1. IEP’s
What is it?

2. What is an IEP ?
Legal document
Required by IDEA
Based on data:
Multifactored assessments
Including authentic assessments
Determines Eligibility for services – based on results of assessments and on unique need of student

3. IEP Procedures
Referral
Multi-factored Evaluation
Team Meeting

4. Team Members Parents General physical education teacher
Adapted physical education teacher
General education teacher
Special education teacher
School administration (Spec. Ed. Coordinator
Related service personnel
Interpreter

5. Successful IEP Meetings
Include the student (when appropriate)
Highlight positive abilities
Collaborative effort
Provide guidelines
Take notes
Listen

6. Assessment/IEP/ Teaching Process
PLP
Goals
Objectives
Lesson Plans

7. Components of the IEP What needs to be in the IEP? P A S T D E
Modifications(Assessment)

8. Performance/Present Level
Foundational aspect of IEP
Therefore, the PLP must be determined correctly, otherwise ineffective
Objective, Measurable & Observable, Understandable
Indicates what the student is able to do

9. PLP con’t. (Hodge, Lieberman, & Murata, 2012)
Current information on the student
Accurate statements that reflects student’s disability related to educational performance- multi-factored
Student’s strengths and weaknesses
Description of student’s abilities
Objective data statements
Explanation of the meaning of scores
Student progress in the gen. ed. curriculum

10. Comprehensive Assessment of:
Include information from parents, general physical educator, and adapted physical educator
Comprehensive Assessment of:
Motor output
Locomotor and nonlocomotor competency
Physical and motor fitness level
Ability to participate in a variety of physical activity settings
Ability to participate in a variety of rhythm, dance and aquatics
Ability to use community resources to enable engagement in physical activity

11. Annual Goals Teacher identifies areas to be studied, based on PLP
Direction of change
Skills or behaviors
Present Level
Expected Level
Must be measurable

12. Short Term Objectives Measurable steps toward attainment of a goal
Must be at least 2 objectives per goal
Should be aligned with general curriculum
Must contain performance, criteria, and condition
Includes an evaluation method

13. Services Related services to be provided
Physical Education/ Classroom aides?
Types of modifications: special materials/ equipment
How often does student have APE? GPE + APE?
Where is it to be taught?
How long?

14. Beginning and ending of services (dates) Duration of services
Number of minutes
Implications for APE….adapted physical education should be provided MINIMALLY the same amount as general physical education is provided for students without disabilities, unless the IEP team determines otherwise
Location of services
Important to identify for APE, as there are often space/location difficulties for APE. Options should be explored prior to the IEP meeting

15. Transition Services Begins at 14 years old 14.5 years old 17 years old
School-based to community based
Preparing student for active living after school and after graduation

16. Input from the student and parents should be included
Must be included in the IEP or Individualized Transition Program (ITP) by age 16.
Some states have earlier age requirements
Input from the student and parents should be included

17. Active living after high school
Self-determination and student personal interests should be the center of transition planning
Training in the community environment is most effective
Community recreation activities should be identified and task analyzed to determine student needs for participation and access

18. Transition Plans “not living up to potential” (124)
Holistic Living Plan ( 125)
What types of gross motor skills will teenager/ adult need to use community resources
Interests of teenager/ adult
Access to community resources
Transportation to community resources

19. “Survival skills?” (127)
Bus stops, grocery stores, malls?
Steps?
Lifts?
What type of gross motor skills does student need for DAILY LIVING? Leisure and Recreation?
(127)

20. State of Minnesota Guide to Planning Life after High School
Pre-Graduation
4-5 years
Attending events
Cost of participating in events
Joining a club
3 years
How to use free time – beyond a computer or TV
What assistance would be needed
2 years
Trying new recreational and leisure pursuits

21. 1 year before graduation
Participating in community opportunities
1 year after graduation
Adult recreation opportunities

22. Dates & Duration When does program begin? End?
Dates are usually set annually
IEPs are dated from the date goals were accepted by the IEP team, to one year later….eg. From: 09/15/07 To: 09/14/08

23. Evaluation How will student progress be assessed?
How will parents be notified?
Parents at least notified as often as general students
IEP must be reviewed every year
Every three years re-assessment by entire team
IEP under yearly review/ Every 3 years = multifactored evaluation
Assessment can be judged from attainment of short term objectives
SCHOOL DISTRICTS must also add a statement of student’s ability to participate in State and District wide assessment (226.30)

24. How will progress on IEP goals will be measured
Assessments. Checklists, rubrics, video clips, digital pictures
When will progress on IEP goals will be reported
Every six weeks, quarterly, every two weeks, weekly electronic journal ???

25. Modifications
Are modifications needed for district/ state assessments ?
If student can’t participate in assessment it must be noted as to why.

26. Behavior Management
What management system does the student already use throughout the school day?
Do not create a separate behavior plan for physical education
Consistency is the key for ANY student

27. Management system must be included in IEP
“protecting” the student from expulsion for behavior related to her/his disability
students with BD had difficulty controlling behavior
Does not excuse violent/ aggressive behavior (118)

28. Most Frequently Used Assessments in APE
TGMD-2 **
BOTMP – short form **
APE Assessment Scale
Brigance Diagnostic Inventory of Early Development **
Brockport Physical Fitness Test