Chapter 5: Individualized Education Programs

1. PED 383: Adapted Physical Education Dr. Johnson Chapter 5:Individualized Education Programs

2. Types of Plans • Who needs them? • Students with Disabilities • Students with Unique needs • Individualized Education Plans (IEP) • Individualized Family Service Plan (IFSP) • Section 504 Accommodation Plan

3. IEP • “Heart of IDEA” • Comprehensive written document used to describe the process of providing services and the detail of what those services include.

4. Jobs of an IEP • Jobs of IEP • Describes current level of achievement and functional promise • Identifies measureable annual goals • Lists the types, frequencies and durations of educational services to be provided to meet personalized goals. • Teams provide IEP’s for those 3-21 years old.

5. Early Childhood (before school) • Section 504 disability act accommodations • For those not eligible for special education • HIV / AIDS • Asthma • Seizure disorder • Diabetes • ADHD • Mild physical or learning disabilities

6. Special needs other than disability • Recovering from injury • Recovery from noncommunicable diseases • Overweight / obese • Low skill levels • Deficient levels of physical fitness • May still need a PE IEP.

7. Components of an IEP • 1. Statement of present level of academic achievement and functional performance. • 2. Statement of measureable academic and functional annual goals. • 3. Measuring and Reporting Progress to parents. • 4. Statement of special Education and Related Services and Supplementary aids and services.

8. Components of an IEP cont. • 5. Statement of participation in Regular Settings and Activities • 6. Statement of Alternate Assessment Accommodations. • 7. Schedule of Services and Modification • 8. Transition Services • 9. Transfer of Rights at age of Majority

9. Statement of Present Level of Academic Achievement and Functional Performance. • Where they currently are • How the disability affects their involvement and progress in general education curriculum. • Establishes baseline educational abilities. • All relevant information is included • Evaluations • Determine if they have a disability • Determine the educational needs • Background information • Should be … • Data based • Objective • Observable • Measureable • Should state what the student CAN do, as well as CAN NOT do. • Should not require additional information that is not included.

10. Statement of Measureable Academic and Functional Annual Goals. • Goals for each content area • Helps them to be involved in and make progress in general curriculum • Can include short term as well as long term • Can be general, then followed by more detail • Types of goals • Traditional • Multielement

11. Traditional Annual goals • Start as more broad goals • Add detail later • Measureable • Objectives • Specific, but no specific timetable • Specific Benchmarks • Specific, with a timetable • IDEA no longer requires short term goals • May be required with alternative assessments • Parents may request them

12. Multielement Annual goals • 1. By when • By October 1, or in 15 weeks • 2. By who • 3. Will do what • What will I see if the student meets the goals? • 4. Under what conditions • MWSU objectives  this is the restrictions • 5. At what level of proficiency • MWSU objectives  this is the how much / how many • 6. As measured by whom or what

13. Measuring and Reporting Progress to Parents. • Since goals should be quite specific and have timeframes to them, it should be easy to track progress (or lack of progress). • This section should state when this information is passed to parents, and how this will take place. • Used in similar way as report cards • Should have similar (not necessarily exactly the same) time frames as report cards. • At least as often, if not more.

14. Statement of Special Education and Related Services and Supplementary Aids and Services. • This section must state what special services will be provided, including… • Services • Aids • Support • Modifications • Must be based on peer-reviewed research. • Special education service – instruction designed to meet the unique needs of a student with a disability that directly effects educational goals, such as physical education • Related Service – designed to help a student with a disability to benefit from special education.

15. Statement of Participation in Regular Settings and Activities • If a child is not able to participate in regular classes (ie physical education), this is the section that explains why. • Also, this section must explain how much of the time (if any) the student will be in regular classes.

16. Statement of Alternate Assessment Accommodations. • Statement of any individual accommodations which are necessary to measure academic achievement and functional performance of the child on state, and district – wide assessments of student achievement. • Must state why assessments are not done and why alternative assessments are appropriate.

17. Schedule of Services and Modification • Includes… • Beginning of special education and related services and modifications • Anticipated… • Frequency • Location • Duration • Amount of time in PE should be listed.

18. Transition Services • No later than 1st IEP that includes 16 years of age. • Helps student transfer from school based programs to community based no later than 22 years old. • Includes… • 1. Measureable post-secondary goals based on age-appropriate transition assessments related to training, education, employment and independent living skills • 2. statement on needed transition services, including courses of study, needed to assist the student in reaching those transition goals. • This is a plan for lifelong physical activity.

19. Transfer of Rights at age of Majority • No later than 1 year before the child reaches the age of majority under state law, the IEP must include a statement that a child has been informed of his (or her) rights under IDEA that will transfer to him (or her) on reaching the age of majority (18 in most states). • Must have a process to monitor this requirement.

20. Development of the IEP • 2 steps to an IEP • 1. Deciding if the student is eligible for special education services • 2. Developing the most appropriate program • Starts with a referral (including reasons) • IEP team decides on curriculum • Must provide services • Does not guarantee success or improvement

21. IEP Team • At least • 1 parent, • 1 classroom teacher, • 1 special education teacher, • 1 representative of the school qualified to supervise the provision of special education • 1 person who can interpret evaluation results • The child with the disability (when appropriate) • Other appropriate individuals

22. Section 504 and Accommodation plan • Students who no longer qualify as a disability (now), but did under section 504 (much broader definitions) • No mandated sections • Must answer “Does the disability affect a major life activity?”

23. Students without disabilities, with unique needs • Committee on Adapter Physical Education (CAPE) • Director of Physical Education • School Nurse • Adapter Physical Educators • Seven steps to this program

24. 7 steps for CAPE • 1. Referrals • 2. Notify the parents • 3. Contact family Physician (if appropriate) • Determine the condition • 4. Decide if adapted program is appropriate • Also decide on program • 5. Notify parents of program • 6. Implement program • 7. At end of time frame, CAPE reviews progress and decides if they need to continue