Newark Public Schools
Office of Special Education’s
Professional Development
Center
OUR GOAL IS
BEST PRACTICES IN NEWARK’S
SPECIAL EDUCATION PROGRAMS
A RESOURCE GUIDE
FOR DEVELOPING
INDIVIDUAL
EDUCATION
PROGRAMS (IEPS)
Professional Development Staff
For Code & Procedure’s Questions, Call: Mitchel Gerry, Mary Hart,
Sakinah Springs, or Sandy Bruno at (973) 350-5811
For Technology Questions, Call Joe Fonseca at (973) 481-5398
1
Dr Seuss on IEPs
I do not like these IEPs
I do not like them, Jeeze Louise!
We test, we check,
We plan, we meet,
But nothing ever seems complete.
Would you, could you like the form?
I do not like the form I see,
Not page 1, not 2 not 3
another change,
A brand new box,
I think we all
Have lost our rocks,
Could we all meet here or there?
We cannot all fit any where.
Not in a room, Not in a hall,
there seems to be no space at all.
Could you, could you meet again?
I cannot meet again next week.
No Lunch, no prop,
Please hear me speak.
No, not at dusk. No, not at dawn.
At 4 P.M., I should be gone.
Could you hear while all speak out?
Would you write the words they spout?
I could not hear, I would not write,
This does not need to be a fight.
Sign here, date there,
Mark this, check that,
Beware the students ad-vo-cat(e)
You do not like them,
So you say
Try again! Try again!
And you may
If you will let me be,
I will try again,
You will see
Say! I almost like these IEPs
I think I'll write 6,003
And I will practice day and night
until they say
You got it right
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TABLE OF CONTENTS
CONTENTS
Introduction
IEP Components
Face Sheet
IEP Participants
Present Level of Educational Performance (PLEP)
PLEP - Special Factors
Transition Needs
Behavioral Intervention Plan
Instructional Goals and Objectives
Modifications, as well as Supplementary Aids and
Services
Related Services
Supports for School Personnel & Progress Reporting
Removal from Regular Education
Placement Decisions
Special Education Determinations
District and State Assessments
Graduation Requirements & Statement of Special
Education and Related Services
Notice
Appendix A – Integrating Aides into the IEP
Appendix B – Writing IEPs that Address Challenging
Behavior(s)
Appendix C – Integrating Assistive Technology into
IEPs
Additional Resources
PAGES
4
5
6
7 -10
11 -12
13 - 14
15 -22
23 - 26
27 - 28
29 - 33
34 - 36
37
38 - 39
40 -42
43 - 44
45 - 48
49
50
51 – 54
55 – 62
63 – 72
73
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INTRODUCTION
YOU CAN MAKE A DIFFERENCE! Each student’s IEP is critical because it spells
out the special education program and services the student requires & the district agrees
to provide to ensure a Free and Appropriate Public Education (FAPE) in the Least
Restrictive Environment (LRE).
There are two overriding mandates & principles that should drive IEP DEVELOPMENT:
1. Free and Appropriate Public Education (FAPE) -IDEA & court cases indicate that
“appropriate”:
a. Means “obtain educational benefit” and it does not mean “most appropriate” or best;
b. Means providing services to enable a child with a disability to meet the general
standard of appropriately progressing in the general curriculum and advancing toward
achieving the goals on the child's IEP.
2. Least Restrictive Environment (LRE) encompasses three main components:
a. Participation in the general education program & curriculum as appropriate;
b. Participation in activities with non-disabled students to the maximum extent
appropriate; and
c. Attendance in school student would attend if not disabled.
Guidance in the Process
Unfortunately, the process of developing a code-compliant IEP that ensures FAPE in the
LRE seems overwhelming. In addition, too often, the IEP that is painstakingly developed
is not even used to meet the student’s needs. This IEP Resource Guide will provide stepby- step guidance on how to develop and write a code compliant IEP that will ensure
FAPE in the LRE. In this endeavor, we will utilize the New Jersey Department Of
Education’s sample IEP, which is also utilized by Newark. In addition, this IEP Resource
Guide will provide guidance that can assist in ensuring that written IEPs are
implemented.
Cautionary Notes - Every IEP must be individualized; therefore, what applies to one
student does not necessarily apply to another student. Consequently, examples cited in
this resource guide should only serve as a guide and not copied verbatim. In addition,
when filling out the various IEP components, write in the relevant information. Do not
say "see X section of the IEP".
Timeframe – IDEA requires that an IEP must be in effect before special education and
related services can be provided to an eligible child. The appropriate placement for a
particular child can not be determined until after decisions have been made about the
child’s needs and subsequent services that the district will provide to address these
identified needs. Therefore, the IEP must be developed before placement can be made
because the placement must be based on the IEP.
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IEP Components
By thoughtfully, accurately, and thoroughly filling out each section of Newark's IEP, not
only will you ensure compliance with state and federal mandates, but you will be laying
the groundwork to improve the student's educational program. This IEP Resource Guide
will assist in this critical endeavor. There are 17 main sections of Newark's IEP that this
guide will address in sequential order.
1.
2.
3.
4.
5.
6.
7.
Face Sheet;
IEP Participants;
Present Levels of Educational Performance (PLEP):
Special Factors;
Transition Needs;
Behavioral Intervention Plans;
Instructional Goals, Objectives, & Corresponding Modifications,
Supplementary Aids & Services;
8. Related Service(s);
9. Modifications in Extracurricular and Nonacademic Activities;
10. Supports for School Personnel;
11. Progress Reporting;
12. Removal from General Education;
13. Special Education Determinations;
14. District & State Assessments;
15. Graduation Requirements;
16. Statement of Special Education & Related Services; and
17. Notice
Throughout the IEP, whether in the PLEP, Behavioral Intervention Plan, Goals and
Objectives, Criteria and Evaluation of Meeting the Goals and Objectives, etc. objective
and measurable data is critical. Consequently, we have placed on the “P” Drive, under
the PDC a number of resources you can utilize in developing the IEPs, even if it’s
providing staff development for teachers, aides, and administrators in how to utilize
these resources. If the staff development on utilization of these resources relates to
addressing the needs of the student’s IEP you are developing, then it should be listed in
the IEP under “Supports for School Staff”. Among these resources are:
 Behavioral observation procedures and forms;
 A Curriculum-Based Assessment Resource Guide;
 A Resource Guide on introducing, utilizing, and reinforcing the State’s scoring
rubrics; and
 A procedure to use multiple intelligences to differentiate teaching and leaning to
meet the individual needs of our students.
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Newark's IEP Face Sheet
When viewing the NJDOE’s sample IEP, we see that a section may be added at the
beginning of the IEP format to include pertinent student information as determined
necessary by the school district. That’s what Newark did. Much of this information will
enable staff to view a snapshot of the district's commitment to the student on the front
page without having to leaf-through a voluminous IEP. Although most of the information
is self-explanatory, the following points should help guide you:
1. The top part of the face sheet references current information before the IEP is
developed.
2. The student's ID # references his/her SASI #.
3. The student's age references his/her age at the time of the IEP meeting.
4. The student's program in the top section references the current program the student is
enrolled in before the IEP is developed. If the student is currently enrolled in a special
education program utilize the code (6A:14-4.3 to 4.9) to specify the program.
5. Under "District School for Grade", if the student is currently in general education, put
the school they attend. If the student is currently in special education it references the
neighborhood school the student would attend if they were not in special education,
which could be the same as the current school. To assist in this process, every school
clerk and many CST members have copies of "The Newark Public Schools Street
Directory of Pupil Assignments."
6. Under "disabling condition" utilize the code (6A:14-3.5) and do not creatively fill out
this section. Every student we are developing an IEP for should have already been
classified, even when the eligibility and IEP meeting occur on the same day.
7. Under date of last eligibility, every student we are filling out an IEP for should have
been classified; therefore, the last eligibility date should be delineated.
8. Under "Bilingual" and "ESL" indicate whether the student is currently receiving these
school-based services. If they are receiving these services, make sure you reference it in
the appropriate PLEP section(s).
9. Under Recommended Program/Placement, this decision should be made towards the
end of the IEP process. Utilize the code to guide you in this process (6A:14-4.3 to 4.9).
10. Under projected grade, the IEP must delineate the student's grade(s) for the duration
of the IEP you are writing. Since we write IEPs throughout the school year, in most cases
the projected grade(s) would reflect more than one grade, with corresponding time
frames.
11. Medicaid information - NPS procedures require that all students' parents are asked if
their child is eligible for Medicaid. If they are, we must indicate it on the face sheet and
include the Medicaid #. In addition, we must also request parental consent to participate
in the State's "Special Education Medicaid Initiative" (SEMI). The parent must be
informed that their written consent enables the NPS to receive Medicaid reimbursement
for services the district provides and has no effect on the services &/or reimbursement the
parent receives. *Note- The parent may not be pressured or forced to sign consent
for SEMI in order to receive IEP services.
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Mandated Participants at IEP Meetings
Introduction – Research demonstrates that to develop and implement effective
interventions for students, stakeholders must be integrally involved in the process. In this
section guidance is provided to ensure IEP-mandated participants are integrally involved
in this process.
