Developing an Individual Education Plan

Developing the Individual
Education Program (IEP)
Be an advocate
Be involved
Be knowledgeable
The Law and the IEP
• Individuals with Disabilities Education Act
(IDEA (1990) and the Reauthorization of
IDEA, (1997 & 2004) requires that all
children with disabilities, eligible for special
education services, must have an IEP.
• Physical Education is a direct service
required by law.
• The Individualized Education Program (IEP)
is an educational plan of action or guide for
teachers to assist students with disabilities in
their education.
• Physical Education participation is determined
by need based on an assessment.
The Referral
• Physical Education Teacher
• Subject area teacher
• Child Study team or special services
• Administrator
• Parent
• School nurse
The Individual Education Program
Part One: The meeting with with parents,
and school personnel who jointly make
decisions about a child’s educational
Part Two: A written document that describes
the decisions reached at the meeting.
Actions to Get involved in the IEP
• Contact the classroom teacher
• Contact the school administrator
• Contact the IEP committee chair or special
education director
• Collaborate with other professionals
• Attend the IEP meeting
• Speak to parents
IEP Document Components
• Present Level of Performance assessment of skills, fitness or behavior
• Measurable Goals – annual and short term
• Services provided to meet the goals
• Progress report
Present Level of Performance
• Present levels of skill and fitness
achievement and functional performance
are objective data acquired from a variety
of assessments.
• Describes the student’s level of
performance on motor skills and/or fitness
or behavioral needs if applicable.
• Provides a baseline for future assessment.
Assessment information
• School Records – Performance in previous
Physical Education classes.
• Standardized skill tests -TGMD -2 , APEAS II
• Fitness tests – Brockport, APEAS II or
• Teacher Constructed Tests – Skill or fitness
Can be Qualitative and/or Quantitative.
• Observations –Skills or behavior report
Developing Goals
• Goals are based on the results of the
assessment data.
• Annual goal for improvement. – What the
student will achieve in one year.
• Formative goal. – Short term goals or
benchmarks that are determined for
achievement to meet the annual goal.
Use SMART Goals
Specific – action defined
Measurable – criteria and rubric
Achievable – lead to success
Realistic - meaningful
Time – length of time is determined
Measurable Goals Include:
• The action (what?)
• The conditions under which the action
should occur (how?)
• A criterion for mastery of a specific task
(at what level?) How fast, how far, how
many, maturity of form.
Goal Example
• The student will be able to run 1 mile in 10
minutes and 30 seconds.
• Action = Run
• Condition = 1 mile
• Criteria = 10 minutes 30 second
Develop goal related activities
• What activities will you develop that will
help the student achieve the set goals?
• Activities should be curriculum related.
• Activities can focus on life long learning.
• Activities should address the NJ Core
Content Standards for Health and Physical
• Developmentally appropriate.
Goals for Elementary Level are
based on:
Locomotor skills
Manipulative skills
Body awareness
Spatial awareness
Aquatics, Games and dance
Goals for Secondary Level are
based on:
Sport skills and Game Play
Physical Fitness
Lifetime activities
Community-based activities
Ongoing data collection
• How will you record progress toward the goal?.
• Use report forms, anecdotal notes, test forms,
student journal writing, conferences.
• What is the frequency of recording?
Determine Services
• Placement (where) GPE, or
Segregated PE or a combination
• Schedule of services (beginning and
end dates, how often)
• Program modifications, (equipment,
Annual Progress Report
• Written documentation of tests and
observations that address the goals.
• Test results Pre and Post
• Formative assessments that address
the goals.
Progress Report
• Teacher maintains a written anecdotal record of
his or her observations. What is the student
able to do, what is difficult for the student and
what observable evidence supports your claim?
• Report includes standardized or teacher
constructed tests and results.
• Description of report frequency.
• Recommendations.
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