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Special Education and the IEP Process
Transcript of Special Education and the IEP Process
Review Developmental History and Existing Assessment Data
Varied assessments in the area of suspected disability
Reason for Testing
Results - Standard Scores
Summary and Conclusion
Components of the IEP
Eligible students typically require specialized instruction in order to make progress.
This is a modification not regularly provided for students in the general education program.
RTI and the
Rapid Automatic Naming
A 1975 federal law, PL-94-142, was renamed in 1990 and reauthorized in 2004, to insure education for individuals with disabilities ages 3 through 21.
Free and Appropriate
* May be based on severe discrepancy or
Basic Reading Skills
Reading Fluency Skills
Mathematics Problem Solving
* Classroom Observation and special SLD IEP Forms must be completed
Individuals with Disabilities Education Act
Tier 1 - Students are identified through screening in the general education classroom
Tier 2 - small group intervention is provided through general education
Tier 3 - intervention /
greater intensity and frequency
student demonstrates a lack of effective progress
*completed within 30 school days of written parental consent
* parents may request a copy two days before IEP meeting
Specific Learning Disability
Goals and Objectives
* Meeting held within 45 school days of consent
Areas to assess
Purpose: to determine eligibility, gather information, and
guide decision making about appropriate educational programing
Student Strengths/Summary of Evaluations
Present Level of Performance
Accommodations and Modifications
Annual Goals and Objectives
Service Delivery and Placement Decisions
State-Wide Assessment Accommodations
Basic Computation Fluency
Functional Math Skills
Woodcock Johnson III
Tests of Achievement
Referral for Special Education
Explain why the student is being tested:
3 year reevaluation
referred by parent
referred by teachers
Give any relevant background information or school performance history or prior test results
Recommendations must include:
A statement whether the student may or may not need specialized instruction.
Suggestions for classroom accommodations and modifications that would provide access to the curriculum
List the tests that are given
Report the standard scores or percentiles and categories (average, low average, high average, etc)
Mention any significant test behavior observed
Keep the whole child in mind and use student strengths in planning steps for the IEP period.
The information in this section drives the IEP. It leads to Current Performance Level and then to Accommodations/Modifications and then Goals and Objectives and other related services.
Parent and student input is the first indicator for defining the IEP process.
"Parents, without exception, have a view of the student that cannot be duplicated by even experienced evaluators."
Direct attention toward the future. The ultimate goal for students with disabilities is independence and productive lives.
After age 14 this becomes the students hopes and dreams and drives Transition planning. A Transition Plan must be written for students ages 14 and up.
Clarify educational needs that result from the disability. To keep the IEP focused, only areas directly affected by the disability should be described.
All students must have access to general curriculum (as defined by MA Frameworks) regardless of their educational placement.
Accommodations are typically provided by the general educator in the general education classroom so that students can access the curriculum.
They do not involve changes to content material or the general curriculum.
Accommodations are individualized and not all students require accommodations.
Specially designed instruction is a modification not regularly provided for students in the general education classroom.
For other students, teachers may need to select and teach only important key concepts and then alter evaluation activities and criteria to match this content change.
Describe the methodology here, but do not name a specific program.
For some students, teachers may need to present information through the use of manipulatives or may need to give oral rather than written quizzes.
Take a broader look at the student's overall involvement in school extracurricular and nonacademic activities.
Consider communication, behavior, assistive technology, and how the disability affects transition to post-secondary activities. For students with Transition Plans, relate to the Vision Statement.
There is a direct connection between Key Evaluation Results, Current Performance Levels and Annual Goals. State what the student can do and stumbling blocks.
Use specific data rather than generalizations.
The team determines the number and type of goals.
Choose areas that will make the biggest difference in the student's school experience.
Write standards-based goals and objectives that are Specific, Measurable, Achievable, Relevant, and Time-Limited.
1 Reading Special Ed Staff 7x45min 9/1/12 8/31/13
2 Math Special Ed Teacher 3x45min 9/1/12 8/31/13
Individualized reading instruction is best delivered in a quiet distraction-free environment.
MCAS and any district-wide assessments
MA DESE issues a list of Standard Test Accommodations
and Non-Standard Test Accommodations
Test accommodations must also be part of daily instruction.
Use of MCAS-Alt assessment
*Use plain language
*Explain the implications of the test scores and
how they contribute to a statement of Current
Performance Level and IEP goals and objectives
*Make recommendations for appropriate
accommodations and modifications
Parent may accept in full, reject in full,
or accept part and reject part.