Cse 103 Preparation of Iep

8/13/2019 Cse 103 Preparation of Iep

1/28

Preparation of Individualized

Education Plan

Reporter: Jojette E. Balestramon


2/28

INTRODUCTION:

An IEP (Individualized Educational Plan) mayseem like a new fad, but it isnt, It might seemlike a lot of extra work for a busy teacher, but itdoesnt have to be. Planning for the individual

child is something teachers have always done,sometimes without even realizing it, Goodteachers: observe what the child is able to do talkwith the parents about the childs

need set goals for the child check that the skills have been learn


3/28

Then the process begins over again: observe,

consult, set goals, check observe.

The IEP is simply a new name for a moreorganized approach to the process. And also, the

simple steps outlined encouraged the teacher to

seek the ideas and advice of the other key people

in the childslife. The teacher does not have to do itall alone. In fact she shouldnt!Everyone concerned

with this student needs to get together to decide on

common goals and how the plan or program to

achieve them. This circle of caring people togetherfor the good of the student and pool their concerns

and their joys, their options, their skills and

resources.


4/28

MEANING OF IEP AND ITS RATIONALE

IEP (Individualized EducationalProgram) is the instructional strategy using

clearly stated sequence of objectives to

individualized teaching while working with agroup of children.

IEP is amid at ensuring that each

handicapped or gifted child is provided

special education and related services

appropriate to the childs special learning

needs.


5/28

The IEP is the heart of IDEA and the make or break

component of FAPE for every child with a disability. IDEA

requires that educators develop and implement an IEP for

each student with disabilities between ages of 3 and 21. IDEA

is specific about who is to develop the IEP and what it must

include.


6/28

IEP COMPONENTS

Each IEP must include the following seven components:

1. A statement of the childs present levels of academic achievement and

functional performance.

2. A statement of measurable annual goals, including academic and

functional goals.

3. A description of how the childsprogress toward meeting the annual goals.

4. A statement of the special education and related services and

supplementary aids and services based on peer-reviewed research to extent

practicable, to be provided to the child, or on behalf of the child, and astatement of the program of modifications or supports for school personnel

that will be provided for the child.


7/28

5. A n explanation of the extent, if any to which the child will not participate

with non- disabled children in regular class and in the activities.

6. (a) statement of any individual appropriate accomodations that are

necessary to measure the academic achievement and functional

performance of the child on State and districtwide assestments consistentwith section 612.

7. The projected date for the beginning of the services and modifications.


8/28

IMPORTANCE OF IEP(Individualized Educational

Program)

1) The IEP is designed to target remediation

of particular developmental lags or to

accelerate learning.

2) The IEP is intended to serve as basis for

the development of a detailed lesson planthat encompasses the whole curriculum.

3) The IEP meeting serves as communication

vehicle between parents and school personnel, andenables them as equal participants, jointly decide

what the childs needs are, what services will

provide to meet those needs, and what the

anticipates outcomes may be.


9/28

4) The IEP process provides an opportunity for resolving

any differences between the parents and persons

concerned with the handicapped childs special

education needs.

5) The IEP is a complain/monitoring document which

may be used by authorized monitoring personnel to

determine whether a handicapped child is actually

receiving the appropriate education agreed to by the

parents and the school.

6) The IEP serve as an evaluation device for the

subsequent Review Meeting.

IMPORTANCE OF IEP(Individualized Educational

Program)


10/28

TWO KINDS OF IEP

1) IN-TAKEIEP is formulated by a TEAM

who is recommending the student to betransferred to a special education program,

the receiving teacher/special teacher.

Examples are:

Admission team

Psychologist

School Administrator

ParentSending teacher ( maybe the regular

teacher)


11/28

2) ON GOING or YEARLY

REVIEW is formulated afterspecial education teacher has

worked with a student and

become more familiar with his

strengths, weaknesses and

needs.


12/28

MULTIDISCIPLINARY TEAM

The Forerunners Responsibilities

Parents - They have responsibility of

honesty and accurately sharinginformation about their childs

behavior and perceived

educational strengths and

weaknesses.- They serve as the childs

advocate


13/28

2) Classroom Teacher He/she, gathers,

together records and

notes that pertains to:a. what level the child is working at

each project

b. how he/she is fitting into the classc. and any special learning needs

which have been noticed

- He/She mplements

the IEP


14/28

3) SPED TEACHER

SERVES AS A CONSULTANT

TO THE CLASSROOM

TEACHER

- SUGGESTS BEHAVIOR

MANAGEMENT, MATERIALSAND TEACHING STRATEGIES

TO THE CLASSROOM TEACHER


15/28

4) PRINCIPALCOORDINATES ALL

RESOURCE (MATERIALS

AND MANPOWER)

5) SPECIALISTPROVIDES INDEPTHEVALUATION ON THE CHILDS

DISABILITY

- GIVES RECOMMENDATIONS FOR

THE PLACEMENT AND THE

SERVICES TO THE GROUP

- HE/SHE MAY ALSO SUGGEST

ADDITIONAL SPECIALIST IF NECESSARY


16/28

6) GUIDANCE COUNSELOR- PROVIDES SERVICES ON THE

BEHAVIORAL DEVELOPMENT OF THE CHILD.

