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Preparing for Success:The Individualized Education ProgramAugust 2015New Teacher Institute1

Greetings and Welcome to Baltimore City Public Schools. Todays session titled Preparing for Success will be an overview of the Individualized Education Program and your role as the general educator in this process. 1Question How would you defineSpecial Education?

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Say: Take a minute to think about how you would define Special Education? ..(give some wait time)Say: If your definition included terms like special instruction, Free Appropriate Public Education; youd be on the right track! 2Special Education is specially designed instruction to meet the unique needs of a student with a disability which is provided at no cost to the student or the students parent by appropriately licensed staff. It is provided in the classroom, in the home, in hospitals and institutions, and in other settings.Special Education is3

First read the SlideSay: This definition comes from both federal and state law. The federal special education law citation begins with 34 CFR 300. This is the citation in the Code of Federal Regulations implementing IDEA. Session OutcomesDuring this presentation, you will:

Identify components of the IEPDefine accommodations, modifications, and supplementary aids and servicesUnderstand the expectations of the role of the general educator in the IEP process and IEP implementation

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Read: During todays presentation you will read the outcomes on the screen4FOUR CORNERS

5#4 I feel very confident providing academic and behavioral support to SWDs in my classroom#2 I feel somewhat comfortable working with Students with disabilities (SWD)#3 I feel comfortable providing academic and behavioral support to SWDs in my classroom#1 I dont feel comfortable and dont want students with disabilities in my classroom

Say: Now we are going to take a look at a 4 Corners activity. Please take a minute to read the description in each box and place yourself where you feel you would feel most comfortable with your level of experience. (pause for a minute)Say: Ok think about where you feel you are now and hold that thought. By the end of the presentation, I will show this slide again and I want you to see if you are still in the same space by the end of the presentation

5A Picture is Worth a Thousand Words

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Please take a minute to reflect on whats going on in this cartoon depiction. Im sure you can see that no instruction is taking place, the students are not engaged, the students are misbehaving, the teacher has lost control and appears very frustrated. This type of environment doesnt benefit anyone; the teacher nor the students. It is important to establish rules and expectations for your classroom and just as important to get to know your students. The Individualized Education Program for Students with Disabilities contains academic, behavioral, demographic, etc to help you better understand their needs and what types of supports are needed in order to support that particular student.6A LITTLE HISTORYThe Individuals with Disabilities Education Act (IDEA) is a law enacted by Congress in 1975 to ensure that children with disabilities have the opportunity to receive a free appropriate public education (FAPE), just like other children without disabilities. Schools are required to provide special education in the least restrictive environment. That means schools must teach students with disabilities in general education classroom whenever possible. 7

Before we get started, I think its important to understand a little history on the importance of the Individuals with Disabilities Education Act (IDEA). READ THE SLIDE7A LITTLE HISTORYIntroduced into school systems around the world in 1975, the IEP or Individual Education Plan, makes it so that every student with a disability of one kind or another whether it be a learning disability or physical disability, has an equal opportunity to get the same education as every other student.

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Also in 1975 was the development of the Individualized Education Plan (IEP).. READ the slide

Say: Now we will look at some components of an Individualized Education Plan

8Components of an IEP

9Meeting and Identifying InformationPresent Level of Academic Achievement and Functional Performance (PLAAFP)Special Considerations and AccommodationsGoals and ObjectivesSpecial Education and Related ServicesLeast Restrictive Environment (LRE)/Placement

Say: The next 7 slide will give a brief definition of each component. Lets begin9Meeting and Identifying InformationThis component includes the following:

Student Identifying InformationContinued Evaluation and Eligibility DataStudent Participation on District/ Statewide Assessment and Graduation Information

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This component of the IEP identifies student demographics, eligibility or continued eligibility for special education and related services and participation in assessments and assessment outcomes10

Present Level Of Academic Achievement and Functional Performance (PLAAFP)Each PLAAFP Statement should contain:

Students Current DataStudents StrengthStudents NeedsFamily InputBehavior NeedsStrategies and SupportsImpact Statement

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Present levels of Academic and Functional performance define the students need for specialized instruction and determine how that specialized instruction should look in terms of goals, supports, and services. The students current strengths and challenges in relation to grade-level standards should be clearly documented. The present levels statement is the basis for all decisions made in the IEP; the remaining pages of the IEP should clearly align to the information in this section.

Your role will be significant in this component for data collection, identifying strengths and needs11Special Considerations and AccommodationsCommunicationAssistive TechnologyBehavioral InterventionInstructional and Testing AccommodationsSupplementary Aids and Services (SAS)Extended School YearTransition12

Before recommending services for the student outside of the general education classroom or other general education settings, the IEP Team must first consider supplementary aids, services, program modifications and supports that can be provided to the student in the general education classroom or setting or to school personnel on behalf of the student. The team should consider alternatives for accessing information, demonstrating skills, and engaging in the learning process that allow the student to access and progress in the general education curriculum and environment.

