IEP DEVELOPMENTIEP DEVELOPMENTIEP DEVELOPMENTIEP DEVELOPMENTSTAFF DEVELOPMENTSTAFF DEVELOPMENTOCTOBER 14, 2008OCTOBER 14, 2008

PATRICIA GRIFFINPATRICIA GRIFFINADMINISTRATIVE ASSISTANT FOR ADMINISTRATIVE ASSISTANT FOR

SPECIAL EDUCATION/PPSSPECIAL EDUCATION/PPS

IEP COMPONENTS• Student Document Details• Special Alerts• Parent/Guardian • Committee Meeting or Agreement

Information• Decision Based on the Following

Reports or Materials

IEP COMPONENTS• Committee Follow Up Tasks• Committee Recommendations• Special Transportation• Programs• Related Services

IEP COMPONENTS• Programs/Related Services

Notations• Private School (placed by parent)• State Reporting Information• State Aid• Personnel Assignments

IEP COMPONENTS• Program Modifications• Testing Accommodations• Participation in Local and State

Assessments• Extent of Participation in General

Education• Other Options Considered

IEP COMPONENTS• Assistive Technology• Supports for School Personnel• Transcript Information (secondary

only)• How Disability Affects Performance• Academic Achievement

IEP COMPONENTS• Standardized Test Results• State/Local Assessments• Social Development• Physical Development• Management Needs• Annual Goals

DRAFT IEPS FOR CSE• Current functioning and individual needs

from the initial or most recent evaluation– Unique needs– Strengths– What the student can and cannot do– How student’s progress is affected in general

education– Parent concerns

DRAFT IEPS FOR CSE• Instructional and behavioral

supports that have been effective or ineffective

• Accommodations that have been effective or ineffective

• Instructional supports that would likely be used by the student

SPAMS=SOCIAL, PHYSICAL, ACADEMIC, MANAGEMENT AREAS

• Completed by all staff as appropriate• Must use student’s name• Individualized not just pull down

statements on IEP Direct• Begin with strengths• For every need, there must be an

annual goal to address the need

Break-out Session• Go onto IEP Direct• Review your students• Review the SPAMS• Complete the worksheet

Academic Achievement, Functional Performance

and Learning Characteristics

• What is the student’s learning style?• What skill is the student’s strength?• What is the student’s current

independent learning level?• What does this child need in order to

learn?

Social Development

• What type of relationship does this student have with his/her adults or peers?

• How does this student interact with others? Does this student have any difficulty meeting new people, making friends, or helping friends?

Social Development• How does this student feel about

himself?• How does this student adjust

socially to the school and community environment?

Physical Development• Does this child have physical skills

or limitations that pertain to the learning process?

• Are there motor, sensory, or health development concerns?

Physical Development• Is fatigue a concern?• What are the results of the latest

physical, hearing and vision exams?

Management Needs• Does this student benefit from small

group instruction; cooperative learning groups; working independently?

• Does this student need: preferential seating; consistent room arrangement and seating assignment; consistent routine?

Management Needs• Does this student require

additional teacher or teaching assistant services?

• Does this student need daily assistance organizing material?

Services• Are program modifications

appropriate to the student’s participation in the gen. ed. curriculum?

• Are testing accommodations appropriate and realistic?

Annual Goals• For every need is there a goal?• For every testing accommodation

is there a goal?• Are there goals for which there are

no needs?• Is the criteria 2-4 weeks?

Committee on Special Education or Annual

Review• Progress Reports• Review the questions looked at in

staff development• Review present levels of

performance, skills, services, goals• Annual goals should focus on

strategies

Committee on Special Education or Annual

Review• Teacher reports• Attendance• Extra help • General education services• ESL• Use of services

Committee on Special Education or Annual

Review• Classification• Document Details• Annual goals should change

throughout the student’s school years

• CSE makes the decision as a team

IEP Amendments• Letter to parent• Amendment no meeting• Parent agrees• Amendment is applied to IEP• BOE approval• Parent is notified and provided copy