1. The parent/guardian/adult student - Parents provide critical information regarding
the strengths of their child and express their concerns for enhancing the education of
their child. They can offer insights into how their child learns, what his/her interests
are, and other aspects of their child. The parents can listen to what other team
members think their child needs to work on at school and share their suggestions.
They can also report on whether the skills the child is learning in school are being
used at home. Parents should be active and equal participants in the IEP meetings
Following the code’s mandates for multiple notices, with sufficient time for the parent to
respond, and scheduling the meetings at convenient times for parents will assist in getting
parental participation. However, if the parent can not attend the IEP meeting, their
participation and input should be sought and attempts documented through other venues
(e.g. phone calls, IEP planners, positive student profiles, etc.). There are times, however,
that an IEP meeting may be conducted without the parent in attendance if we can
document that we provided parents with code-mandated notices with sufficient time for
the parent to respond and it is not an initial IEP. An initial IEP can be developed but not
implemented without a signed parental consent.
Challenges – If we can’t locate the “parent” as defined in code, then the district must
appoint a surrogate parent. Right now the NPS is conferring with SPAN to develop a
training program for surrogate parents.
2. The student’s regular education teacher – The regular education teacher is
mandated if the student is or may be participating in the regular education program, in
which case, at least one regular education teacher must attend. If the student does not
have a regular education teacher, then a regular education teacher who is
knowledgeable about the district’s regular education programs should participate. The
regular education teacher has important expertise regarding:
a. The general curriculum, including the Core Curriculum Content Standards, for
their respective grades and subjects and New Jersey’s standards-based
assessments;
b. The general education environment, as well as details to consider in implementing
the IEP in the general program;
c. The aids, services, or changes to the general education program that would help
the child learn and achieve;
d. What typical peers know and can do;
e. Strategies to help the child with challenging behavior(s); and
f. Supports for school staff that are needed so the child can:
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



Advance toward achievement of his/her annual goals;
Be involved and progress in the general curriculum;
Participate in extracurricular and other activities;
Be educated with other children with and without disabilities.
3. The special education teacher, or where appropriate, at least one special
education provider - If the student does not have a special education
teacher/provider, a special education teacher or provider who is knowledgeable about
the district’s programs will participate. The special education teacher plays a critical
role in implementing the IEP in the special education program, and they have
expertise regarding individualizing instruction to meet the student’s needs, such as:
a. How to modify the curriculum to help the child learn;
b. The supplementary aids and services the student needs to be successful in the
regular classroom and elsewhere; and
c. How to modify testing so that the student can show what he or she has learned;
It’s critical to note that a special education teacher &/or related service provider can
fulfill the IDEA mandate.
Challenges for teacher participation – Too often, it’s difficult to schedule IEP meetings to ensure
teacher participation. In addition, when a student has more than one regular or special education
teacher, all of their input would be invaluable because each has a unique perspective of the student’s
needs and strengths. However, it’s not always practical or advisable for all of them to attend an IEP
meeting. Some possible strategies to address these problems may be:
1. Ensure that the school-based administration understands that the quality of the program that is
developed is integrally tied to the input from the teachers who know the student and will be
required to implement the IEP recommendations. Perhaps then they will be more willing to
assist with scheduling concerns and ensuring that IEP planners are filled out.
2. Ensure that each teacher and related service provider has IEP planners with sufficient time,
emphasizing how important their input would be.
3. Ensure that the teacher in the subject area where the student is having the most difficulty
attends the meeting.
4. Reschedule the meeting if code-mandated teacher participants are not available and if this
continuously happens note it on your biweekly principal/CST meeting form.
4. A child study team member(s) - who can interpret the instructional implications of
the evaluation plan. The CST member may be the case manager.
Challenges - To facilitate this process, special education reports should clearly delineate the
instructional implications, so that IEP teams can better address the student’s needs.
5. The case manager – Although not mandated or even mentioned in IDEA, the case
manager is a code-mandated IEP participant in New Jersey and is charged with
coordinating the process of developing and monitoring the implementation of the IEP.
8
6. The representative of the district board of education – This representative needs to
be:
a.
Qualified to provide or supervise the provision of specially designed instruction
to meet the unique needs of students with disabilities;
b.
Knowledgeable about the general education curriculum;
c.
Knowledgeable about the availability of district resources; and
d.
Able to commit district resources.
This representative may be the case manager, child study team member or other
appropriate personnel including the special education administrator or principal. In
most New Jersey’s schools, including Newark, the CST case manager is also the
district representative.
Challenges - Unfortunately, in most cases, the case manager doesn’t have the authority to ensure
that IEP-mandated programs and services are delivered. Clearly more school-based and central
office involvement is needed. However, Newark’s biweekly CST/principal meeting form can
serve as a venue to identify IEP programs and services that are not being provided.
7. The student where appropriate (16 years and older, mandated attendance; 14 years,
or when appropriate, must be invited) - The student’s involvement in decisions
regarding their own futures is critical for buy-in and motivation, as well as to
facilitate movement from school to post-school activities. Student participation allows
the student to have a strong voice in his/her own education and can teach them a great
deal about self-advocacy and self-determination. Generally speaking, for younger
students that occurs if the parent believes that it is appropriate to participate, after
discussion with district personnel. (Caution – The student does not have access to
his/her records until age 18, unless their parent consents.)
8. Providers of Transition Services - If the purpose of the meeting is to consider
transition services, the student with educational disabilities and a representative of
any other agency that is likely to be responsible for providing or paying for transition
services shall be invited to attend the IEP meeting. The district must:
a. Identify all agencies likely to be responsible for providing &/or paying for transition
services;
b. Invite those agencies to the IEP meeting; and
c. Take other steps to obtain the participation of that agency in the planning of any
transition services, if the invited agency doesn’t attend the IEP meeting.
9. Other Individuals - At the discretion of the parent or district, other individuals who
have knowledge or special expertise regarding the child, including related services
personnel, as appropriate may participate. IDEA does not require that the related
service provider(s) participate in the IEP meeting. However, if a related service is to
be discussed, it is appropriate for those persons to be included in the meeting or
otherwise involved in developing the IEP. To accomplish this mandate, without
attending the meeting, the related service provider(s) can provide a written
9
recommendation concerning the nature, frequency, and amount of service to be
provided to the child.
Families may not be required to notify or request permission to bring a friend or advocate
prior to the IEP meeting. However, NPS policy requires that if the family brings an
attorney you must notify your supervisor and NPS legal counsel and do not proceed with
the meeting unless the NPS attorney advises you to do so.
Challenges – Time limitation of participants - It is possible to come to IEP meetings
prepared with evaluation findings and proposed IEP recommendations. However, it must
be made clear to parents at the outset of the meeting that the proposals will be subject to a
thorough discussion and review, which can then result in changes.
Challenges to IEP Implementation – Developing a code-compliant IEP is a critical first
step. However, the best IEP is worthless if it’s not being implemented. Therefore, to
optimize the chances of IEPs being implemented, the case manager should:
a. Emphasize to all stakeholders, including the school-based administration, the importance
of mandated participants involvement in developing and implementing the IEP;
b. Provide sufficient opportunities for stakeholder input in the development of the IEP;
c. Utilize positive student profiles;
c. Provide parent(s) &/or adult student with a copy of the IEP;
d. Ensure that all the student’s teachers and related service providers have access to the IEP,
if not a copy, and are informed of their respective responsibilities in implementing the IEP;
and
e. Identify, on the Biweekly CST/Principal Meeting Form, those programs &/or services
that are mandated on the IEP and not being provided.
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Present Levels of Education Performance (PLEP)
In order to develop a code-compliant IEP that addresses a student’s unique needs, the IEP
team must first identify the student’s needs and delineate them in the PLEP section of the
IEP. The PLEP identifies student’s strengths, weaknesses, needs related to the general
curriculum & programs, and other needs related to their disability. Since IDEA was
authorized, our perspective of the “general curriculum” has changed with New Jersey’s
Core Curriculum Content Standards (CCCS) & NCLB’s definition of Core Academic
Subjects. Consequently, the student’s strengths, weaknesses, and needs identified in the
PLEP should be related to these general education curriculum and programs.
The rest of the IEP delineates the student’s goals and objectives and the special education
program(s), resources, and services the student requires to address his/her educational
needs/weaknesses & capitalizes on his/her strengths noted in the PLEP. The student’s
measurable annual goals & objectives, as well as curriculum and test modifications
follow naturally from the PLEP.
PLEP considerations for all IEPs Sources of information
We can either list the sources of information when filling in this section or include the
source in our narrative description of student’s present functioning and how this relates to
the student’s ability to participate in the general education curriculum, program, and
activities:
1. Results of the initial or most recent special education evaluation;
2. Student’s performance on any statewide (e.g. NJ-ASK, GEPA, HSPA) or district wide
(SPA, Terranova, etc.) assessments (see page 45 for all district and State tests);
3. Teacher reports;
4. Classroom observations;
5. Parental input; and
6. Cumulative records with grades, attendance, retentions, etc.
Strengths of the student
Since IDEA’s assumption is that students will be educated in the general curriculum &
program, the IEP team must consider the student’s strengths (e.g. academic,
communication, cognitive, social, interests, preferences, etc.) related to participation in
the general curriculum and age-appropriate grade level expectations. These strengths can
then be utilized instructionally and programmatically to motivate the student and to
identify supplemental aids and services to address IEP goals.
