Standards-based Individualized Education Program (IEP)

Module Five: Identifying Special Education and Related Services

Standards-based IEP State-Directed Project – Winter 2011

Standards-based IEP State-Directed Project – Winter 2011

Ask:What related services or accommodations are needed to enable the student to access the knowledge in the general education curriculum?What accommodations have been used by the student and were they effective?Has the complexity of the materials been changed in such a way that the content has been modified?

Identifying Special Education and Related Services

Standards-based IEP State-Directed Project – Winter 2011

A. Determining related service

Related services may include but are not limited to:

speech-language therapy

psychological services

early identification and assessment of disabilities in children

medical services for diagnostic or evaluation purposes

audiology services physical therapy occupational

therapy counseling services,

including rehabilitation counseling

school health services

school/nurse services

interpreting services

recreation, including therapeutic recreation

orientation and mobility services

social work services in schools

parent counseling and training

Standards-based IEP State-Directed Project – Winter 2011

Direct Services Indirect Services

Types of Related Service interventions offered by schools include:

Standards-based IEP State-Directed Project – Winter 2011

The Professional Should Also:

Monitor the student's performance within the educational setting so that adjustments can be made to improve student performance, as needed, and

Consult with teachers and parents on an ongoing basis, so that relevant strategies can be carried out through indirect means at other times.

Direct Services:

Standards-based IEP State-Directed Project – Winter 2011

Good practice is generally thought to include the following aspects:

The intervention procedure is designed by the related service professional (with IEP team input) for an individual student. The related service professional has regular opportunities to interact with the student. The related service professional provides ongoing training, monitoring, supervision, procedural evaluation, and support to staff members and parents.

Indirect Services:

Service or provider Direct Indirect

psychological counseling One on one counseling Training teacher how to implement a behavior management program

Physical therapy Small group therapy Providing lesson/or adapting lessons to be used in physical education

Speech therapy Co-teaching English class Consulting with the classroom teacher on activities to improve students written language

Direct and Indirect Services:

Standards-based IEP State-Directed Project – Winter 2011

B. Identifying the Supplementary Aids and Services:Accommodations Do not reduce learning

expectations Provide access

Modifications Practices that change, lower

or reduce learning expectations

Can increase the gap between achievement and proficiency

Standards-based IEP State-Directed Project – Winter 2011

Presentation: o Provide on audio tape o Provide in large print o Reduce number of items per page or line o Provide a designated reader o Present instructions orally

Response: o Allow for verbal responses o Allow for answers to be dictated to a

scribe o Allow the use of a tape recorder to

capture responses o Permit responses to be given via

computer o Permit answers to be recorded directly

into test booklet

Test Scheduling o Administer a test in several timed

sessions or over several days o Allow subtests to be taken in a different

order o Administer a test at a specific time of

day

Setting: o Provide preferential seating o Provide special lighting or acoustics o Provide a space with minimal

distractions o Administer a test in small group setting o Administer a test in private room or

alternative test site

Examples of Classroom Accommodations

Standards-based IEP State-Directed Project – Winter 2011

Standards-based IEP State-Directed Project – Winter 2011

Increase student’s independence;Example: Use of voice recognition computer software vs.

scribe to compose a paragraph

Are designed for student’s continued use after high school;Example: Use of augmentative communication device vs.

personal assistant to request appropriate accommodations

Support the achievement of student’s postsecondary goals;Example: Use of a cell phone alarm vs. father’s reminders to

take medications so that student can live in his own apartment

Examples of Transition Accommodations:

Supports that facilitate the transition to adult life include those that:

Standards-based IEP State-Directed Project – Winter 2011

The IEP team has described the student-specific services for: special education (specially designed instruction) related services, supplementary aids and services or program modifications.

For each service the IEP team described: Frequency and amount, Location (e.g., general education classroom, special education classroom, lunchroom, etc.), and duration.

The services are based on peer-reviewed research to the extent possible.

Quick Check: Identifying Special Education and Related Services

Do’s and Don’ts When Selecting Accommodations are listed on page 34 of the guidance document

Sample: Accommodations/Modifications Document

Standards-based IEP State-Directed Project – Winter 2011

Standards-based IEP State-Directed Project – Winter 2011

regression/recoupment degrees of progress emerging skills/breakthrough opportunities interfering behaviors the nature and/or severity of the disability special circumstances or other factors

Factors to be considered when determining the need for ESY services:

Extended School Year Services (ESY)

Standards-based IEP State-Directed Project – Winter 2011

Sample: Extended School Year Services The IEP team determined that the student needs ESY services. The IEP team determined that the student does not need ESY services. Describe.

Student Name: Jane Smith Date: 12/10/12 Page: xx of xx Student Number: 999999

Summarize the IEP team’s discussions and decision about ESY:the IEP team discussed Jane’s progress and made a determination that it would not be jeopardized by the lack of services beyond the normal school year.

If ESY services are to be provided, identify which goals in the current IEP will be addressed by the ESY service:

Identify the Extended School Year services needed to meet these goals:

Service(s) Frequency Location(name of school **)

InstructionalSetting

Durationm/d/y to m/d/y

X

Standards-based Individualized Education Program (IEP)

Module Five: Identifying Special Education and Related Services

Standards-based IEP State-Directed Project – Winter 2011

http://www.doe.virginia.gov/special_ed/iep_instruct_svcs/index.shtml

The resources used during the development of this training module are listed on pages 46 through 48 of the guidance document found on the web-link listed above.