Learn About Instructionally Appropriate IEPS IAIEP Overview A model for matching skill deficits to skill acquisition through effective planning This Power Point is a supplemental document to a video produced by STEP, Inc. TN’s Parent Training and Information Center with funds from the TN Department of Education Visit STEP’s YouTube Channel at https://www.youtube.com/user/TNStep to watch a video on this topic. Presenter: Dr. Karen Davis Special Education Child Find and Compliance Coordinator Sullivan Co., TN School System [email protected]
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Learn About Instructionally Appropriate IEPS
IAIEP Overview A model for matching
skill deficits to skill acquisition
through effective planning
This Power Point is a supplemental document to a video produced by STEP, Inc. TN’s Parent Training and Information Center with funds from the TN Department of Education Visit STEP’s YouTube Channel at https://www.youtube.com/user/TNStep to watch a video on this topic.
Presenter: Dr. Karen Davis Special Education Child Find and Compliance Coordinator Sullivan Co., TN School System [email protected]
name) will __________________ (do what measurable/ observable
skill/behavior in functional terms), _______________________ (to what
extent/how well to determine mastery), _________________ (# of
times/frequency/how consistently), by _______________________ (how
often) evaluated/determined by _________________(measure).
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Policy Changes & Practices that will Impact the IEP
Elimination of short term objectives
• As of March 31, 2014, TN will no longer have the requirement of benchmarks or short term objectives in IEPs, except for the students who participate in the 1% alternate assessment.
However, this a team decision. Objectives can still be a part of any student’s IEP - if members feel that objectives will clarify and/or guide the educational plan.
Characteristics of the Most Intensive Intervention
Potential intervention components:
• specifically target student’s skill deficit
• are research based, explicit, and systematic
• are more intensive than general education interventions
• for academics, must be more intensive than Tier III
• provides support to students in addition to intervention
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Specially Designed Instruction Universal Design for Learning
Does not mean working at a lower level; nor does it weaken the curriculum or change the standard
Is not the same as an accommodation
Is specific to skills deficits, not a particular subject or content area
Focus on the importance of: • Multiple means of representation
• Student’s entire school day; not limited to ELA & Math
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Modifications
Modifications change the “what.” This is a very significant decision that should only be considered as a last resort.
Scaffolding, accommodations, support, interventions, and additional adult assistance should all be tried first with data collected to determine effectiveness and fidelity of each accommodation.
Modifications are restrictive by nature. They are only the Least Restrictive Environment (LRE) once all other options have been implemented with fidelity and data has been collected. Only then can we determine that modifications are required.
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Considerations of Service Delivery
• Least Restrictive Environment
– All students are general education students first
– All students receive high quality core instruction— for students with the most significant needs, the “how” and “where” is the “I” in IEP
• Areas of deficit
• Intervention required to meet student’s need
– Directly linked to the MAG
– A person is not an intervention
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Considerations of Service Delivery Cont.
• Student independence
– The MAGs should be increasing the student’s skills so he or she requires increasingly less accommodation/modifications the following year.
• Collaboration between general and special education teachers
• Training support for staff/peers
– May be noted in the MAGs under “details—supplementary supports for school personnel”
Ex: A child has a visual schedule. A special education professional would provide a fifteen minute training to all staff on that particular schedule.
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Progress Monitoring
How will you know if the intervention is working?
Monitor progress at least as often as non-disabled peers
• Once a week
• Once every other week
Monitor progress in student’s identified area of need
If the intervention is working, keep going!
If the intervention is not working, the team may need to consider changing the intervention