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
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10. e More technical style of writing Drop downs for specific paragraphs including transition **New** Consideration of student needs expressed by the parent
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
12. AT : Linked to AT mod section **New** recommended for devices to be used in the student’s home?
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
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
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
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
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
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Editor's Notes
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.
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