Concerns of the parent for enhancing the education of his/her child The parent is in a unique position to discuss the:
1. Child’s strengths, interests, and preferences so they can help facilitate his/her
participation in the general curriculum & program(s);
2. History of the child’s disability and how it has impacted his/her participation in the
general education curriculum & program(s); and
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3. Strategies for learning and positive behaviors that are effective or ineffective at home.
How child’s disability affects his/her involvement in the general education
curriculum?
1. Needs - Using various sources of information (e.g. recent special education
evaluations, district and statewide assessments, class work, teacher reports, etc.), identify
the student’s needs (cognitive, academic, social, communication, behavioral, physical,
etc.), due to his or her disability that impact on his or her ability to be involved in each
general education curriculum, or program (e.g. LAL, Math, SS, Science, Lunch, Music,
Art, extracurricular activities, etc.). These identified needs can lead directly to IEP goals
and objectives.
2. Strategies - Using various sources of information, identify the instructional strategies
that have been effective/ineffective in helping the student gain access to & progress in the
general curriculum. These strategies can lead directly to instructional modifications and
supplemental aids and services on the IEP.
Challenges - USDOE guidance indicates that general curriculum means the same curriculum as
for nondisabled children. This seems to suggest grade-level curriculum, aligned with the CCCS.
Also, given emphasis on open-ended and multiple-choice questions on New Jersey’s standardsbased assessments, strengths and weaknesses on these types of questions as well as various
scoring rubrics should also be considered in the PLEP.
Preschool – How student’s disability affects participation in appropriate activities.
Appropriate activities refer to age-relevant developmental abilities or milestones that
typically developing children of the same age would be performing or would have
achieved.
The NJDOE has facilitated this process by identifying expected learning outcomes and
corresponding indicators for young children and linked them to the CCCS for socialemotional development; creative arts; health safety and physical education; language arts
literacy; mathematics; science; social studies; and world languages. In addition, the
Newark Public Schools have developed a preschool curriculum aligned with these
standards.
Other educational needs that result from the student’s disability USDOE guidance delineates behavioral skills, communication, self-determination skills,
job-related skills, independent-living skills, & social skills as some examples of “other
educational needs.” These educational needs can lead directly to IEP goals, as well as
programmatic and instructional needs.
Challenges – IEP teams, including all CST members require comprehensive staffdevelopment on the analysis and instructional implications of the district and State’s
assessment results. This will better enable them to identify each student’s strengths and
weaknesses, as they relate to the general education curriculum. This could help IEP
decisions regarding PLEP statements, curriculum goals and objectives, supplementary
aids and services, and test accommodations.
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PLEP Considerations – Special Factors
These seven items must be considered for each IEP and although there is no IDEA
mandate to document the consideration process, NPS’s IEP provides this documentation.
For each special factor, the IEP team must determine whether the student needs a
particular device or service (including an intervention, accommodation, or other program
modification) to receive a Free and Appropriate Public Education. If needed, the IEP
team must include a statement of the needed service(s) or device(s), in the appropriate
section(s). If a factor is not applicable, that must also be noted in the appropriate
section(s). If a student had previously been provided with a particular device &/or service
but no longer requires it, this should also be noted in this section.
* Note - Where the IEP team recommends a device &/or service to address these special factors, the student’s
performance and subsequent needs should be noted in previous PLEP sections.
1. Transition Services – Beginning at age 14 or younger, if appropriate, the need for
consultation from the Division of Vocational Rehabilitation (DVR), or other agencies
providing transition services. Based on the student’s needs, you can write a statement like
“Since the student is 14 years old and has severe cognitive disabilities, consultation with
the Division of Vocational Rehabilitation (DVR) and the Division of Developmental
Disabilities (DDD) will be initiated.” A more comprehensive description of services can
be found under “Transition,” in this resource guide.
2. Behavior that Impedes Learning - If a child’s behavior impedes his or her learning
or that of others, the IEP team must consider developing strategies, including positive
behavioral interventions, strategies and supports to address that behavior. Based on the
student’s needs, you can write a statement like “ Because of student’s disruptive and
aggressive behavior, a behavior intervention plan and weekly group counseling services
are needed.” Previous hearings and court cases suggest that problem behaviors requiring
IEP services may include (a) disruptive behaviors that distract teachers from teaching and
students from learning, (b) noncompliance, (c) verbal and physical abuse, (d) property
destruction, and (e) aggression towards students or staff. See BIP section of this Guide,
as well as Appendix B for a more comprehensive description.
3. Language Needs of a Child with Limited English Proficiency (LEP) – Under Title
VI of the Civil Rights Act of 1964, districts are required to provide LEP children with
alternative language services to enable them to acquire proficiency in English and to
provide them with meaningful access to the content of the educational curriculum that is
available to all students, including special education and related services. In addition, if
the student needs test accommodations that are allowable for other LEP students (e.g.
increased time, translating directions into the student's native language, etc.), these
accommodations should be noted in this section of the PLEP and under the test
accommodation's section of the IEP.
Based on the student’s needs, you can write a statement like, “Because the student is
Spanish dominant, he continues to need daily bilingual assistance.” The IEP must
specify the student’s needs for instruction in English &/or their nature language as well as
needs for English language tutoring.
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Challenges – A significant number of Newark’s students require ESL &/or bilingual
assistance. Although this is an IEP team decision, others should be consulted in this
consideration. To begin with, the special education evaluations should reflect these needs
&/or OSE’s bilingual Spanish (3724) and Portuguese (8616) CSTs can be consulted. In
addition, every school should have a “needs assessment coordinator” who determines
students’ bilingual ESL needs and the district continues to assess the language dominance
of LEP students with the IDEA assessment.
4. Other Communication needs of the student - Based on data documenting the
student’s needs, you can write a statement like “ Because of the student’s receptive and
expressive language problems, 30 minutes of speech and language services are required
twice a week, in groups not to exceed 5 students.” Clearly, the best resource for this
determination is your school-based SLS and his/her verbal & written reports.
5. Deaf/Hard of Hearing - For a student who is deaf, or hard of hearing, the IEP team
must consider the child’s language and communication needs and opportunities for direct
communication with peers and school personnel in the child’s language and
communication mode, academic level, and full range of needs, including opportunities
for direct instruction in the child’s language and communication mode. Based on the
student’s needs, you can write a statement like “Because of the student’s significant
hearing problems, instruction must utilize American Sign Language.” Additional
resources include:
 School-based SLS & nurse;
 Audiologist(s) – 3817; and
 Bruce Street CST – 3817
6. Assistive Technology – Devices and Services – Any AT devices &/or services a
student needs to receive FAPE in the LRE must be included on the IEP. Based on the
student’s needs, you can write a statement like “Because of the student’s fine motor
problems, Assistive Technology devices, such as pencil grips and a tape recorder are
required in school and at home.” For additional guidance see Appendix A &/or contact
AT Coordinators Mike Scolamiera (350-5802) or Karen Guilmartin (497-5790);
7. Blind - If a child is blind or visually impaired, the IEP team must consider instruction
in Braille and the use of Braille, unless the IEP team determines that such instruction is
not appropriate. This determination should be made after an evaluation of the child’s
reading and writing skills, needs, and appropriate reading and writing media (including
an evaluation of the child’s future needs for instruction in Braille or the use of Braille),
that instruction in Braille or the use of Braille is not appropriate for the child.
Based on the student’s needs, you can write a statement like “Because of the student’s
visual impairment reading materials, assignments, and tests need to utilize Braille.”
Possible resources include the school-based nurse and the Commission for the Blind –
(973) 648-2324.
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Transition
IntroductionTransition refers to activities meant to prepare students with disabilities for adult life.
One of the primary purposes of the IDEA is to “ensure that all children with disabilities
have available to them a free and appropriate public education (FAPE) that emphasizes
special education and related services designed to meet their unique needs and prepare
them for employment and independent living.
Because a disproportionate number of students with disabilities dropout of school before
they complete their secondary education, transition planning is critical. Throughout their
preschool, elementary, and secondary education, IEPs must, to the extent appropriate,
focus on providing instruction and experiences that enable the child to prepare for later
educational experiences and for post school activities (e.g. formal education,
employment, independent living.) Beginning at age 14, the IEP team, in determining
appropriate measurable annual goals and services for the student, must determine what
instruction and educational experiences will assist the student to prepare for transition
from secondary education to post-secondary life. There is also a requirement that the IEP
include a statement of a student’s transition from elementary to secondary school and in
Newark, guidance counselors give all 8th grade students an interest inventory that can
assist in this process.
