Individual Education Program
description
Transcript of Individual Education Program
Individual Education Program
IEP Process 2
IDEA has Five Major Components
1. Evaluation and Identification 2. IEP and Related
Services 3. Placement 4. Funding 5. Procedural Protections
IEP Process 3
Individual Education Program (IEP)
Definition:An IEP is a written document that essentially
describes the student’s present level of educational achievement, identifies goals and objectives for the near future, and lists the educational services to be provided to meet those goals. It is a legal document, but teachers are not held accountable for a child’s progress.
IEP Process 4
Process Leading up to IEP Development
Identify child with a disability (can be referred by church, daycare center, parents, doctor, etc...)
Parents give consent for evaluation Refer child to evaluation team Child evaluated to determine present level of
performance Determine child’s eligibility for special education Develop child’s IEP (PLOP and Goals/Objectives) Determine placement
IEP Process 5
Special Education Time Line
Upon receiving a written referral, the district has 15 days to create assessment plan
With assessment plan in place, district has 15 days to receive informed consent.
Upon receipt of informed consent, district has 50 days to assess and schedule team meeting and develop an IEP
After creation of IEP, the IEP is implemented immediately and reviewed quarterly and annually
IEP Process 6
Participants on IEP Team
Representative from public agency
Regular education teacher (including general physical education teacher – required attendance by GPE teacher if PE is only “general” class child attends)
Child’s teachers (including PE teacher)
Related service personnel (as needed)
One or both parents/guardians/surrogate
The child (when appropriate)
Other individuals at discretion of parents
IEP Process 7
Writing the IEP for Phys. Education
Which participants from the previous page should write IEP goals and objectives for physical education?
IEP Process 8
What must be included in IEP?
Present level of performance (PLOP) Annual goals and short term objectives Statement of services (including special
equipment) and extent child will not participate in regular education program
Transition services (for children 14-16 or older) Schedule of Services Criteria, procedures, and schedules for
evaluation
IEP Process 9
IEP and Physical Education
Do all children with disabilities need to have specific IEP goals and objectives for physical education?
If not, which children with disabilities need specific IEP goals and objectives for physical education?
IEP Process 10
Present Level of Performance (PLOP)
Purpose: 1. To describe the unique needs of the
child that will be addressed by special education and related services, and
2. Establish a baseline of measurable information that serves as the starting point for developing goals and objectives/ benchmarks.
IEP Process 11
Present Level of Performance (PLOP)
PLOP Specifies:The strengths of the childThe unique needs of the childParental concernsHow the child’s disability affects
involvement and progress in the general curriculum
IEP Process 12
Present Level of Performance (PLOP)
Characteristics Measurable (you can see it, hear it, count it) Objective (clear criteria) Functional (useful in child’s daily life) Current Identifies any special factors Describes both academic and non-academic
areas Includes results of most recent evaluations
(formal and informal data)
IEP Process 13
Converting PLOP into an IEP
Problems behaviors/motor deficits
Context in which problem occurs
Current Level of Functioning
Services Needed
Desired Level of Functioning
Intervention Strategies
Evaluation Measures
Evaluation Schedules
IEP Process 14
Present Level of Performance - Example
Introduction: John is an 8-year-old 3rd grader with Down syndrome. He attend general physical education with his peers and with the support of a teacher assistant (TA). He also receives pull-out adapted physical education (APE) 2x per week for 30 minutes per session.
Behaviors: John stays on task about 50% of the time with the assistance of his TA, and he can follow most verbal directions with support in about 10 seconds. He often looks to his peers for visual cues to know what to do. John will time himself out or walk away from PE about 3x per week. These episodes last between 1 and 10 minutes. For the past month he has responded better with a reinforcement program (he has only has approximately 1 behavior episode per week).
IEP Process 15
PLOP – Example (continued)
Motor Skills: John was tested on the Test of Gross Motor Development – 2 (TGMD-2). He scored at the 5th percentile for locomotor skills and the 2nd percentile for ball skills. His age equivalent was 5.6 years indicating a delay of 2.5 years. His strengths were in running, sliding, and galloping in locomotor skills and throwing and kicking in object control skills. His weaknesses were in hopping and jumping in locomotor skills and catching and striking in object control skills.
Physical Fitness: John also is significantly behind his
peers in physical fitness. John can do 5 sit-ups in 1 minute (class avg. is 15), he can do 3 modified push-ups (class avg. is 20), and he can run/walk the mile in 17 minutes (class avg. is 12 min.).
IEP Process 16
PLOP – Example (continued)
Recommendations: Based on the above summary of his motor and fitness skills as well as his behaviors in GPE, it is recommended that John continue to receive APE services 60 minutes per week. In addition, John does seem to be benefiting both socially and with behaviors and well as motorically from general physical education with support from his TA. Therefore, continued participation in GPE is recommended with the support of John’s TA. Goals for John should include improved ball skills, improved physical fitness, and improved on-task time and the ability to follow directions.
