2.  Special Education is mandated by federal law and we have to do what they say.

3. Evaluation/Eligibility PLAAFP Goals & objectives Accommodations/Modifications Services

4.  As used in Part 300, the term individualized education program or IEP means a written statement for each child with a disability that is developed, reviewed, and revised in a meeting in accordance with 34 CFR 300.320 through 300.324, and that must include:  A statement of the child's present levels of academic achievement and functional performance…  A statement of measurable annual goals, including academic and functional goals designed to:  Meet the child's needs that result from the child's disability to enable the child to be involved in and make progress in the general education curriculum; and  Meet each of the child's other educational needs that result from the child's disability;  For children with disabilities who take alternate assessments aligned to alternate achievement standards, a description of benchmarks or short-term objectives;  A description of:  How the child's progress toward meeting the annual goals described in 34 CFR 300.320(a)(2) will be measured; and  When periodic reports on the progress the child is making toward meeting the annual goals (such as through the use of quarterly or other periodic reports, concurrent with the issuance of report cards) will be provided;  A statement of the special education and related services and supplementary aids and services, based on peer-reviewed research to the extent practicable, to be provided to the child, or on behalf of the child…  A statement of any individual appropriate accommodations that are necessary to measure the academic achievement and functional performance of the child on State and district-wide assessments consistent with section 612(a)(16) of the Act; and if the IEP Team determines that the child must take an alternate assessment instead of a particular regular State or district-wide assessment of student achievement, a statement of why the child cannot participate in the regular assessment and why the particular alternate assessment selected is appropriate for the child…. [34 CFR 300.320(a)] [20 U.S.C. 1414(d)(1)(A)(i)]

5.  Students must meet eligibility requirements to receive special education services.

6.  Full and Individual Evaluation  Determination of a Disability Condition  Determination of need for Specially Designed Instruction  REED – Review of Existing Evaluation Data

7.  Auditory Impairment  Autism  Deaf-blindness  Emotional Disturbance  Intellectual Disability  Orthopedic Impairment  Other Health Impairment  Learning Disability  Speech or Language Impairment  Traumatic Brain Injury  Visual Impairment  Non-categorical Early Childhood

8.  “I think he could do it if he tried” is not an adequate PLAAFP statement.

9.  Cornerstone of the IEP  Description of the student’s strengths in relation to standards  Source that drives the other IEP components  Statement that links all IEP components together

10. By reviewing the PLAAFP, the ARD committee should have a clear understanding of the student’s performance in the grade-level TEKS, including the student’s:  Strengths  Current areas of need  Accommodations, modifications or supports the student has previously used

11. Anything identified as a need in the PLAAFP must be addressed somewhere in the IEP, either in the goals and/or objectives or in the accommodations and/or modifications.

12.  Be evidenced-based  Indicate progress toward grade level content  Provide baseline of academic achievement and functional performance  Describe observable and measurable behavior

13.  “John will read and answer questions 8/10 times” does not have the required components of a well-written goal or objective.

14. “ It is important to note that the student’s IEP resulting from this process does not contain a restatement of the state standards, but rather includes goals that designate the necessary learning – the specially designed instruction- that will lead to the student’s attaining the standard that the team has identified as not yet achieved. If needed, goals related to acquisition of functional skills that will facilitate the achievement of the state academic standards are also included.” NASDE, Standards-Based IEP: Implementation Update, June 2010

15. Goals must include 4 elements: Timeframe Conditions Behavior Criterion

16.  There has to be a documented reason, related to the student’s disability to provide a student with specific accommodations and/or modifications.

17.  Accommodations are changes to materials or procedures that provide effective and equitable access to grade-level curriculum during instruction and testing.  Accommodations o do not substantially alter the content or performance criteria of assignments and assessments. o should not replace the teaching of subject-specific knowledge and skills. o are intended to enable students with special needs, disabilities, or who are learning English to participate meaningfully in grade-level instruction. o are not intended to provide a student with an advantage over other students. 17

18.  Specially designed instruction that changes the DEPTH of the curriculum to enable the student to access the BREADTH of the curriculum  Change in the complexity of the knowledge, the method of instruction, and student’s learning outcomes

19. 5. Level of support or placement options is the last thing decided at an ARD. It is not decided before the ARD.

21.  Taking a student out of a general education classroom constitutes a change of placement and requires an ARD. Even for a short time.

22.  The type of special education services a student receives can impact their post-secondary options.

23.  Technology is your friend.

24. http://prezi.com/o35xze6ystuc/edit/?auth_key =6tsnnu5&follow=eric.felker@springbranchisd. com&utm_source=share&utm_campaign=prez iedit&utm_medium=email#15_2962626

25.  Just when you almost figured out the state testing program, THEY CHANGE IT!!!