Describing Special Education, Related Services, Supplementary Aids and Services, and Program...
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Education, Related Services, Supplementary Aids and Services, and Program Modifications or Supports Christina Spector, Marge Resan, & Paula Volpiansky Special Education Team Wisconsin Department of Public Instruction July, 2011
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Describing Special Education, Related Services, Supplementary Aids and Services, and Program
Modifications or Supports
Christina Spector, Marge Resan, & Paula Volpiansky
Special Education TeamWisconsin Department of Public Instruction
July, 2011
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Using Microsoft LiveAudio Difficulties & Accessibility
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July, 2011 3
FAPE: All students enrolled in public school have the right to a…
Free Appropriate Public Education
The IEP is the legal document that describes how the LEA will provide FAPE to the student in accordance with IDEA.
Why is this important?
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Why is this important? The IEP must accurately describe the LEA’s
commitment so parents and other IEP team members know what to expect.
General supervisory responsibility (DPI) IDEA state complaints Procedural Compliance Self-Assessment
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FY 2006-2011 monitoring cycle 80.3% of LEAs reported errors related to amount
and frequency
FY 2012-2016 Cycle (beginning Fall 2011) IEP-10 IEP-11 IEP-12
http://www.dpi.wi.gov/sped/spp-selfassmt.html
How are we doing as a state?
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Specially designed instruction to meet the unique needs of a student with a disability which is provided at no cost to the student or the student’s parent by appropriately licensed staff. It is provided in the classroom, in the home, in hospitals and institutions, and in other settings.
“Special Education” is
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Transportation and developmental, corrective, and other supportive services required to assist a student with a disability to benefit from special education.
May include occupational therapy, orientation and mobility training, etc
“Related Services” are
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Aids, services, and other supports provided in general education classes or in other education-related settings to enable a student with a disability to be educated with students without disabilities to the maximum extent appropriate.
May include assistive technology devices, specific modifications made to assignments, etc.
“Supplementary Aids & Services” are
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Services or activities provided to school personnel on the behalf of students.
May include training, consultation, etc.
“Program Modifications or Supports for School Personnel” are
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Services are based on the student’s unique educational needs.
The IEP must clearly state the amount of time and resource committed to each services.
The IEP must clearly describe the LEA’s commitment of resources to the parents and all involved in developing and implementing the IEP.
General Standard for ALL Services
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The IEP must include a description, appropriate to each service, of the:
Projected date for the beginning of the services Amount of services(how much?) Frequency of services (how often?) Location of services (where will the service be
provided?) Duration of services (how long will the service be
provided?)
General Standard for ALL Services
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Whenever possible, the IEP should describe services using daily allotments of hours or minutes.
If the student’s unique needs are such that daily allotments are not appropriate, the IEP should describe services in weekly allotments of time.
If it is impossible to describe the service in allotments of time, the IEP must clearly describe the circumstances under which it will be provided.
DPI’s General Guidance
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Daily or Weekly Allotments of Hours or Minutes – Special Education
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Special EducationSpecial Education Frequency/Frequency/AmountAmount LocationLocation DurationDuration
Small group math instruction to reinforce concepts
three times per week; 20 minutes
General education classroom
IEP term
Individualized instruction in reading and written expression
five days per week; 40 minutes
Special education classroom
IEP term
Vocational skills training
Daily for 3 hours
Community setting
IEP term
Daily or Weekly Allotments of Hours or Minutes – Related Services
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Related ServicesRelated Services Frequency/Frequency/AmountAmount LocationLocation DurationDuration
Physical Therapy
Two times per week; 25 minutes each
General education classroom
IEP term
Speech and Language Therapy
Twice weekly for 30 minutes each session, 3 out of 4 weeks each month
Speech and Language Room
IEP term
Orientation and Mobility
30 minutes per week
All school environments
September 1-September 30
Supplementary Aids Supplementary Aids and Servicesand Services
Frequency/Frequency/AmountAmount LocationLocation DurationDuration
One-on-one check-out at end of school day with general education teacher to ensure organization of materials and supplies needed for homework
daily for 5 minutes
General education classroom
IEP Term
Daily or Weekly Allotments of Hours or Minutes–Supplementary Aids & Services
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Daily or Weekly Allotments of Hours or Minutes–Program Modifications or Supports
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Program Modifications Program Modifications or Supportsor Supports
Frequency/Frequency/AmountAmount LocationLocation DurationDuration
General education teacher and occupational therapist to consult on student’s sensory diet
10 minutes weekly
General education classroom
IEP Term
Yes, but only in the rare circumstance where it is appropriate to the specific service and based on the student’s unique needs
Are Monthly Allotments of time Acceptable?
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LEAs must consider the impact of interruption in services on the provision of FAPE.
