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New York State Education Department (NYSED) Individualized Education Program (IEP)

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Title: New York State Education Department (NYSED) Individualized Education Program (IEP)


1
New York State Education Department(NYSED)
Individualized Education Program (IEP)
2
Todays Goals
  • Participants will be able to
  • Utilize the New NYS mandated IEP Form to develop
    an IEP
  • Write high quality Present Level of Performance
    statements (PLP)
  • Write high quality, Measurable Annual Goals,
    objectives and benchmarks as well as Measurable
    Post-Secondary goals

3
Expected outcomes of new forms initiative
  • Develop quality, student-centered IEPs
  • Conform to consistent format and common
    expectations
  • Involve and informed parents
  • Meet compliance requirements

4
Expectations in Mandated IEP Form
  • Evaluation results stated in instructionally
    relevant terms
  • Impact of disability Effect of student needs on
    progress and participation in general education
    curriculum
  • Standard format for PLP (academic, social,
    physical)
  • current functioning,
  • student strengths, preferences, and interests
  • needs, including parent/student educational
    concerns
  • Management (what we provide to manage students
    needs)
  • Consideration of Special Factors

5
The New NYS IEP Format Training
  • Introduction to the IEP
  • Optional Student Information Summary form
  • Present Levels of Performance and Individual
    Needs
  • Measurable Post-secondary Goals
  • Measurable Annual Goals and Short -Term
    Instructional Objectives and Benchmarks
  • Reporting to Parents
  • Special Education Programs and Services
  • 12-Month Recommendation
  • Testing Accommodation
  • Coordinated Set of Transition Activities
  • Participation in Assessments
  • Participation with Students without Disabilities
  • Special Transportation
  • Placement Recommendation

6
The IEP is the Cornerstone of the Special
Education Process
Identifies how the resources of the school need
to be configured to support the students needs
Supports participation in the general education
curriculum and learning standards
Identifies how the student will be prepared for
adult living
Guides the provision of instruction designed to
meet a students needs
IEP
Provides an accountability tool
Ensures a strategic and coordinated approach to
address a students needs
7
IEP Development
8
Why the State developed a model IEP form
  • Findings
  • IEPs varied greatly from district to district
    across the State.
  • Many IEPs did not include required information.
  • Expectations
  • Students IEPs will be more appropriately
    developed.
  • School districts are more likely to meet
    compliance requirements.

9
Individualized Education Program (IEP) -
Regulatory Requirements
  • IEPs developed for the 2011-12 school year, and
    thereafter, shall be on a form prescribed by the
    Commissioner. (8 NYCRR 200.4(d)(2))
  • Each student with a disability must have an IEP
    in effect by the beginning of each school year.
    (8 NYCRR 200.4(e)(1)(ii))
  • Federal and State laws and regulations specify
    the information that must be documented in a
    students IEP. (8 NYCRR 200.4(d)(2))
  • Districts are encouraged to begin to use the
    States model forms now, prior to their mandatory
    use.

10
NYSED Release of Model IEP
  • January 2010 release memo and associated
    materials available at
  • http//www.p12.nysed.gov/specialed/formsnotices/IE
    P/home.html
  • Release memo
  • Model forms
  • Optional Student Information Summary form
  • Individualized Education Program (IEP) form
  • General Directions to use the States model IEP
    form
  • IEP Questions and Answers
  • Guide to Quality Individualized Education Program
    (IEP) Development and Implementation

11
Student Information Summary Form
  • Optional
  • Information that is not required by law or
    regulation to be included in a students IEP
  • School districts may add to or replace the
    suggested fields on this model form as they deem
    appropriate

12
Student Information Summary
13
States Model IEP Form
14
Identifying Information
  • District identification
  • Student name, date of birth, optional
    identification number
  • Disability classification
  • Projected date of IEP implementation
  • Projected date of annual review

15
Identifying Information
16
Present Levels of Performance
  1. Academic Achievement, Functional Performance
    Learning Characteristics
  2. Social Development
  3. Physical Development
  4. Management Needs

17
Considerations for All Students
  • Results of initial or most recent evaluation
  • Including, as appropriate, results of the
    students performance on any general State or
    district-wide assessment programs
  • Student strengths
  • Concerns of the parents for enhancing the
    education of their child
  • Academic, developmental and functional needs and
  • Special considerations.

