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EEXX506-Chapter14R.ppt

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CHAPTER 14:
IEP Development & Implementation

Assessment in Special Education

Raymond H. Witte

Jane E. Bogan

Michael F. Woodin

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Members of the IEP team

Special education teacher

Parent

Speech/language clinician

Local education agency representative

Student

Social worker

Guidance counselor

School psychologist

Medical personnel

General education teacher

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Required information on IEP

Identifying information

Present levels of performance

Relevant factors

Goals/objectives

Related services

Accommodations/modifications for classroom, local, & state assessments

Transition information as appropriate

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Present levels of performance

Include all aspects of the student’s performance relative to academics, behavior, related services, and functional performance

Information comes directly from eligibility assessments, record reviews, and personnel input

Academics: measured by informal assessment in classroom, work samples, formal achievement assessments, & progress-monitoring assessments
Behavior: measured by standardized assessments; interviews with student, parents, & relevant teachers; observational records; and review of disciplinary records
Related services: measured by evaluations specific to the services being provided
Functional performance: information provided by all who regularly interact with the student & can incorporate life skills needed for employment & life in the community after graduation from secondary school

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Present levels of performance

Should be collaboratively written by all relevant team members

Should include specific pieces of information:

Name & description of formal assessments
Specific scores from assessments & specific strengths and weaknesses
As many specific details as possible: write in such a way that someone who does not know the student could get an accurate and complete picture of what the student can and cannot do

Begin with a positive (strength) and then move to the negative areas (weaknesses)

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Goals and objectives

Developed based on the present levels of performance

Include a goal and related objectives for each area of need identified in the present levels of performances and based on assessment data.

Components of goals and objectives:

Student – use the student’s name in the actual goals and objectives.
Observable behavior – what measureable behavior do you want the student to do?
Conditions – what resources will the student need to perform the behavior?
Outcome – what criteria will be used to measure student mastery?
Time period – when will the student have mastered this goal?

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Goals and objectives

SMART goals and objectives:

Specific
Measureable
uses Action words
Realistic and relevant
Time limited

Goals and objectives should align with general education standards for the content areas

Keep goals and objectives at a reasonable expectation level for students

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Assessment

Addresses student participation in state and district assessments

Participating with or without accommodations or modifications
If participating with accommodations or modifications, which ones will be used
Participating in alternate assessment
Excused from consequences of high-stakes assessments

Need to know what accommodations or modifications are permitted on state assessments prior to the IEP meeting

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Transition

Transition plan is included when student turns 16 years of age

Includes:

Section for transition assessment
Goals and objectives for postsecondary education, employment, and community involvement

Goals and objectives in transition section must be based on needs described in present levels of performance and must be tied to goals and objectives in the main part of the IEP

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Electronic IEPs

Initial draft done minimum 2 weeks prior to the meeting & shared with team members

Must be identified as a draft
Used as a starting point for discussion; not a final product that is not edited or discussed

Computer programs for writing IEPs allow for easier collaboration between school personnel, easier amendment during meetings, and useful in facilitating electronic IEP meetings

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Presenting the IEP

Initial IEP meetings: determine eligibility and present an IEP to determine the most appropriate placement

Annual review meeting: review progress on previous IEP, discuss present levels of performance, evaluate placement and instructional components, and develop goals/objectives for next calendar year

Triennial IEP meeting: review results of triennial evaluation, determine continued eligibility, and develop IEP for next calendar year

Amendment meeting: make changes to some part of the IEP to make it more appropriate for the student

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Presenting the IEP

Conduct meeting in an environment conducive for productivity.

Welcome team members and mix up the seating evenly around the table.

Conduct introductions of each team member and their roles.

Establish ground rules for the meeting and present the agenda.

Encourage participation and questions by all team members.

Do not use jargon in the meeting.

Keep a steady pace and stay on the agenda.

Thank everyone for attending the meeting.

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Legal Issues

IEP is a legal contract between the school and the parent. Whatever is written in the IEP must legally be carried out by the school.

Teachers must ensure that the IEPs that they write are compliant with the law:

Guarantee parents a voice throughout the IEP process
Hold legally correct IEP meetings
Use data from assessments to develop appropriate & individualized goals relevant to student’s needs
Teachers must monitor student progress continually