Individualized Education Individualized Education ProgramsPrograms

Chapter 5Chapter 5

Individualized ProgramsIndividualized Programs for for Students with DisabilitiesStudents with Disabilities

• Depending on the circumstances, any Depending on the circumstances, any one of three different individualized plans one of three different individualized plans might be required or recommendedmight be required or recommended

1.1. IEP (traditional) – includes ADHDIEP (traditional) – includes ADHD

2.2. Section 504 planSection 504 plan

3.3. IPEP (Individualized PE Program)IPEP (Individualized PE Program)

Individualized Family Service Plan – Utilized for children Individualized Family Service Plan – Utilized for children 0-2 years of age. 0-2 years of age.

Graphical Overview, not including IFSPGraphical Overview, not including IFSP

IEP 504 IPEPIEP 504 IPEP

IFSP IEP 504 IPEPIFSP IEP 504 IPEP

1. Individualized 1. Individualized Education Program (IEP)Education Program (IEP)

• Under IDEA, all students with Under IDEA, all students with disabilities (aged 3 to 21) disabilities (aged 3 to 21) must must have have an IEP that outlines the child’s an IEP that outlines the child’s special education.special education.

• A student MUST be classified by a A student MUST be classified by a credible source to receive an IEP.credible source to receive an IEP.

• REMEMBER, PE is a direct service REMEMBER, PE is a direct service mandated on the IEP’s. mandated on the IEP’s.

IEPs IEPs (continued)(continued)

1.1. Present level of performancePresent level of performance2.2. Annual goals and short-term objectivesAnnual goals and short-term objectives3.3. Statement of services and Statement of services and

supplementary aidssupplementary aids

States and local districts may require States and local districts may require additional information, but IDEA requires additional information, but IDEA requires eight components for an IEP:eight components for an IEP:

IEPs IEPs (continued)(continued)

4.4. Statement of participation in Statement of participation in general settingsgeneral settings

5.5. Assessment modificationsAssessment modifications

6.6. Schedule of servicesSchedule of services

7.7. Transition servicesTransition services

8.8. Procedures for evaluation and Procedures for evaluation and parental reportparental report

Scavenger HuntScavenger Hunt– ~10 minutes~10 minutes– Total # correctTotal # correct

Present Level of Present Level of PerformancePerformance

• Present level of academic and functional performancePresent level of academic and functional performance• What is functional performanceWhat is functional performance

• Derived from report data, document classroom Derived from report data, document classroom performance, parent/student reports, standardized performance, parent/student reports, standardized assessments, observation, CMT and CAPT resultsassessments, observation, CMT and CAPT results

• CT Mastery Test (Grades 4, 6, 8)CT Mastery Test (Grades 4, 6, 8)• CT Academic Performance Test (Grade 10)CT Academic Performance Test (Grade 10)

• Identifies:Identifies:• StrengthsStrengths• ConcernsConcerns• Impact on involvement in general educationImpact on involvement in general education

Annual Goals and Short-Term Annual Goals and Short-Term ObjectivesObjectives

MEASURABLE Annual goalsMEASURABLE Annual goals– Must be aligned with PLPMust be aligned with PLP– Example: “Juanita will improve her Example: “Juanita will improve her

cardiovascular endurance by achieving 15 cardiovascular endurance by achieving 15 laps of the 16 meter PACER test.”laps of the 16 meter PACER test.”

Short-term objectiveShort-term objective– A specific statement related to AG and A specific statement related to AG and

PLPPLP– ““Juanita will complete 5 laps of the 16-Juanita will complete 5 laps of the 16-

meter PACER test with assistance.” meter PACER test with assistance.”

Statement of Services and Statement of Services and Supplementary AidsSupplementary Aids

Location where services will be providedLocation where services will be provided• List special education and related services.List special education and related services.

