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THE IEPProcess with a focus on Transition and Assistive
Technology
Presented by The Florida Alliance for Assistive Services and Technology
Facilitator: Connie Serafin
1
INTRODUCTION
• Welcome to the workshop• We will cover IEPs, Transition, and
Assistive Technology• This presentation is not a substitute for
legal advice.
2
What is the world record for solving a Rubik’s Cube?
A) 10 minutes 48 secondsB) 1 minute 4.8 seconds C) 10.48 seconds
3
IEPs: Putting It All TogetherAn IEP is:
• A program of special education & related services
• Individualized/student centered• A legal commitment of resources/services• A tool to measure the student’s progress• Changeable by the IEP TeamAn IEP is not:• A daily lesson plan• Teacher-centered• A predetermined program
4
An IEP Teamwrites the IEP
in a meeting
Individualized Education Program5
6
Evaluation/Eligibility DeterminationAssessment
Initial
IEP MeetingDevelop
Goals/ObjectivesDiscuss Transition
14 yrs/8th gradeDiscuss Assistive
Technology
Write IEPAnnually
Placement DecisionAnnually
Re-evaluateEvery 3 years
The IEP WHEEL
PLANNING BEFOREPLACEMENT
1.Evaluate
2.Develop
IEP
3.Placement
Review your student’s records, request evaluation or assessment in writing.
Or make changes or additions
7
EVALUATIONS• Parent or district request evaluation• Gather relevant functional,
developmental and academic information.
• Must be completed within 60 days
8
ParentRegular education teacherSpecial education teacher or provider
LEA representative*A person who can interpret evaluation resultsOthers with knowledge or expertisestudent, when appropriateTransition agency
Who is on the IEP Team?
*qualified to provide or supervise special education, knows about general curriculum and is knowledgeable & authorized to commit LEA resources
9
Members of the IEP Team
Attendance is not necessary* when an IEP team member’s area isnot modified or discussed
• A team member may be excused from attendance when the parent and the agency consent*
• The member submits input in writing to the parent and the team
*Parent agrees in writing
*Parent consents in
writing
10
What Does the IEP Team Do?
Three basic activities:1. Evaluate the student
* Determine eligibility- student meets criteria for one of categories- student needs special education
* Determine educational needs2. Develop, review and revise the IEP3. Determine special education
placement11
How disability affects involvement and progress in the general curriculum
How disability affects participation in appropriate activities
Present Levels of Academic Achievement
and Functional Performance
12
Present Levels of Academic Achievement
and Functional PerformanceMust be a clear, descriptive statement that: Is measurable Includes baseline data Includes strengths and needs Uses understandable language Uses current information Includes academic & nonacademic areas
13
Needs so the student can be involved and make progress in the general education curriculum
Other educational needs that result from disability
Measurable annual goalsincluding academic and functional
goals to meet—
14
What Do Annual Goals Include?Describes what the student will do
Must be measurable
Consists of three parts:
1. Context (such as when reading aloud or during recess)2. Functional behavior (what the student will do)3. Criteria (how will we know the goal is reached)
(student's name) will be able to (action word) at the (number) grade level
with (number or percent) success/accuracy in (number) trials.
15
Examples of Annual Goals
1. Dan will read 130 words per minute daily with no more than two errors, at a 3rd grade reading level.
2. Erin will complete these functional living tasks independently 90% of the time that she is given verbal directions and requested to complete a task: washing her hands, brushing her teeth and combing her hair.
3. Ed will use 4-5 word sentences in the classroom and on the playground daily.
16
Benchmarks or Short-term Objectives
For studentren taking alternate assessments, annual goals will include benchmarks or short term objectives
• Benchmarks are major milestones.• Short-term Objectives are measurable
intermediate steps
17
Measuring/Reporting Progress
Uses work samples, classroom tests, records of observation or other measurable ways that can be compared with the baseline and the goal.
When periodic reports will be given to Parents
May be at conferences, quarterly reports or other
How we will know that the student is doing what we want him/her to do
18
ServicesSpecial education, related services,
other supports and services for your student to:
advance toward annual goals progress in the general curriculum participate in extracurricular and
non-academic activities be educated and participate with all
studentren
19
Getting Ready If this is your first IEP meeting, talk with others who
understand the IEP process. Talk with your child. Review the present IEP. Write down a list of questions that you want to ask at
the meeting. Write down a list of the strengths and needs of your
child. Write down some goals you’d like to see your child
achieve in the coming year.
20
Special Education
Specially designed instruction needed to meet the unique needs of the student
• Every IEP must include Special Education • Special education may be speech therapy,
specially designed physical education, assistive technology, travel training, vocational education, instruction in subject areas
21
ACCOMMODATIONS• Accommodations and ModificationsAccommodations – changes the
“how” of what is taught.
22
MODIFICATIONS• ModificationsChanges the “what” we teach.
23
RELATED SERVICES
Speech therapy Occupational therapy (OT)Recreation Physical therapy (PT)Audiology CounselingPsychological services NursingTransportationParent training and counseling Orientation and mobility
Required to assist the student to benefit from special education
24
SUPPLEMENTARY AIDS & SERVICES
Oral test taking Small class sizeClass outlines Note takerAudio tapes Large printExtended time Behavior chartIndividual adult support Modified format
What will help the student be educated with non-disabled peers in:
•regular education classes;•other education-related settings;•extracurricular and nonacademic settings?
25
Program Modifications & Supports for School Personnel
Training/in-service Extra staff timeSpecial equipment Peer consultationsTeam teaching Classroom aidePlanning timeHelp with material modification
What will help the educators?
