The Link: Preschool Service Options & Individual Education Programs (IEPs)
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Transcript of The Link: Preschool Service Options & Individual Education Programs (IEPs)
Video Resources
Foundations of Inclusion Videohttp://community.fpg.unc.edu/connect
DPI videohttp://www.wispdg.org/ec/video.html
Including Samuel Video http://www.includingsamuel.com/screenings/host/
Why
“Inclusion does not mean trying to fit students with special needs into the mainstream; instead it means creating a mainstream where everyone fits.”
Snell & Janney 1992, p245
Full Inclusion vs LRE
What is your district philosophy? Does your community have policies
in place related to inclusion? How do these policies apply to
preschool? What does the law say about
inclusion?
Why Preschool Service Options?
All children have the right to……… a free appropriate public education
(FAPE) be educated in the least restrictive
environment (LRE)
What does LRE mean?
Each public agency shall ensure:
To the maximum extent appropriate, children with disabilities are educated with children who are nondisabled.
34 C.F.R. 300.114(a)(2)(i)
What does LRE mean?
Each public agency shall ensure:
Special classes, separate schooling or other removal of children with disabilities from the regular education environment occurs only if the nature or severity of the disability is such that education in regular classes with supplementary aids and services cannot be achieved satisfactorily.
34 C.F.R. 300.114(a)(2)(ii)
What does the IEP have todo with LRE?
The IEP is…… the most important document
written for children with disabilities. The vehicle for providing a free and
appropriate public education in the least restrictive environment (LRE).
IEP and LRE ? (continued)
The IEP is…… A communication vehicle between
parents and school personnel Team of Equal participants Joint, informed decisions regarding:
child’s needs and appropriate goals extent to which the child will
participate in the general curriculum and regular education environment.
Spirit and Intent of the Law (IDEA)Spirit and Intent of the Law (IDEA)
Every school district?
Each public agency shall ensure that a continuum of alternative placements is available to meet the needs of children with disabilities.
34 C.F.R. 300.115 (a)
State Performance Plan Preschool Target for Least Restrictive Environment
Preschool LRE: Increase percent of preschool children with IEPs who received special education and related services in settings with typically developing peers (e.g., early childhood settings, home and part-time early childhood special education settings).
Does your district need to comply with LRE requirement?
School district failed to comply with LRE requirement.
Decision of Seventh Circuit Court: Madison Due Process Hearing
Least Restrictive Environment (LRE) applies to preschool
What is supporting us to considerLRE options?
What’s best for children and families? IDEA - It’s the law!
Birth-To-3
Natural environments 3-5
A full continuum of alternative placements
Wisconsin State Performance Plan State Preschool System Change Grants
and mini-grants to districts Expanding Community Options
How
Quality legal process in place Child find IEP
Eligibility Present level…. Functional goals Measurement and reporting Placement
Child Find and the Law
IDEA Sec. 612(a)(3) (http://idea.ed.gov.explore )(3) Child find.-- (A) In general.--All children with disabilities residing in
the State, including children with disabilities who are homeless children or are wards of the State and children with disabilities attending private schools, regardless of the severity of their disabilities, and who are in need of special education and related services, are identified, located, and evaluated and a practical method is developed and implemented to determine which children with disabilities are currently receiving needed special education and related services.
Regulation in Federal Register Sec. 300.111 Child find.
Child Find and the Law
Wisconsin Chapter 115115.762(3)(a)
(a) Ensuring that all children with disabilities, including children who are not yet 3 years of age, who reside in this state and who are in need of special education and related services are identified, located and evaluated.
Child Find in Wisconsin
Informed Referral Network Public Notice Community Screening Opportunities
Types of Screening Developmental Vision Hearing Immunizations Health Status
Child Find Resources
CESA 6http://www.cesa6.k12.wi.us/
products_services/earlylearningresources/childfind.cfm
Collaborating Partners websitehttp://www.collaboratingpartners.com/
EarlyID/index.htm
Considering a Continuum of Alternative Placements
The discussion begins with these questions: Where does this child spend time during the day? Where are typically developing children this age
in this community? Can the child’s goal and objectives be
implemented in the current setting(s) and/or in other settings with same age peers?
What other settings for service delivery would address the child’s goals and objectives?
What settings have been considered and rejected?
Will special education and related services be provided at no cost to the parents?
Spirit and intent of IDEA
Parents………..Required involvement & participation in: Evaluation IEP Placement
Parents and school personnel are EQUAL participants
Family Involvement
“Effective partnerships between parents and professionals require collaboration. It is hard work.”
Janice Fialka
Eligibility
Is there an impairment? Is there a need for special
education? (e.g. Does the impairment adversely effect the child’s educational performance?)
