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IEP DEVELOPMENT

IEP DEVELOPMENT. STAFF DEVELOPMENT OCTOBER 14, 2008 PATRICIA GRIFFIN ADMINISTRATIVE ASSISTANT FOR SPECIAL EDUCATION/PPS. IEP COMPONENTS. Student Document Details Special Alerts Parent/Guardian Committee Meeting or Agreement Information

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IEP DEVELOPMENT

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  1. IEP DEVELOPMENT STAFF DEVELOPMENT OCTOBER 14, 2008 PATRICIA GRIFFIN ADMINISTRATIVE ASSISTANT FOR SPECIAL EDUCATION/PPS

  2. IEP COMPONENTS • Student Document Details • Special Alerts • Parent/Guardian • Committee Meeting or Agreement Information • Decision Based on the Following Reports or Materials

  3. IEP COMPONENTS • Committee Follow Up Tasks • Committee Recommendations • Special Transportation • Programs • Related Services

  4. IEP COMPONENTS • Programs/Related Services Notations • Private School (placed by parent) • State Reporting Information • State Aid • Personnel Assignments

  5. IEP COMPONENTS • Program Modifications • Testing Accommodations • Participation in Local and State Assessments • Extent of Participation in General Education • Other Options Considered

  6. IEP COMPONENTS • Assistive Technology • Supports for School Personnel • Transcript Information (secondary only) • How Disability Affects Performance • Academic Achievement

  7. IEP COMPONENTS • Standardized Test Results • State/Local Assessments • Social Development • Physical Development • Management Needs • Annual Goals

  8. DRAFT IEPS FOR CSE • Current functioning and individual needs from the initial or most recent evaluation • Unique needs • Strengths • What the student can and cannot do • How student’s progress is affected in general education • Parent concerns

  9. DRAFT IEPS FOR CSE • Instructional and behavioral supports that have been effective or ineffective • Accommodations that have been effective or ineffective • Instructional supports that would likely be used by the student

  10. SPAMS=SOCIAL, PHYSICAL, ACADEMIC, MANAGEMENT AREAS • Completed by all staff as appropriate • Must use student’s name • Individualized not just pull down statements on IEP Direct • Begin with strengths • For every need, there must be an annual goal to address the need

  11. Break-out Session • Go onto IEP Direct • Review your students • Review the SPAMS • Complete the worksheet

  12. Academic Achievement, Functional Performance and Learning Characteristics • What is the student’s learning style? • What skill is the student’s strength? • What is the student’s current independent learning level? • What does this child need in order to learn?

  13. Social Development • What type of relationship does this student have with his/her adults or peers? • How does this student interact with others? Does this student have any difficulty meeting new people, making friends, or helping friends?

  14. Social Development • How does this student feel about himself? • How does this student adjust socially to the school and community environment?

  15. Physical Development • Does this child have physical skills or limitations that pertain to the learning process? • Are there motor, sensory, or health development concerns?

  16. Physical Development • Is fatigue a concern? • What are the results of the latest physical, hearing and vision exams?

  17. Management Needs • Does this student benefit from small group instruction; cooperative learning groups; working independently? • Does this student need: preferential seating; consistent room arrangement and seating assignment; consistent routine?

  18. Management Needs • Does this student require additional teacher or teaching assistant services? • Does this student need daily assistance organizing material?

  19. Services • Are program modifications appropriate to the student’s participation in the gen. ed. curriculum? • Are testing accommodations appropriate and realistic?

  20. Annual Goals • For every need is there a goal? • For every testing accommodation is there a goal? • Are there goals for which there are no needs? • Is the criteria 2-4 weeks?

  21. Committee on Special Education or Annual Review • Progress Reports • Review the questions looked at in staff development • Review present levels of performance, skills, services, goals • Annual goals should focus on strategies

  22. Committee on Special Education or Annual Review • Teacher reports • Attendance • Extra help • General education services • ESL • Use of services

  23. Committee on Special Education or Annual Review • Classification • Document Details • Annual goals should change throughout the student’s school years • CSE makes the decision as a team

  24. IEP Amendments • Letter to parent • Amendment no meeting • Parent agrees • Amendment is applied to IEP • BOE approval • Parent is notified and provided copy

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