26
AMOUNT OF SERVICES
• Projected beginning and ending dates of IEP
• For each service– Frequency (How much and how often)– Location (Which classroom or other place)– Duration (How long)
27
PLACEMENT/LRE• LRE-Least Restrictive Environment• With Non-disabled peers
28
Extent the student will not participate with non- disabled student in regular classes oractivities
29
STATE & DISTRICTWIDE ASSESSMENT
All studentren with disabilities are expected to participate in all general State and districtwide assessments
Accommodations as needed Alternate assessments as indicated in the IEP Aligned with State academic standards May measure achievement against State’s
alternate achievement standards
30
Behavior Issues• A. Safeguards• B. Definitions• C. Interim Alternative Educational Setting (IAES)• D. Hearings• E. Functional Behavior Assessments (FBA) and
Behavioral Intervention Plans (BIP)• F. Manifestation Determinations
31
Special Factors in the IEP• Behavior- positive behavioral interventions,
supports and other strategies to address behavior• Limited English Proficiency- language needs of the
student as they relate to the student’s IEP• Communication- special communication/language
skills or strategies• Assistive Technology (AT)- devices or services the
student needs to achieve IEP goals• Braille needs- instruction in Braille and the use of
Braille, if appropriate
32
IEPs : There’s MoreProcedural Safeguards
33
TRANSITION• Beginning at age 14, IEP contains
measurable postsecondary goals• Training• Education• Employment• Independent Living Skills where
appropriate• Student invited to IEP meeting
34
Florida State Board Rules Regarding Transition• During the student’s eighth (8th) grade year or the school year of the
student’s fourteenth (14th) birthday, whichever comes first, a statement of whether the student is pursuing a course of study leading to a standard diploma or a special diploma. Rule 6A-6.03028(3)(h)8., F.A.C.
IEP Teams shall begin the process of identifying transition services needs of students with disabilities beginning no later than age fourteen (14), so that needed postsecondary goals may be identified and in place by age sixteen (16).Rule 6A-6.03028(3)(h)9., F.A.C.
35
Transition ServicesCoordinated set of activities
• Be developed as a result of the transition planning process
• Reflect the student’s needs, strengths, interests & preferences
• Lead to the postsecondary goals• Specify the support needed by the student
to achieve those outcomes
36
Transition – Summary of Performance
One year before the student reaches the age of majority, a statement that the student has been informed of rights that transfer to them when turning 18.
When exiting, the Student will receive a Summary of Performance.
37
THE STEPS IN TRANSITION PLANNING
Step 1: Create a Vision and Build the Profile;
Step 2: Build the Team;
Step 3: Set Goals;
Step 4: Action Plan; and
Step 5: Updating the Plan.
38
Parent’s Role in Transition
• Be involved;• Be an active participant;• Focus on the positive;• Get connected; and…….• Be prepared
39
Carl D. Perkins Vocational and Technical Education Act
Amendments of 1998• PL 105-332 Section 1 (b)• 20 USC 2302• http://www.ed.gov/offices/OV/AE/CTE/l
egis.html
40
Workforce Investment Act of 1998
• PL 105-220 • 29 USC 701• http://www4.law.cornell.edu/uscode/unf
ramed/29/701.html
41
Final Thoughts on Transition
• The system will not do a plan for you• It is never too early to start planning• Include you student in the process
42
Assistive Technology• Functional Independence• Overcoming challenges with AT• AT as a substitute
43
FLDOE RULES and Assistive Technology
• 6A-6.03028 ~• Provision of FAPE and Development of
IEP for students with disabilities
44
ADA and AT• Title I• Title II• Title III• Title IV• Title V• PL 101-336 [42 USC 12101]• http://www.ada.gov
45
Assistive Technology Act of 2004
• Known as Tech Act• Provides funds for three types of
programs• PL 105-394• 29USC 2201
46
AT follows the Student1003.575 FS
47
Assistive Technology Assessment
• Can be conducted by independent agency or consultant
• Should take place in customary environment
• Should address strengths and weakness
48
Assistive Technology Planning
• Consider strengths and limitations• Build a profile• Review AT Tools• Observe your student using the AT tool
49
Strengths and Limitations
50
Reads Words AccuratelyPays attention to speaker for appropriate time spanUnderstands basic oral instructionsDistinguishes between important and unimportant informationUnderstands rapid speechUnderstands the meaning of individual wordsComprehends sentences, paragraphs, etc….Expresses self clearly in writingSpells CorrectlyListening skills
Build the student’s profile
• Needs and challenges• Academic skill area• Strengths
51
AT Tools• Reading – OCR/Speech Synthesis, Alternative format books (e.g.
books on tape, CD)• Writing – Word processor, word prediction, speech synthesis,
speech recognition, graphic organizer, spell checker alternative keyboard
• Math – Talking calculator, electronic worksheets• Memory- Personal data manager, tape recorder, free-form
database• Organization- Personal data manager, tape recorder, free-form
database• Listening – Assistive listening device, tape recorder
52
Observe your student using the AT tool
• Compare using the tool to using no technology
• Did the technology –• Improve accuracy/quality• Increase speed and efficiency• Compensate for the difficulty
53
Learn all you can about Assistive Technology
•www.faast.org
54
RememberThe IEP is to be student centered.
Be sure everything the IEP team discussed and agreed on for your student is written into the IEP.
Communicate frequently with your student’s teacher.
55
Conclusion
56