NRMPSNRMPSExceptional Exceptional

Children’s ProgramChildren’s ProgramIEP OverviewIEP Overview

December 8December 8thth, 2008, 2008

Individualized Education Individualized Education PlanPlan

NC 1503-5 – Development of the IEPNC 1503-5 – Development of the IEP If the student would leave another LEA If the student would leave another LEA

and come into your school, would you and come into your school, would you know how to provide FAPE?know how to provide FAPE?

The IEP is not JUST a form, it is a The IEP is not JUST a form, it is a process!process!

Developing an IEP is a TEAM Developing an IEP is a TEAM Approach!Approach!

DEC 4 (1 of 10)DEC 4 (1 of 10)Student Profile Student Profile

Overall Strength’sOverall Strength’s – Include attributes of – Include attributes of the child that may go beyond the scope of the child that may go beyond the scope of academic/functional performance. What academic/functional performance. What strength’s does the child have that may strength’s does the child have that may enable him/her to be successful in the enable him/her to be successful in the general curriculum. (Not George is cute, general curriculum. (Not George is cute, nice smile)nice smile)

Summarize Assessment InformationSummarize Assessment Information – – Be sure to include a review of progress on Be sure to include a review of progress on the previous IEP.the previous IEP.

Student Profile Student Profile ContinuedContinued

Parent ConcernsParent Concerns – Do not use N/A, – Do not use N/A, note that the parent did not attend or note that the parent did not attend or participated but indicated no participated but indicated no concerns.concerns.

Parent’s/Student’s Vision –Parent’s/Student’s Vision – Do not Do not use N/A. Complete for use N/A. Complete for ALLALL students. students. Begin with the end in mind – start at Begin with the end in mind – start at the PK level.the PK level.

Considerations for Considerations for TransitionsTransitions

Child outcome orientedChild outcome oriented There could be a transition but the IEP There could be a transition but the IEP

team does not expect any difficulties in team does not expect any difficulties in the transition. the transition.

Make a statement if there has been an Make a statement if there has been an illness or death in the family that could illness or death in the family that could have an impact on the student.have an impact on the student.

If you know the student is moving, what If you know the student is moving, what can be done to make a smooth transition?can be done to make a smooth transition?

Mark if the student will be 14 – Invite the Mark if the student will be 14 – Invite the student is check yes.student is check yes.

DEC-4 (2 of 10)DEC-4 (2 of 10)Consideration of Special FactorsConsideration of Special Factors

For all students who have identified special For all students who have identified special factors, consideration must be given to any factors, consideration must be given to any service, intervention, device, accommodation service, intervention, device, accommodation and/or other program modification that may and/or other program modification that may be needed in order to receive FAPE.be needed in order to receive FAPE.

Behavior Behavior – If check yes, the behavior MUST be – If check yes, the behavior MUST be addressed either through an annual goal or a addressed either through an annual goal or a behavior intervention plan. (if learning new behavior intervention plan. (if learning new skills – goals, if no new skills are being taught skills – goals, if no new skills are being taught – BIP)– BIP)

Special Factors Special Factors ContinuedContinued

Limited English ProficiencyLimited English Proficiency – Address – Address in the present levels of performance. in the present levels of performance. Could state using picture cues/labels, how Could state using picture cues/labels, how to help the child.to help the child.

Check yes for Check yes for special communicationspecial communication needs if the student is receiving speech.needs if the student is receiving speech.

APE APE – If yes, a goal sheet is required, – If yes, a goal sheet is required, developed in consultation with individuals developed in consultation with individuals knowledgeable of the physical education knowledgeable of the physical education curriculum and the student’s motor skills. curriculum and the student’s motor skills. Does not state separate provider.Does not state separate provider.