Areas of Impairment
1. Cognitive Disability
2. Orthopedic Impairment
3. Visual Impairment
4. Hearing Impairment
5. Speech or Language Impairment
6. Specific Learning Disability
7. Emotional Behavioral Disability
8. Autism9. Traumatic Brain
Injury10. Other Health
Impaired11. Significant
Developmental Delay
Assessment Assessment results are not useful
unless referenced against expectations in the natural environment. (Bronfenbrenner, 1977)
Diagnostic instruments compare a child to a norming population. They are useful in identifying developmental deficits.
Diagnostic instruments do not tell us what children need to learn to participate in activities and routines.
Assessment
Assessment is pre-planned Assessment is individualized Assessment provides useful
information Decision making is collaborative
McLean 2003McLean 2003
Assessment
Current trends in best practiceFamily centered assessmentUtilizing natural environmentsCollaborative approaches to
assessment by all team members
McLean, Wolery, &Bailey. (2004). Assessing Infants and Preschoolers with Special Needs. Upper Saddle River, NJ: Pearson Prentice Hall
McLean, Wolery, &Bailey. (2004). Assessing Infants and Preschoolers with Special Needs. Upper Saddle River, NJ: Pearson Prentice Hall
Prepare Parents for Participation
Formal and informal discussion (identify who will work with the family)
Routines Based Interviewing (trademarked process)
Step Ahead at Age 3 (birth-to-3 resource)
Positive Student Profile
Routines Based Interview
Prepare Families to Report Routines. Families Report on their Routines. Teacher (child care or preschool) reports
on classroom routines. Interviewer Reviews Concerns and
Strengths. Family has key role in Prioritizing
Outcomes or Goals Functional Intervention Planning: The Routines
Based Interview-handout in section 5
Timothy
Turning Three-Years-Old Spends his day in child care Received Birth-To-3 service at child
care Birth-To-3 made referral to the
school district
Timothy’s Evaluation for Eligibility
Review of current assessment Observation of Timothy Timothy’s family involved in the
assessment process Routines Based Interview Other team members involved
Facilitator
Put everyone at ease Identify purpose of meeting Introductions Encourage information from all
participants Clarify, rephrase and summarize Keep meeting focused Record on charts
See Facilitating the IEP Team ProcessSee Facilitating the IEP Team Process
Recorder
Record information on IEP forms Clarify if necessary
See Facilitating the IEP Team ProcessSee Facilitating the IEP Team Process
General Education Teacher
Required involvement and participation in:
Development of the IEP Review and revision of the IEP
LEA Representative
Local Education Agency representative
Administrator or person delegated with authority to commit the resources of the district
Special Education Providers
Identified when the referral was made
Review and/or conduct evaluation with specific expertise
Be prepared to address eligibility and need for special education at the meeting based on criteria and the law
How do our beliefs about the IEP process influence that process?
How does our experience influence the IEP process?
How is it that we can change our process to a new, more family friendly and functional process?
The IEP document…..
….is only one element of the process
The product (IEP) is developed during the process (dialogue).
Prior to the meeting:
Identify Roles Facilitator Recorder Post large charts
See IEP Guide (page 1) - Process and ProductSee IEP Guide (page 1) - Process and Product
Facilitator
Put everyone at ease Identify purpose of meeting Introductions Encourage information from all
participants Clarify, rephrase and summarize Keep meeting focused Record on charts
See Facilitating the IEP Team ProcessSee Facilitating the IEP Team Process
Recorder
Record information on IEP forms Clarify if necessary
See Facilitating the IEP Team ProcessSee Facilitating the IEP Team Process
General Education Teacher
Required involvement and participation in:
Development of the IEP Review and revision of the IEP
The IEP is:
Joint, informed decisions regarding the child’s needs, goals, and participation in general curriculum and environment
Present Level of Academic Achievement and Functional Performance
What is Timothy doing now? Setting the Stage
- Introductions- Role explanations e.g. facilitator and
recorder
See IEP Guide (pages 1-2) - Process and ProductSee IEP Guide (pages 1-2) - Process and Product
Present Level of Academic Achievement and Functional Performance
Family’s view of the situation, e.g. description of the child, strengths, expectations, concerns- Professionals acknowledge the
family’s efforts- Respond to the family’s views
See IEP Guide (page 8) - Present LevelSee IEP Guide (page 8) - Present Level
Present Level of Academic Achievement and Functional Performance
Professionals share information Initial Assessment Ongoing Assessment Instructional Strategies Strengths and concerns regarding
the childConfirm family and professionalagreement
See IEP Guide (page 8) - Present LevelSee IEP Guide (page 8) - Present Level
IDEA 2004 Intent is:
Access to the General Curriculum (for preschool, age appropriate activities)
Instructional Planning Student progress and accountability Links to general education
curriculum Meaningful general education
participation
Consider state/local standards and benchmarks when developing goals and objectives
See Wisconsin Model Early Learning StandardsSee Wisconsin Model Early Learning Standards
Functional Goals Are naturally occurring
Authentic circumstances Woven into natural child-driven activities
Have a natural cue Opportunity to practice in a typical
environment Real life activities allow practice of real life
skills Have a critical effect
Activity matters to the child Meaningful in the child’s daily life Important to family Has a purpose or function
High quality IEP goals:
Developed from a comprehensive assessment process
Directly linked to intervention and ongoing evaluation
Likely to contribute to Individualization of services Improved outcomes for young children
Pretti-Frontczak, Bricker, 2000Pretti-Frontczak, Bricker, 2000
Criteria for Functional Goals
Reflect the priorities of the family/teachers/other caregivers (RBI)
Reflect real life situations Understandable Measurable
NIPIPNIPIP
#1 Does the goal reflect the priorities of the family/caregivers/teachers?
