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Special Education 510
                          1




           SPECIAL EDUCATION ASSESSMENT AND
                   PROGRAM PLANNING
                        SESSION 5
                   IEP PRESENT LEVELS




SPED 510                                      Spring 2012
IEP defined
                           2


    Individualized
    Education
    Program, able to access general ed curriculum
      Defines support services.
      Accommodations and modifications
      Determine and set goals
      Identify Least Restrictive Environment




SPED 510                                        Spring 2012
IEP purpose
                            3


    Communication vehicle between parent and
       school district
      Legal document used to plan together and
       solve disputes
      Commitment of the District resources
      Management tool for services
      Compliance and monitoring tool
      Defines process not method
      Expected outcomes not a performance
       contract


SPED 510                                          Spring 2012
Required Members
                              4


    Collaboration and consensus
      General Education teacher

      Special Education teacher

      LEA (local education agency representative)

      Related services

      Parent

      Student

      Interpreter




SPED 510                                             Spring 2012
Define IEP student for assignment
                                5



 Choose a disability
 Choose a deficit area of areas (A1)
 Determine assessments conducted
   Formal, informal, review of records, observations, parent
    interview
   If possible observe or conduct an assessment of some type, ask
    school psych, speech or resource teacher




SPED 510                                                  Spring 2012
Present Levels of Performance (PLOPS)
                             6




    Academic and Functional performance
       including social and behavior
      Existing evaluation data and most recent
       evaluation information
      Progress toward goals(review previous IEP
       goals)
                                                IEP
      Assessments conducted for IEP
      Teacher observations and work samples


SPED 510                                         Spring 2012
PLOPs
                              7



      Written in an easy to understand language
      Assessment results described, not just scores
      Define current functioning
      Not just grades or test results
      Basis for rest of IEP components




SPED 510                                           Spring 2012
PLOPS
                                  8


    Second language information and test results
    Transition assessments and interests
    Parent input and additional information
    Additional services
      Speech, physical education, physical
       therapy, occupational
       therapy, health, vision, hearing, mobility




SPED 510                                            Spring 2012

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Session 5 presentation 3

  • 1. Special Education 510 1 SPECIAL EDUCATION ASSESSMENT AND PROGRAM PLANNING SESSION 5 IEP PRESENT LEVELS SPED 510 Spring 2012
  • 2. IEP defined 2  Individualized  Education  Program, able to access general ed curriculum  Defines support services.  Accommodations and modifications  Determine and set goals  Identify Least Restrictive Environment SPED 510 Spring 2012
  • 3. IEP purpose 3  Communication vehicle between parent and school district  Legal document used to plan together and solve disputes  Commitment of the District resources  Management tool for services  Compliance and monitoring tool  Defines process not method  Expected outcomes not a performance contract SPED 510 Spring 2012
  • 4. Required Members 4  Collaboration and consensus  General Education teacher  Special Education teacher  LEA (local education agency representative)  Related services  Parent  Student  Interpreter SPED 510 Spring 2012
  • 5. Define IEP student for assignment 5  Choose a disability  Choose a deficit area of areas (A1)  Determine assessments conducted  Formal, informal, review of records, observations, parent interview  If possible observe or conduct an assessment of some type, ask school psych, speech or resource teacher SPED 510 Spring 2012
  • 6. Present Levels of Performance (PLOPS) 6  Academic and Functional performance including social and behavior  Existing evaluation data and most recent evaluation information  Progress toward goals(review previous IEP goals) IEP  Assessments conducted for IEP  Teacher observations and work samples SPED 510 Spring 2012
  • 7. PLOPs 7  Written in an easy to understand language  Assessment results described, not just scores  Define current functioning  Not just grades or test results  Basis for rest of IEP components SPED 510 Spring 2012
  • 8. PLOPS 8  Second language information and test results  Transition assessments and interests  Parent input and additional information  Additional services  Speech, physical education, physical therapy, occupational therapy, health, vision, hearing, mobility SPED 510 Spring 2012