DEC - 4 (3 of 10)DEC - 4 (3 of 10) Present Levels of Academic and Present Levels of Academic and

Functional Performance Functional Performance – Data based, – Data based, skill specificskill specific

Annual Goal – Annual Goal – Who, behavior, condition, Who, behavior, condition, mastery criteria (Who, What, When, How)mastery criteria (Who, What, When, How)

Assistive Technology-Assistive Technology- Check and describe Check and describe if the student requires assistive tech. in if the student requires assistive tech. in order to meet the specific goal. There could order to meet the specific goal. There could be a separate goal if teaching the student be a separate goal if teaching the student how to use a new device.how to use a new device.

Integrated goalIntegrated goal – Address AFTER – Address AFTER determination of related services. Same goal determination of related services. Same goal but monitored from each domain. Remember but monitored from each domain. Remember – related services are needed to allow the – related services are needed to allow the student to benefit from special education.student to benefit from special education.

DEC – 4 (4 of 10)DEC – 4 (4 of 10) Competency GoalCompetency Goal – Required for – Required for

students taking the EXTEND II. Do not students taking the EXTEND II. Do not change the language in the goals. Goals change the language in the goals. Goals must come from the assigned grade level. must come from the assigned grade level. Science goal can be integrated.Science goal can be integrated.

Objectives Objectives – Measurable, not required.– Measurable, not required. Progress Progress – Required to maintain data to – Required to maintain data to

support the progress noted toward annual support the progress noted toward annual goals. If audited, better be able to produce goals. If audited, better be able to produce how you monitored progress. Only have to how you monitored progress. Only have to have one as long as it is good. have one as long as it is good.

DEC – 4 (5 of 10)DEC – 4 (5 of 10)Least Restrictive EnvironmentLeast Restrictive Environment

General Education Program ParticipationGeneral Education Program Participation – IEP – IEP teams must discuss all of the classes, nonacademic teams must discuss all of the classes, nonacademic services and activities in which the student will services and activities in which the student will participate with his/her non-disabled peers.participate with his/her non-disabled peers.

Testing accommodationsTesting accommodations for state and district-wide for state and district-wide assessments must be addressed in general education assessments must be addressed in general education classes.classes.

Any accommodations must be supported by Any accommodations must be supported by documentation in the present level or special factors.documentation in the present level or special factors.

Address Address implementation specificimplementation specific!!

Least Restrictive Environment Least Restrictive Environment Cont.Cont.

If the student is in preschool, If the student is in preschool, describe involvement in the general describe involvement in the general education program.education program.

Technical AssistanceTechnical Assistance – What – What assistance is necessary for the assistance is necessary for the regular education staff to implement regular education staff to implement the IEP. (ex – trainings, how to the IEP. (ex – trainings, how to modify assignments, implementation modify assignments, implementation of a BIP in regular ed.)of a BIP in regular ed.)

DEC 4 (6 of 10)DEC 4 (6 of 10)

North Carolina Assessment North Carolina Assessment ProgramProgram

Test accommodations used on state Test accommodations used on state testing must be used throughout the testing must be used throughout the year in regular education courses. If year in regular education courses. If it is listed on the grid, it must be it is listed on the grid, it must be listed for a classroom listed for a classroom accommodation.accommodation.

DEC – 4 (7 of 10)DEC – 4 (7 of 10)

District-Wide Assessment Program District-Wide Assessment Program – List – List any district-wide assessments and any district-wide assessments and accommodations needed, as well as accommodations needed, as well as implementation specifications.implementation specifications.

Alternate Assessment JustificationAlternate Assessment Justification – – Explain why the regular testing program, with Explain why the regular testing program, with or without accommodations, is not or without accommodations, is not appropriate.appropriate.

Specially Designed InstructionSpecially Designed Instruction – Location – Location of services is important. APE time is put here.of services is important. APE time is put here.

DEC – 4 (8 of 10)DEC – 4 (8 of 10)

Anticipated Frequency of Related ServicesAnticipated Frequency of Related Services - - If no related services, check the first box.If no related services, check the first box. Related services are those serves that the IEP Related services are those serves that the IEP

team identifies that are required to assist the team identifies that are required to assist the student to benefit from special education.student to benefit from special education.

