Individual Educational Plans by cZT8I2x


									            Individual Educational Plans

            How to Write and Hold Student
            Focused Student/Family Friendly

9/23/2008                DL Egerer

               Filling out the form page by page
               Holding the meeting
               Educational Development Plans
               State Performance Plan
               CIMS
               Questions

9/23/2008                   DL Egerer
            Section 1
            Student Information, IEP Participants,

               Student/Parent Information
                   Address all blanks
                   Check information for accuracy
                   Check for native language
               IEP Participants
                   Who gets invited
                   Attendance Requirements

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            Section 1 cont’d

               Meeting Purpose
                   Initial Eligibility
                   Review /Revise IEP
                   Reevaluation
                   Additional or Change of Disability
                   Other

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            Age of Majority
            Transition Requirement:
               Beginning not later than one year before
                the student reaches the age of majority
                under state law, a statement that the
                student has been informed of his/her
                rights under this title, if any, that will
                transfer to him or her on reaching the age
                of majority.
               At the IEP meeting ask the student if
                he/she understands what his/her rights
                are. If the student can not tell you,
               Ask parents/family if they understand.
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            Section 2

               Eligibility for Special Education
                   When to discuss

               Eligibility Categories

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            Section 3

               Needs for Learning
                   Address each statement at meeting
                   Comment Section

               Assistive Technology
                   Hi Tech
                   Low Tech

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            Section 3 cont’d

            PLAAFP statements must give a clear
               picture of the student:

                 Who is the student?
                 Where is the student currently

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            PLAAFP cont’d
             1.   A narrative summary of the baseline
                  –   A statement of present level of
                      academic, achievement, and functional
                      performance determined by current
             2.   Baseline data
                  –   Assessment data must be sufficiently
                      clear and provide enough details for
                      instructional planning
                  –   Where to begin instruction

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            PLAAFP cont’d
             3.   Impact on involvement/progress in
                  the general curriculum
                  –   Problems likely to be encountered by
                      student participating in the general
                      education curriculum
                  –   Grade level expectations
             4.   A description of area(s) of educational
                  –   Areas of need arising from the student’s
                  –   Identified areas of need clear enough for
                      goal planning
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               What Not to do:

                Data result: Joe can rote count to 25.
                STO: The student will add single digit

            As the reader, I have no idea how you went
              from rote counting to adding! (CIMS-ED

9/23/2008                     DL Egerer
                      Better Example:

            Data result: Based on student work
             and teacher made assessments, Joe
             can rote count to 25, knows number
             values to 15 and is beginning to add
             single digit numbers up to 3.
            STO: Using single digit numbers up
             to 6, Joe will consistently complete
             addition problems.

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              Explain data for educational
            instruction & functional performance

               Your interpretation of the results….

            Example: Although Terri is able to
              tolerate her AFOs for 5 minutes, she
              needs to be able to tolerate them
              for 10 minutes to be more effective
              in stretching her heal cords.

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            More Examples
               Even though Pete is beginning to add
                simple, single digits up to 3, he needs to
                be more consistent but is also ready to
                increase his addition skills up to the
                number 9.

               Although, Sue has mastered her goal/sto
                to self-feed finger foods, the criteria was
                set at 50%. She is now ready to increase
                her mastery level to 80%.

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            4. Description of areas of educational

               Simply name the areas that need to
                be addressed in the g/o‘s and/or
                the transition activities.

               Example: Kelsey needs to work on
                the following areas:
                expressive communication, math-
                simple addition, hygiene routines,
                and mobility

9/23/2008                   DL Egerer
            Present Level - Example
               Based on the ESTR J and teacher
                observations, Jackie is able to deposit and
                withdraw money from the bank. She
                does not participate in the following
                money management tasks: managing a
                checkbook/savings account, paying bills
                on time, making large purchases,
                performing simple budgeting. This
                impacts her ability to independently
                manage her money and pay her monthly
                bills. This could also lead to bouncing
                checks and an insufficient bank account.

9/23/2008                      DL Egerer
            Present Level – Example #2
            Lance attends class regularly, attempts all in class
              assignments, and completes homework assigned in
              math class. When Lance uses a calculator his
              computation accuracy is 50 – 60% for most
              assignments. Without a calculator, his computation
              accuracy is 20%. Additionally, Lance is off-task as
              much as 60% during a typical math class. See data
              chart from November 8 through 19. On the Parental
              Checklist, Mr. Smith reports that Lance brings home
              materials for assignments 3 out of 5 times per week
              and spends more than 1.5 hours on most math
              assignments. Lance scored 4.8 grade equivalent on
              the math portion of the Woodcock-Johnson Test of
              achievement, Revised on 4/15/05. Lance needs to
              learn the basic math facts for all four processes to be
              successful in the 9th grade math curriculum.

