1. Chapter 5 Individualized Education Programs 5 Individualized Education Programs Manny Felix and Garth Tymeson C H A P T E R

2. Present Level of Performance Includes statements of how disability affects the child’s progress in general curriculum. Is the cornerstone of the IEP. Consists primarily of test results. (continued)

3. Present Level of Performance (continued) Uses standardized and alternative assessments. Establishes that the child has a unique need and includes classroom-based information. PLP places child on a continuum of achievement.

4. Measurable Annual Goals These goals state what a student is expected to achieve in a given year. Measurability requires specificity. States can require districts to include short- term objectives or benchmarks with annual IEP goals. (continued)

5. Measurable Annual Goals (continued) Short-term objectives are used when a child takes alternative assessments for alternative achievement standards. Two types of goals are traditional and multielement annual IEP goals.

6. Writing Traditional Annual Goals and Short-Term Objectives Annual IEP goal –Consists of broad statement related to the information presented in PLP. –Example: “Juanita will improve her aerobic functioning.” (continued)

7. Writing Traditional Annual Goals and Short-Term Objectives (continued) Short-term objective –Consists of a specific statement related to the annual goal and PLP. –Typically includes action, condition, and criterion. –Example: “Juanita will complete 25 laps of the 16 m PACER test.”

8. Measurable Multielement IEP Goals Six elements ensure specific, meaningful, measureable annual IEP goals (Kosnitsky, 2008). By when? Who? Will do what? Under what conditions? At what level of proficiency? As measured by whom or what?

9. Sample Multielement Annual Goals By June 2009, given a plastic baseball bat and verbal prompts, Ryan will properly hold the bat, position himself next to home plate, and strike a 12 in. (30 cm) stationary plastic ball off a tee 8 of 10 times for a distance of at least 25 ft (7.6 m), demonstrating weight shift and shoulder/hip rotation, when assessed by his physical education teacher with a rubric during a team sports unit. (continued)

10. Sample Multielement Annual Goals (continued) By October 2009, while wearing goggles and participating in an aquatics unit in regular physical education, Marissa will swim underwater in 5 ft (1.5 m) deep water, secure with her hand 5 diving sticks (one at a time) from a 10 by 10 ft (3 by 3 m) area in less than 1 minute, and swim to surface and side of pool when assessed by a paraprofessional using an aquatic skills rubric. (continued)

11. Sample Multielement Annual Goals (continued) By November of 2010, Michael will improve his abdominal strength as demonstrated by independently completing 15 standard curl-ups in less than 60 seconds with legs bent at knees, starting with back flat on floor and reaching with hands so fingertips slide on floor and touch pad 5 in. (12.7 cm) away under legs as measured by the adapted physical education teacher using the Brockport Physical Fitness Test.

12. Schedule of Services and Modifications Projected beginning date, frequency, location, and duration of special education and related services and modifications listed in IEP must be specified. The number of minutes per week of physical education instruction should be listed. Example: “Marissa will participate in adapted physical education for two hours per week for the entire school year.”

13. Transition Services By age 16, list annual measurable transition goals necessary for child to move from school-based to community-based programs when he or she ages out of required special education. Transition includes preparation for physical activity participation in the community. Collaborate with transition staff and parents to plan community-based instruction. Many advocate that the secondary-level PE curriculum for students with disabilities should emphasize community-based transition skills.

14. Individualized Physical Education Plan (IPEP) Not required by any piece of legislation. But what to do with students who are not disabled by any definition and who have unique needs in physical education (e.g., poor motor ability or fitness, illnesses, injuries)? (continued)

15. IPEP (continued) Recommended components mirror the IEP: –Goals –PLP –Short-term objectives –Placement –Schedule of services –Schedule for review