The Individualized Education Program: A Closer Look

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Michiga~1!r!e1o9

Families

information, support, and education

The Individualized

Education Program:

A Closer Look

(2)

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Individualized Education Program (IEP)

Answer This Question

My biggest concern with my child’s IEP is…

Or

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Agenda

Present Level of

Academic Achievement and Functional Performance (PLAAFP) Goals and Objectives, Progress Monitoring Accommodations and Modifications Special Education Services and Programs

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I t and education

information, suppor ,

Laws and Rules

Individuals with Disabilities Education Act (IDEA)

2004

Rehabilitation Act of 1973, Section 504

Michigan Administrative Rules for Special

Education

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Michigan Alliance for Families

Free

Appropriate

Public

Education

Individuals with Disabilities

Education Act (IDEA)

• Special Education and related

services are provided by public

schools at no cost to parents

• The IEP provides information about

how your child’s education is

personalized to meet his or her

needs.

• Children receiving special education

programs and related serves have a

right to receive an education provided

by the public-school system

• The education should prepare all

children for their future including

postsecondary education,

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Least

Restrictive

Environment

Individuals with Disabilities

Education Act (IDEA)

Educational placement is the

setting where your child receives

his or her education and services.

Schools must place students in the

least restrictive environment

(LRE).

That means students

must be placed in the general

education setting to the greatest

extent possible to receive

supports and services as

determined by the individualized

education program team.

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Appropriate Education - Considerations

GENERAL EDUCATION

EXTRA CURRICULAR

NON-ACADEMIC

CURRICULUM

ACTIVITIES

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Advocacy Tip: Educational Needs vs.

Service

• People need to understand

him when he talks.

• More Speech Therapy

• More effective social skills

• iPad

• To understand what s/he

reads

• 1:1 Parapro/aide

• Why a parapro/aid – what is

• More time with reading

_need

teacher

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Michigan ruliance for Families

Handout:

From Unique Needs

to Individualized

Services on Your

Child’s IEP: Records

Review

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PLAAFP

Present Level of Academic Achievement and Functional Performance and Objectives Accommodations Programs and and Modifications Services

Student’s Needs Skills or behavior _{Assuring access} _Special

The IEP

the child will learn _Education:

• Services &

Process

Programs • Frequency, length of time • Location

Determining a Free Appropriate Public Education (FAPE) Least Restrictive Environment (LRE)

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...

PACER,CENTEIRO'

CHM,11PIONS FOflCHILOUN WlTH DISA.iftllfmS,

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A Place to Start:

Ulnderstanding the present

levells of acade·mic achi,evement and functi,onall

performance statement

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PACER CENTER 0

Presenrt Levels. of Ac·ademic Ach1ievement .and Funictional Perform1ance (IPLAAFP) Exa.mples

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Handouts

Present Level of

Academic

Achievement and

Functional

Performance

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Present Level of

Academic

Achievement

and Functional

Performance

The present levels of academic

achievement and functional performance

statement (commonly called “present

levels”) should cover all areas of

development where your child may need

support. Some examples are:

• Academic skills – math, reading, writing • Daily living or self-help skills – dressing,

eating, using the bathroom • Social Skills – making friend • Behavior

• Sensory skills – hearing, seeing • Communication skills – talking

• Mobility – getting around in school and the community

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Present Level of

Academic

Achievement and

Functional

Performance -

Continued

Well-written present levels will

describe:

• Your child’s strengths and

weaknesses

• What helps your child learn

• What limits or interferes with your

child’s learning

• Objective data from current

evaluations of your child; and

• How your child’s disability affects his

or her ability to be involved and

progress in the general education

curriculum

• Extra Curricular Activities • Non-academic Activities

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PLAAFP

Present Level of Academic Achievement and Functional Performance Goals and Objectives Accommodations Programs and and Modifications Services

The IEP

Process

Student’s Needs: • Strengths, • Weaknesses • What helps with learning • What interferes with learning • Objective Data • General Education Curriculum • Extra Curricular • Non-Academic Skills or behavior the child will learn

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CHAMPl{)tl!S FOR CHllotl(N 'WIT lnS..U.IUITIES<.

ln1dividualized Eduication1 Progr,am (IEP)1 Goals

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Handout:

Individualized Education

Program (IEP) Goals

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Goals and

Objectives

The IEP must address all

the educational needs

that result from your

child’s disability or

disabilities, regardless of

the disability label.

According to the U.S. Department of

Education, “The IEP must include annual

goals that aim to improve educational

results and functional performance for

each child with a disability. This inherently

includes a meaningful opportunity for the

child to meet challenging objectives. Each

child with a disability must be offered an

IEP that is designed to provide access to

instruction strategies and curricula aligned

to both challenging State academic

content standards and ambitious goals,

based on the unique circumstances of that

child.”

