IEP Development

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IEP Development

• Pre-K Teachers August 2006

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What is special education?

• Specially designed instruction, at no cost to
  parents, to meet the unique needs of a child with
  a disability
• Its not a place or a person.
• General education teachers can deliver specially
  designed instruction, i.e. provide special
  education services to children with disabilities.
• B-K certified teachers are dually certified in
  general education special education.

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Special Education

• Special education and related services are
  provided in accordance with the Individualized
  Education Program (IEP) developed by the IEP
  Team.
• IEP a written statement for each child with a
  disability that is developed, reviewed, and
  revised in accordance with IDEA

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IEP Team Members

• Required Members per IDEA 2004 for Preschool
• LEA Representative
• Not less than 1 Regular Education Teacher
• Not less than 1 Special Education
  Teacher/Provider
• Parent(s)
• At request of parent the part C service
  coordinator or others or other representatives
  for part C for initial meeting
• Others as needed
• Related Service Provider(s), etc

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Individualized Family Service Plan

• For ages 3-5, team shall consider the IFSP.and
  may use the IFSP as an IEP if it is consistent
  with state policies and agreed to by both
  parties.
• We need to use the IEP forms

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IEPs for Preschool Children with Disabilities

• Draft goal sheets should be prepared prior to the
  meeting date and sent to the parent(s) to review
• Parent(s) should be given an opportunity to add
  to the goal sheets
• The goals and objectives should be functional and
  parents should be able to implement them at home
• At the IEP meeting the team may decide to change
  some of the goals and objectives
• Once the draft is accepted, indicate so on the
  page

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IEPs for Preschool Children with Disabilities

• The present level of performance drives the IEP
  for preschoolers consider how the disability
  affects his/her development.

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Present Level of PerformancePLOP

• Present Level(s) of Educational Performance
  Using current evaluations (formal consideration
  factors, and parent concerns, write a statement
  of the present level major components of a
  present level of performance are the strengths
  (what the and the needs (what the student cannot
  do or is not doing) in a particular academic
  area. The strengths and needs should establish a
  baseline in describing where performing in a
  particular educational area.
• Example Sam speaks using words and phrases. He
  doesnt use complete sentences when speaking. He
  initiates and responds to greetings
  appropriately. He doesnt verbally express
  himself to gain others attention. Instead he
  grabs others (e.g., hats, jackets) to initiate
  conversation or to join in a group.

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Annual Goals

• A. Annual Goals The needs identified in the
  Present Level of Educational Performance should
  be developed into broad, measurable annual goals
  that the student can reasonably be expected to
  accomplish within twelve (12) months. Annual
  goals consist of three components
• 1. Academic/non-academic area
• 2. Direction of Change (verb)
• 3. Desired level of achievement/outcome
  (measurable).
• The level of achievement/outcome must be clearly
  stated.
• Example Sam will increase his expressive
  language skills to initiate and join in
  conversations with others.

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Benchmarks or Short Term Objectives

• Benchmarks of Short Term Objectives Additional
  pages may be needed to complete this section.
• If any benchmarks or instructional objectives are
  transition activities, the team may indicate by
  an asterisk () if desired. Break down the annual
  goals into discrete, achievable components using
  either short-term objectives (measurable,
  intermediate steps) or benchmarks (major
  milestones) to enable the student to successfully
  master the annual goals. Using steps to reach the
  annual goal also allows the teacher(s), parent(s)
  or legal guardian(s) to monitor achievement of
  the goals during the year.

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Short Term Objectives

• Short-term instructional objectives include the
  following components
• 1. Who
• 2. Will do what
• 3. Under what conditions (optional) and
• 4. Level of attainment / objective criteria

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Short Term Objectives

• Examples
• In role-plays, Sam will use simple sentences and
  questions with 80 accuracy.
• In classroom activities he will use simple
  sentences and questions with 85 accuracy.
• Given spontaneous conversations, Sam will use
  simple sentences and questions 80 of the time.

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Benchmarks

• Benchmarks consist of three components
• 1. Who
• 2. Will do what
• 3. By what date

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Benchmarks

• Examples
• Sam will use simple sentences and questions in
  simulated (e.g., role-plays) conversation by
  12/01/06.
• Sam will use simple sentences and questions in
  structured conversations (e.g., classroom
  activities) by 02/15/07.

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Measuring Progress toward the Annual Goal

• How progress toward the annual goal is measured
  Indicates the methods used to measure progress
  toward annual goals.
• Examples include
• 1. Teacher made tests
• 2. Observational data recorded in anecdotal notes
• 3. Logs
• 4. Charts
• 5. Projects
• 6. Portfolios
• 7. Work samples
• 8. Journals
• 9. Audio tapes, etc.

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Special Ed Services

• Every Thing Must be Data Driven

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State Performance Plan

• Indicator 6 Percent of preschool children with
  IEPs who received special education and related
  services in settings with typically developing
  peers (e.g. early childhood settings, home, and
  part-time early childhood/part-time early
  childhood special education settings).

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State Performance Plan

• Indicator 7 Percent of preschool children with
  IEPs who demonstrate improved
• A. Positive social-emotional skills (including
  social relationships)
• B. Acquisition and use of knowledge and skills
  (including early language/ communication and
  early literacy) and
• C. Use of appropriate behaviors to meet their
  needs.
• (20 U.S.C. 1416 (a)(3)(A))