A related services support description can be A related services support description can be used when the students and/or staff needs used when the students and/or staff needs support rather than direct services. It does not support rather than direct services. It does not require a session length.require a session length.

Transportation – Describe servicesTransportation – Describe services

DEC – 4 (8 of 10) DEC – 4 (8 of 10) ContinuedContinued

Nonacademic ServicesNonacademic Services – – Services/Activities in which the Services/Activities in which the student is removed from student is removed from participation with non-disabled participation with non-disabled peers. Examples – lunch, recess, peers. Examples – lunch, recess, assemblies, field trips, etc.assemblies, field trips, etc.

Continuum – Continuum – Bell to bell by schoolBell to bell by school

DEC – 4 (9 of 10)DEC – 4 (9 of 10)

Least Restrictive Environment – Least Restrictive Environment – Explain WHY the services can not be Explain WHY the services can not be delivered with nondisabled peers, not delivered with nondisabled peers, not what the services look like. what the services look like.

ProgressProgress Extended School YearExtended School Year Don’t forget to date and state who Don’t forget to date and state who

sent/gave a copy to the parents.sent/gave a copy to the parents.

DEC – 4 (10 of 10)DEC – 4 (10 of 10)

Addendum Addendum – If the IEP is amended – If the IEP is amended with a phone conference, do not sign with a phone conference, do not sign section XI B. It is used when the IEP section XI B. It is used when the IEP is amended without holding a meeting is amended without holding a meeting at all. A phone conference with your at all. A phone conference with your core IEP team members is a meeting.core IEP team members is a meeting.

If the IEP was amended due to If the IEP was amended due to disciplinary change in placement, disciplinary change in placement, don’t forget to check.don’t forget to check.

Secondary Transition Secondary Transition Component – DEC 4a Component – DEC 4a (see (see

transition power point)transition power point) Section BSection B – Measurable post-secondary – Measurable post-secondary

goals, John is planning…is not measurable goals, John is planning…is not measurable

After high school, John will…is measurableAfter high school, John will…is measurable Annual goals need to be linked to Section Annual goals need to be linked to Section

BB Section CSection C – Middle school students, only – Middle school students, only

check the middle school statement, not check the middle school statement, not the high school diploma section.the high school diploma section.

Section DSection D – What things are necessary – What things are necessary for the student to achieve his/her goals?for the student to achieve his/her goals?

Related Services Support Related Services Support Description – DEC 4bDescription – DEC 4b

Part of the IEP that is written by an IEP Part of the IEP that is written by an IEP team and attached to the IEP.team and attached to the IEP.

The purpose is to support the student’s The purpose is to support the student’s access and participation in his/her special access and participation in his/her special education environment.education environment.

The student needs supports rather than The student needs supports rather than skills-based services in order to acquire skills-based services in order to acquire specific skills.specific skills.

Reviewed annually with the IEP teamReviewed annually with the IEP team Do not need to put service delivery times Do not need to put service delivery times

but can.but can.

Extended School Year Extended School Year WorksheetWorksheet

IDEA requires consideration of ESY for IDEA requires consideration of ESY for all students with a disability.all students with a disability.

Do you have the data to show that the Do you have the data to show that the student regresses or may regress student regresses or may regress during extended breaks?during extended breaks?

The worksheet allows the IEP team to The worksheet allows the IEP team to examine the data available and examine the data available and respond to the statements.respond to the statements.

Work on current goals – not new ones.Work on current goals – not new ones.

Private School Service Private School Service PlansPlans

Dates are completed for the school Dates are completed for the school year.year.

Speech servicesSpeech services Complete the sections as you would Complete the sections as you would

on the IEPon the IEP

Points to RememberPoints to Remember

Review school evaluations to determine Review school evaluations to determine present levels. Use your data!present levels. Use your data!

Use positive behavior interventions and Use positive behavior interventions and supports for students whose behavior supports for students whose behavior impedes his/her learning or that of impedes his/her learning or that of others.others.

How do you know if the student is How do you know if the student is making progress if you are not keeping making progress if you are not keeping data?data?

