Individual Education Program

IEP Process 2

IDEA has Five Major Components

1. Evaluation and Identification 2. IEP and Related

Services 3. Placement 4. Funding 5. Procedural Protections

IEP Process 3

Individual Education Program (IEP)

Definition:An IEP is a written document that essentially

describes the student’s present level of educational achievement, identifies goals and objectives for the near future, and lists the educational services to be provided to meet those goals. It is a legal document, but teachers are not held accountable for a child’s progress.

IEP Process 4

Process Leading up to IEP Development

Identify child with a disability (can be referred by church, daycare center, parents, doctor, etc...)

Parents give consent for evaluation Refer child to evaluation team Child evaluated to determine present level of

performance Determine child’s eligibility for special education Develop child’s IEP (PLOP and Goals/Objectives) Determine placement

IEP Process 5

Special Education Time Line

Upon receiving a written referral, the district has 15 days to create assessment plan

With assessment plan in place, district has 15 days to receive informed consent.

Upon receipt of informed consent, district has 50 days to assess and schedule team meeting and develop an IEP

After creation of IEP, the IEP is implemented immediately and reviewed quarterly and annually

IEP Process 6

Participants on IEP Team

Representative from public agency

Regular education teacher (including general physical education teacher – required attendance by GPE teacher if PE is only “general” class child attends)

Child’s teachers (including PE teacher)

Related service personnel (as needed)

One or both parents/guardians/surrogate

The child (when appropriate)

Other individuals at discretion of parents

IEP Process 7

Writing the IEP for Phys. Education

Which participants from the previous page should write IEP goals and objectives for physical education?

IEP Process 8

What must be included in IEP?

Present level of performance (PLOP) Annual goals and short term objectives Statement of services (including special

equipment) and extent child will not participate in regular education program

Transition services (for children 14-16 or older) Schedule of Services Criteria, procedures, and schedules for

evaluation

IEP Process 9

IEP and Physical Education

Do all children with disabilities need to have specific IEP goals and objectives for physical education?

If not, which children with disabilities need specific IEP goals and objectives for physical education?

IEP Process 10

Present Level of Performance (PLOP)

Purpose: 1. To describe the unique needs of the

child that will be addressed by special education and related services, and

2. Establish a baseline of measurable information that serves as the starting point for developing goals and objectives/ benchmarks.

IEP Process 11

Present Level of Performance (PLOP)

PLOP Specifies:The strengths of the childThe unique needs of the childParental concernsHow the child’s disability affects

involvement and progress in the general curriculum

IEP Process 12

Present Level of Performance (PLOP)

Characteristics Measurable (you can see it, hear it, count it) Objective (clear criteria) Functional (useful in child’s daily life) Current Identifies any special factors Describes both academic and non-academic

areas Includes results of most recent evaluations

(formal and informal data)

IEP Process 13

Converting PLOP into an IEP

Problems behaviors/motor deficits

Context in which problem occurs

Current Level of Functioning

Services Needed

Desired Level of Functioning

Intervention Strategies

Evaluation Measures

Evaluation Schedules

IEP Process 14

Present Level of Performance - Example

Introduction: John is an 8-year-old 3rd grader with Down syndrome. He attend general physical education with his peers and with the support of a teacher assistant (TA). He also receives pull-out adapted physical education (APE) 2x per week for 30 minutes per session.

Behaviors: John stays on task about 50% of the time with the assistance of his TA, and he can follow most verbal directions with support in about 10 seconds. He often looks to his peers for visual cues to know what to do. John will time himself out or walk away from PE about 3x per week. These episodes last between 1 and 10 minutes. For the past month he has responded better with a reinforcement program (he has only has approximately 1 behavior episode per week).

IEP Process 15

PLOP – Example (continued)

Motor Skills: John was tested on the Test of Gross Motor Development – 2 (TGMD-2). He scored at the 5th percentile for locomotor skills and the 2nd percentile for ball skills. His age equivalent was 5.6 years indicating a delay of 2.5 years. His strengths were in running, sliding, and galloping in locomotor skills and throwing and kicking in object control skills. His weaknesses were in hopping and jumping in locomotor skills and catching and striking in object control skills.

Physical Fitness: John also is significantly behind his

peers in physical fitness. John can do 5 sit-ups in 1 minute (class avg. is 15), he can do 3 modified push-ups (class avg. is 20), and he can run/walk the mile in 17 minutes (class avg. is 12 min.).

IEP Process 16

PLOP – Example (continued)

Recommendations: Based on the above summary of his motor and fitness skills as well as his behaviors in GPE, it is recommended that John continue to receive APE services 60 minutes per week. In addition, John does seem to be benefiting both socially and with behaviors and well as motorically from general physical education with support from his TA. Therefore, continued participation in GPE is recommended with the support of John’s TA. Goals for John should include improved ball skills, improved physical fitness, and improved on-task time and the ability to follow directions.

