2. Preparing for Success: The Individualized Education Program August 2015 New Teacher Institute 1

3. Question How would you define Special Education? 2

4. Special Education is specially designed instruction to meet the unique needs of a student with a disability which is provided at no cost to the student or the student’s parent by appropriately licensed staff. It is provided in the classroom, in the home, in hospitals and institutions, and in other settings. “Special Education” is 3

5. Session Outcomes During this presentation, you will: Identify components of the IEP Define accommodations, modifications, and supplementary aids and services Understand the expectations of the role of the general educator in the IEP process and IEP implementation 4

6. FOUR CORNERS 5 #4 I feel very confident providing academic and behavioral support to SWD’s in my classroom #2 I feel somewhat comfortable working with Students with disabilities (SWD) #3 I feel comfortable providing academic and behavioral support to SWD’s in my classroom #1 I don’t feel comfortable and don’t want students with disabilities in my classroom

7. A Picture is Worth a Thousand Words… 6

8. A LITTLE HISTORY… The Individuals with Disabilities Education Act (IDEA) is a law enacted by Congress in 1975 to ensure that children with disabilities have the opportunity to receive a free appropriate public education (FAPE), just like other children without disabilities. Schools are required to provide special education in the least restrictive environment. That means schools must teach students with disabilities in general education classroom whenever possible. 7

9. A LITTLE HISTORY… Introduced into school systems around the world in 1975, the IEP or Individual Education Plan, makes it so that every student with a disability of one kind or another whether it be a learning disability or physical disability, has an equal opportunity to get the same education as every other student. 8

10. Components of an IEP 9 Meeting and Identifying Information Present Level of Academic Achievement and Functional Performance (PLAAFP) Special Considerations and Accommodations Goals and Objectives Special Education and Related Services Least Restrictive Environment (LRE)/Placement

11. Meeting and Identifying Information This component includes the following: Student Identifying Information Continued Evaluation and Eligibility Data Student Participation on District/ Statewide Assessment and Graduation Information 10

12. Present Level Of Academic Achievement and Functional Performance (PLAAFP) Each PLAAFP Statement should contain: Student’s Current Data Student’s Strength Student’s Needs Family Input Behavior Needs Strategies and Supports Impact Statement 11

13. Special Considerations and Accommodations Communication Assistive Technology Behavioral Intervention Instructional and Testing Accommodations Supplementary Aids and Services (SAS) Extended School Year Transition 12

14. Leveling the Playing Field Changes in the way that materials are presented or in the way that students respond, as well as changes in setting, timing and scheduling.

15. Accommodation Categories Accommodations can be provided through a number of ways.  Presentation: Accommodations (auditory, multi-sensory, tactile, visual)  Response: Accommodations (some type of assistive device, graphic organizer)  Time and Scheduling: Accommodations (breaking-up sessions or extra response time)  Setting: Accommodations (Change in a location to a place with fewer distractions)

16. Presentation Accommodations Allow students to access information in ways that do not require them to visually read standard print.  Format: visual, auditory, multi-sensory  Change the layout  I ncrease / decrease the size of type font  Human Reader-entire test or selected sections  Pre-teaching of key ideas

17. Response Accommodations Allow students to complete activities, assignments, and assessments in different ways or to solve or organize problems using some type of assistive device or organizer.  Scribe  Large Print  Respond on Test Booklet

18. Timing and Scheduling Accommodations Increase the allowable length of time to complete an assessment or assignment and perhaps change the way the time is organized.  Change schedule or order of activities-Extend over multiple days or within one day

19. Setting Accommodations Change the location in which a test or assignment is given or the conditions of the assessment setting.  Change locations to increase physical access or to use special equipment-Within school building or outside of school building

20. Reasonable or Unreasonable?

21. Supplementary Aids, Services and Supports Supplementary aids and services are aids, services, and other supports provided in regular education classes, other education-related settings, and in extracurricular and nonacademic settings, to enable children with disabilities to be educated with nondisabled children to the maximum extent appropriate.

22. InstructionalDevelopment and delivery of instruction that addresses diverse learning needs. Social-BehavioralSupports and Services to increase appropriate behavior and reduce disruptive or interfering behavior School Personnel and Parental Supports Supports and training for school personnel and parents to provide SAS and to promote adults working together to support students EnvironmentalAdaptations and modifications to the physical environment. 21 Supplementary Aids and Services

23. Instructional Supports

24. Social / Behavioral Supports

25. Physical / Environmental Supports

26. Program Modifications* Delete extraneous information on assignments and assessment Limit amount of reading Modified grading system Open book exams Oral exams Reduce number of answer choices Revise format of test (fill in the blank with word bank) Bullets instead of long paragraphs Visual and picture supports to access information

27. Goals and Objectives 26

28. Special Education and Related Services Determination of Services Consultation Service Delivery 27

29. LRE/Placement Consideration of Supplementary Aids and Services Implementation Consideration of Less Restrictive Environments 28

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31. The General Educator A general educator must be part of the IEP Team if the student is or may be participating in the regular education environment. Without the general education teacher's participation, it would be harder for the IEP (Individualized Education Program) team to take on its new responsibilities for looking at a student's progress in the general education curriculum, standards, and assessments 30

32. General EducatorsSpecial Educators “Kid Experts” Knowledge about individual students Bring deep understanding of the learning process Committed to success for ALL students Responsible for all students’ learning “ Content Experts” Bring deep understanding of grade level curriculum and standards Skilled at group dynamics and management May not be as familiar/comfortable with students with varying support needs “Strategy Experts” Bring deep understanding of individualized interventions and supports Skilled at individual behavior support design May serve students across multiple classes/grades May not be as familiar with content planning for and instructing large groups of diverse learners

33. General Educator’s Role in Designing and Implementing the Students IEP You may play a role in designing the student's Individual Education Plan (IEP) and you will have a role in implementing it. The two roles are as follows: 1. You may be invited to be part of a team that writes an IEP for a student who has been identified as eligible for special education services 2. You will use the IEP as a resource when you are teaching students who have disabilities. 32

34. General Educator as IEP Team Member Share information regarding the general curriculum as it pertains to the student Share information regarding the general education classroom environment as it relates to the students progress in the general education curriculum Assist in developing effective classroom management Techniques. Include positive behavioral interventions if needed Assist in identifying parent supports, classroom supports, teacher supports and assistive devices needed for the student to be successful Share information about how the student would participate in state and district-wide assessments 33

35. General Educator and IEP Implementation When you have students who have disabilities in your classroom, you will refer to the IEP on a regular basis when doing your lesson planning. While the IEP may be new to you, keep in mind that the special education teacher(s) in your school is your partner in implementing the IEP and in assuring that the needs of students who have disabilities are met. 34

36. Remember!!! Always remember to remain flexible in your thinking and approach to learning. There is not a one size fit all classroom. Be willing to experiment and take risks, in order to find ways to improve student outcomes and performance 35

37. FOUR CORNERS 36 #4 I feel very confident providing academic and behavioral instruction to SWD’s in my classroom #2 I feel somewhat comfortable working with Students with disabilities (SWD) #3 I feel comfortable providing academic and behavioral support to SWD’s in my classroom #1 I don’t feel comfortable and don’t want students with disabilities in my classroom

38. Did we achieve our objectives? Identify components of the IEP Define Accommodations, Modifications and Supplementary Aids and Services Understand the expectations of the role of the general educator in the IEP Process and IEP Implementation 37

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