CHILDS EDUCATIONAL PROGRAM


17/28

CHILDS EDUCATIONAL PROGRAM.

2. THE IEP DOCUMENTTHIS PERTAINS TO THE

WRITTEN

RECORDS OF THE DECISION REACHED AT THE

MEETING.THE IEP DOCUMENT CONTENTS THE FOLLOWING :

A. STUDENT INFORMATION

B. MEDICAL INFORMATION/DIAGNOSTIC

ASSESSMENTC. STATEMENT OF THE CHILDS PRESENT

LEVELS OF EDUCATIONAL PERFORMANCE(BEST ON

RESULTS OF NON- REFERENCED AND

CRITERIONREFERENCED TESTS.) THESE ARE

PSYCHOMOTOR, SOCIAL BEHAVIOR, SPEECH

LANGUAGE) IF HI) AND OTHER RELEVANT

FACTORS(E.G. SELF-HELP, VOCATIONAL.)

D. STRENGTHS / NEEDS CHART

E. SUMMARY GOAL SHEET


18/28

1. SET A DATE

THE SPECIAL EDUCATION TEACHER WITH

THE SCHOOL PRINCIPAL SETS DATE FOR APLANNING MEETING AND INVITES KEY PEOPLE

ALONG. THESE KEY PEOPLE ARE USUALLY THE

PARENTS (OR THE CARETAKERS, AN AUNT OR

GRANDMOTHER, MAYBE A SISTER), THE CLASS

TEACHER, AND THE SPED RESOURCE TEACHER.

YOU MAY THINK IT IS IMPORTANT TO INVITE THE

LOCAL CBR WORKER, OR EVEN A SOCIALWORKER (IF IT IS SEEN AS NECESSARY).

DISCUSS WITH YOUR PRINCIPAL OR SUPERVISOR

WHO IS GOING TO CHAIR THE MEETING.


19/28

2) GATHER TOGETHER YOUR RECORDS.

THE SPECIAL EDUCATION TEACHER NOW

MUST GATHER TOGETHER THE RECORDS ANDNOTES ON THIS CHILD. THE IEP CHECKLIST

ATTACHED MAY HELP YOU ENSURE YOU DONT

MISS OUT ANYTHING IMPORTANT. BASICALLY,

THE SPECIAL EDUCATION TEACHERS NEEDS TOBE ABLE TO TELL THE PEOPLE AT THE MEETING

WHAT LEVEL THE CHILD IS WORKING AT IN EACH

SUBJECT, HOW HE IS FITTING IN TO THE CLASS,AND ANY SPECIAL LEARNING NEEDS THAT HAVE

BEEN NOTICED.


20/28

3) PREPARE THE ROOM

THE ROOM MUST BEORGANIZED FOR THE MEETING.

MAKE SURE HERE ARE ENOUGHCHAIRS AND IF YOU ARE

OFFERING SOME FOOD AND

DRINKS, THAT IT IS ALL READY.


21/28

.II. ASK ALL PEOPLE AT THE MEETING HOW THEY

FEEL

THE CHILD GETTING ON, AT HOME AND ATSCHOOL.

III. AFTER EVERYONE HAS SPOKEN, AS A

GROUP DECIDE

ON AND WRITE DOWN AT LEAST FIVE OR SIX

GOALS FOR

THIS STUDENT USING THE SUMMARY GOAL

SHEET.


22/28

THE TEACHER, WHILE THE GOAL

FLORITA

WILL JOIN THE FAMILY ON OUTINGSAND

LEARN MORE ABOUT WHAT IS

HAPPENINGIN THE COMMUNITY WILL PROBABLY

BE

SEEN AS PARENTS RESPONSIBILITYOF BOTH

THE PARENTS AND THE TEACHER.


23/28

6 MONTHS TIME) AT A REVIEW

MEETING TO REVIEW HOW THEGOALS

ARE BEING REAHED, AND TO SET

NEWGOALS.

VI. THANK EVERYONE FORCOMING.


24/28

THE REVIEW MEETING (3-6 MONTHS LATER)

I. REMIND PEOPLE OF THE REVIEWMEETING

AT LEAST A WEEK BEFORE.II. GO OVER THE SUMMARY GOAL

SHEET FROM THE LAST MEETING.

III. ALLOW EVERYONE TO HAVE ANOPPORTUNITY TO SPEAK.


25/28

IV. WRITE A NEW LIST OF REVISED GOALS.

V. SET THE NEST MEETING DATE.VI. AND, LAST BUT NOT LEAST,

CONGRATULATE YOURSELF FOR SO

CAREFULLY AND PROFESSIONALLY

PLANNING AND EDUCATION PROGRAMFOR THIS STUDENT. YOU WILL CHANGE

THIS CHILDS LIFE.


26/28

SAMPLE OF THE SHEETS FOR IEP

Strengths and Need ChartArea Strenghts Needs

A. HomeB. School

C.Neighborhood


27/28

Priority and

Area of Need Goals

Persons

Responsible

Time

Frame

Support

Services PossibleOutcome

Summary Goal Sheet


28/28

THANK YOU.

GOD BLESS..

Documents

Cse 103 Preparation of Iep