Chapter 4

Developing the Individual Education Program

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Components of the IEP

Present level of Educational Achievement Goals Specific Educational Services Related Services Extent to which the students will not

participate in regular education

Modifications/accommodations for statewide testing

Transition services Behavior management Dates of services Evaluation procedures

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Present Level of Educational Achievement

Include information from parents, general physical educator, and adapted physical educator

Results of formal assessment Results of informal assessment Strengths and weaknesses How the student’s disability impacts

his/her performance in the general curriculum

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Goals

Must be measurable Address needs resulting from disability Aligned with the general curriculum Include action, condition,

and criteria

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Action, Condition, Criteria

Action What the student is doing….hop,

jump, throw, run, slide

Condition How the student performs the skill…

with eyes closed, with arms out, backwards

Criteria At what level….3/5 trials, for 10

seconds, 10 repetitions

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Sample Measurable Goals

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Specific Educational Services

Beginning and ending of services (dates) Duration of services Number of minutes

Implications for APE….adapted physical education should be provided MINIMALLY the same amount as general physical education is provided for students without disabilities, unless the IEP team determines otherwise

Location of services Important to identify for APE, as

there are often space/location difficulties for APE. Options should be explored prior to the IEP meeting

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Related Services

Why is adapted physical education not a related service?

Examples of related services include: Occupational therapy Physical therapy Speech and Language therapy Counseling Psychological services Recreation therapy Assistive technology Social worker

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Direct Service Providers

Special educators Hospital/homebound instructors Instructors in institutions Adapted physical educators General physical educators Vision specialists Orientation and mobility specialists

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Participation in Regular Education

Prior to removal, documentation of services and accommodations attempted should be provided

Services and accommodations include: Modified equipment, rules,

environment, and instruction Human assistance

Peer tutors, paraprofessionals, parent volunteers

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Transition Services

Purpose is to prepare students for active living after graduation

Must be included in the IEP or Individualized Transition Program (ITP) by age 16.

Some states have earlier age requirements

Input from the student and parents should be included

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Behavior Management

Positive reinforcement is key Behavior Management Plans should be

provided to all of the student’s teachers and should be followed exactly as written

There are legal guidelines for when a child violates a code of conduct

Describe the steps educators are required to follow if the above occurs

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Dates of Services

Dates are usually set annually IEPs are dated from the date goals were

accepted by the IEP team, to one year later….eg. From: 09/15/07 To: 09/14/08

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Evaluation Procedures

IDEIA no longer requires submission of an evaluation report

What are the implications of this guideline?

Assessments utilized and the results of those assessments must be provided

How progress on IEP goals will be measured Checklists, rubrics, video clips, digital

pictures

When progress on IEP goals will be reported Every six weeks, quarterly, every two

weeks, weekly electronic journal

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Parental Considerations

Schools should provide their best efforts to make the IEP process accessible and inviting to parents. Some efforts include:

Providing information in the native language

Avoiding jargon Soliciting and including opinions Schedule meetings at a convenient

time Report regularly on student progress

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IEP Team Members

Parents Regular education teacher Special education teacher School administration Evaluator Related service personnel Student School nurse Interpreter Community agency representatives

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Successful IEP Meetings

Include the student Highlight positives Collaborate Provide guidelines Take notes Listen Offer drinks and/or snacks

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Parent Needs at IEP Meetings

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Transition

Active living after high school Self-determination and student personal

interests should be the center of transition planning

Training in the community environment is most effective

Community recreation activities should be identified and task analyzed to determine student needs for participation and access

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Assessments

Websites PE Central Assessment Tips

Assessment Guidelines Test of Gross Motor Development Test of Gross Motor Development

Rubrics

Examples of fun activities to help improve Gross Motor Skills

Gross Motor Skills – PE class of elementary school age students

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