3. Before Special Education
◼Response to Intervention (RTI)
▪ A multi-tiered framework to helpALL students succeed.
▪ To help struggling learners (both academically and behaviorally)
◼Student SuccessTeam (SST)
▪ The SST, which typically includes the parent/guardian, develops a plan of
modifications and/or interventions to be implemented in the general
education classroom over a period of time. If these modifications/
interventions are not successful, the SST may ultimately refer a child for
consideration of special education eligibility.
◼504 Plans
4. Who is eligible for Special Education
services?
◼A student, ages 3 through 22,
having one or more of the
following 13 Federally defined
disabling conditions that
adversely affect his or her
educational performance, may be
eligible to receive special
education services.
5. Eligibility
◼ Autism
◼ Deaf-Blindness
◼ Deafness
◼ Hearing Impairment (Hard of Hearing)
◼ Intellectual Disabilities
◼ Multiple Disabilities
◼ Orthopedic Impairment
◼ Other Health Impairment
◼ Emotional Disturbance
◼ Specific Learning Disability
◼ Speech and Language Impairment
◼ Traumatic Brain Injury
◼ Visual Impairment
6. What is an IEP?
◼The IEP (Individualized Educational
Program) is a legal document that
must be written for each child
who is eligible for special ed.
services
7. IEP Overview
◼The IEP team, of which the parent
is an important member,
determines a student's eligibility
and identifies any needed
program, aids, services, and
instruction considered necessary
for the student to progress in
school.The needed program, aids,
and services must be provided in
the least restrictive environment
(LRE).
8. IEP MeetingTimelines
◼Initial (andTRI) Assessments must be
completed within 60 days of written
consent
◼Members of the student's IEP team meet at
least once a year to: (Annual)
◼ 1) review the student's progress, the IEP (i.e.,
program and services, appropriateness of the
placement
◼ 2) to make any necessary changes in the
child's program.
◼Every 3 years: Full assessment (Triennial)
9. Big Picture
◼Eligibility gets the student in the
door
◼Current performance and levels
determine need and inform Goals
◼Goals determine services and
placement
10. The IEP Document
General Identifying Information
Present Levels
Goals (Needs) (progress on prior & new)
Program Placement in LRE
Services
11. The IEP Document
Accommodations/Modifications
Testing
Transition Plan (15 years +)
Notes
Consent
12. Present Levels
◼Statements about what the
student can and cannot do based
on assessment information
(academic, social, language,
motor, self-help, and
prevocational skills)
13. Evaluation of Goals
◼Progress on prior annual goals in
each area of need (ELA, Math, Behavior,
Speech, Motor, etc.)
◼Current performance based on
data collected through ongoing
progress monitoring and
assessment on last year’s goals
14. Goals
◼The IEP identifies a few learning
goals in each area that the teacher
and student will work on (what
the student can reasonably be
expected to accomplish within
one year).
15. Program Placement
◼A description of the extent to
which the child will participate in
the general education program
and a description of the program
to be provided.
16. Least Restrictive Environment
◼ General Education (GE)
◼ General Ed. with Resource Specialist Program (RSP)
◼ General Ed. with Designated Intensive Services (DIS)
◼ Special Day Class: Mild to Moderate (SDC MM)
◼ Special Day Class: Moderate to Severe (SDC MS)
◼ Special Day Class: SUCSESS (AUT Behv. and Comm.)
◼ Special Day Class: Emotional Disability (SDC ED)
◼ Special Day Class: Spectrum SEBS (SDC SPECTRUM)
◼ Home/Hospital Instruction (HH)
◼ Non Public School (NPS)
◼Residential Treatment Facility
17. More >>
<< Less
general ed.
classes
…includes instruction in:
hospitals or
institutions
child’s
home
special
schools
special ed.
classes
Restrictive
Continuum of Alternative
Placements (LRE)
17
RSP SDC NPS RESIDENTIAL
18. Services (some examples)
◼AssistiveTechnology (AT)
◼Extended SchoolYear (ESY)
◼Speech and Language (S/L)
◼OccupationalTherapy (OT)
◼Behavioral Services (IBI)
◼Adaptive Physical Education (APE)
◼Counseling (school psych, ERMHS: Educationally Related
Mental Health Services)
◼Transition services, community experience, employment
and post-school living, and/or acquisition of daily living skills
and a functional vocational evaluation, if appropriate.
19. Accommodations/Modifications
◼What is needed for this student to learn in
“non-testing” environments?
▪ Extra time
▪ Flexible setting
▪ Preferential seating
▪ Shortened assignments
▪ Small group instruction
▪ Large print
▪ Breaks for diabetic (insulin, snack, etc.)
21. Minutes
◼A written recording of what
occurs at the meeting
▪ Purpose of meeting (Annual,Triennial,
Addendum, …)
▪ Who is in attendance
▪ Generals of what was discussed
▪ Any concerns the parent or team
have
22. Informed Consent
◼Signatures and Parent/Guardian Approval
Persons attending an IEP team meeting are
asked to sign the IEP to indicate their
participation; however, only the parent/
guardian is asked to approve the IEP.This is
because an IEP cannot be implemented
without parent approval.
23. Implementing the IEP
◼Instruction should align with IEP
goals
◼Data Collection on progress (or
lack of) to drive goals and
instruction
◼Progress Monitoring
◼Reconvene if necessary
(addendum)
