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Division of Students with Disabilities and English Language Learners - 2012

Overview of the Individualized Education Program

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The Individualized Education Program (IEP) drives instruction for every child who receives special education services.

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The IEP is a Legal DocumentFederal law: IDEA - Section 614(d)(1)(A)(i)

In the United States an Individualized Education Program (IEP), is mandated by the Individuals with Disabilities Education Act (IDEA). It is a written statement for each child which includes the components specified in section 200.4(d)(2) of the Regulations of the Commissioner of Education to meet the unique educational needs of a student with a disability that is developed, reviewed, and revised in accordance with the law.

NYS regulations: Section 200.4(d)(2)

“If a student has been determined to be eligible for special education services, the Committee shall develop an IEP”

The IEP is designed to meet the unique educational needs of one child who has a disability as defined by federal regulations. The IEP is intended to help children reach their educational goals 34 CFR 300.320. In all cases the IEP must be tailored to the individual student's needs as identified by the IEP evaluation process, and must help teachers and related service providers understand the student's disability and how the disability affects the learning process.

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The IEP

Individualized Education Program (IEP)Regulatory Requirements

Each student with a disability must have an IEP in effect by the beginning of each school year.

Federal and State laws and regulations specify the information that must be documented in a student’s IEP.

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Child Centered Shared

Responsibility

Parental

Participation

Special Education is a Service, Not a PlaceLeast

Restrictive Environment

(LRE)

General

Education

Curriculum,

standards and

AssessmentsBased on IndividualStrengths & Needs

Planning For

Adult

Outcomes

Inclu

des

Posit

ive

Beha

vior

Supp

orts

Tool to Guide

Instructio

n and

Measure

Progress

IEP Development

Guiding Principles for IEP Development

The Development of an IEP Involves a Team(1) The parents of the child;(2) Not less than one regular education teacher of the child (if the child is,

or may be, participating in one the regular education environment);(3) Not less than one special education teacher of the child, or where

appropriate, not less then one special education provider of the child;(4) A representative of the public agency who--

(i) Is qualified to provide, or supervise the provision of, specially designed instruction to meet the unique needs of children with disabilities;(ii) Is knowledgeable about the general education curriculum; and(iii) Is knowledgeable about the availability of resources of the public agency.

(5) An individual who can interpret the instructional implications of evaluation results, who may be a member of the team described in paragraphs (a)(2) through (a)(6) of this section;

(6) At the discretion of the parent or the agency, other individuals who have knowledge or special expertise regarding the child, including related services personnel as appropriate; and

(7) Whenever appropriate, the child with a disability. (IDEA ‘04 300.321)

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You are ready to write when…

You have gathered the information

You know the strengths the student has

You know the way they learn and what learning styles they have

You know what they need to learn

You know what their deficits are

You know how to read their data and you understand what the data says

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Addresses 4 need areas: Academic & Functional Performance, Social, Physical, ManagementUses data from multiple sources to describe current functioning Includes progress on prior year’s IEP goals, if applicableIncludes student strengthsIncludes parent concerns and student preferences & interests Includes how the disability impacts involvement and progress in general curriculumIdentifies supports and accommodations that have been used successfully

Includes impact of behavior on learning and social development, if applicableAddresses communication needs, Braille instruction, limited English proficiency, or assistive technology, if applicable Beginning at age 15, includes transition needs in consideration of student’s strengths, preferences and interests Uses clear, specific language that can be understood by parents and school staffEstablishes a thorough foundation for development of goals and services

PLP Quality Indicators

The IEP Team/Committee must consider:BehaviorLimited English ProficiencyVisual ImpairmentsCommunication NeedsAssistive Technology

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The IEP Includes Student Needs Relating to Special

Factors

Written for students for the first IEP that would be in effect when the student is age 15 (and at a younger age if determined appropriate)

Long-term goals for living, working and learning as an adult• Education/training• Employment• Independent Living Skills (when appropriate)

Address Transition needs: school to post-school

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Measurable Postsecondary Goals

Section 2

w/short-term instructional objectives &/or benchmarks

Annual goalsCriteriaMethodSchedule

Short-term instructional objectives and/or benchmarksFor students taking NYS Alternate Assessment; andPreschool students with disabilities

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Measurable Annual Goals

the amount of extended time, type of setting Identify accommodation(s) Conditions

(test characteristics-type, length, purpose of the test upon which the accommodation is conditioned, if applicable)

Implementation of Recommendations specific to the testing accommodation, if applicable

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Testing Accommodation Section 7

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Indicate on the IEP the instructional modifications and resources that enable the student to succeed. For example…….