IEP Process 17

Annual Goals (LTG)

Purpose: Describe what a child can reasonably be

expected to accomplish within 12 months with specially designed instruction and related services

Annual goals enable the child to be involved in and progress in the general curriculum

Annual goals also help meet other educational needs that result from the child’s disability.

IEP Process 18

Writing Annual Goals

What should the child be doing? What areas of the general curriculum is

the child having difficulty with because of his/her disability?

What are the most important areas of the general curriculum for the child to master?

What other areas are difficult for the child? Consider behavior, motor, social-emotional, communication, self-help?

IEP Process 19

Writing Annual Goals

Directly related to PLOP Sets direction for working with child Written for specially designed instruction, not

all aspects of child’s educational program (unless total program is SPED)

Provides a way of determining whether anticipated outcomes are being met, and whether placements and services are appropriate for the child’s special needs.

IEP Process 20

Writing Annual Goals

Annual goal should have 3 parts: The child ... does what … to what

level/degree. Key characteristics

Describes what the child will do Measurable, functional, and observable Meaningful and comprehensive

IEP Process 21

Writing Annual Goals

Examples John will demonstrate mastery (as prescribed

in county curriculum) of 3 locomotor patterns. Sarah will stay on task and follow directions in

general physical education 50% of the time with support from peers.

Nicole will demonstrate improved physical fitness as noted by the ability to perform 15 sit-ups in one minute and run/walk the mile in 14 minutes.

IEP Process 22

Short-term Instructional Objectives

Purpose: To outline measurable, intermediate steps

between a student’s PLOP and annual goal.

Short term objectives are basically intermediate steps to a goal.

Benchmarks – major milestones to a goal.

IEP Process 23

Short-term Instructional Objectives

Characteristics Measurable Minimum of 2 per goal Logical breakdown of the major components

of an annual goal General indicators of progress, not a detailed

instructional plan Specifies the behavior to be performed Specifies conditions under which the child

will perform the behavior. Includes time frame for completion

IEP Process 24

Writing the STIO

A = Audience (John will …)

B = Behavior (throw, run, do a sit-up)

C = Condition (using the pattern prescribed in the TGMD; a distance of 10 feet independently)

D = Degree (3/4 trials 2 days in a row; 80% of the time 4/5 days

IEP Process 25

Schedules and Criteria

Statement of Services What services will be provided (e.g., SPED,

PT, APE) Who will provide these services Where will services be provided (e.g., pull-

out, inclusion) Schedule of Services

30 or 60 minutes per week Percentage of time pull-out When program will be initiated and end

IEP Process 26

Schedules and Services

Schedules for evaluation Quarterly, every 6 weeks, annually

Criteria for evaluation Teacher made test, county curriculum, TGMD

Procedures for evaluation Tested in classroom, small group, 1-on-1

IEP Process 27

Due Process Procedures

Parents disagree with school system Impartial hearing conducted with hearing

officer (decision made within 45 days) Continued disagreement Appeal to State Education Department Reviewed by state appointed hearing officer

(decision within 45 days) Continued disagreement Appeal through court action

IEP Process 28

Physical Education and the IEP

When must the IEP address Phys. Ed.? ALL THE TIME

How is Phys. Ed. addressed on the IEP? Basic requirement is that all students with disabilities

have to have physical education – general or modified GPE with students without disabilities

without modifications with modifications

Specially designed physical education Physical Education in a separate facility

IEP Process 29

Assessment and the IEP Process

Assessment to determine: Determine if child qualifies for services.

PLOP – which is then used to create IEP goals and objectives

Progress – determine child’s progress on IEP goals and objectives

IEP Process 30

Assessment and the IEP (continued)

Appropriate Assessment Higher Functioning Children –

Gen. Curriculum Standardized tests Behaviors and social skills ability to understand directions and rules

Children with more severe disabilities - Functional tests Test IEP objectives

IEP Process 31

Placement and the IEP

Placement is determined after the IEP is written.

Placement is … Where child can successfully work on

IEP objectives Where child can work on non-academic

skills such as behaviors and social skills Adheres to the mandate of LRE

IEP Process 32

Who is “Qualified” to Implement IEP for Physical Education?

IDEA - Only “qualified” people can implement IEP. It was left to states to determine who is “qualified.”

In 17 states, “qualified” is an APE specialist with advanced training and endorsements in APE.

IEP Process 33

Who is Qualified in Virginia

Virginia does not require certification in APE.

So, who is qualified in VA to implement the physical education portion of the IEP?