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Goals and Objectives

WH?

• Who?... will achieve

• What?... skill or behavior

• How?... in what manner or at what

level

• Where?... in what setting or under

what conditions

• When?... by what time

SMART

• S – Specific

• M – Measurable

• A – Achievable

• R – Results-oriented

• T - Timely

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Progress

Monitoring

The IEP Team will discuss:

• Skills that need to be learned

or behavior that needs to

change

• Where the child is now in that

skill or behavior -

baseline

• Rate of progress the child has

shown in the past.

• Ending

level expected to

achieved

• How performance will be

measured

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Monitoring Progress

Trend line

_{Expected to Achieve}

100% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90%

October January April September

Trend line

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Trend Lines

100% 20% 40% 60% 80% 95% 20% 30% 40% 50% 60% 20% 25% 30% 30% 25% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90%

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PLAAFP

Present Level of Academic Achievement and Functional Performance Goals and Objectives Accommodations Programs and and Modifications Services

The IEP

Process

Student’s Needs: • Strengths, • Weaknesses • What helps with learning • What interferes with learning • Objective Data • General Education Curriculum • Extra Curricular • Non-Academic

Skills or behavior Assuring access

the child will learn

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Accommodations

and

Modifications

• _Scheduling

• _Setting

• Materials

• _Instruction

• Student Response

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.Ac,commodat1on Ideas for Stude ts w·ho, Rece1 v · Sec ~ 1on1 510 · 0 1r Spacial d c i·on Serv.i,ces

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Serv

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Supplemental Aids & Services

Accommodations

Allows a student to complete the

same assignment or test as other

students, but with a change in the

timing, formatting, setting,

scheduling, response and/or

presentation.

Do

NOT change the learning

expectation

Modifications

An adjustment to an assignment or

a test that changes the standard or

what the test or assignment is

supposed to measure.

DO change the learning

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Course of

Study -

Michigan Merit

Curriculum

The Michigan Merit Curriculum is the result of an extraordinary partnership between the Executive Branch, State Board of Education, Superintendent of Public Instruction, Legislature and

numerous education associations. MCL 380.1278a, MCL 380.1278b

High School Diploma

• English Language Arts – 4 Credits • Mathematics – 4 Credits

• Online Learning Experience

• Physical Education & Health – 1 Credit • Science – 3 Credits

• Social Studies – 3 Credits

• Visual, Performing and Applied Arts – 1 Credit • World Language – 2 Credits

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Michigan Merit

Curriculum:

Personal

Curriculum

Result: High School Diploma

• Allows for specific credit

requirements and/or content

standards to be modified based on

the individual learning needs of a

student.

• It is designed to serve students who

want to accelerate or go beyond the

MMC requirements as well as

students who need to individualize

learning requirements to meet the

MMC requirement.

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Course of

Study:

No diploma

In Michigan, a student with an IEP,

leaving high school without a

diploma is entitled to special

education programs and services

until age 26 years.

• Based on students Measurable

Post-Secondary Goals:

• Education/Training • Employment

• Independent Living, if appropriate

• What is available, within the high school

environment:

• General Education Classes • Extra Curricular Activities • Non-Academic Activities • Work Experience

• What is available after high school:

• Young Adult Transition Programs • Coordination with Adult Services

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PLAAFP

Student’s Needs Skills or behavior _{Assuring access} _Special

The IEP

the child will learn _Education:

• Services &

Process

Programs • Frequency, length of time • Location

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Special

Education IS

NOT a place.

It IS a set of

services

provided to a

student

through an IEP

• There are a variety of services and

supports available that your child may need

as part of his or her

_{Free Appropriate}

Public Education. These services and

supports are designed to help your child:

• reach his or her annual goals;

• be involved and make progress in the

general education curriculum; participate in

extracurricular activities or other

nonacademic activities; and

• be educated and participate with children

without disabilities in these kinds of

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PACEIR CENTER Q

CHllMl'lONS l'Ofl C:1-ilLDlttN WI H DISAllilLITUS.

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The ln1dividlua s with Disabillities Educat1ion

Act (IDEA) !Defines Related Services

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Michigan Alliance for Families

Special

Education

Services and

Programs

IEP Includes: • Related Services • Program

• Specific Amount of Time and Frequency • Location

• Duration

Related services can include, but are not limited to any of the following:

Assistive Technology Audiology Counseling Service Early Identification Interpreting Services Medical Services Occupational Therapy Orientation & Mobility Services Parent Counseling/Training Physical Therapy Psychological Services Recreation Rehabilitation Counseling Social Work Services Speech-Language Pathology

Transportation

School health services Nursing services

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Least Restrictive Environment (LRE)

Once the IEP team has decided what services your child needs, decisions

must be made about where services will be provided.