9/23/2008                         DL Egerer
            Present Level – Example #3
            Christine is working on the district’s standard to be
              able to read, understand, and respond to a
              variety of materials for various purposes.
              Christine is focusing on functional vocabulary.
              Christine is able to say the sounds of 15 of 26
              letters of the alphabet independently (missed v,
              d, l, r). With a gestural prompt she was able to
              say the sounds of w, x, y, z, g, l, n). Christine is
              able to read 19 survival words. Chris’ severe
              reading delays inhibits her from progressing in
              and understanding content in the general

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            IEP CHECKLIST

            1.   Does the PLAAFP address all areas
                 affected by the student’s disability?
            2.   Is the PLAAFP stated in terms that are
                 understandable, specific, measureable,
                 and objective?
            3.   Does the PLAAFP describe current
            4.   Does the PLAAFP describe how the
                 student’s disability affects the student’s
                 performance in the general curirculum?

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            IEP Checklist cont’d
            5.   Are the present levels understandable, so that
                 goals, services, assessments, LRE, & etc. may
                 easily be developed?
            6.   Does the PLAAFP provide a “snapshot” of the
            7.   Does the PLAAFP provide baseline information for
                 each need?
            8.   Does the PLAAFP use information from a variety of
                 sources in a comprehensive statement?
            9.   Would anyone be able to begin instruction or
                 intervention based on the PLAAFP

9/23/2008                        DL Egerer
   Section # 3: Course of Study

            Course of Study: Statement of needed
              transition services
             Is the student working toward a diploma or
             Course of study can be: college prep, tech
              school, employment, etc.
             Must describe how the student’s course of
              study aligns with his/her post-secondary
              vision! (Must also align with the EDP!)
                 (SPP #13)

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            Transition: a coordinated set of activities that

               is designed within an outcome oriented
                process, that promotes movement from
                school to post-school activities, including
                postsecondary education, vocational training
                and employment, adult services,
                independent living, and community
               is based on the individual student’s needs,
                taking into account the student’s
                preferences and interests
               includes instruction; related services;
                community experiences; the development of
                employment and other post-school adult
                living objectives, and, if needed, acquisition
                of daily living skills and functional vocational
9/23/2008       evaluation        DL Egerer
            IDEA and Transition Services

               Mandated by age16
               Student must attend
               Be concerned with the student’s life
                after school
               Be individualized
               Be updated annually

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               Student
               Parent
               Special education teacher
               Regular education teacher
               LEA representative
               Other agency personnel who have
                knowledge or expertise required to
                best serve the student’s needs

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            The Transition Plan
            Statement of Needed Transition
              Services (Course of Study)
             Is long range educational plan
             Is meaningful to the students future
             Directly related to the student’s
              vision and post-school goals
             Relative to the student’s strengths
              and interests
             Includes linkages to community
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            Parent/Family Involvement
                 Parents must be notified of the purpose
                  of the IEP meeting if the meeting is to
                  consider transition services. The notice
                  must (a) indicate the purpose, (b)
                  indicate that the agency will invite the
                  student, and (c) identify any other
                  agency that will be invited to send a

9/23/2008                     DL Egerer
            Parent/Family Involvement Cont’d

               Help families understand the
                purpose of a transition plan.
               Ask families what their view of their
                child’s future or provide a transition
                planning parent questionnaire
               Help students and families connect
                with adult services

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            IDEA Transition Requirements

               Agency Involvement
                   Schools must invite representatives of
                    any agencies that are likely to provide
                    “pay for” transition services to attend
                    IEP meetings where transition is being
                    discussed. Examples of adult agencies
                    that might be involved with transition
                    services include: rehabilitation
                    agencies, supported employment
                    providers, and social agencies.

9/23/2008                       DL Egerer
            Moving Toward Transition

               Elementary Activities
                   Developing social skills
                   Developing age appropriate daily living
                   Developing responsibility
                   Following directions and rules
                   Participating in physical activities to
                    build strength and stamina
                   Begin job awareness

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            Moving Toward Transition cont’d.

               Middle school years
                 Continue to build on Elementary skills

                 Develop decision making and
                  organizational skills
                 Participate in career awareness with
                  job shadowing
                 Learn about his/her disability

                 Attend IEP’s and discuss strengths and
                 EDP completed by the end of 8th grade

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            Moving Toward Transition cont’d.

               High School Years
                   Continue building on skills developed in
                    Elementary and Middle school
                   Focus on vocational development
                   Focus on attendance, timeliness,
                    following expectations
                   Develop appropriate interpersonal skills

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            Moving Toward Transition cont’d.

            Age 18 – 26       (public school based programming if
               Learn the skills necessary to:
                   become a worker
                   live as independently as possible and
                    participate in his/her community
                   get along with family, friends, coworkers,
                    supervisors and others
                   access his/her community via public
                    transportation, driving, or other arrangements
                   develop leisure and recreational skills

9/23/2008                           DL Egerer
            Moving Toward Transition cont’d.

