1. IEP INDIVIDUAL EDUCATIONAL PROGRAM

2. 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

3. 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

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

5. 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

6. 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????

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

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

9. 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

10. The GOAL is the
BIG PICTURE

11. 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?

12. 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

14. 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

15. 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

16. 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

17. 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

18. 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

19. 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

20. 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????

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

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

23. 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

24. 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