THE IEP Process with a focus on Transition and Assistive Technology

1. THE IEPProcess with a focus on Transition and Assistive Technology Presented by The Florida Alliance for Assistive Services and Technology Facilitator: Connie Serafin

2. INTRODUCTION • Welcome to the workshop • We will cover IEPs, Transition, and Assistive Technology • This presentation is not a substitute for legal advice.

3. What is the world record for solving a Rubik’s Cube? A) 10 minutes 48 secondsB) 1 minute 4.8 seconds C) 10.48 seconds

4. IEPs:Putting It All Together • An IEP is: • A program of special education & related services • Individualized/student centered • A legal commitment of resources/services • A tool to measure the student’s progress • Changeable by the IEP Team • An IEP is not: • A daily lesson plan • Teacher-centered • A predetermined program

5. An IEP Teamwrites the IEP in a meeting IndividualizedEducationProgram

6. The IEP WHEEL

7. PLANNING BEFORE PLACEMENT Review your student’s records, request evaluation or assessment in writing. Or make changes or additions

8. EVALUATIONS • Parent or district request evaluation • Gather relevant functional, developmental and academic information. • Must be completed within 60 days

9. Who is on the IEP Team? • Parent • Regular education teacher • Special education teacher or provider • LEA representative* • A person who can interpret evaluation results • Others with knowledge or expertise • student, when appropriate • Transition agency *qualified to provide or supervise special education, knows about general curriculum and is knowledgeable & authorized to commit LEA resources

10. Members of the IEP Team • Attendance is not necessary* when an IEP team member’s area is • not modified or discussed • A team member may be excused from attendance when the parent and the agency consent* • The member submits input in writing to the parent and the team *Parent agrees in writing *Parent consents in writing

11. What Does the IEP Team Do? Three basic activities: 1.Evaluate the student * Determine eligibility • student meets criteria for one of categories • student needs special education * Determine educational needs 2. Develop, review and revise the IEP 3. Determine special education placement

12. How disability affects involvement and progress in the general curriculum • How disability affects participation in appropriate activities Present Levels of Academic Achievement and Functional Performance

13. Present Levels of Academic Achievement and Functional Performance Must be a clear, descriptive statement that: • Is measurable • Includes baseline data • Includes strengths and needs • Uses understandable language • Uses current information • Includes academic & nonacademic areas

14. Measurable annual goalsincluding academic and functional goals to meet— • Needs so the student can be involved and make progress in the general education curriculum • Other educational needs that result from disability

15. What Do Annual Goals Include? • Describes what the student will do • Must be measurable • Consists of three parts: 1. Context (such as when reading aloud or during recess) 2. Functional behavior (what the student will do) 3. Criteria (how will we know the goal is reached) (student's name)  will be able to  (action word)  at the  (number)  grade level with(number or percent)  success/accuracy in  (number)  trials.

16. Examples of Annual Goals 1. Dan will read 130 words per minute daily with no more than two errors, at a 3rd grade reading level. 2. Erin will complete these functional living tasks independently 90% of the time that she is given verbal directions and requested to complete a task: washing her hands, brushing her teeth and combing her hair. 3. Ed will use 4-5 word sentences in the classroom and on the playground daily.

17. Benchmarks or Short-term Objectives For studentren taking alternate assessments, annual goals will include benchmarks or short term objectives • Benchmarks are major milestones. • Short-term Objectives are measurable intermediate steps

18. Measuring/Reporting Progress Howwe will know that the student is doing what we want him/her to do • Uses work samples, classroom tests, records of observation or other measurable ways that can be compared with the baseline and the goal. When periodic reports will be given to Parents • May be at conferences, quarterly reports or other

19. Services Special education, related services, other supports and services for your student to: • advance toward annual goals • progress in the general curriculum • participate in extracurricular and non-academic activities • be educated and participate with all studentren

20. Getting Ready • If this is your first IEP meeting, talk with others who understand the IEP process. • Talk with your child. • Review the present IEP. • Write down a list of questions that you want to ask at the meeting. • Write down a list of the strengths and needs of your child. • Write down some goals you’d like to see your child achieve in the coming year.