18
Special Considerations
  • The Committee must consider
  • Behavior
  • Limited English proficiency
  • Use of and instruction in the use of Braille for
    blind or visually impaired students
  • Communication needs including language/
    communication needs for students who are deaf or
    hard of hearing
  • Assistive technology

19
IEP Template for Present Levels of Performance
  • Evaluation results
  • Present levels of performance for each need area
  • Current functioning
  • Strengths of the student
  • Needs of the student
  • Effect of students needs on his/her involvement
    and progress in the general curriculum (or
    appropriate activities for preschool students)
  • Student needs relating to special factors
    (special consideration)

20
Present Levels of Performance
21
Present Levels of Performance
22
Alternate Example
23
Present Levels of Performance
24
Academic Achievement, Functional Performance
Learning Characteristics
25
Alternate Example
26
Present Levels of Performance
27
Social Development
28
Present Levels of Performance
29
Physical Development
30
Present Levels of Performance
31
Management Needs
32
Present Levels of Performance
33
For school-age students, consider such factors
as
  • Content/skill expectation
  • Materials/equipment
  • Instructional approaches
  • Environment
  • Demonstration of knowledge

34
Example School-Age Student
35
Special Considerations
  • The Committee must consider
  • Behavior
  • Limited English proficiency
  • Use of and instruction in the use of Braille for
    blind or visually impaired students
  • Communication needs including language/
    communication needs for students who are deaf or
    hard of hearing
  • Assistive technology

36
Student Needs Relating to Special Factors -
Behavior
  • Does the student need strategies, including
    positive behavioral interventions, supports and
    other strategies to address behaviors that impede
    the students learning or that of others?
  • Yes
  • No
  • If yes, does the student need a behavioral
    intervention plan?
  • No
  • Yes. If yes, there is a space on the form to
    provide more detail (such as the behavior(s) to
    be addressed whether the use of a time out room
    is recommended).

37
Student Needs Relating to Special Factors
Limited English Proficiency
  • For a student who is limited English proficient,
    does he/she need a special education service to
    address his/her language needs as they relate to
    the IEP?
  • Yes
  • No
  • Not Applicable

38
Student Needs Relating to Special Factors
Students who are Blind or Visually Impaired
  • Does he/she need instruction in Braille and the
    use of Braille?
  • Yes
  • No
  • Not Applicable

39
Student Needs Relating to Special Factors
Communication Needs
  • Does the student need a particular device or
    service to address his/her communication needs?
  • Yes
  • No
  • For a student who is deaf or hard of hearing,
    does the student need a particular device or
    service in consideration of the students
    language and communication needs, opportunities
    for direct communication with peers and
    professional personnel in the students language
    and communication mode?
  • Yes
  • No
  • Not Applicable

40
Student Needs Relating to Special Factors
Assistive Technology
  • Does the student need an assistive technology
    device and/or service?
  • Yes
  • No
  • If yes, does the committee recommend that the
    device(s) be used in the students home?
  • Yes
  • No

41
Example
42
Service or Device Needed to Address Special
Considerations
  • If the student needs a particular service or
    device to address any of the needs identified
    under Special Considerations, it must be
    documented under the section of the IEP
    Recommended Special Education Programs and
    Services

43
Measurable Post-secondary Goals
  • Long-term goals for living, working and
    learning as an adult
  • Education/Training
  • Employment
  • Independent Living Skills (when appropriate)

44
ExampleMeasurable Post-secondary Goals
45
Transition Needs
  • Focus on courses of study
  • Consider student strengths, preferences and
    interests

46
Example Transition Needs
47
Measurable Annual Goals
  • The IEP must list measurable annual goals
    consistent with the students needs and
    abilities, as identified in the present levels of
    performance.
  • Annual goals are statements that identify what
    knowledge, skills and/or behaviors a student is
    expected to be able to demonstrate within the
    year during which the IEP will be in effect.

48
Measurable Annual Goals Quality Indicators
  • Directly relate to students present levels of
    performance
  • Are written in terms that parents and teachers
    can understand
  • Are written in observable and measurable terms
  • Identify objective procedures to evaluate
    progress
  • Are instructionally relevant
  • Should be reasonable in number and achievable
    within a one-year period
  • Support participation and program in the general
    education curriculum or, for preschoolers,
    participation in age-appropriate activities
  • Incrementally provide knowledge and skills toward
    achieving post-secondary goals

49
Measurable Annual Goals
  • Each annual goal must include
  • Criteria
  • How well and over what period of time the student
    must perform a behavior in order to consider it
    met
  • Evaluation Method
  • The evaluation procedures to be used to measure
    progress and determine if the student has met the
    annual goal
  • Evaluation Schedule
  • The date or intervals of time by which the
    evaluation procedures will be used to measure the
    students progress toward meeting the annual goal

50
Example Measurable Annual Goals
51
Measurable Annual Goals with Short-term
Instructional Objectives and/or Benchmarks
  • Short-term instructional objectives and/or
    benchmarks must be documented on the IEP for
  • All students taking NYS Alternate Assessment
  • All preschool students with disabilities
  • Other students if authorized based on districts
    policy

52
Short-term Instructional Objectives and
Benchmarks
  • Short-term objectives are the intermediate
    knowledge, skills and/or behaviors that must be
    learned for the student to reach the annual goal.
  • Benchmarks are the major milestones that the
    student will demonstrate that lead to the annual
    goal.

