THE IEPProcess with a focus on Transition and Assistive

Technology

Presented by The Florida Alliance for Assistive Services and Technology

Facilitator: Connie Serafin

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INTRODUCTION

• Welcome to the workshop• We will cover IEPs, Transition, and

Assistive Technology• This presentation is not a substitute for

legal advice.

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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

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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

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An IEP Teamwrites the IEP

in a meeting

Individualized Education Program5

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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

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EVALUATIONS• Parent or district request evaluation• Gather relevant functional,

developmental and academic information.

• Must be completed within 60 days

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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

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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

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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

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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

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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

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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—

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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.

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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.

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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

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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

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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

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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.

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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

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ACCOMMODATIONS• Accommodations and ModificationsAccommodations – changes the

“how” of what is taught.

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MODIFICATIONS• ModificationsChanges the “what” we teach.

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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

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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?

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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?

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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)

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PLACEMENT/LRE• LRE-Least Restrictive Environment• With Non-disabled peers

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Extent the student will not participate with non- disabled student in regular classes oractivities

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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

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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

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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

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IEPs : There’s MoreProcedural Safeguards

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TRANSITION• Beginning at age 14, IEP contains

measurable postsecondary goals• Training• Education• Employment• Independent Living Skills where

appropriate• Student invited to IEP meeting

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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.

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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

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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.

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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.

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Parent’s Role in Transition

• Be involved;• Be an active participant;• Focus on the positive;• Get connected; and…….• Be prepared

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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

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Workforce Investment Act of 1998

• PL 105-220 • 29 USC 701• http://www4.law.cornell.edu/uscode/unf

ramed/29/701.html

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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

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Assistive Technology• Functional Independence• Overcoming challenges with AT• AT as a substitute

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FLDOE RULES and Assistive Technology

• 6A-6.03028 ~• Provision of FAPE and Development of

IEP for students with disabilities

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ADA and AT• Title I• Title II• Title III• Title IV• Title V• PL 101-336 [42 USC 12101]• http://www.ada.gov

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Assistive Technology Act of 2004

• Known as Tech Act• Provides funds for three types of

programs• PL 105-394• 29USC 2201

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AT follows the Student1003.575 FS

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Assistive Technology Assessment

• Can be conducted by independent agency or consultant

• Should take place in customary environment

• Should address strengths and weakness

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Assistive Technology Planning

• Consider strengths and limitations• Build a profile• Review AT Tools• Observe your student using the AT tool

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Strengths and Limitations

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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

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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

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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

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Learn all you can about Assistive Technology

•www.faast.org

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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.

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Conclusion

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