In addition, because many students receiving services under IDEA will also receive
services under Section 701 of the Rehabilitation Act of 1973, when planning for their
future it’s also important to consider the impact of this Statute, which describes the
philosophy of consumer control, peer-support, self-help, self-determination, equal access,
and individual and system advocacy, in order to maximize the leadership, empowerment,
independence, and productivity of individuals with disabilities into the mainstream of
American society.
Transition Services
Transition services means a coordinated set of activities for a student, designed within an
outcome-oriented process, that promotes movement from school to post-school activities,
including post-secondary education, vocational training, integrated employment
(including supported employment), continuing and adult education, adult services,
independent living, or community participation. Transition plans for all special education
students must be documented on their IEPs beginning at age 14, or younger, if
appropriate and the case manager must document that the student has been invited to the
IEP meeting. (See NICHY “Student’s Guide to IEPs”) These transition plans are
documented in the IEP under the statement of transition service needs and the statement
of needed transition services, as follows:
Statement of Transition Service Needs – Beginning at age 14, or younger if
appropriate, the IEP team must develop the long-range educational plan for the student’s
future. The elementary IEP team should be consulting with secondary school staff when
developing this plan. This plan includes the following:
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1. Interests & Preferences - The student’s interests and preferences, based on informed
decision making, where all relevant data is considered and documented;
2. Student’s desired post-secondary outcomes – vision of the future - The student’s
interests and preferences as they relate to post-school outcomes, including:
a.
Post secondary education (e.g., 4-year college, 2-year college, technical college,
vocational training school, continuing & adult education, etc.)
b.
Employment and career (e.g., specify the industry/type of work and say whether it
will be full-time or part-time competitive work, military, supported employment,
sheltered workshop, etc.)
c.
Community participation (e.g., recreation, leisure activities, community
organizations, etc.);
d.
Independent living (e.g., independent living, living with relatives, group home
with varying levels of support).
3. Courses of study - An identification of and planning for the courses (required,
elective, modified or specially designed courses as well as other educational
experiences in the school and community that the student will be taking in each grade
(or each year) from age 14 until graduation. For example, a student interested
exploring a career in computer science should consider course work in computer
science.
4. Statement of technical consultation - The need for technical consultation from the
Division of Vocational Rehabilitation Services (DVRS), when appropriate. Technical
consultation is when a vocational rehabilitation counselor provides information and
assistance, either in person or via the telephone, regarding transition planning issues
related to employment and vocational training.
Statement Of Needed Transition Services: Coordinated Activities/Strategies And
Agency Linkages To Adult Services - Beginning at age 16, or younger, if appropriate,
the IEP team must complete a multi-year plan for promoting movement from school to
the student’s desired post-school outcomes. The student’s needs, interests and
preferences in each area (instruction, community experiences, etc.) must be considered as
follows with the activity, the timeline and the person(s) responsible:
1. Instruction – Post Secondary Education/Training - Includes any activities or strategies
related to applying for, registering for, or enrolling in post secondary education or
training. For example, obtaining information regarding admissions, scholarships, tuition
assistance, disability office, early admissions, and registering for SATs. Also, state any
additional instructional needs that have not been addressed in other sections of the IEP.
Other examples of instructional activities and providers of services include:
a. Skill acquisition in the areas of Consumer Economics, Community Education and
Practical Daily Living Skills;
b. Learn socialization and adaptive behavior skills necessary to prepare student for
possible admission to Adult Continuing Education Program;
c. Learn socialization and adaptive behavior skills and course work necessary to prepare
the student for possible admission to Vocational Education Program;
d. Learn socialization and adaptive behavior skills and course work necessary to prepare
the student for possible admission to Community College;
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e. Learn socialization and adaptive behavior skills and course work necessary to prepare
the student for possible admission to College or University;
f. Establish a communication system using as many modes of communication as
possible;
g. Identify a number of post-secondary education placements;
h. Identify supports and accommodations needed at post secondary site;
i. Visit/apply for post secondary placement;
j. Demonstrate self-advocacy for necessary supports and accommodations; at post
secondary site;
k. Set goals for self and monitor progress towards achieving those goals;
l. Enroll in college prep. courses with supports;
m. Enroll in tech-prep program with supports;
n. Enroll in cooperative education course;
o. Learn about Section 504 of the Rehabilitation Act of 1973;
p. Explore admission requirements for possible part-time enrollment at
vocational/technical school;
q. Learn about the process for accessing apartments for rent;
r. Obtain information on continuing and adult education opportunities;
s. Learn about the American with Disabilities Act;
t. Learn about students’ rights under IDEA and N.J.A.C. 6A:14;
u. Participate in extra curricular activities such as _________________;
v. Enroll in adult/continuing education courses such as _____________;
w. Enroll in Community College courses such as __________________;
x. Enroll in parenting classes;
y. Learn about time management;
z. Enroll in SAT prep course;
aa. Learn about community agencies that provide services and support to people with
disabilities;
bb. Other.
2. Related Services - Consider any related services needs the student may continue to
have after exiting school. Indicate activities/strategies that link the student to agencies
that can provide the needed post-school services. Also, state any additional related
services needs that have not been addressed in other sections of the IEP. These may
include:
a. Identify potential post-school providers of recreation therapy;
b. Identify potential post-school providers of occupational therapy and potential funding
sources;
c. Visit potential post-school providers of related services;
d. Learn about potential post-school providers of speech therapy;
e. Explore community transportation options;
f. Obtain information about NJ Transit’s programs for people with disabilities;
g. Apply for eligibility with NJ Transit Access Link program;
h. Counseling with school social worker, guidance counselor and/or psychologist
regarding behavior (e.g. anger management counseling), social skills and building
friendships;
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i. Visit community mental health agencies in the area;
j. Apply for eligibility with the New Jersey Division of Mental Health Services;
k. Apply for Supplementary Security Income (SSI) from the Social Security
Administration (SSA);
l. Contact DVR to set up an intake interview;
m. Go to intake interview with DVR (First Work Force of New Jersey);
n. Develop an IPE (Individual Plan for Employment) before graduating;
o. Write a plan for Achieving Self Support (PASS) and submit to SSA to obtain funding
for transportation to and from job;
p. Obtain sources of support for coping with difficult life situations;
q. Obtain a driving capability assessment form _________;
r. Other.
3. Community Experiences – These are activities that are provided outside the school
building or in community settings. Examples could include community-based work
experiences and/or exploration, job site training, banking, shopping, transportation,
counseling and recreation activities. Other examples include:
a. Access community agencies and services;
b. Obtain information on community based programs for adults with disabilities;
c. Select and participate in extracurricular and co-curricular activities;
d. Learn how to utilize age appropriate community services and resources for recreation,
leisure, work and fulfillment of personal needs and does not require specialized
transition services at this time;
e. Student will have the opportunity to attend the Career Center;
f. Participate in community experiences with constant care and supervision;
g. Increase personal, vocational, community living and leisure skills leading to a support
employment setting;
h. Develop necessary work skills including following directions, time on task, task
completion and work related social skills to prepare for employment;
i. Focus on academics and job-related problem-solving skills and compliance to prepare
for a trade oriented career;
j. Focus on academics and job-related problem-solving skills and compliance to prepare
for an educationally oriented career;
k. Participate in church/temple social/recreation events;
l. Identify and visit potential places in the community to shop for food, clothes, etc.;
m. Provide opportunities for socialization training in the community;
n. Participate in a youth volunteer program at the library;
o. Participate in a youth volunteer program at the hospital;
p. Participate on a community sports team;
q. Participate in the community theater group;
r. Participate in the community symphonic organization;
s. Participate in the community arts council;
t. Participate in the community horticultural club;
u. Participate in the community historical preservation society;
v. Identify possible housing options and types of support necessary;
w. Tour possible housing options;
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x. Visit college campuses and meet with student support services;
y. Participate in community civic organization (Lions Club, Rotary, etc.);
z. Other.
4. Employment Related Activities - Activities the student needs to achieve desired postschool job or career goals. These could be activities related to career awareness, career
exploration, and career preparation. The may include other activities such as:
a. Explore occupational opportunities;
b. Select and plan occupational choices;
c. Exhibit appropriate work habits and behavior;
d. Seek, secure and maintain employment;
e. Obtain specific occupational skills;
f. Develop job seeking skills;
g. Referral to post-secondary employment placement agencies/programs;
h. Prevocational evaluation/assessment;
i. Vocational evaluation;
j. Career interest inventory/assessment;
k. Placement in the career education and career exploration programs;
l. Participate in community-based work and training opportunities;
m. Job coaching;
n. Investigate employment opportunities where constant care and supervision is
provided;
o. Explore the possibility of placement in an Adult Day Training Center;
p. Explore the possibility of placement in Sheltered Employment;
q. Explore the possibility of placement in Supported Employment;
r. Explore the possibility of placement in Community Competitive Employment – Time
Limited Support;
s. Explore the possibility of placement in Community Competitive Employment;
t. Meet with adult workers in the career field of _________________;
u. Participate in career awareness program;
v. Participate in community-based career exploration program;
w. Explore possible summer employment through Summer Youth JTPA program;
x. Examine possibility of placement in cooperative work experience program;
y. Tour post-school occupational training programs;
z. Schedule visits with the NJ Division of Rehabilitation Services (DVRS) local office
to determine eligibility for services;
aa. Meet with DVRS counselor to develop an Individualized Plan for Employment (IPE)
that will determine services to be provided after graduation;
bb. Meet with supported employment agencies to evaluate their services;
cc. Write a Plan for Achieving Self-Support and submit to Social Security to obtain
funding for job coach;
dd. Learn about County One-Stop Career Center;
ee. Placement in youth apprenticeship program;
ff. Develop a resume;
gg. Identify community agencies which provide employment training;
hh. Develop skills for chosen career;
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ii. Request vocational/career counseling from guidance counselor.