Visual aids

Learning styles (visual, auditory)

Graphic organizers/lesson outlines

Books on tapes/peer reader

Manipulatives

Calculator

(frequent)breaks

Checklists Pencil grips Shortened assignments Content area pick lists Simplify task directions Positive reinforcement Hands on activities Preferential seating

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Measurable Annual Goals-Charting activity

Annual Goals Criteria Method Schedule

What the student is expected to do by the end of the year in which the IEP is in affect

Measure to determine if the goal has been achieved

How progress will be measured

When progress will be measured

Measurable annual goals including academic and functional goals consistent with the students needs and abilities are related to :

1Meeting the student’s needs that result from the student’s disability to enable the student to be involved in and progress in the general curriculum2. Meeting each of the student’s other educational needs that result from the student’s disability; and

3. For students age 15 years and older, annual goals to move the student toward his/her postsecondary goals.

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Measurable Annual Goals-Charting activity

Measurable annual goals including academic and functional goals consistent with the students needs and abilities are related to :

1Meeting the student’s needs that result from the student’s disability to enable the student to be involved in and progress in the general curriculum

2. Meeting each of the student’s other educational needs that result from the student’s disability; and

3. For students age 15 years and older, annual goals to move the student toward his/her postsecondary goals.

Annual Goals Criteria Method ScheduleWhat the student is expected to do by the end of the year in which the IEP is in affect

Measure to determine if the goal has been achieved

How progress will be measured

When progress will be measured

Jose will write a complete paragraph with at least 5 complex sentences, using a minimum of 5-7 words per sentence, including content related vocabulary with accurate grammar and punctuation

…in all academic areas. Jose will achieve this goal in 4 out of 5 trials…..

..as determined (by the ELA teacher) through a rubric, classroom activities, work samples, and/or tests/quizzes.

Progress will be assessed over a two week period.

Measurable Annual Goals-Charting activity

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Annual Goal Activity Is it Measurable and observable? Or Not?Place a check next to a measurable and observable examplePlace an X over the non measurable and non observable examples

Will you know it when you see it?

Enjoy

Spell orally

Know

Walk

Understand

Illustrate

Grasp the meaning of

Can you measure it?

Point to

Read orally

Write a paragraph

Remember

Realize

Circle

Be familiar with

Count blocks

Categorize

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Is your goal SMART?

SpecificMeasurableAchievableRelevant

Time related

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Measurable Annual GoalsSMARTSpecific- What is the observable skill or behavior? What is the observable behavior that the student will do in a year that the student is not able to do now?

Measurable-How do you know when the student has accomplished the goals? What criteria will you use?

Achievable- What can we reasonably expect the student to be able to accomplish in one year?

Relevant- Does the goal reflect the individual needs of the student identified in the present levels of performance? Does the goal transfer to implementation in the classroom?

Time related- Is the schedule for evaluation built in?

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Present Level of Performance saysJose is an 8th grade student whose writing skills demonstrate elementary sentence structure, lack of organization, and multiple errors in grammar and punctuation.

SMART GOALSS-Specific M-Measurable A-Achievable R –Relevant T-Time Related

Annual Goal WrittenIn one year, Jose will write a complete paragraph with 5 complex sentences, using a minimum of 5-7 words per sentence, including content-related vocabulary, with accurate grammar and punctuation, in all academic areas. Jose will achieve this goal in 4 out of 5 trials as determined through a rubric, classroom activities, work samples and/or tests/quizzes. Progress will be assessed over two week period by the ELA teacher.

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Present level of Performance saysSam is a 5th grade student. He has difficulty decoding multi-syllabic words which interferes with his reading comprehension and fluency. Sam ….

SMARTS-Specific M-Measurable A-Achievable R-Relevant T-Time-related

Annual Goal written:In one year, Sam will decode multi syllabic words containing prefixes, suffixes, and root words. Sam will decode 20 words in 5 weekly consecutive trials, with no more than 2 errors per trial (90%). Progress will be assessed by the SETSS teacher and/or classroom teacher.