Making the IEP work:A Practical ApproachPresented by:

Bindu AnandResource Specialist: Mild/Mod/Severe

IEP Mandated by Individuals with Disabilities

Education Act (IDEA) & FAPE in USA Describes

How& what the student learns How will he/she demonstrated learning –

assessment What the service providers will do to

support the learning – modifications, accommodations, supports etc.

IEP Intended to help children reach

educational and social emotional goals more easily

Must be tailored to individual student’s needs

Must help teachers and service providers understand student’s disability and how it affects learning process

Neurolearning and IEP Neurolearning is using knowledge about

a child’s unique brain-related strengths and learning differences to develop strategies for successful learning.

Meets IEP objectives by integrating neurobiology, psychology and education, resulting in multiple approaches to productive rewiring of the brain.

Current Research Regarding fact retrieval vs. problem

solving in the brain Stanford researchers pointed out that to move a student towards expert competence, the instructor must focus on addressing the “why” and not just the “what”…

Current Research Another study from Duke Univ. found that

learning and remembering compete when both are made to occur at the same time.

An article in the Economist “In Praise of Misfits” concludes that “Ideal neurodiversity-aware classrooms and workplaces will recognize strengths and weaknesses as they see them and dedicate as much if not more time on what people do well as on what they don’t.”

Current Research One study noted that test results can be

improved by boosting students’ confidence in themselves and reducing their fear of failure.

Another study pointed out that background noise can be a big obstacle to efficient classroom learning for students with disabilities.

So…………. Individualize the IEP

Share the IEP

Make it a practical and living document

Individualize the IEPKnow the student Assess the student Read the history in the file Talk to the previous teachers Family circumstances Motivators and de-motivators Triggers and set-offs

Initial IEP Need arises when child unable to keep up with

work in the classroom Referral to Administration, Counselor,

Psychologist Case discussed in Student Team Meetings

involving input from teachers, special ed. staff, parents, Administration

If team agrees that student may need support – recommended for testing

Testing by Psychologist, Nurse, Academic teacher, Speech etc.

Initial IEP contd… Depending on the discrepancy of cognitive and

academic levels, Special Ed. Services may or may not be recommended

Placement chosen in the least restrictive environment (LRE) – Special Ed. Is a service, not a placement

IEP held annually – academic testing and any behavioral goals. IEP conducted by Special Ed. Case manager & Team

Triennial IEP to be held every three years to include both academic and psych testing

IEP Ingredients Child’s progress towards previous goals Present levels Measurable annual goals & objectives

based on needs Special ed. Services – address need Modifications, accommodations,

supports – how will child meet the goal Post secondary goals if over 16 years

old

Make it a living documentIEP Goals & Objectives Chose goals delivering the most bang

for the buck Based on assessment - needs Age appropriate Academic & Social/Emotional

Track and collect data daily/weekly Involve student and aide Keep it simple

Goal Writing From the Present levels chose the goal What will the student learn – function Steps to learning - objectives Goal completion time How will the goal be measured Who will do the assessment

www.bridges4kids.org/IEP/iep.goal.bank.pdfwww.cornbeltcoop.k12.sd.us/goalbank/goal%20bank.pdf

www.ontariodirectors.ca.

PRACTICE GOAL WRITING

IEP goals/objectives Review all goals beginning of school year Check assessment tools and current

standards Review psych reports and

recommendations Fine tune/change goals midway if needed Communicate with parent on goals prior to

IEP

Share the IEPMake a Passport Student information Pertinent goals Accommodations/Modifications Reading and Math levels Behaviors and triggers Data collection Home school communication needs

Share with: General Ed. Teachers Paraprofessionals, aides Counselor Psychologist Service providers Office Staff Supervising staff – breaks, lunches etc.

General Ed. Participation Create and maintain relationships

Have lunches together Sit in and help out during a prep period Tutor/pre-teach or reteach material Offer aide for the class along with the

student Get feedback for the IEP and run by the

goals for next year

General Ed. Contd. Discuss the passport Agree on administration of tests Suggest ideas on

accommodations/modifications Fewer # of questions Simpler questions More time Modified curriculum Use of guides for differentiated text material

Home-School Communication Parent support Generalization of goals Weekly/Bi-weekly Communication

Behaviors Strengths/Needs Tests/Field Trips etc. Homework

Support the student Teach student meta-cognition skills - to

organize for homework/projects/tests, self-monitoring, staying on task, problem solving etc.

Pre-teach and review the more difficult material

Do not let things lapse till “F” Use your room as a safety valve Be an advocate for your student!!!

Sample IEP Review assessment data

Academic Psychologist Nurse

Progress Report Present Levels Goals and objectives Modifications/Accommodations Standardized testing LRE setting, times & services

Bindu Anand

binduanand55@gmail.com

www.sped.dpi.wi.gov/files/sped/pdf/iepguide.pdf Guide for writing IEPs - Special Education Team - Wisconsin.gov