• Speech and audiology services, counseling services, early Speech and audiology services, counseling services, early identification and assessment, medical services, occupational identification and assessment, medical services, occupational therapy, orientation and mobility services, parent counseling therapy, orientation and mobility services, parent counseling and training, physical therapy, psychological services, and training, physical therapy, psychological services, recreation, rehabilitation counseling services, school health recreation, rehabilitation counseling services, school health services, social work services in schools, transportationservices, social work services in schools, transportation

• List any necessary adapted equipment in List any necessary adapted equipment in this section.this section.

Statement of Participation Statement of Participation in General Settingsin General Settings

Assumption is made that child Assumption is made that child ordinarily will be educated in the ordinarily will be educated in the general education program as much general education program as much as possible.as possible.

List instances when child will List instances when child will notnot– May require a rationale May require a rationale – CT form requires summing of hours CT form requires summing of hours

per week in inclusion and special per week in inclusion and special education settings (pull-out) education settings (pull-out)

Assessment Assessment ModificationsModifications

Modifications not only for assessment.Modifications not only for assessment.– Includes academic, non-academic, and extra-curricular Includes academic, non-academic, and extra-curricular

activities. activities.

Accommodations in these areas:Accommodations in these areas:– Materials/books/equipment; tests/quizzes/assessments; Materials/books/equipment; tests/quizzes/assessments;

grading; organization; environment; behavioral grading; organization; environment; behavioral interventions and support; instructional strategies; interventions and support; instructional strategies; other. other.

Example: 16-meter PACER from Brockport Example: 16-meter PACER from Brockport Physical Fitness Test rather than PACER (20m) Physical Fitness Test rather than PACER (20m) from FITNESSGRAM.from FITNESSGRAM.In CT, students must take the CMT or CAPT exam. In CT, students must take the CMT or CAPT exam. – Accommodations are permitted and are included in the Accommodations are permitted and are included in the

formform

Schedule of ServicesSchedule of Services

Example: “Sara will Example: “Sara will participate in the participate in the school’s adapted school’s adapted physical education for physical education for two hours per week two hours per week for the entire school for the entire school year.”year.”

Frequency, location, duration of all special Frequency, location, duration of all special education and related services must be education and related services must be specified.specified. – Includes start and end datesIncludes start and end dates

Transition ServicesTransition Services Goal is to successful transition students from Goal is to successful transition students from from K-12 education to:from K-12 education to:– Employment (“internships” often provided)Employment (“internships” often provided)– Post-secondary education (college)Post-secondary education (college)– Independent livingIndependent living– Community participation (broad)Community participation (broad)

Conducted by age 16 (IDEA), usually 15 in CTConducted by age 16 (IDEA), usually 15 in CTLists course of study, related services, and Lists course of study, related services, and assistive technology. assistive technology. Public education ends at age 21 when a Public education ends at age 21 when a student “ages out.”student “ages out.” – http://www.ed.gov/parents/needs/speced/iepguide/http://www.ed.gov/parents/needs/speced/iepguide/

index.html (for reference only)index.html (for reference only)

Transition includes preparation for physical Transition includes preparation for physical activity participation in the community.activity participation in the community.– Think about how Peter could be physically active Think about how Peter could be physically active

outside of school. outside of school.

Procedures for Evaluation Procedures for Evaluation and Parental Reportand Parental Report

Parents must be informed of child’s Parents must be informed of child’s progress at least as often as parents progress at least as often as parents of children without disabilities are of children without disabilities are informed.informed.– QuarterlyQuarterly– Report cardsReport cards– OthersOthers

Sample IEPsSample IEPs

Greenshade, NYGreenshade, NY

NY State-guideNY State-guide

NY State-IEP onlyNY State-IEP only

The IEP Team/Planning and The IEP Team/Planning and Placement Team (PPT)Placement Team (PPT)

-Requirements Vary by State-Requirements Vary by State• Parents (all efforts made to include)Parents (all efforts made to include)• At least one regular education teacher (recently At least one regular education teacher (recently

not required by 2004 reauthorization)not required by 2004 reauthorization)• At least one special education teacher * At least one special education teacher * • School district rep with special ed background *School district rep with special ed background *• Child (where appropriate)Child (where appropriate)• OthersOthers