Percentage of Time in Percentage of Time in Regular EducationRegular Education

7 hour day 6 ½hour day

Regular 0-84 minutes in special education 0-78 minutes in special education

Resource 85-252 minutes in special education

79-234 minutes in special education

Separate 253-420 minutes in special education

235-390 minutes in special education

7 hour day 6 ½hour day

Regular 0-84 minutes in special education 0-78 minutes in special education

Resource 85-252 minutes in special education

79-234 minutes in special education

Separate 253-420 minutes in special education

235-390 minutes in special 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.

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

Good ExamplesGood ExamplesMath:Math: When presented with a penny, nickel, dime, and quarter, When presented with a penny, nickel, dime, and quarter,

Johnny will touch or point to a penny when verbally asked “show Johnny will touch or point to a penny when verbally asked “show me penny ” with 80% accuracy for 3 consecutive classes.me penny ” with 80% accuracy for 3 consecutive classes.

Reading:Reading: Given a 3-5 paragraph 5th grade level short story, Johnny Given a 3-5 paragraph 5th grade level short story, Johnny will write the names 2 or more characters in the story when will write the names 2 or more characters in the story when asked to write characters with no more than 1 verbal prompt for asked to write characters with no more than 1 verbal prompt for 5 consecutive reading classes.5 consecutive reading classes.

Science:Science: Given a worksheet with pictures of 5 different items, Given a worksheet with pictures of 5 different items, Johnny will circle the items that are liquids and square the items Johnny will circle the items that are liquids and square the items that are solids with 80% accuracy for 3 consecutive science that are solids with 80% accuracy for 3 consecutive science classes.classes.

PE:PE: Given a bat, Peter will swing a bat from right to left when 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 tossed a baseball from a distance of 5 feet, 8 out of 10 trials for 3 consecutive PE classes.consecutive PE classes.

Good Examples cont.Good Examples cont.Communication:Communication: Given a field of 3 items (ball, car, block), and Given a field of 3 items (ball, car, block), and

given the instruction “give me ___,” Mary will hand the teacher given the instruction “give me ___,” Mary will hand the teacher the named object 4/5 trials for 5 consecutive sessions.the named object 4/5 trials for 5 consecutive sessions.

Motor:Motor: Johnny will lift his finger and touch his nose when Johnny will lift his finger and touch his nose when instructed “do this” by teacher who is modeling touching nose instructed “do this” by teacher who is modeling touching nose behavior for 4/5 trials for 3 consecutive sessions.behavior for 4/5 trials for 3 consecutive sessions.

Self-help:Self-help: Given the instruction “snack time is over,” or “time to Given the instruction “snack time is over,” or “time to clean up,” Amy will stand up, pick up her plate, walk to the clean up,” Amy will stand up, pick up her plate, walk to the trashcan, and throw all snack materials away within 10 seconds trashcan, and throw all snack materials away within 10 seconds for 3 consecutive days.for 3 consecutive days.

Social:Social: Jim will verbally request a turn using the phrases “my Jim will verbally request a turn using the phrases “my turn,” “turn please,” or “I want turn” when playing a board turn,” “turn please,” or “I want turn” when playing a board game with 2 peers with no more than 2 verbal prompts by game with 2 peers with no more than 2 verbal prompts by teacher in a 15 minute period for 3 consecutive play periods.teacher in a 15 minute period for 3 consecutive play periods.

Good Examples cont.Good Examples cont.

Edward will read the board and write down Edward will read the board and write down homework assignments written on the board into homework assignments written on the board into his planner when the last school bell rings within his planner when the last school bell rings within 5 minutes for 5 consecutive days.5 minutes for 5 consecutive days.

Johnny will request the items book, movie, and toy Johnny will request the items book, movie, and toy by signing or by handing the corresponding by signing or by handing the corresponding picture to an adult after trading in tokens 10 or picture to an adult after trading in tokens 10 or more times per day with no more than one model more times per day with no more than one model or gestural prompt for 5 consecutive days.or gestural prompt for 5 consecutive days.

Questions?Questions?