Ask yourself: Is the goal useful and meaningful to
the family and other caregivers? Why should the child work on this
goal? The answer should be immediately
apparent Does it address
Engagement Interaction (social relationships) Independence
NIPIPNIPIP
#2 Does the goal reflect real life situations?
Ask yourself:Can the goal be addressed by:
multiple people, at multiple times of the day, during normal routines &
activities?Is the context clear?
NIPIPNIPIP
#3 Is the goal understandable?
Ask yourself:Does it make sense?Can most anyone understand
what is expected?Is it free of jargon?
NIPIPNIPIP
Examples of Functional Measurable Goals
While engaging in pretend play with at least one adult or child, Samuel will use both hands to play with toys for five minutes 9 out of 10 play opportunities.
Examples of Functional Measurable Goals
When conversing with adults and peers, Nicole will increase the amount of time she is understandable to the average listener 75% of the time.
When presented with a choice of two actions, objects, or toys, Susan will make a choice from a set of two or three options 4 of 5 opportunities (may use vocalizations or an augmentative switch activated device).
Examples of Functional Measurable Goals
Goals
What should Timothy be doing? Related to meeting the child’s needs
resulting from the disability Related to disability needs identified in the
Present Level of Academic Achievement and Functional Performance
How will the goals be accomplished? Benchmarks and short term objectives
(optional; not required)
See IEP Guide (page 10) - GoalSee IEP Guide (page 10) - Goal
Synthesize the discussion Periodically review if goals address
prior concerns of family and professionals
Do the goals make sense to the family and professionals?
Do the goals support interaction, engagement and independence?
See IEP Guide (page 10) - GoalsSee IEP Guide (page 10) - Goals
Procedures for measuring progress toward meeting goals
How do we measure progress? Formal/informal evaluation Charting Anecdotal reportsWhen will we report progress? Scheduled reports to parents Conferences and home visits Phone calls
See IEP Guide (page 11) - Goals, Measurement and ReportingSee IEP Guide (page 11) - Goals, Measurement and Reporting
Considering a Continuum of Alternative Placements
The discussion begins with these questions: Where do typically developing children this child’s
age spend their day in this community? Where does this child spend time during the day? Can the child’s goal and objectives be addressed
with the use of supplementary aids and services (special education and related services) in settings with same age peers?
What other settings for service delivery would address the child’s goals and objectives?
Will the special education and related services be provided at no cost to the parent?
Program Summary of Instructional Services
What services will Timothy need to achieve the goals?
Specially designed instruction Supplementary aids and services Related services Program modifications or supports
for school personnel
See IEP Guide (page 15) - Program Summary of Instructional ServicesSee IEP Guide (page 15) - Program Summary of Instructional Services
Placement and LRE
Utilize discussion of present level, goals, objectives/benchmarks
Consider maximum time appropriate in general environment
Consider accommodations in the general curriculum
Consider specially designed instruction
See IEP Guide (page 19) - Placement ConsiderationsSee IEP Guide (page 19) - Placement Considerations
Considering a Continuum of Alternative Placements
The discussion begins with these questions: Where does this child spend time during the day? Where are typically developing children this age
in this community? Can the child’s goal and objectives be
implemented in the current setting(s) and/or in other settings with same age peers?
What other settings for service delivery would address the child’s goals and objectives?
What settings have been considered and rejected?
Will special education and related services be provided at no cost to the parents?
Purposes of the IEP…
Communication Mutual agreement Commitment of resources Management tool Monitoring document Evaluation device
After the Meeting
Make any necessary edits so that the document is clear and maintains the integrity of the IEP team dialogue.
Send IEP to parents Meet again if parents have
concerns Review and modify IEP when
needed