• PE teacher, school psychologist, physician, PE teacher, school psychologist, physician, administrator…administrator…

* = required attendee* = required attendee

Who May Access an IEP?Who May Access an IEP?The IDEA stresses that everyone who will be The IDEA stresses that everyone who will be

involved in implementing the IEP must have involved in implementing the IEP must have access to the documents. This includes the access to the documents. This includes the child’s:child’s:– Regular education teacher(s)Regular education teacher(s)– Special education teacher(s)Special education teacher(s)– Direct service teachers (PE, art, etc)Direct service teachers (PE, art, etc)– Related service providers (speech therapist, Related service providers (speech therapist,

counselor, etc) or any other service provider who will counselor, etc) or any other service provider who will be responsible for a part of a child’s education.be responsible for a part of a child’s education.

– IEP’s are normally stored in a secure location such as IEP’s are normally stored in a secure location such as the special education office. You may have to sign a the special education office. You may have to sign a form in order to view the IEP. Remember, form in order to view the IEP. Remember, information listed in the IEP is confidential and information listed in the IEP is confidential and should not be discussed with people who do not should not be discussed with people who do not directly impact on the child’s education.directly impact on the child’s education.

Ed.govEd.gov

When Parents Don’t Agree with the When Parents Don’t Agree with the School’s RecommendationsSchool’s Recommendations

The IEP team must reconvene in 10 school The IEP team must reconvene in 10 school days to address issuesdays to address issues

When parents continue to disagree, a When parents continue to disagree, a mediation process is initiated at no cost to mediation process is initiated at no cost to the parentsthe parents

Who Classifies Students as Who Classifies Students as Having Special NeedsHaving Special Needs

Who Classifies Students as Who Classifies Students as Having Special NeedsHaving Special Needs

Is there a problem with the current Is there a problem with the current system of classifying students?system of classifying students?

2. 504 Plan2. 504 Plan What is a 504 Plan?• 504 plans provide simple interventions for

students in regular education environments. Examples of the uses of 504 plans are interventions such as an allowance for a "fidget toy" for children with ADHD in the classroom setting, test modifications, such as extended time, break time in the middle of class, and preferential seating. The 504 Plan is approved or disapproved primarily by the Principal and sometimes the Special Education Coordinator at a school.

2. 504 Plan2. 504 Plan • A 504 student must have a physical or mental

impairment that limits one or more major life activities and is not covered by IDEA. • HIV and AIDS, alcohol abuse, substance abuse,

asthma, and diabetes.• No mandated components.• Not as strong as an IEP• Viewed more as a “should do” versus a “must do”

• Law itself• “No otherwise qualified individual…shall, solely by

reason of his or her disability, be excluded from the participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance”

504 Plan 504 Plan (continued)(continued)

• Suggested Committee:Suggested Committee:– 2 school professionals familiar with 2 school professionals familiar with

studentstudent

504 plans are legal documents but 504 plans are legal documents but parents often have less input and parents often have less input and there are no mandated periodic there are no mandated periodic meetings to review progress. None meetings to review progress. None of the 8 components of an IEP are of the 8 components of an IEP are required.required.

3. IPEPs3. IPEPs • Individual Physical Education Individual Physical Education

ProgramProgram• For students who are not disabled but For students who are not disabled but

have unique needs in physical education have unique needs in physical education (poor motor ability or fitness; obesity, (poor motor ability or fitness; obesity, illnesses or injuries)? illnesses or injuries)?

• Not required by any piece of legislation.Not required by any piece of legislation.• Developed, implemented, and assessed Developed, implemented, and assessed

by the PE teacher. by the PE teacher.

IPEPs IPEPs (continued)(continued)

• Recommended components mirror Recommended components mirror the IEP:the IEP:– GoalsGoals– PLPPLP– STOsSTOs– PlacementPlacement– Schedule of servicesSchedule of services– Schedule for reviewSchedule for review

State of CT State of CT

manual & formsmanual & forms