NRMPS Exceptional Children’s Program

1. NRMPSExceptional Children’s Program IEP Overview December 8th, 2008

2. Individualized Education Plan • NC 1503-5 – Development of the IEP • If the student would leave another LEA and come into your school, would you know how to provide FAPE? • The IEP is not JUST a form, it is a process! • Developing an IEP is a TEAM Approach!

3. DEC 4 (1 of 10) Student Profile Overall Strength’s – Include attributes of the child that may go beyond the scope of academic/functional performance. What strength’s does the child have that may enable him/her to be successful in the general curriculum. (Not George is cute, nice smile) Summarize Assessment Information – Be sure to include a review of progress on the previous IEP.

4. Student Profile Continued • Parent Concerns – Do not use N/A, note that the parent did not attend or participated but indicated no concerns. • Parent’s/Student’s Vision – Do not use N/A. Complete for ALL students. Begin with the end in mind – start at the PK level.

5. Considerations for Transitions • Child outcome oriented • There could be a transition but the IEP team does not expect any difficulties in the transition. • Make a statement if there has been an illness or death in the family that could have an impact on the student. • If you know the student is moving, what can be done to make a smooth transition? • Mark if the student will be 14 – Invite the student is check yes.

6. DEC-4 (2 of 10) Consideration of Special Factors For all students who have identified special factors, consideration must be given to any service, intervention, device, accommodation and/or other program modification that may be needed in order to receive FAPE. Behavior – If check yes, the behavior MUST be addressed either through an annual goal or a behavior intervention plan. (if learning new skills – goals, if no new skills are being taught – BIP)

7. Special Factors Continued • Limited English Proficiency – Address in the present levels of performance. Could state using picture cues/labels, how to help the child. • Check yes for special communication needs if the student is receiving speech. • APE – If yes, a goal sheet is required, developed in consultation with individuals knowledgeable of the physical education curriculum and the student’s motor skills. Does not state separate provider.

8. DEC - 4 (3 of 10) • Present Levels of Academic and Functional Performance – Data based, skill specific • Annual Goal – Who, behavior, condition, mastery criteria (Who, What, When, How) • Assistive Technology- Check and describe if the student requires assistive tech. in order to meet the specific goal. There could be a separate goal if teaching the student how to use a new device. • Integrated goal – Address AFTER determination of related services. Same goal but monitored from each domain. Remember – related services are needed to allow the student to benefit from special education.

9. DEC – 4 (4 of 10) • Competency Goal – Required for students taking the EXTEND II. Do not change the language in the goals. Goals must come from the assigned grade level. Science goal can be integrated. • Objectives – Measurable, not required. • Progress – Required to maintain data to support the progress noted toward annual goals. If audited, better be able to produce how you monitored progress. Only have to have one as long as it is good.

10. DEC – 4 (5 of 10) Least Restrictive Environment General Education Program Participation – IEP teams must discuss all of the classes, nonacademic services and activities in which the student will participate with his/her non-disabled peers. Testing accommodations for state and district-wide assessments must be addressed in general education classes. Any accommodations must be supported by documentation in the present level or special factors. Address implementation specific!

11. Least Restrictive Environment Cont. • If the student is in preschool, describe involvement in the general education program. • Technical Assistance – What assistance is necessary for the regular education staff to implement the IEP. (ex – trainings, how to modify assignments, implementation of a BIP in regular ed.)

12. DEC 4 (6 of 10) North Carolina Assessment Program • Test accommodations used on state testing must be used throughout the year in regular education courses. If it is listed on the grid, it must be listed for a classroom accommodation.

13. DEC – 4 (7 of 10) • District-Wide Assessment Program – List any district-wide assessments and accommodations needed, as well as implementation specifications. • Alternate Assessment Justification – Explain why the regular testing program, with or without accommodations, is not appropriate. • Specially Designed Instruction – Location of services is important. APE time is put here.

