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SED 682 Special Education Regulations, Procedures, and the IEP Team University of Southern Maine Walter H. Kimball Summer 2023 #1120 3 credits May 15, 2023 – June 30 Module Five Overview Individualized Education Program (IEP) Part I June 12 – June 18 MO 5.1: Analyze a sample IEP to determine goals and services. MO 5.2 Discuss with peers elements of a successful IEP team The Individualized Education Program (IEP) is the team developed plan for a student’s special education services. The IEP represents the commitments of the school district and parents/guardian to providing a free appropriate public education to a student with disabilities. IDEA 2004 included some changes in the IEP format. For example, whereas previously the IEP included annual goals and short term (quarterly) objectives for every student, now only annual goals are required except for students with significant disabilities who are participating in a state’s alternate assessment program. Click here for information on the circumstances requiring short term IEP goals. Click here for an overview of the IEP process. Click here for more information on the IEP process. Now we move to the Maine IEP. Click here for the special education Maine State Required Forms Procedural Manual, effective Aug 1, 2020, and the state model IEP form effective Aug 1, 2020. We have seen IEP’s referenced in various places in this course. The purpose of this session is to introduce the writing of IEP’s. The following material should complement nicely the examination of the special education referral, identification, and services process from the last two sessions. Click here for an overview of the IEP document. Click here for contributions of IEP team members. Click here for detail on the contents of an IEP. There is also a requirement to consider special factors in developing the IEP. The Maine IEP model form has a section documenting consideration of these factors. Click here for information on IEP special factors. IEP’s are developed and monitored through a collaborating team. Click here for an overview of IEP Team Meetings. Module Five Assignment IEP Analysis Assignment (MO 5.1) Create a Google Doc titled [Last Name] Module Five IEP Analysis Assignment SED 682 Spr 23 Click here for an IEP Guide pulling it all together. The Module Five Assignment focuses on the sample IEP’s in Appendix A (p. 24) of the IEP Guide. Select two of the sample IEP’s. You will analyze each IEP. You have received this IEP from the district from which a new student of yours has moved. You are the student’s special education teacher or school psychologist supporting the student’s transition to your district. This IEP is your primary record of the student’s past special education program before you have had a chance to work with the student. Summarize what you learned from this student’s IEP that will help you both continue and adapt this IEP. Use each student’s name as a header in the document for that part of the assignment. Be specific, explaining details about present level of performance, goals, and services (special education, related services, supplementary aids and services such as accommodations. Minimum length two well developed paragraphs for each IEP. Click here for an assignment exemplar. It is a risk providing an exemplar of a case analysis using the same scenario as the assignment as the exemplar may contain ideas you were thinking. Please don’t dwell on that- I trust you will use the exemplar as representing depth of analysis and apply it to your own thinking even if selected ideas may be similiar. A rewrite of the exemplar is obviously not permitted. The assignment will be submitted in two ways. Share the document with me with editing permission, [email protected] *Click on the blue SHARE button in upper right corner of the Google Doc. *See the Share with People and Groups area *In the Add People text line, insert [email protected] make sure permission is set to edit. Click Send *Reopen the Share button. Click on the link at the bottom of the window reading Change to University of Maine System *Click Done Submit the link to the document in the Module Five IEP Analysis Assignment submission section of Module Five in the SED 682 Brightspace course shell To get the Share link: click on the blue SHARE button in the upper right corner of the Google Doc. Click on the Copy link button. Click Done. This is the link you will paste in the Module Five IEP Analysis Assignment section per the instructions. Module Five IEP Analysis assignment document shared with instructor and link submitted in Assignment area due Sunday, June 18, end of day. IEP Analysis Discussion (MO 5.2): The assignment will also be posted in a new thread in the Module Five IEP Analysis discussion on the Brightspace course site. Copy and paste your analysis into a new thread in the discussion forum. Read the entries of the other course members. Select two other threads with analyses that are of interest to you, regardless of whether the students were ones you selected. Use the Reply button and explain in a detailed paragraph how their analyses extended your own thinking about these IEP’s. Remember to click Post when you are finished. New thread posted in the Module Five IEP Analysis Discussion Forum due Sunday June 18, end of day. Replies due Tuesday June 20, end of day.