               Post School Activities
                   Work
                      Competitive

                      Supported

                      Volunteer

                   Community College
                   University
                   Military
                   Certificated Training Program
                   Apprenticeship

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            Completing the Transition Page
            Statement of Needed Transition
                 A coordinated set of activities that will lead the
                  student to post school goals. Only sections
                  where there is an identified need should list
                 Needs must be identified in the PLAAF
                 Focuses on the student moving from school to
                  post school
                 Includes, instruction, related services,
                  community experiences, employment and post
                  school living objectives
                 Must be “measurable”
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            Completing the Transition Page

            Examples of Transition Activities:
             Obtain a drivers license

             Complete a microwave cooking
             Memorize social security number

             Fill out a Delta application

             Visit a group home

             Request services from MRS, CMH,
              or etc
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            Transition resources
               Ed O’Leary
                   Post School Outcomes
                   Course of Study
                   Coordinated Set of Activities
               Sample forms
                   Student Input Form
                   Transition Planning Parent Questionnaire
               Community Agency Resource Guide

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            Section 4 Least Restrictive

               Determined by:
                   Student’s eligibility
                   Student’s specific educational needs
                   Student’s special education and related
                    services needed to address needs
                   The appropriateness of placement in
                    the gen ed environment with
                    modifications/supports without regard
                    to current availability

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            Least Restrictive Environment cont’d
                 The extent to which the student will not
                  participate in gen ed.
                 Consideration given to potential harmful
                  effects on the student or on quality of services
                 Consideration of where the services can be
                  provided—ie: close to home
                 If the IEPT does not make a determination, the
                  superintendent will review and make
                 Superintendent must inform parent student
                  where in when program delivered
                 Parent/student can then accept the
                  determination or ask for a hearing

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            Supplementary Aids and Services

               Aids, services, program
                modifications, and/or supports for
                school personnel
               Based on peer-reviewed research
               Provided in Gen Ed/other education
                related settings
               Enables education w/nondisabled
               Examples: peer tutors, interpreters,
                parapros, calculators, tape
                recorders and Egerer
            Section 6
            Annual Goals & Short term Objectives

               Goals address each area of need
                identified in PLAAFP statement
                   Reasonably completed in a 12 month period
                   Linked to gen ed curriculum
                   Measurable
                   More than one short term objective
               Short term objectives
                   Measurable
                   An intermediate step
                   Must contain: evaluation procedures,
                    performance criteria, schedule for evaluation

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            Section 7
            Programs and Related Services

               Identify the type of services to be
               Answer all questions and address all
               Related Services
               Time and Frequency
               Extended School Year
               Special Transportation

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            Section 8
            State and District Wide Assessment

               Michigan Educational Assessment System
                   Michigan Educational Assessment Program (ME’AP)
                   MI-Access, Michigan Alternate Assessment Program
                   English Language Proficiency Assessment (ELPA)
               IEPT decides how student will participate
                in MEAS
               Consider student’s participation in district
                wide assessments
               Generic Considerations
               Flow Chart

9/23/2008                          DL Egerer
            Section 9
            Commitment Signatures

               Purpose: indicate agreement or
               Superintendent agrees to provide
               Parent/student providing consent
               Any participant can file a dissent

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            Additional Forms

               IEP Addendum
               Evaluation Review
               Manifestation Determination
               Interim Alternative Educational

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            Holding an IEP Meeting
               Contact parent/student to schedule meeting at a
                mutually agreed upon time and place. Let
                parents/family know they can share information
                and/or concerns at meeting.
               Invite all required and necessary people including
                the student if appropriate and legal guardian agrees.
               A reminder call or note a day or two ahead of time is
               Talk with student, Gen Ed teachers, therapists,
                support services, community agencies.
               Prepare appropriate sections of paperwork.
               Schedule room, remind administrator.

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            Holding the meeting cont’d
               Welcome parents/family members and make
                introductions. Ask student to make introductions if they
                are able.
               If school personnel have water or coffee, offer to parents.
               Ask student/family if they understand the purpose of the
                meeting. State purpose. (Make sure family is able to
                participate in meeting—do they need an interpreter, etc.)
               Ask if family/student received a copy of the procedural
                safeguards. If no, would they like one. Review rights-
                short version:
                    Right   to   ask questions and disagree
                    Right   to   invite a support person or friend to mtg.
                    Right   to   ask for an independent evaluation
                    Right   to   ask for a hearing

9/23/2008                                    DL Egerer
            Holding the meeting cont’d
               Ask all to sign form, including titles.
               Check accuracy of front page information.
               Check for guardianship papers if appropriate.
                Explain Age of Majority if necessary.
               Work through IEP form giving everyone a chance to
               Ask parents/student if they have questions or
                concerns as you move through the process.
               If you are unsure about a service or program
                request, ask someone.

9/23/2008                        DL Egerer
            Holding the meeting cont’d
               As you conclude the meeting, as parent/student
                again if they have questions or concerns. Review
                highlights and responsibilities of new plan.
               Gather signatures.
               If a problem occurs, stop meeting, take a break, get
               Try to keep your face neutral and voice pleasant.
                Try to put yourself in the parents place.
               Thank everyone for coming
               Either give parent a copy or make arrangements to
                get them one.
               As the caseload teacher make sure all services
                promised are provided

9/23/2008                         DL Egerer

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