Iep pptx


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  • IEP = the Cornerstone of the special ed processAddresses 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 & ManagementUses data from multiple sources to describe current functioningStudent/parent concernsTransition needsClear, specific language that can eb understood by parents and school staffCreates 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 listedState assessments: some scores can be found in DataMate orask a secretary to print results from Rediker
  • Demonstrate entries in actual IEP
  • Writing Styles- different forms are used in the sample IEPShare drop down subtitlesIf 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 pieceTransition/Annual Goals: see next slides
  • Address priority needs from PLPEnhances student’s ability to progress in gen ed curriculumUse clear wording that all can understandIncludes plan for monitoring progressEducational benefit. Build from prior goals if unmet
  • You are allowed to modify or edit a goal from the bank to simplify or clarify the intentionClarity of language describing what the student will DOObservable behaviors
  • Shared aide is no longer under programs…. Now in program mod
  • Supported by PLPReflect student and parent inputSupport placement in LREStrike balance between providing support and promoting independence
  • All sections must be filled in or it will be flagged and not able to finalizeAT: 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 pptx

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