IEPs Requirements Overview

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IEPs Requirements Overview
IEPs
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1. Why are IEPs required?
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Because the law says so

• Federal law IDEA
• In general- The term individualized
  education program' or IEP' means a written
  statement for each child with a disability that
  is developed, reviewed, and revised in accordance
  with this section and that includes
• NYS law Part 200.4(d)(2)
• If a student has been determined to be
  eligible for special education services, the
  Committee must develop an individualized
  education program (IEP)..

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The IEP is the Cornerstone of the Special
Education Process
Identifies how the resources of the school need
to be configured to support the students needs
Supports participation in the general education
curriculum and learning standards
Identifies how the student will be prepared for
adult living
Guides the provision of instruction designed to
meet a students needs
IEP
Provides an accountability tool
Ensures a strategic and coordinated approach to
address a students needs
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2. What are the steps for IEP development?
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Steps for writing and Implementing an IEP

• Present Level Of Performance
• Including MAPS areas and Transition

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3. What are the major parts of the IEP?
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PLPs are the Foundation of the IEP

• The PLP provides the informational basis for
  generating goals, objectives, supports,
  accommodations, and services that are
  specifically designed to meet the students
  individual needs.
• A problem well stated
• is a problem half solved
• (Charles F. Kettering)

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PLPs Must

• Identify where the student is NOW, including
  their unique strengths and needs (Baseline)
• Include progress made on annual goals
• Include parental and student concerns
• Include transition information
• Include impact on involvement in general ed
  curriculum
• Include progress toward diploma for H.S. aged
• Include special factors/needs such as
• Communication
• Braille instruction
• Behavior

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PLPs Should

• Use clear, understandable language. Avoid
  jargon. No vague terms such as good student,
  misbehaves
• Identify supports and accommodations that have
  been used successfully
• Be specific and use data

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4 Components of thePresent Level of Performance
Academic Achievement, Functional Performance
Learning Characteristics
Management Needs
Physical Development
Social Development
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Intellectual Functioning
Academic Achievement, Functional Performance,
and Learning Characteristics
Daily Living
Adaptive behavior
Rate of Progress
Learning Styles
Parent Student Concerns
Impact of Disability
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Relationships with peers and adults
Feelings about self
Social Development
Adjustment to school community
Parental Student concerns
Impact of disability
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Degree and quality of motor and sensory
development
Physical Development
Health and Vitality
Physical skills or limitations related to learning
Parental and Student concerns
Impact of disability
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Management Needs Nature and degree to which the
following are required to enable the student to
benefit from instruction
Environmental modifications
Human Resources
Material Resources
Note Management needs must be developed in
accordance with the factors identified in other
PLP areas.
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Addressing Behavioral Needs

• When needed/required by regulations a functional
  behavioral assessment (FBA) must be completed
• Like with other assessments, information from the
  FBA should be reflected in the PLP
• Following an FBA, a behavior improvement plan
  (BIP) is developed, implemented, and monitored

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BIPs the IEP

• The existence of a BIP is documented on the IEP
• PLP management section
• program modifications section
• supports for staff
• If BIP includes the use of a time out room this
  must also be documented on the IEP, including the
  maximum amount of time the student will spend in
  the time out room

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PLP Quality indicators

• Covers all 4 areas
• Academic ?Social
• Physical ?Management
• Uses data from multiple sources to describe
  current functioning
• Includes student strengths
• Includes parent and student concerns
• Includes parent and student desires, needs and
  preferences for the future (transition
  information)
• Includes progress on current IEP goals

• Includes how the disability impacts involvement
  in general education curriculum
• Includes impact of behavior, need for a BIP, and
  use of time out, if applicable
• Includes other special factors like
  communication, Braille
• Identifies supports and accommodations that have
  been successful
• Focuses on priority needs
• Uses clear language avoids jargon in order to
  create a clear picture of the learner

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Measurable Post Secondary Goals

• Reflect the desires of the student and parent for
  the future
• Examples
• Johns post-secondary education goal is to
  complete his CDL training. and
• Johns post-secondary employment goal is to work
  as a truck driver

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An Annual Goal is

• A statement of knowledge, skills or behaviors a
  student is expected to be able to demonstrate
  within the year
• must address the students individual needs as
  identified in the PLP.
• should focus on off-setting or reducing the
  learning behavioral problems resulting from
  disability - Not curriculum goals
• should be reasonable in number address priority
  needs.

