Welcome to EDU 240 Impact of Special Needs on Learning and Development

1. Welcome to EDU 240 Impact of Special Needs on Learning and Development July 7, 2011 Goals, Objectives, Outcomes & Comparing the IFSP and Early Intervention

2. Agenda

3. Eligibility • Parents and school district determine how best to evaluate child • School districts must make a good faith effort to create a responsive environment • Try as well as document the variety of strategies that were used to address students needs • If child is found eligible, then all of the strategies that have been tried should be given to the IEP team at the time of determination • Supports must be identified, provided and schedule developed

4. In Initial Evaluation • Parents notified by district to seek permission and evaluation has to be carried out in compliance with • C.M.R. 603 - within 30 days http://www.doemass.org/lawsregs/603cmr28.html?section=04#start • Evaluate all suspected areas; must use a variety of techniques (e.g. information provided by parents, observation, work samples, cumulative record review); extra steps for learning disabilities: http://www.doe.mass.edu/sped/iep/proguide.pdf • Eligibility

5. Placement: Must be Identified in one of the following Categories • Developmental • Neurological • Communication • Specific Learning • Sensory: Deaf, Hearing Blind • Autism • Intellectual • Emotional • Physical • Health

6. TEAMS • They will determine whether the child is making effective progress • Will determine whether lack of progress is a result of disability • Will determine if the child needs special education • Team may find student eligible, or not • Teams must seek parental consent – they may agree, or not • Teams may determine whether extended evaluation needed • Team will also determine date for the re-evaluation

7. The IEP – Contract between District and Parent that solidifies Placement • Written to fit the student, so too, is the placement with a vision that is directed to child’s future right up to the time when a child exists high school and transitions to adult life at age 22 • Team (each is unique) remains the key place to communicate – must think of child’s holistic development • Helps focus the services to be provided to student • Input from Student, Parent • Present levels of performance must be clearly written

8. Goals • Based on students’ current levels of performance, past experiences • Spell out how the team will identify when child meets goal. May reflect skills, behaviors, attitude • Are broken down into objectives and benchmarks • Measurable goals are key to identifying progress

9. Measurable Annual Goal Components • TARGET BEHAVIOR - The skill or behavior in need of change. • Condition - Circumstances under which the target behavior is to occur. • Criteria - Acceptable level of performance of the target behavior. • http://specialed.about.com/od/iep/a/iepGoalWriting.htm

10. IEP Placement • IEP intended to provide information about the student’s disability and guidance as to how best to work with student • A student-driven process • Team meeting process: • Student input • Dreams and goals • How disability impacts learning and development • Address only area impacted by disability • Provide focus on student’s learning • High expectations • Closely aligned with what peers are learning • Identify supports that students need

11. IFSP Process begins with the family • The written product– the least important aspect of the entire IFSP • More important: interaction, collaboration, and partnerships between families and professionals • Processhttp://www2.ku.edu/~kskits/ta/Packets/WritingFamily_GuidedPDF/Over.p

12. The Role of the Service Coordinator • Compiles the written portion of the IFSP • Convenes a meeting to develop the initial IFSP within 45 days after receiving a referral for initial evaluation of a child • Records the process the team has gone through to identify outcomes, strategies and services

13. IFSP is an Agreement • Written document represents the formal agreement reached by the IFSP Team – which includes the family • The legal basis for the provision of services • Reflects a fluid process that is responsive to the changing needs of the child and family. • Required by HFS 90 and IDEA

14. Legal Timeline for Service Providers • http://www.waisman.wisc.edu/birthto3/WPDP/BIRTHTO3TIMELINE.pdf • http://www.waisman.wisc.edu/birthto3/WPDP/checklists.pdf

15. Components of an IFSP • Information about the child’s developmental status, including statements about the child’s present level of ability that are based on “professionally acceptable objective criteria”; • Summaries of the evaluation and initial assessment of the child and reports of any ongoing assessment; • A summary of the family’s strengths, resources, concerns, and priorities related to enhancing the child’s development (with the parents’ permission); • A statement of the expected outcomes for the child and family, as identified by the IFSP team, and the criteria, procedures, and timelines to be used in determining progress toward those outcomes (or need for modification of outcomes);

16. Components of an IFSP • The early intervention services needed to reach the outcomes. • frequency, intensity, and service delivery model to be used; t • the setting in which the service will be provided; • payment arrangements; • the projected dates for initiation of services and their expected duration; and, • if appropriate, medical or other services the child needs, but which will not be provided by the early intervention program, • the steps that will be taken to secure those services • The name of the service coordinator; • Steps taken to support the family through transitions; • Provisions for ongoing review, evaluation, and, when needed, revision of the plan; and • Justification of when early intervention cannot be achieved satisfactorily in a natural environment. • Writing outcomes: http://www.infantva.org/documents/pr-WritingGoals.pdf

17. Writing Goals for IEPS • http://www.spedsg.com/images/images_books/U-W/WMIEP_Sample.pdf

18. Next Week • Kindly check the updated syllabus for readings due – you do have some choices  • Presentations • Susie Barrow • Caitlyn Mccarthy • Sara Crespo