5. Post-School Adult Living Activities – Activities leading towards adult activities done
occasionally, such as registering to vote, filing for insurance or accessing adult services
such as Social Security. They may also include the following:
a. Register to vote and learn about the election process;
b. Register for the draft and learn about public service obligations/opportunities;
c. Work towards obtaining a driver’s license;
d. Obtain assistance to complete tax return;
e. Explore insurance issues/needs;
f. Explore guardianship issues and estate planning;
g. Learn about managing/maintaining/performing simple repairs on a home and
obtaining modifications/accommodations;
h. Contact the Center for Independent Living for information on self-advocacy;
i. Learn about ways to purchase/lease a car and maintain a vehicle/obtain modifications;
j. Open a bank account and manage finances/budget/bills;
k. Apply for credit cards and manage personal debt;
l. Learn about expectations for eating in restaurants;
m. Obtain information on managing personal health;
n. Meet with social worker, guidance counselor, psychologist to discuss interpersonal
skill development;
o. Plan for a vacation/leisure activities;
p. Learn about personal planning process;
q. Learn about consumer skills/rights and responsibilities;
r. Join the local YMCA/YWCA/health club/community recreation center;
s. Obtain information about financial planning and investing;
t. Investigate community housing options;
u. Other.
6. Daily-Living Skills - Those activities that adults do every day, e.g., preparing meals,
budgeting, maintaining a home, paying bills, caring for clothes, grooming, etc. They may
also include the following:
a. Learn to manage personal finances;
b. Learn to select housing and manage a household;
c. Learn to care for personal needs;
d. Learn what is required to raise children and meet marital responsibilities;
e. Learn how to buy and prepare food;
f. Learn how to buy and care for clothing;
g. Exhibit responsible citizenship;
h. Utilize recreational facilities and engage in leisure activities;
i. Develop activities for daily living skills with experiences in a simulated apartment
setting;
j. Skills of daily living are age appropriate and current levels of functioning and
student’s interests and goals do not necessitate functional vocational evaluation or
specialized transition services at this time;
k. Visit community agencies that provide daily living skill training to adults;
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l. Develop a contact list of agencies that provide residential support in this county;
m. Meet with and interview adults with disabilities and their families who are receiving
residential supports;
n. Register with the New Jersey Division of Developmental Disabilities (DDD);
o. Contact DDD case manager to be placed on the residential services waiting list;
p. Visit/tour a variety of adult housing options with supports;
q. Develop a network of informal supports (friends, relatives, neighbors, etc.);
r. Explore possible assistive technology and adaptive assistance;
s. Develop emergency procedures for use at home;
t. Manage daily time schedule;
u. Other.
7. Functional Vocational Evaluation - An assessment process that provides information
about job or career interests, aptitudes and skills. Information may be gathered through
situational assessment, observations or formal measures and should be practical. This
may also include the following activities:
a. Participate in community-based situational vocational assessment program;
b. Develop a vocational profile based on functional information;
c. Provide opportunities for job sampling in the community;
d. Contact agencies that provide functional vocational assessments in the community;
e. Meet with employers to develop a situational vocational assessment site in the
community related to ______________’s interest in __________________;
f. Collect functional information regarding the student’s vocational interests and
abilities;
g. Use existing functional information about the student to develop functional
assessments;
h. Centers for Independent Living;
i. Other.
Note 1: Responsibilities should be shared among IEP participants and others (e.g. student,
parent, school staff, outside agencies, employers, etc.). The requirement to establish agency
linkages is documented in the IEP by stating the name of any agency that will be arranging for or
providing services to the student. The name of the school staff person who will be the liaison to
post secondary resources must be specified.
Note 2: In Newark, all 8th, 9th and 10th grade students are given interest inventories by the
school’s guidance counselor(s). The CST case manager should request that the guidance
counselor(s) forward the results of these interest inventories to the case manager. The case
manager will then use these interest inventories in planning for post secondary outcomes and in
developing the transition component of the IEP.
Transition – Resources - There is an array of resources IEP teams can consult when
developing transition plans:
1. Gary Thompson – (973) 268-5123, OSE’s Transition Coordinators can assist in this
endeavor;
2. The NPS has a schools to career office (973) 733-6767, that can assist in this process;
and
3. Every school has guidance counselor(s) to assist in this planning.
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TRANSFER OF RIGHTS AT AGE OF MAJORITY –When a student turns 14, but
not later than three years before a classified student reaches age 18, the case manager
must send the Parent Notice of Transfer of Rights and Student Notice of Transfer of
Rights forms to the parent and student respectively. This will provide the parent with
sufficient time to seek court guardianship, if appropriate.
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Behavioral Intervention Plan (BIP)
A BIP is developed when a child’s behavior impedes his or her learning or that of others.
This BIP must include positive behavioral interventions and strategies. When a student’s
challenging behavior(s) require a BIP, the IEP team should have described the
behavior(s) in the PLEP sections as follows:
1. List all challenging behaviors.
2. Define each behavior in observable terms.
3. Delineate the history (how long has the student used it), frequency (how often does it
happen), and duration (how long does an incident last) of each behavior.
4. Rate the behavior for level of seriousness:
a. Is the behavior distracting (interferes with others' acceptance of the student;
makes the student difficult to be around)?
b. Is the behavior disruptive (severely limits or seriously interferes with other
students' or the teacher's functioning)?
c. Is the behavior destructive (threatens the health or life of the student or others
around them)?
Best practices would suggest that the special education evaluation(s) would have
gathered the above data from a functional behavioral assessment (FBA).
NJDOE's Sample Behavior Intervention Plan has a number of components that map out
specific details on how the interventions may be developed and implemented. These
specifics are required to ensure the successful implementation and effectiveness of the
BIP. We have provided examples on how to fill out this BIP using research-proven
effective techniques to address off-task, aggressive, & defiant behaviors:
Target Behaviors
It's important not just to use labels in describing behavior ("lazy," "aggressive," "sexist,"
"harassing") because it doesn't tell us exactly what the student is doing that needs to be
changed. Labels typically over-generalize and often inaccurately describe students in a
negative fashion. This section should identify the specific observable and measurable
problematic behavior(s) to be decreased and pro-social replacement behavior(s)to be
increased, including baseline data on their respective frequencies, duration, &/or
intensities.
Examples of specific target behaviors that can be delineated on this section of the IEP:
1. "The student will decrease off-task behavior(s) by increasing time on assigned tasks
and completed assignments to 80%."
2. "The student's incidents of aggressive &/or defiant behavior(s) will decrease by 80%
while increasing social problem-solving and anger-management skills."
Prior interventions (if any) and the student's response – The following sample
statements illustrate what may be included in this section, although they frequently
delineate applying consequences instead of changing antecedent factors that cause the
challenging behavior(s):
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1. "School-based administration has suspended student four times for 8 days because of
fighting this school year and classroom teacher has spoken to parent 15 times about
inappropriate behaviors. The student's fighting and other inappropriate behaviors have
not decreased."
2. "The teacher has also given student failing grades in Math and English because of
minimal homework, classroom participation and poor test grades. As a result, the student
has repeatedly skipped class and refuses to even take class tests."
Description of the positive supports/interventions Once the targeted behaviors have been identified and defined, the IEP team then develops
a plan to reach these goals and decides on who, how, where, and when the plan will be
implemented. This ensures the plan is meaningfully and directly related to student
performance goals decided by teachers, parents, the case manager, the student if
appropriate, related service provider(s), and administrators, if they choose to participate
in the process.
This plan should utilize the findings of the special education evaluations, including the
functional behavior assessment, as well as research-based strategies. To accomplish the
dual goals of decreasing misbehavior and increasing pro-social behavior, we need to
focus on what a student should do, as well as what they shouldn't do.
There is a wide range of staff that can be included in the plan, such as social workers,
psychologists, learning consultants, speech-language specialists, guidance counselors,
teacher aides, etc. Based on their respective expertise, these staff may be able to help the
student with counseling, conflict resolution activities, curricular modifications, family
interventions, remedial assistance, social reinforcement, etc. in accomplishing the
following goals:
1. Reduce/eliminate unwanted targeted behavior(s) - To accomplish this goal we need
to decrease and/or eliminate the opportunities and/or causes for problematic behaviors
by:
a. Changing the consequences for misbehaviors - We can change or remove the
consequences that make a misbehavior reinforcing. By changing consequences, we can
also make the targeted misbehavior(s) irrelevant, ineffective, inefficient, and possibly
even aversive to the student. For example, if a student misbehaves to get attention, a
time-out, or the withdrawal of reinforcement following the occurrence of undesirable
behavior (e.g. planned ignoring, separating student from others, or the reinforcing
setting), may make the behavior less fulfilling for the student. However, it is important to
avoid the overuse of consequences when dealing with disruptive behaviors, as this can
lead to fruitless power struggles in the classroom.
b. Changing the antecedent events and environmental causes of misbehaviors - If
there are environmental factors in school which seem to be contributing to the
misbehavior, (i.e., public reprimands, over-rigidity of class rules, seating arrangements,
independent seat work, academics that are too difficult or boring, sensory issues,), then
we may need to make modifications to these environmental factors.
