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A Good Hard Look at IEPS and then at a glance

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Claudia Nell Ward

on 6 November 2012

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Transcript of A Good Hard Look at IEPS and then at a glance

Shedding Light on the Individualized Education Program The IEP and its many
interesting sections According to IDEA Statute 300:347, each child’s IEP must contain…(1) A statement of the child’s present levels of academic achievement and functional performance, including—(i) How the child’s disability affects the child’s involvement and progress in the general education curriculum (i.e., the same curriculum as for nondisabled children); or(ii) For preschool children, as appropriate, how the disability affects the child’s participation in appropriate activities… PLOP = Present Level of Performance The PLOP is the “heart” of the IEP. The PLOP is where ...

- Every member of the IEP Team can have input in determining the best decisions for each student.

- The IEP Team debate pros and cons of certain decisions, and make their decisions based on the best information available to them.

- The IEP Team ensure as much as possible that the student gets an IEP that is focused on his/her individualized needs.

- Weaknesses and issues to work on that are top priority are chosen and make sense for that student at that particular time.

- Discussion and documentation happens to make sure that the major components of the IEP (goals, accommodations, programming and services), and all linked to the student’s unique impairment/s.

(Bourgalt, 2008) Classroom teacher, Special Education teacher, school psychologist (initial evaluations), counselors,speech therapists, occupational therapists, and parents So who's responsible for that? Academic Achievement, Functional Performance, and Learning Characteristics
Specific skills, learning styles, needs and behaviors related to each subject area
Parental concerns related to academics What should it include? Evaluation Results -Formal assessment data
DRA score/ Word analysis
State testing results
psychological testing (recent) Social, Physical, and Management Needs
Again -- be specific Effect of student's needs on involvement in general education - Important to be specific, especially when recommending 12:1 ELL needs, behavior strategies/plans, assistive technology, Braille Student Needs Relating to Special Factors: Transition Section/ Measurable Post-secondary goals For any child who will be 15 within the IEP year GOALS!!!! Measurable annual goals are statements that describe what a student can reasonably be expected to accomplish within a 12-month period in the student’s special education program.
Annual goals are related to needs resulting from the student's disability that directly affect involvement and progress in the general education curriculum.
Aligned with the CCLS
Measurable, did we say measurable?? Reporting progress to parents: Required by law to report progress to parents Program Recommendations Testing Accommodations: The team should consider individual needs/learning style/testing style...don't just give time and half Coordinated Set of Transition Activities Another section for students turning 15 Participation in Statewide Testing Participation with Students Without Disabilities Must be completed for any student in a 12:1 setting for any part of the day Transportation Deals with needs for SPECIALized transportation The team basis decision on assessment data and makes specific recommendations that reflect a consensus agreement on LRE (Least Restrictive Environment) The Summary What type of Meeting was held Present Levels of Performance Summary - should not say grade level if you are recommending 12:1 or modified promotional criteria Summary of recommendations and programs Modified Promotional Criteria - a training in itself Attendance Page At the meeting there must be at least 1 special ed teacher, 1 general ed teacher, a district representative, school psychologist (or social worker), parent and a parent member. Other Programs Considered - must be explained IEP at a Glance?? What is it and why? Example of a Measurable Goal: Goal - Produce clear and coherent writing in which the development, organization, and and style are appropriate to task, purpose and audience Criteria: 4 paragraph essay that includes introduction, 2 supported details and conclusion
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