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What makes goals measurable?

• Clarity of language describing what the student
  will DO.
• Evaluation plan identified, including
• -criteria
• -procedure for evaluation
• -schedule for evaluation

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Objectives or Benchmarks

• Only required for
• Preschool students with a disability
• Students eligible for the NYSAA

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G/O/B Quality Indicators

• Address priority needs described in the PLP
• Are linked to the standards
• Seek to support participation and progress in
  general ed.
• Focus on skills, not curriculum
• Are linked to desired post school outcomes
• Achievable within year

• Obj./Bs lead from PLP to annual goal
• Use clear wording that all can understand
• State what the child will DO, (observable)
• Include conditions under which performance will
  occur
• Include criteria, evaluation procedure, and
  evaluation schedule

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Programs Services

• Are what the school will do so that the student
  can achieve their goals
• Must be individually determined
• May be provided in combinations think about how
  each service impacts the others. What is the big
  picture?
• Must be provided in the LRE

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Related Services

• e.g. speech, occupational therapy, physical
  therapy, counseling
• Specify frequency, duration, location
• Specify initiation date

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Program Mods Accommodations

• Aids and services provided to enable student to
  be in LRE
• Such as
• A note taker
• Books on tape
• A study carrel
• BIP
• Extended time for assignments
• Assistive Technology devices or services

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Program Mods Accommodations

• Minimum necessary to allow a student to
  participate in gen ed demonstrate what he or
  she knows
• Must be consistently implemented.
• Regular education teachers must make reasonable
  accommodations to keep SWDs in the LRE

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Testing Accommodations

• All students must participate in NY State testing
  either general ed. or NYSAA exams
• Accommodations must be supported by PLP
• Choose only the minimum level of accommodation
  necessary to participate equally
• Must be documented on IEP and clearly worded
• Accommodations apply to all assessments and
  settings, unless otherwise noted on IEP or
  prohibited by SED or district policy

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Assistive Technology

• Describe devices or services needed to benefit
  from instruction
• Include if school purchased device will be used
  at home or other locations in order to provide
  FAPE
• Consider instruction needed by student, staff and
  family to use device

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Supports for Personnel

• Purpose is to help staff to work more effectively
  with the student
• Such as
• Behavioral consultation
• Training on behavior interventions or CPI
• Disability awareness information/training
• Training on use of Assistive Tech. device
• Instruction in using sign language
• Assistance with curriculum modifications
• Training in Differentiated Instruction
• Document on IEP implement consistently

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Transition Services

• On IEP in effect at age 15
• Based on Post-secondary goals PLP
• Include services/activities in each of the
  following areas as appropriate/needed to attain
  post-secondary goals
• instruction
• related services
• employment other post-school adult living
  objectives
• community living experiences
• activities of daily living

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Transportation

• Based on students needs
• Travel to / from school
• Travel in and around school
• See new sample IEP form for required
  transportation information

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Placement

• Must be in least restrictive environment
• Based on what is needed to advance toward
  attaining annual goals
• District must offer a continuum of
  services

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Residential
Most Restrictive
School-aged Continuum of Services
Home/Hospital
Special Day School
IAES
Special Class
Resource Room
Consulting Teacher Program
Regular Class with Related Services
LRE
Regular Class Program
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Most Restrictive
Pre-School Continuum of Services
Residential
Hospital
Full-Day w/o ND Peers
IAES
Half-day Without ND Peers
Full-day w/ND Peers
Half-day Program w/ND Peers
RS SEIT
Sp Ed Itinerant Teacher Services
LRE
Related Services
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Extended Year Program

• 12 month services provided to students
• with intensive management needs
• with severe multiple disabilities
• in home, hospital residential programs
• to avoid substantial regression

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Programs, Services, Mods., Accoms., Supports
Quality Indicators

• Reflect individual needs strengths identified
  in PLP
• Specify resources needed to attain annual goals
• Support placement in LRE
• Provide necessary support while maintaining
  promoting student independence
• Are age appropriate
• Describe needed specialized equipment / services
• Address transition needs

• Describe needed program mods. and accommodations
• Identify in sufficient detail test accommodations
  needed to participate in state and district
  assessments
• Include supports for personnel
• Are clearly documented, including duration,
  intensity, location, initiation date of
  service(s), as needed
• Comply with regulations (e.g. minimum hours,
  class sizes)