• Where your child’s IEP is carried out is called placement.

• As the parent, you have the right to be part of the group that decides your

child’s placement.

• The group must make sure that your child has the maximum opportunity

appropriate to learn with children who do not have disabilities—in

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PLAAFP

The IEP

Process

_{Student’s Needs} _{Skills or behavior} _{Assuring access} _Special

the child will learn Education:

• Services & Programs • Frequency, length of time • Location

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• :A

Special Education

...,, 1111' Mediation Services

5 Tools for Resolving Disagreements

Review of IEP or

Informal Meeting _{Facilitated IEP} Mediation

Due Process

State Complaint _{Complain/Hearing}

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Making an Action Plan

Review Your Child’s IEP:

1. Review your child’s PLAAFP statement, look for strengths, what helps learning, weaknesses, what interferes with learning, objective data and impact on general education curriculum, extra-curricular and non-academic activities.

2. Review your child’s goals/objectives. Can they be tied back to information in the PLAAFP statement?

3. Does the PLAAFP statement include baseline data for each objective?

4. Review recent Progress Reports. Is there data that shows progress towards goals/objectives? 5. Review accommodation / modification. Are the learning expects changed?

6. Review the type and level of Special Education Programs and Services. Are they sufficient to teach goals/objectives and assure accommodation and/or modifications are put in place.?

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Resources: Michigan Alliance for Famiies

• Laws:

• https://www.michiganallianceforfamilies.org/law/

• 504 Plans:

• https://www.michiganallianceforfamilies.org/section-504/

• Free Appropriate Public Education:

• https://www.michiganallianceforfamilies.org/fape/

• Least Restrictive Environment:

• https://www.michiganallianceforfamilies.org/lre-placement/

• Access to General Education Curriculum:

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Resources: Michigan Alliance for Families

• PLAAFP Statement:

• https://www.michiganallianceforfamilies.org/plaafp/

• Goals and Objectives:

• https://www.michiganallianceforfamilies.org/goals-and-objectives/

• Progress Monitoring:

• https://www.michiganallianceforfamilies.org/progress-monitoring/

• Accommodations and modifications:

• https://www.michiganallianceforfamilies.org/accommodations-and-modifications/

• Michigan Merit Curriculum:

• https://www.michiganallianceforfamilies.org/mmcpc/

• Related Services:

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www.michiganallianceforfamilies.org

[email protected]

1-800-552-4821

@MichiganAllianceForFamilies @mialliance /MichiganAlliance

(40)

Departme~lEducation

.

Disclaimer and Compliance

The information expressed during this presentation is the opinion of the individual presenter(s) and may not reflect the opinions of Michigan Alliance for Families, Michigan Alliance – PTI, Michigan Department of Education, or U.S. Department of Education Office of Special Education Programs.

Compliance with Title IX

Title IX of the Education Amendments of 1972 is the landmark federal law that bans sex discrimination in schools, whether it is in curricular, extra-curricular or athletic activities.

Title IX states: “No person in the U.S. shall, on the basis of sex be excluded from participation in, or denied the benefits of, or be subject to discrimination under any educational program or activity receiving federal aid.”

The Michigan Department of Education (MDE) is in compliance with Title IX of the Education Amendments of 1972, as amended, 20 U.S.C. 1681 et esq. (Title IX), and its implementing regulation, at 34 C.F.R. Part 106, which prohibits discrimination based on sex. The MDE, as a recipient of federal financial assistance from the United States Department of Education (USED), is subject to the provisions of Title IX. MDE does not

discriminate based on gender in employment or in any educational program or activity that it operates.

For inquiries and complaints regarding Title IX, contact:

Elizabeth Collins, Office of Career and Technical Education, Michigan Department of Education, Hannah Building, 608 West Allegan, P.O. Box 30008, Lansing, MI 48909

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State Board of Education Members

State Board of Education Members

Dr. Cassandra E. Ulbrich, President Dr. Pamela Pugh, Vice President Tiffany D. Tilley, Secretary

Tom McMillin, Treasurer

Dr. Judith Pritchett, NASBE Delegate Ellen Cogen Lipton, Board Member Nikki Snyder, Board Member

Jason Strayhorn, Board Member

Ex-Officio

The Honorable Gretchen Whitmer, Governor

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~ MICHIGAN Departme~tEducation

A_;/

The Arc~ Michigan

Michigan Alliance for Families

Michigan Alliance for Families is an IDEA Grant Funded Initiative of the Michigan Department of Education, Office of Special Education, and Michigan’s federal Parent-Training and Information Center (PTIC) funded by U.S. Department of

Education, Office of Special Education Programs (OSEP). www.michiganallianceforfamilies.org

1-800-552-4821