14. DEC – 4 (8 of 10) Anticipated Frequency of Related Services - If no related services, check the first box. Related services are those serves that the IEP team identifies that are required to assist the student to benefit from special education. A related services support description can be used when the students and/or staff needs support rather than direct services. It does not require a session length. Transportation – Describe services

15. DEC – 4 (8 of 10) Continued • Nonacademic Services – Services/Activities in which the student is removed from participation with non-disabled peers. Examples – lunch, recess, assemblies, field trips, etc. • Continuum – Bell to bell by school

16. DEC – 4 (9 of 10) • Least Restrictive Environment – Explain WHY the services can not be delivered with nondisabled peers, not what the services look like. • Progress • Extended School Year • Don’t forget to date and state who sent/gave a copy to the parents.

17. DEC – 4 (10 of 10) • Addendum – If the IEP is amended with a phone conference, do not sign section XI B. It is used when the IEP is amended without holding a meeting at all. A phone conference with your core IEP team members is a meeting. • If the IEP was amended due to disciplinary change in placement, don’t forget to check.

18. Secondary Transition Component – DEC 4a (see transition power point) • Section B – Measurable post-secondary goals, John is planning…is not measurable After high school, John will…is measurable • Annual goals need to be linked to Section B • Section C – Middle school students, only check the middle school statement, not the high school diploma section. • Section D – What things are necessary for the student to achieve his/her goals?

19. Related Services Support Description – DEC 4b • Part of the IEP that is written by an IEP team and attached to the IEP. • The purpose is to support the student’s access and participation in his/her special education environment. • The student needs supports rather than skills-based services in order to acquire specific skills. • Reviewed annually with the IEP team • Do not need to put service delivery times but can.

20. Extended School Year Worksheet • IDEA requires consideration of ESY for all students with a disability. • Do you have the data to show that the student regresses or may regress during extended breaks? • The worksheet allows the IEP team to examine the data available and respond to the statements. • Work on current goals – not new ones.

21. Private School Service Plans • Dates are completed for the school year. • Speech services • Complete the sections as you would on the IEP

22. Points to Remember • Review school evaluations to determine present levels. Use your data! • Use positive behavior interventions and supports for students whose behavior impedes his/her learning or that of others. • How do you know if the student is making progress if you are not keeping data?

23. Percentage of Time in Regular Education If the student receives related services, add all times served during the week, divide by 5 and add this to the daily time. Times are based on a 5 day week.

24. http://www.feat-austin.org

25. Good Examples Math: When presented with a penny, nickel, dime, and quarter, Johnny will touch or point to a penny when verbally asked “show me penny ” with 80% accuracy for 3 consecutive classes. Reading: Given a 3-5 paragraph 5th grade level short story, Johnny will write the names 2 or more characters in the story when asked to write characters with no more than 1 verbal prompt for 5 consecutive reading classes. Science: Given a worksheet with pictures of 5 different items, Johnny will circle the items that are liquids and square the items that are solids with 80% accuracy for 3 consecutive science classes. PE: Given a bat, Peter will swing a bat from right to left when tossed a baseball from a distance of 5 feet, 8 out of 10 trials for 3 consecutive PE classes.

26. Good Examples cont. Communication: Given a field of 3 items (ball, car, block), and given the instruction “give me ___,” Mary will hand the teacher the named object 4/5 trials for 5 consecutive sessions. Motor: Johnny will lift his finger and touch his nose when instructed “do this” by teacher who is modeling touching nose behavior for 4/5 trials for 3 consecutive sessions. Self-help: Given the instruction “snack time is over,” or “time to clean up,” Amy will stand up, pick up her plate, walk to the trashcan, and throw all snack materials away within 10 seconds for 3 consecutive days. Social: Jim will verbally request a turn using the phrases “my turn,” “turn please,” or “I want turn” when playing a board game with 2 peers with no more than 2 verbal prompts by teacher in a 15 minute period for 3 consecutive play periods.

27. Good Examples cont. Edward will read the board and write down homework assignments written on the board into his planner when the last school bell rings within 5 minutes for 5 consecutive days. Johnny will request the items book, movie, and toy by signing or by handing the corresponding picture to an adult after trading in tokens 10 or more times per day with no more than one model or gestural prompt for 5 consecutive days.

28. Questions?