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SED 682 Sum 23 #1120 Module Five Assignment Exemplar Jamal Jamal is a 12-year old student with autism who is in the sixth grade. Jamal participates in the general education curriculum for all subjects and has peers who act as “natural supports” for him in those settings. His strengths are in reading decoding and math computation which are currently above grade level. He is able to decode high school level text. He is also currently able to follow one to two step directions without support and three to four step instructions with peer support. Jamal is well liked by his peers and prefers peer support over adult support. He has also been learning to use a “sensory diet” to regulate himself and has had success using these strategies as well as taking breaks when needed. Because of his disability, Jamal needs support in the executive functioning areas of time management and organization. Also due to his disability, Jamal has difficulty picking up on social cues, reading body language, and distinguishing facial features. He is currently able to identify the correct social cue or feeling fifty percent of the time in structured situations during his social skills instruction and twenty-five percent of the time in real life situations. While Jamal has above average reading decoding skills, he struggles with reading comprehension. His parents believe that he reads quickly and without intonation or punctuation. This leads to him struggling with comprehension questions. On average, given a five paragraph passage, Jamal is currently able to correctly answer one or two out of ten comprehension questions. If he is reading aloud with prompts to use punctuation, his comprehension increases to between thirty and forty percent. Jamal has three goals outlined on his IEP. The first goal is to support Jamal in increasing the amount of steps he is able to follow when receiving directions. His goal is to be able to follow three and four step directions without support and five with support in three out of four opportunities. This goal will be measured using weekly charts that track the amount of steps he is able to follow when performing classroom activities. The next goal Jamal has focuses on developing his social skills. This goal will be supported by Jamal’s social skills instruction. The goal states that Jamal will be able to identify the correct social cue or feeling in a social interaction in three out of five attempts when practicing with a peer or adult. This goal will be tracked through observation and weekly recording of his accuracy. Jamal’s final goal involves his reading comprehension. The goal is for Jamal to, on average, given a five paragraph passage, correctly answer three out of five comprehension questions as well as identify seventy-five percent of punctuation marks when reading out loud. This will be tracked by keeping a record of his ability to identify punctuation during his weekly oral readings as well as keeping record of his answers to comprehension questions. While Jamal participates in the general education curriculum for all his classes, he does have accommodations and pull out sessions as well. Jamal has the same accommodations in both reading and math which allow for him to read directions aloud and reread as needed or restate directions in his own words, test with a small group, and receive extra time for any timed test. The special education services that Jamal receives include small group instruction in reading, grammar, and comprehension, small group instruction in language usage, and a social skills instruction. Jamal also receives occupational therapy services which assist him in developing coping strategies using a “sensory diet”. The supplementary services that Jamal receives include oral administration of tests, additional time on writing assignments, and classroom materials on tape, audio CD or electronic text reader. These aids and services support Jamal in his academic and social goals and ensure that he is receiving a free and appropriate public education. Erin Erin is a sixteen year old girl who has postsecondary goals to work with the elderly population in nursing homes and to live in a shared living community. Erin has all of her classes in the special education setting and has specially designed instruction for reading, math, language arts, science, social studies, and physical education. Erin also receives instruction in independent living skills, social skills, and vocational skills. Erin enjoys interacting with people, both peers and adults, and especially older people, although her parents are concerned about her ability to interact with people once she graduates from high school. She is able to work independently on tasks in the classroom setting and is able to problem solve. About half of the time she will ask questions to get more information or answer questions asked of her. She is also able to communicate appropriately about fifty percent of the time. Erin has difficulty communicating her wants and needs and what she is thinking. She struggles with changes in routine and voicing alternatives. When she is frustrated with communication barriers she may resort to biting her hand. This occurs at least three times weekly on average. To help her improve this skill, she needs to learn more words and practice social skills to support her interactions in school, at work, and in the community. She can currently identify twenty words and their meanings. Erin is also working to improve her independent living skills to support her goal of living in a community-based setting. She is currently able to function independently thirty percent of the time. Erin is also able to tell time to the hour and identify the appropriate tools for measuring but is working towards being able to use these tools to find accurate measurements. Erin’s specially designed instruction, vocational training, and supplementary aids and services are aimed to support her in her goals of working in an environment supporting elderly people and living semi-independently in a community setting. Erin has six goals on her IEP aimed to support her in her transition goals of living in a community setting and working as well as supporting her academically and socially. Her first goal is to be able to ask and answer questions appropriately when talking with adults and peers ninety percent of the time. This goal will be supported with modeling and cues and will be measured using observation, staff and parent interviews, and data recording in the classroom. Erin’s second goal is to increase her ability to communicate with adults and peers independently by telling them what she is thinking, wanting, or needing. There are several objectives within this goal that will help Erin meet her goal. These objectives include asking for help with verbal cues ninety percent of the time, responding with one or two appropriate and related words with prompting ninety percent of the time, increasing her sentences to at least three words using a picture story, and decreasing incidents of biting her hand to no more than once a week with prompts to use her words. This goal will be tracked using the same methods as her first goal. Erin’s next goal is a reading goal to support her vocabulary and to increase her word recognition. Her goal is to be able to identify thirty words and their meanings that are used in her everyday life. This goal will be measured using data recording of her ability to read functional words in the school and community environment and conversations with parents about her use of functional words at home and in the community. Her fourth goal is a mathematics goal to further her ability to identify measuring tools to also be able to use those tools to find measurements of real objects. This goal will be measured through observations, data collection, and parent interviews and will be supported with visual models and verbal cues. Erin’s last two goals are aimed at building her skills for life after high school. Her fifth goal is to increase her ability to complete functional independent living tasks from thirty percent of the time to ninety percent. The objectives outlined in this goal include completing cleaning tasks with adult direction, following models and instructions to do laundry and maintain a clean and organized work area, and thinking about and verbalizing alternatives when faced with a change in a known routine with adult prompts. Erin’s final goal is to explore work through a supported work experience in three of the five nursing homes in the community. In order to achieve this goal Erin will first choose the nursing homes she would like to work at with adult assistance. She will then have supervision and coaching as she works for eight weeks at each of the three nursing homes. She will then have adult assistance to talk about each work experience and how it met her interests. This goal will be measured using observations on her job sites, interviews with her employers, reviews of monthly checklists from her employers, and finally, interviews with Erin herself. This goal will be supported by an outside agency that provides vocational rehabilitation services. In addition to vocational rehabilitation services, Erin also receives speech and language services forty minutes per week and transportation to and from school. Erin also has tasks, assignments, and directions modified to meet her needs, and receives assistance for transitions between classes and activities. It should also be noted that there should be consultation between Erin’s special education teacher and the lunchroom staff and FACE teacher for fifteen minutes each month. Erin is also able to participate in extracurricular activities with support. Erin’s parents will be beginning the process to obtain guardianship of Erin prior to her eighteenth birthday.

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