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H HOW SPECIAL SERVICES (IEPs, IFSPs, 504s PLANS) FIT WITHIN THE EDUCATIONAL FRAMEWORK

This article explores how Individualized Education Plans (IEPs), Individual Family Service Plans (IFSPs), and 504 plans align with the educational system. It discusses the changing landscape of special education and the evolving roles and expectations of educational leaders. The emphasis is on data-driven decision-making and effective instructional practices to meet student needs.

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H HOW SPECIAL SERVICES (IEPs, IFSPs, 504s PLANS) FIT WITHIN THE EDUCATIONAL FRAMEWORK

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  1. HHOW SPECIAL SERVICES (IEPs, IFSPs, 504s PLANS) FIT WITHIN THE EDUCATIONAL FRAMEWORK Judy Hackett, EdD Superintendent NSSEO

  2. Changing Landscape of Special Education Changing Roles/Expectations of Educational Leaders • Greater Focus on process, outcomes and accountability • Changing focus and expectations of leaders/educators • Greater emphasis on data and assessment • that drives instructional decision-making

  3. Emphasis on: • Leadership Responsibilities • Data-Based Decision Making • Measures of Student Progress • Supports and Resources

  4. Effective Instruction for meeting student needs include:

  5. Environment

  6. Illinois Definition of RtI Response to Intervention (RtI) is “the practice of providing 1) high-quality instruction/ intervention matched to student needs and 2) using learning rate over time and level of performance to 3) make important educational decisions” (Batsche, et al., 2005). This means using differentiated instructional strategies for all learners, providing all learners with scientific, research-based interventions, continuously measuring student performance using scientifically research-based progress monitoring instruments for all learners and making educational decisions based on a student’s response to interventions. RtI has three essential components: 1) using a three tier model of school supports, 2) utilizing a problem-solving method for decision-making, and 3) having an integrated data system that informs instruction. The Illinois State Response to Intervention (RtI) Plan January 1, 2008

  7. RtI: the Essentials for Everybodyto Ensure Success for ALL Learners RtI has three essential components: 1) using a three tier model of school supports, 2) utilizing a problem-solving method for decision-making, and 3) having an integrated data system that informs instruction. … the essentials further defined: • High quality, research-based instruction and interventions • 2. Assessment to determine needs • 3. Collaborative problem solving to make educational decisions

  8. How will RtI help my child? RtI is built on the premise that there needs to be a multi-tiered school system of supports … there needs to be quality instruction and intervention delivered to all students in the classroom, as well as in small groups and individually

  9. Assessment to determine needs

  10. Instructional Need

  11. Entitlement Decision-Making Process (*adapted from Iowa Dept. of Ed, 2005; FSDS, 2006)

  12. Definition of Eligibility and Entitlement Eligibility refers to one of the 13 federal disability categories described in IDEA (Individuals with Disabilities Education Act) under which a student may qualify for specialeducation services, based upon the completion of the evaluation process and determination of the identified disability Entitlement is a terms generally used in conjunction with a student’s right to the provision of special education services based upon the determination that the student qualified for special education services under IDEA.

  13. Changing focus on Entitlement Entitlement decisions are a continuation of the problem solving process, not the goal of it. Entitlement decisions are considered when additional resources are needed to sustain or improve the intervention(s) being provided in order to assure a Free and Appropriate Public Education (FAPE) . It focuses on knowing how to make a student more successful – determine the plan that warrants additional resources or level of intensity of supports.

  14. 2. Assessment to determine needs

  15. Assessment is About Decision-making … What Decision are we Making? Not Disabled Disabled Does Not Need SDI General Education Student General Education With or Without 504 Accommodations Slower Learners Gifted and Talented Limited English WBFWR** Needs SDI* Special Education Entitled Individuals * Specially Designed Instruction * * WBFWR = Way Behind For Whatever Reason

  16. Embed Expectations

  17. “This time, like all other times, is a very good one, if we know what to do with it.” Emerson

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