Volume 4, Issue 1
How to Decide if Services Should Be Provided on Inclusive or Pull Out Basis
IDEA and its regulations services in the general an assistant to provide
emphasize the importance of classroom. Questions as the necessary skills to
placing each student in the the following should be keep students on task.
least restrictive environment answered: Can services
3. Document where the Inside this issue:
(LRE). As a part of the man- physically be provided in
student receives the ser-
date, the regulations say the general classroom?
vices in the IEP. The
that a student should be re- Is staff available to pro-
nature or severity of the Present Levels of Per- 1
moved from the general edu- vide services? Does the formance
disability must be iden-
cation classroom to “special student need the inten-
tified that precludes the
classes” ONLY if the “nature sive support of a re- Goals vs. Objectives 2
child from functioning in
or severity” of the disability source room or special
the general education
means the education in the class? Does the student Gathering Data 2
setting and be clearly
general classes, with the use have behavioral or emo-
articulated in the IEP.
of supplementary aids and tional disorders or dis-
Progress Monitoring 3
services can’t be achieved abilities that require 4. Closely Monitor the Stu-
satisfactorily. support outside the gen- dent’s Progress and Re-
eral classroom? evaluate Decision after Summer MFE Clinics 3
There are four rules to follow
each marking period to
to determine if inclusive or 2. Consider Modifications
determine if placement Highly Qualified Teach- 3
pull out classes are war- to Make Inclusive Ser-
decisions are appropri- ers
ranted: vices Possible such as
the use of co-teaching Inside Story 6
1. Evaluate whether the
models or the support of
student can receive the
Present Levels of Performance
Present Levels of Performance child to make progress in the subject and predicate 80% of the
are the backbone of the entire general curriculum. Teachers time. He uses capitalization
IEP. It is the building block and then need to write in specific rules (beginning sentences and
the sequential history of the IEP information that creates a base- proper nouns) on 60% of his es-
that drives the goals and objec- line for all the goals and objec- says. He has difficulty with
tives written throughout the rest tives found in the rest of the punctuation rules such as ques-
of the document. Information IEP. This means the informa- tion marks and quotes. He uses
that must be included in the tion must be concrete and meas- these correctly on 2/10 assign-
present levels the nature of the urable such as John is able to ments. The more descriptive
disability and how it impacts the write complete sentences with a you are the better.
Goals versus Objectives
IDEIA does not become law until This means you will his writing of com-
July 1, 2005 which does impact the need not only meas- plete sentences.
manner in which we complete the urable goals but OB- Words such as im-
IEP process this spring. After JECTIVES as well. prove, appropriate,
much discussion with other area The goals and objec- are not concrete or
school districts , legal counsel and tives need to be con- understandable to
the SERRC continue to write this crete, understandable everyone. Remember
year’s IEP in the SAME manner in and capable of being this when beginning
which you have written previous tracked/measured. IEPs are like trains—it takes
your IEP writing.
IEPs. Until we can educate par- For example: John each car to make the entire prod-
ents into the new standards and will write a complete uct complete.
regulations of IDEIA 04 we will sentence with sub-
need to continue in the same man- ject/verb agreement 4/5 opportuni-
ner as previously discussed. ties given. NOT John will improve
Data gathering is extremely important nique to the goal/objective. For in- this goal. It may be a checklist, tallies,
when writing and then monitoring the stance if the goal is a writing goal— etc. to determine the progress. Just
progress of the IEP. There are a vari- observations are not a productive way remember data cannot be substituted
ety of ways in which to obtain data and to gather specific data; work samples, by use of grades, proficiency tests, or
make it meaningful to both teachers exam samples, etc. are better. Another group test scores unless it’s identified
and parents. Reading probes, running example to address reading goals, here in the IEP. You also need to remember
records and work samples are ex- reading probes or running records are to preserve your data gathered for each
tremely beneficial means of recording also great tools to gather data. Grades IEP for a minimum of two years based
data. On the IEP make sure you spec- can be used too but should not and on the new IDEIA timeline for com-
ify the frequency in which you will CANNOT be the only means in which plaints.
gather this data as well as the types. you gather data. If the goal is more be-
This needs to be explained to parents havioral you must determine how you
and match the data gathering tech- gather CONCRETE data to monitor
Progress Reports and Monitoring
Just a reminder that progress reports indicate __/5 times he/she is able to nual review meet-
must be included with the student’s complete the activity during that re- ing.
grade card evaluation. The progress porting period. By mixing up the data
reports should not use codes in which report (80% for criteria written as 2/3
parents must interpret results. Also times) does not help parents, IHO’s or
the information reported should track the next teacher determine if progress
the criteria and IEP goals and objec- has been accomplished. Also when re-
tives. For instance, if the objective indi- viewing the IEP from the previous year
cates a student will complete an activ- make sure you have the data available
ity 4/5 times; then the report should and display it to the parents at the an-
Page 2 Alphabet Soup
The following workshops are available SLP Network Meeting:
at the ESC in the next month. Please Paraphrasing Strategy
contact the SERRC at 440-885-2685 for and Updates—March
more details. 18
7th Annual Recreation Fair—February Basics for Beginners:
26 Ohio Academic Content
Standards and IEP
Research Based Intervention: Peer As-
sisted Learning Strategies, March 2
Interrelationships Between IDEIA and
OT/PT Network Meeting—March 14
WS/BOSE/JTC Network Meeting:
Team Up and Try These Transition Re-
Summer MFE Clinics: Preschool
The Educational Service Center will SERRC or by contacting April. Please
once again host a summer MFE service consider this service as a means to as-
program for children turning three dur- sist teams in completing necessary
“IDEIA 2004 creates many
ing the months of June—September timelines for those children of concern.
2005. Schools will receive a complete changes in how services are
MFE report that will assist districts in provided to students with
determining eligibility as well as devel- disabilities.”
oping an IEP for those in need. Infor-
mation must be submitted to the ESC
by March 16, 2005 to be considered for
this summer clinic.
Applications are available through the
Highly Qualified Teacher Updates
For teachers needing to become highly Go back to your LPDC plans (as far
qualified by 2006 here are a few down back as 1998) and identify hours that
and dirty tips: might meet the standards listed earlier.
Coursework you completed after you
45 hours are needed in the content in
obtained your license can also be used.
which you may be teaching (e.g. science,
Bring in documentation of these courses
to submit to the HQT status. When in
45 hours are needed in pedagogy ( e.g. doubt contact the ESC or HR for com-
these can be IEP related, differentiated plete details.
Volume 4, Issue 1 Page 3
32000 Chagrin Blvd.
Pepper Pike, Ohio 44124
We believe students must be served in
Fax: 216-831-5049 an environment that is nurturing, com-
Email: firstname.lastname@example.org passionate and supportive.
We believe all students will learn and
achieve high results when provided
with engaging individualized activities
Check out the through a continuum of services.
website! We believe that all special education
staff will be supportive of one another.
Orange Schools educating children We believe special education will be a
for life! collaboration between families, teach-
ers, students, and administration.
Orange City Schools