53
Example Short-term Instructional Objectives and
Benchmarks
54
Reporting to Parents
  • Identify when periodic reports on the progress
    the student is making toward the annual goals
    will be provided to the students parents.

55
Example Reporting to Parents
56
Recommended Special Education Programs and
Services
  • Identification of special education
    program/services
  • Special education program
  • Related services
  • Supplementary aids and services/program
    modifications/ accommodations
  • Assistive technology devices and/or services
  • Supports for school personnel
  • Provision of special education program/services
  • Service delivery recommendations
  • Frequency
  • Duration
  • Location
  • Projected beginning/service dates

57
Example Recommended Special Education Programs
and Services
58
Special Education Program
59
Example Special Education Program
60
Example Related Services
61
Example Supplementary Aids and Services, Program
Modifications/Accommodations
62
Example Assistive Technology Devices and/or
Services
63
Example Supports for School Personnel on Behalf
of the Student
64
Example Recommended Special Education Programs
and Services
65
12-Month Service and/or Program
  • Same as 10-month recommendation or different
  • If different, identify service and/or program
  • Service delivery recommendations, frequency,
    duration, location, initiation/service dates
  • Name of school/agency provider of service during
    July/August
  • For a preschool student, reason student needs
    July/August services

66
Example 12-Month Service and/or Program
67
Testing Accommodations
  • None or
  • Identify Accommodation(s)
  • Type
  • Conditions
  • e.g., test characteristics- type, length, purpose
  • Implementation Recommendations
  • e.g., amount of extended time, type of setting
    specific to the testing accommodation

68
Example Testing Accommodations
69
Coordinated Set of Transition ActivitiesBeginning
not later than the first IEP to be in effect
when the student is age 15 (and at a younger age
if appropriate)
  • Needed activities to facilitate the students
    movement from school to post-school activities
  • Instruction
  • Related Services
  • Community Experiences
  • Development of Employment and Other Post-school
    Adult Living Objectives
  • Acquisition of Daily Living Skills (if
    applicable)
  • Functional Vocational Assessment (if applicable)
  • Service/Activity
  • School District/Agency Responsible

70
Example Coordinated Set of Transition Activities
71
Participation in State and District-wide
Assessments
  • Same State and district-wide assessments, or
  • Alternate assessment on a particular State or
    district-wide assessment
  • If so
  • Why the student cannot participate in the regular
    assessment and
  • Why the particular alternate assessment selected
    is appropriate for the student.

72
Example Participation in State and
District-wide Assessments
73
Participation with Students Without Disabilities
  • Explain the extent, if any, that the student will
    not participate in
  • Regular class, extracurricular and/or other
    nonacademic activities (school age)
  • Appropriate activities with age-appropriate
    nondisabled peers (preschool)
  • If the student will not participate in regular
    physical education, extent of specially-designed
    physical education instruction (including adapted
    physical education)
  • Exemption from language other than English

74
Example Participation with Students without
Disabilities
75
Special Transportation
  • None
  • Needs special transportation as follows
  • Special seating
  • Vehicle and/or equipment needs
  • Adult supervision
  • Type of transportation
  • Other accommodations
  • To and from special class or other program at
    another site

76
Example Special Transportation
77
Placement
  • Where the students IEP will be implemented

78
Example Placement Recommendation
School Age
Preschool
79
Additional Guidance
  • NYSED Office of Assessment Policy, Development
    and Administration
  • www.p12.nysed.gov/apda/
  • Test Access and Accommodations for Students with
    Disabilities Policy and Tools to Guide
    Decision-making and Implementation
  • www.p12.nysed.gov/specialed/publications/policy/te
    staccess/policyguide.htm
  • Policy memorandum Special transportation
  • www.p12.nysed.gov/specialed/publications/policy/sp
    ecialtrans.htm
  • Policy memorandum IEP Diploma
  • www.p12.nysed.gov/specialed/publications/iepdiplom
    a.htm
  • Extended school year questions and answers
  • www.p12.nysed.gov/spedfin/2010QA.doc

80
Questions regarding the States model forms may
be sent to
  • SEFORMS_at_mail.nysed.gov
  • Responses to questions will be periodically
    posted at
  • http//www.p12.nysed.gov/specialed/formsnotices

81
For Additional Technical Assistance
  • NYSED Special Education Quality Assurance Offices
    http//www.p12.nysed.gov/specialed/quality/regasso
    c.htm
  • NYSED Special Education Policy Office
  • 518-473-2878
  • Regional Special Education Technical Assistance
    Support Centers http//www.p12.nysed.gov/specialed
    /techassist/rsetasc/locations.htm
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