(Cambridge Studies in Social and Emotional Development) Ofra Mayseless - Parenting Representations - Theory, Research, and Clinical Implications-Cambridge University Press (2006)
names, address, age, date, grade, etc) Choose the time and location of the meeting Choose the appropriate purpose of the meeting-to consider the development and placement of an Individualized Education Program (IEP) or Individualized Service Plan (ISP) List all of the team members ensure the LEA representative is clearly labeled Include all members who will be in attendance Present at the beginning of the IEP for team members to sign Include the time, date, and meeting location Required if an IEP team member is unable to attend the IEP meeting List the member(s) and discuss with parents at the beginning of the meeting Parents are required to sign this form for consent to move on with the meeting without the team member Description of Purpose discuss the purpose of the annual IEP based on the students disability and eligibility of services Explanation of why the District proposes to take or refused to take the action why the student requires special education services Description of each evaluation procedure, test, record, or report the District used as a basis for the proposed action or for refusing the requested action What was used to determine the need for special education services Consider observations, evaluations, behavior data, etc Description of other options the team considered and the reasons why those options were proposed or rejected It is important to take good notes in your meeting to accurately address this area What did the team discuss? Did the team agree or disagree? Why? With difficult team meetings, where the team disagrees, explain here why the team rejects an option Description of other factors affecting the proposal or refusal Are there other factors that could affect the students placement? Typically, no other factors are identified All items on this page need to be filled out! Purpose of Meeting always select placement and initial or annual IEP development Remember to select which assessments and evaluations were considered during the IEP meeting Ensure that all of the team members are listed correctly and the LEA representative is clearly identified If the parent did not attend or participate in the meeting by other means and did not agree to the time and place of the IEP team meeting, make sure to document 3 efforts to involve the parents Include strengths the student possesses Include the present level for all goals in the IEP Academic Performance Functional Performance Be descriptive and use data!-if the student were to transfer schools, this is the first document they will look at. Include positive behavioral interventions, strategies, and supports to address that behavior Examples: visual supports, rate of reinforcement, types of materials, sensory needs, breaks, etc. English Language Learner-include language needs to ensure success Visually impaired-include any visual needs such as Braille Communication Needs Include the student's language; opportunities for direct communication with peers and and staff in the student's language and communication mode; and, academic level and full range of needs including opportunities for direct instruction in the student's language and communicative mode Assistive Technology Include high tech and low tech High Tech- iPad, Dynavox, tablet, Computer, etc Low Tech- PECs, visual schedule, pictures, written words Describe how the students disability affects their access, involvement and progress in the general education Focus on how the disability affects the students reading Examples: ability to understand and express language, retention, decoding, etc Each identified disability-related need must have a corresponding goal A goal or service can address more than one need Include reading or early literacy needs List the need area with a brief description Example: Reading- comprehension Will the student be involved full time in general education? If the student is receiving special education services in a special education environment always select no include why the student requires special education servicesbehaviors, academics, educational supports, etc If the student will not be involved full time in general education, check yes for special factors and complete the I-5 Goals should be reflected on the I-4 Part 4 (Program Summary and Student Participation) Depending on the disability, create goals with natural progression Goals should be measurable and reasonably attainable Should be stated as go fromto Example: The student will go from reading 10 sight words to reading 50 sight words with 80% accuracy in 4 out of 5 opportunities. Depending on student, can create goals for reading, writing, behavior, communication, gross motor, social skills, or functional goals Select regular education, special education, or none for physical education and vocational education I. Special Education Special Education Goal (i.e. reading, writing, math, etc) Frequency/Amount Minutes spent daily on the goal Location Special Education Setting or Regular Education Setting Duration Duration of IEP or specific dates What need(s) does it address? II. Related Services May include: Occupational Therapy, Speech Therapy, Transportation Frequency/Amount Minutes spent daily on the goal Location Special Education Setting or Regular Education Setting Duration Duration of IEP or specific dates What need(s) does it address? III. Supplementary Aids and Services May include: modified curriculum, modified testing procedures, modified grading, educational assistants Frequency/Amount Minutes spent daily on the goal Location Special Education Setting or Regular Education Setting Duration Duration of IEP or specific dates What need(s) does it address? VI. Program Modifications or Supports for school personnel This may include specific trainings or meetings needed to appropriately meet the students needs V. Participation in Regular Education Classes If any minutes are registered, select that the student will NOT participate full time in regular education classes Discuss the students needs Modified curriculum, small-group instruction, direct instruction, etc Participation in Extracurricular or Nonacademic Activities Will the student be able to participate in extracurricular and nonacademic activities with nondisabled students? Select yes Students should be able to participate in extracurricular activities if the activity is deemed appropriate Activities requested by parents must be discussed with the IEP team The appropriateness of the activity should be discussed If appropriate, the necessary supports can be determined Identify which assessments the student will participate in or Select that the student will participate but not in their grad level or If the student will not participate in district wide assessments, select district wide assessments not given Select the students grade level Category 1: Accessibility features/supports provided within the DLM system Examples: read aloud, highlighting, backlighting Category 2: Accessibility features/supports requiring additional tools/materials Examples: Braille, interpreter, touch screen, switch Category 3: Accessibility features/supports provided outside of the DLM system Examples: Human read aloud, test administrator enters responses, administration on a touch screen (iPad, etc) First, discuss with parents about their goals for the future (housing, job, independence) Import this data into the WI DPI website Select the most appropriate choices based on discussion Avoid selecting other if possible Save and attach the report to the IEP First, understand the criteria of the district Take data throughout the year on all goal- especially before and after school breaks Criteria for qualification: recoupment period, self-sufficiency, emerging skill (with your data, discuss this with the IEP team) Form: include the goal, supports, and curriculum used to best support the student during ESY Completed after a Functional Behavior Assessment has been completed Proactive Strategies antecedent strategies and/or environmental adjustments- establishing motivation, removal of excess stimuli, visuals, short and clear instructions, consistency among staff, access to sensory tools, etc Desired behavior(s) to Increase Appropriate replacement behavior Accommodations: model, practice, choice, etc Consequence: reinforcement Challenging Behavior Response Plan Describe the behavior: what the function is, what it looks like, and how to respond Implementation Considerations Consider supports needed in the environment, specific trainings (ex: CPI), materials, etc
(Cambridge Studies in Social and Emotional Development) Ofra Mayseless - Parenting Representations - Theory, Research, and Clinical Implications-Cambridge University Press (2006)