IEP Process 17
Annual Goals (LTG)
Purpose: Describe what a child can reasonably be
expected to accomplish within 12 months with specially designed instruction and related services
Annual goals enable the child to be involved in and progress in the general curriculum
Annual goals also help meet other educational needs that result from the child’s disability.
IEP Process 18
Writing Annual Goals
What should the child be doing? What areas of the general curriculum is
the child having difficulty with because of his/her disability?
What are the most important areas of the general curriculum for the child to master?
What other areas are difficult for the child? Consider behavior, motor, social-emotional, communication, self-help?
IEP Process 19
Writing Annual Goals
Directly related to PLOP Sets direction for working with child Written for specially designed instruction, not
all aspects of child’s educational program (unless total program is SPED)
Provides a way of determining whether anticipated outcomes are being met, and whether placements and services are appropriate for the child’s special needs.
IEP Process 20
Writing Annual Goals
Annual goal should have 3 parts: The child ... does what … to what
level/degree. Key characteristics
Describes what the child will do Measurable, functional, and observable Meaningful and comprehensive
IEP Process 21
Writing Annual Goals
Examples John will demonstrate mastery (as prescribed
in county curriculum) of 3 locomotor patterns. Sarah will stay on task and follow directions in
general physical education 50% of the time with support from peers.
Nicole will demonstrate improved physical fitness as noted by the ability to perform 15 sit-ups in one minute and run/walk the mile in 14 minutes.
IEP Process 22
Short-term Instructional Objectives
Purpose: To outline measurable, intermediate steps
between a student’s PLOP and annual goal.
Short term objectives are basically intermediate steps to a goal.
Benchmarks – major milestones to a goal.
IEP Process 23
Short-term Instructional Objectives
Characteristics Measurable Minimum of 2 per goal Logical breakdown of the major components
of an annual goal General indicators of progress, not a detailed
instructional plan Specifies the behavior to be performed Specifies conditions under which the child
will perform the behavior. Includes time frame for completion
IEP Process 24
Writing the STIO
A = Audience (John will …)
B = Behavior (throw, run, do a sit-up)
C = Condition (using the pattern prescribed in the TGMD; a distance of 10 feet independently)
D = Degree (3/4 trials 2 days in a row; 80% of the time 4/5 days
IEP Process 25
Schedules and Criteria
Statement of Services What services will be provided (e.g., SPED,
PT, APE) Who will provide these services Where will services be provided (e.g., pull-
out, inclusion) Schedule of Services
30 or 60 minutes per week Percentage of time pull-out When program will be initiated and end
IEP Process 26
Schedules and Services
Schedules for evaluation Quarterly, every 6 weeks, annually
Criteria for evaluation Teacher made test, county curriculum, TGMD
Procedures for evaluation Tested in classroom, small group, 1-on-1
IEP Process 27
Due Process Procedures
Parents disagree with school system Impartial hearing conducted with hearing
officer (decision made within 45 days) Continued disagreement Appeal to State Education Department Reviewed by state appointed hearing officer
(decision within 45 days) Continued disagreement Appeal through court action
IEP Process 28
Physical Education and the IEP
When must the IEP address Phys. Ed.? ALL THE TIME
How is Phys. Ed. addressed on the IEP? Basic requirement is that all students with disabilities
have to have physical education – general or modified GPE with students without disabilities
without modifications with modifications
Specially designed physical education Physical Education in a separate facility
IEP Process 29
Assessment and the IEP Process
Assessment to determine: Determine if child qualifies for services.
PLOP – which is then used to create IEP goals and objectives
Progress – determine child’s progress on IEP goals and objectives
IEP Process 30
Assessment and the IEP (continued)
Appropriate Assessment Higher Functioning Children –
Gen. Curriculum Standardized tests Behaviors and social skills ability to understand directions and rules
Children with more severe disabilities - Functional tests Test IEP objectives
IEP Process 31
Placement and the IEP
Placement is determined after the IEP is written.
Placement is … Where child can successfully work on
IEP objectives Where child can work on non-academic
skills such as behaviors and social skills Adheres to the mandate of LRE
IEP Process 32
Who is “Qualified” to Implement IEP for Physical Education?
IDEA - Only “qualified” people can implement IEP. It was left to states to determine who is “qualified.”
In 17 states, “qualified” is an APE specialist with advanced training and endorsements in APE.
IEP Process 33
Who is Qualified in Virginia
Virginia does not require certification in APE.
So, who is qualified in VA to implement the physical education portion of the IEP?