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2. Increase a desired pro-social replacement behavior a. Increase appropriate replacement behaviors that serve the same or similar
function(s) as the inappropriate ones and, if possible, select a behavior that is likely to be
elicited and reinforced in the natural environment. Replacement behavior should address
the setting events, functions, or skills deficits that seem to maintain the problem behavior.
b. Skills deficit - Teaching new skills - Research demonstrates that many students who
exhibit antisocial behavior have not acquired the basic competencies that contribute to
effective social functioning. If the student engages in inappropriate behaviors to avoid or
escape a particular situation because he/she doesn't have the needed skills, lacks
appropriate alternative skills and/or believes this misbehavior is appropriate to get what
he/she wants, then skills training is needed. Systematic instruction in specific academic,
cognitive, &/or social skills, as well as social problem solving, can help these students to
develop positive relationships with peers and adults, as well as deal effectively with
social situations, problems & conflicts.
 An angry and aggressive student may need to be taught anger management &/or
conflict resolution. In some cases, a task analysis may be required to break the skill
down into its component parts that can then be taught. An angry and aggressive
student needs to recognize that they are angry, be aware of the triggers or situations
that get them angry, and know and be able to use alternative pro-social ways to cope
with the situation that made them angry, ways to avoid the situations that make them
angry, more adaptive ways of expressing anger, etc.
 Changing habits - If the student does not realize that he/she is engaging in the
misbehavior, it may be a habit. Therefore, the plan then needs to first teach the
student to recognize the misbehavior(s), its consequences, and causes. To assist in the
process, we may have to cue the child when he/she is so engaged and possibly change
the antecedent event(s) that trigger the habit, &/or change any consequence(s) that
reinforce the habit.
c. Address performance deficits - If the student has the skill to behave appropriately,
but doesn't do so, then it's a performance deficit. If the problem behavior is more
desirable to the student than the appropriate behavior, then the intervention plan needs to
address motivations. We need to arrange circumstances to make inappropriate behavior
less reinforcing and/or modify the circumstances that elicit it. The intervention plan also
needs to include techniques to make the appropriate behavior more desirable, as well as
modify the factors that seem to inhibit its occurrence. Sometimes we have to make the
desired behavior more relevant to the child. We may also have to reinforce the desired
behaviors with some type of extrinsic rewards (i.e., free time, tokens, toys, etc.), at least
initially, and/or provide the supports necessary for the child to use the appropriate
behaviors.
3. Reframing perceptions of problematic behavior(s) a. Changing expectations - Problem behavior(s) can be viewed as a gap between what
the student is currently doing and what we expect him/her to do. To remedy the problem
we can, therefore, intervene with student or teacher's expectations. The teacher may need
to change his/her expectations.
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b. Reframing the behavior - Knowing the function or cause of the misbehavior enables
students to think of it differently. For example, a student who constantly calls out answers
is a problem. However, if the teacher viewed this behavior as the student's intense interest
and involvement in the lesson, instead of inappropriate attempts to get attention,
interventions would differ.
Data Collection and Management System IEP teams must continuously collect meaningful data to document student progress
toward IEP goals and, thus, to document the program's efficacy. We need to
continuously monitor the plan to ensure it's being implemented as designed, the problem
behavior(s) are decreasing, and replacement behavior(s) are increasing. If any of the
above is not occurring, we need to make adjustments to the intervention.
1. "Teacher will utilize "Off-task On-task Behavior" form to record and track student's
on-task, off-task behavior(s) before, during and after interventions."
2. "The student will record and chart his positive behaviors based on selected behavior
goals and monitor his progress daily, weekly, and monthly."
3. "The student will rate his adherence to classroom rules (excellent, very good, good,
fair, or poor) daily, weekly, and monthly."
4. "The teacher will establish a daily record of student behaviors, including antecedents
and consequences, descriptions of the frequency, duration, seriousness, and extent of
inappropriate behaviors, and amelioration or escalation of behaviors over time based on
various interventions."
Conditions under which the supports & interventions will be implemented
This section should include the initiation date and review dates, methods to determine the
success of the plan in meeting its listed goals, and how the intervention plan will be
monitored. The section should also include when, where and how different staff will
provide positive supports.
Conditions under which the supports & interventions will be terminated
When the student consistently demonstrates pro-social skill acquisition and elimination of
problematic behavior(s), the supports and interventions will be terminated and this should
be based on data that demonstrates the student achieved observable and measurable
sought after behavioral goals.
Parental Involvement –
1. Utilize daily school-home contingency notes - brief written report on a child's
behavioral performance and a parent reviewing the report, delivering the prescribed
consequences to the child, signing the report, and sending it back to the teacher.
2. " Parent will attend weekly parent counseling/training sessions to learn more effective
parenting skills (e.g. recognizing and reinforcing pro-social behavior in their child;
utilizing effective behavioral techniques; etc.)"
Additional Resources- NPS/NTU/SPAN joint publication on discipline. Also, see
Appendix B in this document on addressing behavioral problems.
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Goals & Objectives
On some level, IEP goals can be viewed as an end of the year test, which we are going to
use to assess the success of the IEP program and services. These goals should be the
focus point of the special education program and services. The PLEP section of the IEP
should provide significant guidance in the selection of goals and strategies to achieve
these goals. The PLEP establishes the baseline data of where the student is at the
beginning of the year, while the goals project where the student should be at the end of
the year, after the IEP is implemented.
These measurable annual goals including benchmarks or short-term objectives should be
related to:
1. Meeting the child’s needs that result from his/her disability to enable the student to be
involved in & progress in the general curriculum. This seems to suggest grade-level
curriculum.
2. Meeting each of the child’s other educational needs that result from his/her disability.
These goals do not have to be directly linked to general curriculum. USDOE guidance
delineates behavioral skills, communication, self-determination skills, job-related skills,
independent-living skills, & social skills as examples of “other” educational needs that
can be addressed with goals and objectives.
How many Goals and Objectives Should we be Writing?
We are not required to include annual goals that relate to the general curriculum in which
the child’s disability does not affect the child’s ability to be involved in and progress in
the general curriculum. If the student only needs accommodations or modifications in
order to progress in an area of the general curriculum, the IEP does not include a goal in
that area. However, the IEP needs to specify those modifications or accommodations.
Once the goals are established, the IEP team can:
1. Establish either measurable intermediate steps (short-term objectives) or major
milestones (benchmarks) that will enable parents, students, and educators to monitor
student’s progress at specified times during the year and, if appropriate, to revise the IEP
to meet the student’s instructional and programmatic needs. These will help gauge at
intermediate times during the year how well the child is progressing toward achievement
of the annual goal(s). Each benchmark or short-term objective must have:
a. Evaluation procedures (e.g. rubrics, tests, homework, class participation, etc.); and
b. Criteria to measure whether student reached the Objective (e.g. proficiency on rubric,
90% homework Completion, 70% on assessments, etc.
2. Develop strategies that will be most effective in achieving these goals;
3. Objectively assess whether the student achieved the goal(s); and
What’s the Difference Between Benchmarks and Short-term Objectives?
Short-term objectives - These break the annual goal(s), or skills, into discrete
components.- measurable intermediate steps.
Benchmarks - The amount of progress the child is expected to make within specified
segments of the year. The benchmarks establish expected performance levels that allow
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for regular checks of progress that coincide with the reporting periods for informing
parents of their child’s progress toward achieving the annual goal(s).
Purpose of Goals and Objectives – The student’s goals and objectives should be aimed
at acquiring the skills and competencies that will facilitate maximum involvement in the
general curriculum and placement. The goals and objectives should be related to the
essential elements of the general curriculum, or the precursor skills that will enable the
student to learn the general curriculum. Each short-term objective should be linked to the
age-appropriate general education curriculum, or precursor competencies to learn the
general education curriculum.
Challenges – The Newark Public Schools regular education curriculum is not yet
accessible electronically. In addition, since so many of our students are in special
education classes throughout most of the school day, the regular education teacher(s) that
frequently participate in the development of IEPs (e.g. art & music teachers) do not have
the breadth of knowledge of the district’s regular education curriculum in all subjects and
grades. Consequently, the selection of the regular education goals rely heavily on the
special education teacher who may not have received sufficient training in the district’s
regular education curriculum for the multiple grades and subjects that they teach. We may
be able to facilitate the process by also involving a school’s instructional facilitator and
utilizing the State’s Core Curriculum Content Standards (CCCS) and the corresponding
Cumulative Progress Indicators (CPI), which are available electronically, for many of the
subjects that must be addressed on the IEP.