Say while all the area are important, but it is particularly important for you as the general educator and in many instances primary service provider to become very familiar with the students Instructional and Testing Accommodations and Supplementary Aids and Services.

Say: In the next few slides we will gain a better understanding of Accommodations and Modifications and Supplementary Aids and Services12Leveling the Playing FieldChanges in the way that materials are presented or in the way that students respond, as well as changes in setting, timing and scheduling.

Say: Accommodations are chosen to reduce the impact of the disability (as described in the PLAAFP) on the students ability to access general education curriculum, instruction and assessments. A statement justifying why the selected accommodation is needed and how they are to be implemented to enable the student to access instruction and assessment. Accommodations should be provided across all appropriate settingsSay: Accommodations allow for.read the slideSay Notice that the definition contains the four categories of accommodations.Accommodation CategoriesAccommodations can be provided through a number of ways.Presentation: Accommodations (auditory, multi-sensory, tactile, visual)Response: Accommodations (some type of assistive device, graphic organizer)Time and Scheduling: Accommodations (breaking-up sessions or extra response time)Setting: Accommodations (Change in a location to a place with fewer distractions)

Say: Instructional and Testing Accommodations are adjustments to presentation, response, timing, or setting to remove the barriers posed by the students disability that are used both during on-going instruction and during assessments, including state-mandated testing (MSA/HAS). Lets take a closer look at each of these.

14Presentation AccommodationsAllow students to access information in ways that do not require them to visually read standard print.Format: visual, auditory, multi-sensoryChange the layoutIncrease/decrease the size of type fontHuman Reader-entire test or selected sectionsPre-teaching of key ideas

Review slide. 15Response AccommodationsAllow students to complete activities, assignments, and assessments in different ways or to solve or organize problems using some type of assistive device or organizer.ScribeLarge PrintRespond on Test Booklet

Review slide.16Timing and Scheduling AccommodationsIncrease the allowable length of time to complete an assessment or assignment and perhaps change the way the time is organized. Change schedule or order of activities-Extend over multiple days or within one day

Review slide.17Setting AccommodationsChange the location in which a test or assignment is given or the conditions of the assessment setting.Change locations to increase physical access or to use special equipment-Within school building or outside of school building

Review slide.18Reasonable or Unreasonable?

Say: Take 30 sec. to reflect on this picture. Is this Reasonable or Unreasonable? Say: We recognize that there are barriers to learning for students with disabilities but as educators we need to ensure that we integrate those accommodations, modifications and other supports and services in order to meet the individualized needs, and limitations, of a diverse group of children.

19Supplementary Aids, Services and Supports Supplementary aids and services are aids, services, and other supports provided in regular education classes, other education-related settings, and in extracurricular and nonacademic settings, to enable children with disabilities to be educated with nondisabled children to the maximum extent appropriate.

These are other adaptations, modifications, supports, and services (including support to school personnel) that allow the student to fully participate and progress in general education. This includes in academic instruction, non-instructional settings (e.g., lunch and recess), and extracurricular activities (e.g., sports, chess club). Clarifying location and manner in which these services will be provided should be clearly described, so that someone unfamiliar with the student would be able to implement the services.

SAY: SAS can be identified in 4 categories as the next slide will display20InstructionalDevelopment and delivery of instruction that addresses diverse learning needs.Social-BehavioralSupports and Services to increase appropriate behavior and reduce disruptive or interfering behaviorSchool Personnel and Parental SupportsSupports and training for school personnel and parents to provide SAS and to promote adults working together to support studentsEnvironmental Adaptations and modifications to the physical environment.21Supplementary Aids and Services

2121Read the slideInstructional Supports

22Examples include:

Use of highlighterChecks for understandingDifferentiation of products (provide alternate ways to demonstrate understanding)Peer tutoringManipulativesOrganizational aidsProof reading checklistCopy of teacher notesRepetition of directionsUse of a word bankSocial / Behavioral Supports

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Additional adult supportAsk for assistanceEncourage / reinforce appropriate behaviorReminder of rulesAgenda bookOpportunities for movementFidgetsReinforce positive behaviorSocial skills trainingCrisis intervention

Physical / Environmental Supports

Examples include:Allow extra time for movementPreferential locker locationPreferential seatingReduce paper pencil tasks (computer use)24Program Modifications*Delete extraneous information on assignments and assessmentLimit amount of readingModified grading systemOpen book examsOral examsReduce number of answer choicesRevise format of test (fill in the blank with word bank)Bullets instead of long paragraphsVisual and picture supports to access information

Say: These are only used with students pursuing alternative outcomes. They will not support the learning of the breadth and depth of the concepts. They do allow access and participation and ways to achieve annual goals.25Goals and Objectives

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Annual goals and accompanying short-term objectives or benchmarks (including related service goals and objectives) are designed to enable the student to close or narrow the gap between his or her current skill level (as described in the PLAAFP) and the grade-level MD College and Career Ready Standards. Goals and objectives are SMART (specific, measurable, achievable, relevant and time-bound).

