Special Education Learning Materials

Below are recommendations to request or ask during the team meeting to discuss as a team if it is a good fit to add to your child's IEP or 504 Plan. 

Whenever the school team reports or states excuses, barriers, problems, issues, complaints, or anything that is perceived to be negative about your child's academic progress, behavior, or limitations, respond with any of the following statements:

* Now that you've addressed the issue, what will be implemented to xxx?

* I hear there is a concern with xxx, what supports will be put in place?

* What suggestions does the team have to help with xxx?

* If what is currently not working, when what can we try next?

* In your experience, what other strategies have worked with students in this similar situation?

* In your experience, what supports can be put in place to help xxx?

* What does the team think about xxx?

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If you have a verbal conversation with school staff that addresses issues or concerns about the child, when you get home or have a few minutes before leaving the school parking lot, sent an email to the teacher to summarize what was said so that you have documentation of what was said. If it is not documented, it was never said. 

* Dear xxxx,

I wanted to summarize what we talked about earlier about xxxx. If any of what I summarized is inaccurate or I misinterpreted the information, please let me know. 

Thank you,

xxx

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Make sure the information in this section is written in quantifiable terms that use:

* Percentages

* x/x opportunities

* x/x trials

There are multiple data points such as:

* Classroom based assessment scores

* Standardized test scores

* Observations with data 

* Running records

* Break down of student work samples

Think of this section as the center of a spider web and all of the other components in the IEP are directly related to what is written in this section:

* Disability Related Needs

* Goals

* Supplementary aids and services

* Specially Designed Instruction

Questions to ask after they talk about reading information:

* What is the literacy program that is being used in the regular (or comprehensive) education classroom?

     * Does this program have differentiated instruction built into the curriculum?

          * If so, what level does xxx work on?

               * Is this level close to their independent level of instruction?

          * If not, what can we do to differentiate their work? 

Questions to ask after they talk about math information:

* What is the math program that is being used in the regular (or comprehensive) education classroom?

     * Does this program have differentiated instruction built into the curriculum?

          * If so, what level does xxx work on?

               * Is this level close to their independent level of instruction?

          * If not, what can we do to differentiate their work? 

Questions to ask after they talk about functional performance information:

* What self-regulation strategies are you working on with xxx?

     * Is there a program that you use or follow?

          * Can the materials be sent home or shared with me for additional practice or if a resource, a copy we can incorporate at home?  

Questions to ask after they talk about Occupational Therapy (OT) information:  

* How can OT assist with:

     * Sensory processing

     * Self-regulation

     * Behavior supports

     * Executive function

     * Functional skills

          * Daily living skills

          * Self-help skills

Questions to ask after they talk about Speech and Language (SLP) information:  

* How can SLP assist with:

     * Peer interactions

     * Social skills

     * Behavior supports

     * Alternate forms of communication

Limited strength, vitality, or alertness due to chronic health problems

     xxx needs to improve their ability to slowly increase their perseverance that can limit their strength, vitality, and alertness so that they can complete xxx. 

Self-Advocacy/Self-Determination

     xxx needs to improve their ability to relay accurate details in a situation and process information so that they can advocate for themself when they are in a situation that is perceived from their perspective as stressful, fearful, scary, intimidation, and/or dangerous. 

In this section, you are in control of what is put in here. 

You can write a statement and provide it during the meeting so that your concerns are accurately reflected. 

You can send a statement after the meeting to the case manager to incorporate into this section of the document. 

Whatever you put in here, school staff cannot limit, restrict, or change your words. This is your space to say what you want as it does not tie directly to compliance factors within the rest of the IEP. 

xxx

This data should also be present in the Present Level Academic and Functional Performance portion of the IEP. 

School staff should bring to the meeting student work samples, progress monitoring data, and other evidence that shows if the goal was met or not met. 

     * If they don't, that is a red flag as to where they got the information to support the data because they listed how they were going to monitor on the goals part and they should be able to produce that evidence.

* If the goals were not met:

     * Were there supports in place through specially designed instruction and/or supplementary aids/services to support the goal?

     * Will the goal continue?

     * How will the goal be modified to meet the student's current data?

     * Is the goal written where it has multiple criteria pieces that makes it difficult to attain?

* If the goal was met:

     * How will the child continue to build on the skill by adding the next level of complexity?

Remember the following:

* 80% (8/10, 4/5) accuracy, ability, trials, or opportunities would be a B if a grade

* 70% (7/10) accuracy, ability, trials, or opportunities would be a C if a grade

* 60% (6/10, 3/5) accuracy, ability, trials, or opportunities would be a D if a grade

* Let's strive for 90% (9/10) accuracy, ability, trials, or opportunities as that would be an A if a grade and demonstrates mastery. 

This data should also be present in the Present Level Academic and Functional Performance portion of the IEP. 

School staff should write each goal so it is SMART:

* Specific

* Measurable

* Attainable

* Relevant

* Time-bound 

Don't be afraid for goals to have benchmarks or create an additional goal if it is written with too many criteria pieces to try and meet in a single sentence. 

Remember the following:

* 80% (8/10, 4/5) accuracy, ability, trials, or opportunities would be a B if a grade

* 70% (7/10) accuracy, ability, trials, or opportunities would be a C if a grade

* 60% (6/10, 3/5) accuracy, ability, trials, or opportunities would be a D if a grade

* Let's strive for 90% (9/10) accuracy, ability, trials, or opportunities as that would be an A if a grade and demonstrates mastery. 

xxx

xxx

Alternate Credit Completion

xxx will follow an approved credit requirement that aligns with the State of xxx for high school completion for a diploma.

     * xxx will earn the following for credit completion:

          * English/Language Arts - x credits

          * Math - x credits

          * Science - x credits

          * Social Studies - x credits

          * Physical education - x credits

          * Health - x credits

Alternate Grading Options

For graded tasks, assignments, projects, or other tasks, Reg Ed and Spec Ed will regularly meet to determine what tasks are counted, no count, determine grade, and determine final grade using a rubric.

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