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Supplementary Aids, Services, and Modifications
For each subject, the IEP team must consider modifications & supplementary aids and
services the student needs in the regular &/or special education classroom in order to
advance appropriately toward attaining the goals and short-term objectives, and to be
involved in the general curriculum.
Challenges - Accommodations can be viewed as changes in the way things are customarily
done, so that a student with a disability can have an equal opportunity to participate.
Regular education teachers are key players in determining which accommodations and
curricular changes are appropriate, so as not to fundamentally lower or alter regular
education standards. When these changes “fundamentally” or “substantially” alter or lower
the standards, they are modifications and appropriate notice of these modifications and their
import (course content, alternate grading, graduation standards, etc.) must be provided to
the parent in the IEP team process.
GENERAL CONSIDERATIONS FOR CURRICULUM ACCOMMODATIONS
Start with the general education curriculum for the student’s grade and corresponding
subject.
1. Identify essential curriculum objectives for a given unit for all students.
2. Determine what, if any, modifications are necessary for the classified student to
achieve the targeted objectives. Based on the individual learner’s goals, choose an
appropriate mix of adaptations, beginning with the least intrusive. Accommodations can:
a. Reduce the number of items to complete/learn;
b. Alter time frames for work completion (i.e. additional time, more sessions but less
time, etc.);
c. Increase assistance to student (i.e. peer tutor, individual aide, etc.);
d. Adapt the way material is presented to the student and how they can respond to
the material;
e. Alter the degree of difficulty of the general curriculum material to make it more
accessible;
f. Provide samples of completed assignments to use as models;
g. Change grouping of students, physical arrangement of classroom, classroom
management and instructional strategies, modify testing material, settings and
procedures, etc.
TYPES OF MODIFICATIONS
a. Modify the presentation of materials
1. Present material, or lesson, in shorter segments of shorter tasks.
2. If directions or lesson are complex, break them into steps and list them so the
student can follow them as they work.
3. Use concrete materials and example before teaching abstract.
4. Relate material to students' experiences. Make it relevant to them as
individuals.
5. Reduce the number of concepts introduced at any one time.
29
6. Provide the students with an overview at the beginning of the lesson. Tell the
students what they should expect to learn in the lesson and why.
7. Make sure the language you are using to present material is appropriate.
Vocabulary and sentence structure may be too difficult for the classified
student. Therefore, you may have to rephrase or present material differently to
him/her.
8. Schedule frequent short conferences with the student to check for
comprehension and make additional accommodations.
9. Make sure student understands previously taught material before introducing
new material. Therefore, a review verbally, in seat tasks, and/or homework
can help here.
10. Allow student to obtain, review and retain information utilizing cassette/tape
recorders, computers, oral/written reports, projects, calculators, dictation,
typewriters, etc.
11. Highlight important information, or concepts, to be learned in text or material.
Provide study guides, outlines and/or color code/highlight key points.
12. Space practices and drill sessions over time and for shorter sessions.
13. Give additional presentations - repeat original presentation; provide simpler,
more complete explanations; give additional examples; model skills in several
ways.
14. Provide additional guided practice - require more responses; lengthen practice
sessions; schedule extra practice sessions.
15. Make consequences more attractive - increase feedback; provide knowledge
of results; chart performance; reward approximations; give incentives to begin
and to complete; recognize and give credit for student’s oral participation in
class.
16. Make arrangements for homework assignments to reach home with clear,
concise directions.
17. Assign tasks at the appropriate level, i.e. lower reading level/difficulty.
18. Make test accommodations, i.e. give tests orally.
b. Modify the environment
1. Use study carrels.
2. Seat student in area free from distractions. Certain students may need to be
away from the door, window, or disruptive students.
3. Let student select the place which is best for him to learn, work and/or study.
Student may need to be near the teacher, in front of the room, near a
supportive classmate, etc.
4. Help keep student’s space free of unnecessary materials.
5. Provide student with organizer/notebook to help them organize, material,
homework, assignments, tests, etc.
6. Provide the student opportunities for movement (i.e. allow the student to go to
bathroom, office, run errands, etc.). (Caution – The responsibility for the
monitoring and supervision of the students is the teachers).
c. Modify time demands
30
1. Increase the amount of time allowed to complete assignments/tests.
2. Reduce the amount of work, number of examples, length of assignments for
in-seat assignments, homework and/or tests.
3. Teach time management skills - i.e., use of check-lists, prioritizing time and
assignments, etc.
4. Space short work-periods with breaks, or change tasks.
5. Alternate active and quiet time, short periods for each.
6. Give student a specific task with specific time limits.
d. Modify the materials for the student who has:
1. Problems Writing
 Avoid large amount of written work in school and at home.
 Allow student to use method of writing with which he/she is most
comfortable, i.e., cursive, dictation, keyboarding, or manuscript.
 Set realistic and mutually agreed upon expectations for neatness.
 Let student type, record, or give answers orally, instead of writing them.
 Avoid pressure of speed and neatness.
 Provide student with copy of lesson or lecture notes produced by teacher
or classmate.
 Reduce amount of board work copying and textbook copying; provide
student with written information.
2. Visual Processing Difficulties
 Highlight information to be learned (color coding, underlining, etc.)
 Keep written assignments and work space free from extraneous/irrelevant
distracters.
 Worksheets should be clear and well defined.
 Go over visual task with student to make sure he/she has a clear
understanding of all parts of the assignment BEFORE beginning.
 Avoid having the student copy from the board (i.e. provide the student
with a copy of the material, such as teacher’s manual/notes).
3. Language Processing Difficulties
 Give written directions to supplement verbal directions.
 Slow the rate of presentation.
 Paraphrase the material.
 Keep statements short and to the point.
 Avoid the use of abstract language, such as idioms, metaphors and puns.
 Keep sentence structure and/or vocabulary simple.
 Have student restate what was said in his/her own words.
 Familiarize the student with new vocabulary before the lesson, making
sure he/she can use this vocabulary and not just recognize it.
 Reduce the amount of extraneous noise, such as conversations, radio, TV,
noises from the outside, etc.
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



Alert student’s attention to key points, such as, “This is important,” or
“Listen carefully.”
Ensure that student can read and understand text books used;
Utilize visual aids to supplement verbal information, i.e. charts, graphics,
pictures, which can illustrate spoken and written information;
Utilize concrete examples, manipulatives, proximal models, and hands-on
activities whenever possible and always before teaching more abstract
concepts.
4. Organizational Difficulties
 Establish and maintain daily routine.
 Make clear rules and consistently enforce them.
 Develop contracts with student and reward for completion of the contract.
 Provide student with notebook with organized sections, such as
assignments due, time management schedules, prioritized to-do-lists,
calendar, homework, study guides, class notes, etc.
 Avoid cluttered, crowded worksheets by utilizing techniques, such as
blocking (block assignments into smaller segments), cutting (cut
worksheets into fourths, sixths, eighths, etc. and place one problem into
each square), folding (fold worksheets into fourths, sixths, eighths, etc.
and place one problem into each square), color coding, highlighting or
underlining important information on which student needs to focus.
 Hand out written assignments with expected dates of completion noted on
one corner.
 To prevent misplaced assignments, provide student with file folders,
notebooks, or trays in which to immediately place completed work.
 Set aside a specific time for cleaning desks, lockers, organizing notebooks,
etc.
 Teach goal setting skills, i.e., set up a backward time line for long term
projects and share this with parents.
 Teach decision making/prioritizing skills, i.e., help students list items to be
completed in order of importance, as well as their due dates.
 Teach time management skills.
 Allow students to do independent class work and take tests at an
uncluttered desk, or study carrel.
 Provide a duplicate set of textbooks for student to keep at home,
minimizing the chances of leaving needed book in school, or at home, as
well as reducing chances of lost books.
 List the steps in a problem, activity so that the student knows exactly what
is required of him/her. After completing the activity, have the student list
the steps to perform the task.
 Ask the student leading questions before beginning an assignment so
he/she will know on what to focus.
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
After an assignment or activity, have the student list important facts and
information. This is an important skill to teach students before they learn
outlining.
e. Modification of grades
A student with a disability in regular education classes, who receives modifications, may
be given a modified grade, so long as the decision is made on an individualized basis at
the IEP meeting and specified on the IEP. This allows for adequate notice to parents and
provides them with the opportunity to make an informed choice as to accept or decline
modifications, which fundamentally alter the district’s standards. Unless this grading
modification is delineated on the IEP, the classified student should be assessed and
graded as per the district’s policies.
Challenges – If we continue to read materials to students, as a
modification, they will experience even greater difficulties learning to
read. Therefore, when material is read to students they should be
encouraged to read along and developmental reading skills should be
taught. We must prepare all our students for the lengthy & complicated
reading passages noted on the State’s standards-based assessments.
