IEP INDIVIDUAL EDUCATIONAL PROGRAM

THE DETAILS OF THE IEP The IEP is a legal document between the family and the school district Perkins is the "vendor" who implements the IEP Perkins writes a "draft" for presentation at the IEP meeting The family accepts or rejects the IEP; can reject partial IEP The district expects PSB to be accountable to show outcomes of progress through the "progress report" and based on the Objectives in the IEP

What does the Student Language & Communication need to learn? Concepts matching sorting sequencing Skills DLS Vocational Social Group Community Leisure/Rec ELA Math Science Speech OT PT Audiology O and M APE AT ILSA ECC

THE PROCESS OF WRITING A HIGH QUALITY IEP What do you think the process is, based on your experience in the residential program?

STEPS OF THE PROCESS Prior to the meeting, what happens? Planning meeting where successes are shared Planning meeting where goals and objectives are discussed Topics related to what the team "needs to know" are shared Service delivery is discussed as to who writes what objectives

PRESENTATION AT THE IEP MEETING Who has participated? Describe the meeting Martha as the facilitator version of the IEP and what I need to keep in mind: Martha will describe :) Comments????

WHO IS THE STUDENT? STUDENT PROFILE Strengths Likes Successes Teaching Strategies: What works

ACCOMMODATIONS WHAT DOES THE STUDENT NEED TO ACCESS CURRICULUM List out (edit the IEP)

CURRENT PERFORMANCE WHAT IS THE CURRENT STATUS OF THE STUDENT RELATED TO THE OBJECTIVES IN EACH NEED AREA SHOULD BE WRITTEN DIRECTLY RELATED TO THE GOAL DOES NOT NEED TO BE HUGE DETAIL BUT KEY POINTS RELATED TO WHAT THE STUDENT DOES NOW

The GOAL is the BIG PICTURE

FOCUS ON GOALS AND OBJECTIVES The GOAL is the big picture focus in a specific area of service/area of need What is an AREA OF NEED? What is an example of a GOAL?

THE GOAL IS WRITTEN FOR ONE YEAR OUR BEST IDEA, BASED ON WHAT THE STUDENT NEEDS TO LEARN OVER THE NEXT YEAR Use of ILSA as the ASSESSMENT to GUIDE EXPANDED CORE AS A GUIDE

FOCUS ON GOALS AND OBJECTIVES What is an objective? An OBJECTIVE is a way to reach the goal The steps to reaching the GOAL Ideally should be taught "across all environments" to help the student to generalize skills

HOW TO WRITE AN OBJECTIVE Using Maslow Hierarch of Needs= a verb that is measurable Use KNOWLEDGE as first level Good examples of verbs that can be measured TARGET BEHAVIOR: follow directions (they do or they don't), match, sort, complete...all can be measured

Use number of opportunities such as 6 out 8, 9 out of 10 DO NOT USE: will learn, will understand, will comprehend...cannot measure these Use condition....given a set of picture sequences, the student will..... To make the objective measurable, performance needs to be measured: Use number of opportunities such as 6 out 8, 9 out of 10

Writing Objectives DO NOT use anything that = 50/50 as that is by chance Use distance (from 30 to 60 feet, time...from 45 seconds to 60 seconds) Write so YOU can keep data for reporting progress

GUIDELINES FOR WRITING MEASURABLE OBJECTIVES LEVEL OF PROMPTS/Level of Support needed IF YOU DO NOT EXPECT THE STUDENT TO BE INDEPENDENT, THEN YOU NEED TO USE A LEVEL OF PROMPTS HOW MANY STUDENTS WILL BE INDEPENDENT?? SOME MAY JUST NEED SUPERVISION

ALL OBJECTIVES SHOULD BE RELATED TO THE GOAL Given....X....student will....Verb.....criteria (5 out of 6 opportunities) with X support for example: given a set of picture sequences(that includes toothbrushing, folding clothes, and bathing) the students will correctly follow the sequences 8 out of 10 opportunities WHAT IS THE GOAL??????? ALL OBJECTIVES SHOULD BE RELATED TO THE GOAL

AREAS OF SERVICE/NEED so you might write goals for: Language and Communication Daily Living Skills Leisure and Recreation Social/Emotional/Behavior Social What else????

EXPANDED CORE What areas of the expanded core curriculum would you include in the IEP? List them out and why

EXPANDED CORE Compensatory Skills Sensory Efficiency Career Education Recreation and Leisure Social Interaction Assistive Technology Self- Determination Orientation and Mobility Independent Living Skills

END OF 4TH QUARTER In the LAST quarter of the IEP you must fill out the drop box Student has mastered Student has not mastered The school pulls data to summarize how many students on campus are mastering their Goals It is important to NOT leave this area BLANK

LET'S WRITE HIGH QUALITY IEPS FOR THEM TO SHINE ALL OF OUR STUDENTS ARE STARS LET'S WRITE HIGH QUALITY IEPS FOR THEM TO SHINE All of our students are STARS Let us write the highest quality IEPS that we can SO they SHINE