21. Special Education Specially designed instruction needed to meet the unique needs of the student • Every IEP must include Special Education • Special education may be speech therapy, specially designed physical education, assistive technology, travel training, vocational education, instruction in subject areas

22. ACCOMMODATIONS • Accommodations and Modifications • Accommodations – changes the “how” of what is taught.

23. MODIFICATIONS • Modifications • Changes the “what” we teach.

24. RELATED SERVICES Required to assist the student to benefit from special education Speech therapy Occupational therapy (OT) Recreation Physical therapy (PT) Audiology Counseling Psychological services Nursing Transportation Parent training and counseling Orientation and mobility

25. SUPPLEMENTARY AIDS & SERVICES • What will help the student be educated with non-disabled peers in: • regular education classes; • other education-related settings; • extracurricular and nonacademic settings? Oral test taking Small class size Class outlines Note taker Audio tapes Large print Extended time Behavior chart Individual adult support Modified format

26. Program Modifications & Supports for School Personnel What will help the educators? Training/in-service Extra staff time Special equipment Peer consultations Team teaching Classroom aide Planning time Help with material modification

27. AMOUNT OF SERVICES • Projected beginning and ending dates of IEP • For each service • Frequency (How much and how often) • Location (Which classroom or other place) • Duration (How long)

28. PLACEMENT/LRE • LRE-Least Restrictive Environment • With Non-disabled peers

29. Extent the student will not participatewith non- disabled student in regular classes or activities

30. STATE & DISTRICTWIDE ASSESSMENT All studentren with disabilities are expected to participate in all general State and districtwide assessments • Accommodations as needed • Alternate assessments as indicated in the IEP • Aligned with State academic standards • May measure achievement against State’s alternate achievement standards

31. Behavior Issues • A.    Safeguards • B.   Definitions • C.    Interim Alternative Educational Setting (IAES) • D.    Hearings • E.    Functional Behavior Assessments (FBA) and Behavioral Intervention Plans (BIP) • F.    Manifestation Determinations

32. Special Factors in the IEP • Behavior-positive behavioral interventions, supports and other strategies to address behavior • Limited English Proficiency-language needs of the student as they relate to the student’s IEP • Communication- special communication/language skills or strategies • Assistive Technology (AT)- devices or services the student needs to achieve IEP goals • Braille needs-instruction in Braille and the use of Braille, if appropriate

33. IEPs : There’s More • Procedural Safeguards

34. TRANSITION • Beginning at age 14, IEP contains measurable postsecondary goals • Training • Education • Employment • Independent Living Skills where appropriate • Student invited to IEP meeting

35. Florida State Board Rules Regarding Transition • During the student’s eighth (8th) grade year or the school year of the student’s fourteenth (14th) birthday, whichever comes first, a statement of whether the student is pursuing a course of study leading to a standard diploma or a special diploma. Rule 6A-6.03028(3)(h)8., F.A.C.IEP Teams shall begin the process of identifying transition services needs of students with disabilities beginning no later than age fourteen (14), so that needed postsecondary goals may be identified and in place by age sixteen (16).Rule 6A-6.03028(3)(h)9., F.A.C.

36. Transition ServicesCoordinated set of activities • Be developed as a result of the transition planning process • Reflect the student’s needs, strengths, interests & preferences • Lead to the postsecondary goals • Specify the support needed by the student to achieve those outcomes

37. Transition – Summary of Performance • One year before the student reaches the age of majority, a statement that the student has been informed of rights that transfer to them when turning 18. • When exiting, the Student will receive a Summary of Performance.

38. THE STEPS IN TRANSITION PLANNING Step 1: Create a Vision and Build the Profile;Step 2: Build the Team;Step 3: Set Goals;Step 4: Action Plan; andStep 5: Updating the Plan.

39. Parent’s Role in Transition • Be involved; • Be an active participant; • Focus on the positive; • Get connected; and……. • Be prepared

40. Carl D. Perkins Vocational and Technical Education Act Amendments of 1998 • PL 105-332 Section 1 (b) • 20 USC 2302 • http://www.ed.gov/offices/OV/AE/CTE/legis.html

41. Workforce Investment Act of 1998 • PL 105-220 • 29 USC 701 • http://www4.law.cornell.edu/uscode/unframed/29/701.html

42. Final Thoughts on Transition • The system will not do a plan for you • It is never too early to start planning • Include you student in the process

43. Assistive Technology • Functional Independence • Overcoming challenges with AT • AT as a substitute

44. FLDOE RULES and Assistive Technology • 6A-6.03028 ~ • Provision of FAPE and Development of IEP for students with disabilities

45. ADA and AT • Title I • Title II • Title III • Title IV • Title V • PL 101-336 [42 USC 12101] • http://www.ada.gov

46. Assistive Technology Act of 2004 • Known as Tech Act • Provides funds for three types of programs • PL 105-394 • 29USC 2201

47. AT follows the Student1003.575 FS

48. Assistive Technology Assessment • Can be conducted by independent agency or consultant • Should take place in customary environment • Should address strengths and weakness

49. Assistive Technology Planning • Consider strengths and limitations • Build a profile • Review AT Tools • Observe your student using the AT tool

50. Strengths and Limitations