26Special Education and Related ServicesDetermination of ServicesConsultationService Delivery27

Special Education and Related Services are determined based on a students needs and goals and are determined following the consideration of supports that are already in place in the general education setting. Special Education and Related Services are not the same as educational placement; they can be provided in any setting.27LRE/PlacementConsideration of Supplementary Aids and ServicesImplementationConsideration of Less Restrictive Environments28

The IEP Team must consider the least restrictive environment when determining where the students special education services will occur. Students with disabilities must not be placed in special classes or separate schools unless an appropriate education in regular education classes with supplementary aids and services, program modifications and supports cannot be delivered.

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So now that you know the Components of an Individualized Education Plan, its just as important for you to know the role you play in the IEP Process and Implementation of the IEP.29The General EducatorA general educator must be part of the IEP Team if the student is or may be participating in the regular education environment. Without the general education teacher's participation, it would be harder for the IEP (Individualized Education Program) team to take on its new responsibilities for looking at a student's progress in the general education curriculum, standards, and assessments30

Say: Your role as the general education teacher is vital in the IEP decision making process.(read the slide)

The next slide displays your role as the content expert..read the next slide30General EducatorsSpecial EducatorsKid ExpertsKnowledge about individual studentsBring deep understanding of the learning processCommitted to success for ALL studentsResponsible for all students learningContent ExpertsBring deep understanding of grade level curriculum and standardsSkilled at group dynamics and managementMay not be as familiar/comfortable with students with varying support needs

Strategy ExpertsBring deep understanding of individualized interventions and supportsSkilled at individual behavior support designMay serve students across multiple classes/gradesMay not be as familiar with content planning for and instructing large groups of diverse learners

Say: As you can see both general and special educators are Kid Experts.Read the definition of kid expertSay: However, many times when it comes to a specific curriculum area the general educator is the content expert..read the column on CONTENT EXPERTS. Say: As the general educator, you will collaborate with the special educator to provide appropriate strategies and interventions to support the needs of the student in accessing the general education curriculum. 31

General Educators Role in Designing and Implementing the Students IEPYou may play a role in designing the student's Individual Education Plan (IEP) and you will have a role in implementing it. The two roles are as follows:

You may be invited to be part of a team that writes an IEP for a student who has been identified as eligible for special education servicesYou will use the IEP as a resource when you are teaching students who have disabilities.

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We have established that you as the general education teacher plays a vital role in supporting students with disabilities in accessing the general education curriculumwith that being said READ the SLIDE32General Educator as IEP Team MemberShare information regarding the general curriculum as it pertains to the studentShare information regarding the general education classroom environment as it relates to the students progress in the general education curriculumAssist in developing effective classroom management Techniques. Include positive behavioral interventions if neededAssist in identifying parent supports, classroom supports, teacher supports and assistive devices needed for the student to be successfulShare information about how the student would participate in state and district-wide assessments33

As an IEP Team member you will be responsible for the following: Read the slide33General Educator and IEP ImplementationWhen you have students who have disabilities in your classroom, you will refer to the IEP on a regular basis when doing your lesson planning. While the IEP may be new to you, keep in mind that the special education teacher(s) in your school is your partner in implementing the IEP and in assuring that the needs of students who have disabilities are met.34

As stated in slide #16 you will also be required to implement what is in the IEP. Read the slideSay: Consider the IEP like a map that will guide you in designing lessons that will appropriate to support the unique needs of the students in your classroom.34Remember!!!

Always remember to remain flexible in your thinking and approach to learning. There is not a one size fit all classroom. Be willing to experiment and take risks, in order to find ways to improve student outcomes and performance35

Presenter will read the slide35FOUR CORNERS

36#4 I feel very confident providing academic and behavioral instruction to SWDs in my classroom#2 I feel somewhat comfortable working with Students with disabilities (SWD)#3 I feel comfortable providing academic and behavioral support to SWDs in my classroom#1 I dont feel comfortable and dont want students with disabilities in my classroom

Say: So now you have had an opportunity to learn more about the IEP Process and your role as the general educator with IEP process and implementation. Are you still in the same space you were before the presentation? 36Did we achieve our objectives?Identify components of the IEPDefine Accommodations, Modifications and Supplementary Aids and ServicesUnderstand the expectations of the role of the general educator in the IEP Process and IEP Implementation

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Re-Read the session outcomes. If you should have any questions and concerns, please do not hesitate to reach out to special education personnel in your building or district office3738