and other nonacademic activities </li></ul></ul>
    75. 75. <ul><li>Are the special education, related services, and supplementary aids and services based on peer-reviewed research to the extent practicable? </li></ul><ul><li>Are the start/end dates, provider, frequency, duration, and location specified for supplementary aids and services as well as special education and related services? </li></ul>
    76. 76. Educational Setting <ul><li>Includes : </li></ul><ul><li>Participation in Physical Education </li></ul><ul><li>Placement/Location </li></ul><ul><li>Amount of time in and out of general education environment </li></ul><ul><li>Agency services </li></ul>
    77. 77. Educational Setting (Offer of FAPE) <ul><li>Promotion criteria </li></ul><ul><li>Progress reporting </li></ul><ul><li>Transportation </li></ul><ul><li>Activities to support transition </li></ul><ul><li>Graduation Plan </li></ul>
    78. 78. Writing IEPs Designed for Educational Benefit <ul><li>Progress Report </li></ul><ul><li>Specify when and how the parents will be informed of their child's progress on IEP goals, including how the progress will be measure </li></ul><ul><li>Date should correspond to the general education report cards and/or schedule identified </li></ul>
    79. 79. <ul><li>Summarize the student’s progress </li></ul><ul><ul><li>Indicate any comments, such as work completion, successes, areas for particular emphasis, etc. </li></ul></ul>
    80. 80. **It is critical that the progress reports be sent to the parents as scheduled!! Copies of the report should be kept to assist in determining goals for the next IEP as appropriate.**
    81. 81. Educational Benefit Check <ul><li>Educational Setting </li></ul><ul><li>Is there a clear description of the location of services, including why some services may not be provided at the child’s school of residence, if appropriate? </li></ul><ul><li>Is there a clear description of the amount of time the student is outside the general education environment, including an explanation of why the student will not participate in general education for all or part of the day? </li></ul>
    82. 82. <ul><li>If appropriate, are the activities clearly identified to support transition from preschool to kindergarten, from special education and/or NPS to general education, 8 th -9 th grade, etc? </li></ul><ul><li>If appropriate, is the graduation plan identified for students Grade 8 or higher? </li></ul>
    83. 83. Offer of FAPE <ul><li>When completed appropriately, the information on the Services and Educational Setting pages is the district’s offer of FAPE </li></ul>
    84. 84. Writing IEPs Designed for Educational Benefit <ul><li>SIGNATURE AND PARENT CONSENT </li></ul><ul><li>Have all meeting participants sign, date, and indicate title </li></ul><ul><li>Parent(s) should check areas of agreement </li></ul><ul><li>If the IEP team determines the student is not eligible, or is no longer eligible for special education, have the parent(s) initial </li></ul>
    85. 85. Writing IEPs Designed for Educational Benefit <ul><li>The parent(s) must sign and date the consent before all services can be provided. </li></ul><ul><li>The parent can agree to parts of the IEP: </li></ul><ul><ul><li>The portions of the IEP for which they give consent should be implemented while resolution is sought for areas of disagreement </li></ul></ul><ul><ul><li>Next steps for reaching resolution should be specified on IEP Team Meeting Comments </li></ul></ul>
    86. 86. Educational Benefit Check <ul><li>SIGNATURE AND PARENT CONSENT </li></ul><ul><li>Did all IEP Meeting participants sign and date? </li></ul><ul><li>Do the parent(s) consent to all components of the IEP? </li></ul><ul><li>If not, are areas of agreement and/or disagreement clearly specified? </li></ul><ul><li>Are the next steps identified for reaching resolution if appropriate? </li></ul>
    87. 87. Writing IEPs Designed for Educational Benefit <ul><li>IEP TEAM MEETING COMMENTS </li></ul><ul><li>Not a required component </li></ul><ul><li>Used by most districts to document key points of agreement and/or areas of disagreement </li></ul><ul><li>Should be a summary of what happened </li></ul><ul><li>Generally keep it “ short and sweet ” </li></ul>
    88. 88. Educational Benefit Check <ul><li>IEP TEAM MEETING COMMENTS </li></ul><ul><li>Is this information a summary of the meeting? </li></ul><ul><li>Does everyone agree that the information accurately reflects what was discussed and the agreements that were made? </li></ul><ul><li>Are next steps clearly identified, including individuals responsible, if needed? </li></ul>
    89. 89. Writing IEPs Designed for Educational Benefit <ul><li>IEP TEAM AMMENDMENT </li></ul><ul><li>Serves as the option for making minor amendments to the IEP if the parent(s) and district agree that a meeting is not needed (i.e., adding additional LSH minutes after a phone conversation with the parents and agreement with school staff, etc.) </li></ul><ul><li>Attach this form to current IEP after getting signature from parent(s) </li></ul>
    90. 90. Writing IEPs Designed for Educational Benefit <ul><li>Districts need to designate who can serve as the LEA representative who is authorized to approve the amendments. </li></ul><ul><li>Parents may request a copy of the IEP with the amendments incorporated. </li></ul>
    91. 91. Educational Benefit Check <ul><li>IEP TEAM AMENDMENT </li></ul><ul><li>Is the amendment clear? </li></ul><ul><li>Do the parents and staff agree on the amendment? </li></ul><ul><li>Are all affected staff (special education teacher(s), DIS provider(s), regular education teacher(s), etc.), including LEA representative, informed of the amendment/change? </li></ul>
    92. 92. IEP Requirements Reviewed <ul><li>The proposed program must be designed to address the student’s unique needs </li></ul><ul><li>Provide him/her with educational benefit </li></ul><ul><li>Comport with his/her IEP </li></ul><ul><li>Be provided in the least restrictive environment </li></ul>
    93. 93. Substantively Appropriate <ul><li>If the district’s proposed program meets these four requirements, then the district has complied with the law. </li></ul><ul><li>The parent’s preference for another program, even if the parents’ preferred program could result in a greater educational benefit, is not required for the district to meet its burden under the law. </li></ul>
    94. 94. A Team Effort <ul><li>School staff members who allow families to have 100% control are depriving the family of the expertise of the educators. </li></ul><ul><li>School staff members who never allow families to have any input and control are depriving themselves of the unique and necessary contribution of the family in the education of the child. </li></ul>
    95. 95. A Team Effort <ul><li>Both sides need to set, communicate, and maintain reasonable limits on behavior and demands. </li></ul>
    96. 96. FAPE (Free & Appropriate Public Education) Reasonably Calculated IEP (Individualized Education Program) LRE (Least Restrictive Environment) Educational Benefit

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