Whether an interruption in services is a denial of FAPE is an individual, case-by-case determination.
Student or Staff Absences
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For example, “a minimum of 15 minutes, three times per week”
NO! Unacceptable because the commitment of LEA resources to the student is unclear
Are “Minimums” Acceptable?
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Only acceptable if… Stating the service as a narrow range is appropriate
to the specific service, and The IEP team determines it is necessary to meet the
unique needs of the student, and A range is not used for administrative convenience,
and The range is not unreasonably wide (generally no
more than 15 minutes).
Are Narrow Ranges of Time Acceptable?
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Related ServicesRelated Services Frequency/Frequency/AmountAmount LocationLocation DurationDuration
Occupational Therapy
One 20-30 minute session per week depending on student’s level of fatigue indicated by inability to maintain upright posture for more than 5 minutes
Therapy room
IEP Term
Use of a Narrow Range – Acceptable Example
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The IEP must clearly describe the circumstances under which the service will be provided.
Describing circumstances requires more detail. The statement must still describe
type of service amount (how much?) frequency (how often?) location (where?) and duration
“as needed”, “upon student request”, “as determined by teacher” are not acceptable
When allotments of time are not appropriate to the service…
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Describing Circumstances Special Education
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Special EducationSpecial Education Frequency/Frequency/AmountAmount LocationLocation DurationDuration
Crisis intervention to include direct instruction on anger management and de-escalation until student exhibits in control behavior for 15 consecutive minutes
When student exhibits dangerous behaviors such as throwing things or physical aggression
Special Education Resource Room
IEP term
Describing CircumstancesRelated Services
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Related ServiceRelated Service Frequency/Frequency/AmountAmount LocationLocation DurationDuration
Physical Therapy
45 minutes during the first week of each new unit in physical education
Gym IEP term
Describing Circumstances– Supplementary Aids and Services
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Supplementary Supplementary Aids & ServicesAids & Services
Frequency/Frequency/AmountAmount Location Location DurationDuration
Second staff person to work with student 1:1
When the student refuses to work after two teacher prompts until the student resumes work
In all school environments
IEP Term
Describing Circumstances Supplementary Aids and Services
July, 2011
Supplementary Aids Supplementary Aids & Services& Services
Frequency/Frequency/AmountAmount Location Location DurationDuration
Replace fill-in-the-blank and short answer questions with three-choice multiple choice questions
All tests in science and social studies
General education classroom
IEP Term
Easy-Stand stander
When class assignment requires work at the lab counter
Chemistry class
IEP term
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If “upon student request,” “as needed,” etc. are unacceptable, how do we address self-advocacy on the IEP?
Self-advocacy may be appropriately addressed in other parts of the IEP such as the student’s present level of academic achievement and functional performance, and annual goals.
What about student self-advocacy?
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Self-Advocacy Goal: Given a problem involving math calculation of more than two columns, Jamal will recognize his need for a calculator and ask teacher for it, 7/10 opportunities, as measured by teacher checklist.
The program summary describes services needed as student develops self-advocacy skills.
What about student self-advocacy?
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Supplementary Supplementary Aids & ServicesAids & Services
Frequency/Frequency/AmountAmount Location Location DurationDuration
Calculator Whenever assignment requires math calculation
All classrooms IEP term
The student’s unique educational needs drive the IEP team’s determination of services to be provided.
Services may not be driven by administrative convenience, concerns about unavailability of staff, or to accommodate a particular service delivery model.
In Summary…
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To be clearly stated, the description of each service listed on the IEP must answer the following questions:
How much of the service will be provided (the amount)?
How often will the service be provided (the frequency)?
Where will the service be provided (the location)? How long will the service be provided (the duration)?
In Summary…
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Self-Check: What’s wrong here?
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Here’s what’s wrong
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Missing
frequency
(e.g. how
many times
per week?)
“minimum” is not a clear commitment of resources
Missing amount
(e.g. how many minutes/hrs?)
Self-Check: What’s wrong here?
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Self-Check: What’s wrong here?
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Freq/amt not appropriate to service; conditions for use unclear
Implementation of service is
unclear
Implementation of service is
unclear
Self Check: What’s wrong here?
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Here’s what’s wrong
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Circumstances when calculator is required are not clear
Circumstances when removal
needed is unclear because
problem behavior not described
DPI Information Update Bulletin 10.07Describing Special Education, Related Services, Supplementary Aids and Services, and Program Modifications and Supports
http://www.dpi.wi.gov/sped/bul10-07.html
Additional Frequency and Amount Examples for Therapy
http://www.dpi.wi.gov/sped/speech.html
For More Information…
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Christina Spector, School Administration [email protected]
Marge Resan, School Administration Consultant(608) [email protected]
Paula Volpiansky, School Administration [email protected]
Questions?
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