Modifications in Extracurricular and Nonacademic Activities
New Jersey's Core Curriculum Content Standards (CCCS – Language Arts Literacy,
Mathematics, Social Studies, Science, Visual/Performing Arts, Comprehensive Health &
Physical Education, World Languages, & Cross Content Workplace Readiness) and the
No Child Left Behind Act's definition of Core Academic Subjects have had a dramatic
impact on what we can consider nonacademic activities (e.g. lunch, assemblies,
extracurricular activities, etc.).
Some examples of these modifications and accommodations may be:
1. “Given the student’s asthma, when vigorous physical activity is required in
extracurricular activities, they should utilize the nebuliser”;
2. “Given the student’s reading difficulties, when reading material is provided in
nonacademic &/or extracurricular activities, the material should be read to him/her”;
3. “Given the student’s low tolerance for frustration, assigned tasks in nonacademic
activities should be carefully matched with student’s capabilities.”
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RELATED SERVICES
In the code, related services is defined as “transportation and such developmental,
corrective, and other supportive services as are required to assist a student with a
disability to benefit from special education as specified in the student’s IEP.” Related
services must be provided to a student with a disability when delineated on the IEP and
required for the student to benefit from the educational program. These needs should be
clearly delineated in the PLEP section of the IEP. By adhering to the following legal &/or
procedural mandates, the effectiveness of related services should increase:
1. Each related service must be noted in the student’s IEP and include the
goals/objectives, frequency and duration of service, professional providing the service,
where the services are provided and whether services are provided individually or in
groups. If in a group, the group size must be noted;
2. The activities utilized by the related service provider must be oriented towards goals
and objectives on the IEP;
3. Each related service provider must maintain progress notes, which should be kept
confidential and noted on the related services log;
4. Each related service should include a periodic review between
student/parent/teacher/case manager and provider to reestablish goals, revising IEP if
required and determine need for future sessions;
5. Maintain a record of provided sessions in the student’s case record.
The following related services are noted in State and Federal Regulations, but are
not exhaustive:
1. Counseling services that are provided by school district personnel shall be provided
by certified school psychologists, social workers or guidance counselors. (See appendix
on how counseling that addresses behavioral problems can be documented on the IEP).
2. Counseling and/or training services for parents shall be provided to assist them in
understanding the special educational needs of their child.
3. Speech and language services may be provided as a related service to a student who
is classified as “eligible for special education and related services.” These services must
be provided by a certified speech-language specialist.
4. Occupational therapy and physical therapy may be provided by therapy
assistants under the direction of the certified and/or licensed therapist in accordance with
all applicable State statutes and rules.
5. Recreation shall be provided by certified school personnel.
6. Other related services shall be provided as specified in the student’s IEP. In addition
to the above related services delineated in NJAC 6A: 14-3.9, the federal register, Vol. 62.
No. 204 – 10/22/97, 300.22 lists the following additional related services which can be
considered by the IEP team:
34
7. Audiology includes:
 Identification of children with hearing loss;
 Determination of the range, nature, and degree of hearing loss, including referral for
medical or other professional attention for the habilitation of hearing:
 Provision of habilitative activities such as language habilitation, auditory training,
speech reading (lip-reading), hearing evaluation, and speech conservation;

Creation and administration of programs for prevention of hearing loss:
 Counseling and guidance of pupils, parents, and teachers regarding hearing loss; and
 Determination of the child’s need for group and individual amplification, selecting
and fitting an appropriate aid, and evaluating the effectiveness of amplification.
8. Medical services means services provided by a licensed physician to determine a
child’s medically related disability that results in the child’s need for special education
and related services.
9. Orientation and mobility services means services provided to blind or visually
impaired students by qualified personnel to enable those students to attain systematic
orientation to and safe movement within their environments in school, home, and
community including:
 Teaching students spatial and environmental concepts and use of information
received by the senses (such as sound, temperature and vibrations) to establish,
maintain, or regain orientation and line of travel (for example, using sound at a traffic
light to cross the street);
 Teaching students to use the long cane, as appropriate, to supplement visual travel
skills or as a tool for safely negotiating the environment for students with no available
travel vision;
 Teaching students to understand distance and use remaining vision and distance low
vision aids, as appropriate: and
 Other concepts, techniques, and tools, as determined appropriate.
10. Psychological services includes:
 Administering psychological and educational tests, and other assessment procedures;
 Interpreting assessment results;
 Obtaining, integrating and interpreting information about child behavior and
conditions relating to learning;
 Consulting with other staff members in planning school programs to meet the special
needs of children as indicated by psychological tests;
 Planning and managing a program of psychological services, including psychological
counseling for children and parents; and
 Assisting in developing positive behavioral intervention strategies.
11. Recreation includes:
 Assessment of leisure function;
 Therapeutic recreation services;
 Recreation programs in schools and community agencies; and
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
Leisure education.
12. Rehabilitation counseling services means services provided by qualified personnel
in individual or group sessions that focus specifically on career development,
employment preparation, achieving independence, and integration in the workplace and
community of a student with a disability. The term also includes vocational rehabilitation
services provided to a student with disabilities by vocational rehabilitation programs
funded under the Rehabilitation Act of 1973.
13. School health services means services provided by a qualified school nurse or other
qualified person.
14. Social work services in schools includes –
 Preparing a social or developmental history on a child with a disability;
 Group and individual counseling with the child and family;
 Working with those problems in a child’s living situation (home, school, and
community) that affect the child’s adjustment in school;
 Mobilizing school and community resources to enable the child to learn as effectively
as possible in his or her educational program; and
 Assisting in developing positive behavioral intervention strategies.
15. Transportation shall be provided as follows:
 The district board of education shall provide transportation as required in the IEP.
Such services shall include special transportation equipment, transportation aides and
special arrangements for other assistance to and from and in and around the school;
 When out-of-district placement for educational reasons is made by a district board of
education, transportation shall be provided consistent with the school calendar of the
receiving school;
 When necessary, the case manager shall provide the transportation coordinator and
the bus driver with specific information including safety concerns, mode of
communication, health and behavioral characteristics of a student assigned;
 For students with disabilities below the age of five, safety belts or restraint systems
are required.
 If the student’s disability prevents him/he from walking to school. Examples:
orthopedic handicap; moderate to severe cognitive impairment; exhibits extremely
poor judgement.
 If the student is not attending the neighborhood school.
 Include the type of transportation (school bus to and from school or tickets for public
transportation), the student needs on a Tranquility/SERS form and is forwarded to the
unit supervisor’s clerk.
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Supports for School Personnel
The focus of these supports is to assist the child to advance appropriately toward attaining
annual goals and to be involved in and progress in the general education curriculum.
These supports can include professional development or more training, which could
involve teachers, teacher aides, administrators, bus drivers, cafeteria workers, and others
who provide services for a particular student with a disability. Some examples might be:
1. The case manager will provide training for teacher and aide on formal observations
and behavioral charting;
2. AT coordinator will provide training for teacher and aide on “Books on Tape”;
3. Case manager will meet monthly with teacher and related services personnel to provide
input and feedback on the delivery of services;
4. Related service provider will meet monthly with teacher to provide guidance for
classroom activities.
5. Case manager will meet with teachers and related service providers to monitor IEP
implementation.
Progress Reporting
Research demonstrates that continuous monitoring and evaluation of student’s progress
has a positive impact on student performance. Since IEP goals are written in observable
and measurable ways and include short-term objectives, with evaluation methods and
criteria, this type of mandated monitoring and reporting should be facilitated.
IDEA mandates that parents are regularly informed of their child’s progress toward the
annual IEP goals, at least as often as their non-disabled children’s progress. If report
cards are the vehicle, they must include grading information provided for all children at
the same intervals plus:
1. Their child’s progress toward meeting all annual goals, including related service goals;
and
2. The extent to which that progress is sufficient to enable the child to achieve the goals
by the end of the year.
In addition, IDEA requires that if this monitored progress is not sufficient to enable the
child to achieve the annual goals, then:
1. Instructional &/or related service strategies and priorities may have to be adjusted; or
2. The IEP may have to be revised to reflect different goals, strategies, resources, etc.
Challenge – This type of progress reporting is often not happening with either IEP
curriculum goals, or related service goals. Therefore, either the person responsible
for delivering the services to achieve these goals, the case manager, or the district
may have to set up another vehicle. For example, an IEP report could supplement
the district’s regular quarterly report card. All IEP goals and objectives could be
delineated and the providers and teachers could report out the progress.
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DECISION-MAKING FOR REMOVAL FROM
GENERAL EDUCATION CLASSES
1.
Document the supplementary aids and services that were considered and
rejected [N.J.A.C. 6A:14-42.(a)8i]. Explain why they are not appropriate to
meet the student’s needs in the general education class:
Each placement option is examined not only as it currently exists, but also as it might be
modified. The student should not be removed from age-appropriate regular classrooms
solely because of needed modifications in the general curriculum. The first option must
be whether the student can be educated satisfactorily in a regular classroom with
supplementary aids and services and modifying the regular program to accommodate the
student. To name a few, these may include:
a. Accommodations and modification of the regular class curriculum,
b. Behavior management techniques,
c. Training the regular education teacher in differentiated instruction,
d. Use of assistive technology,
e. Provision of notetakers,
f. Assistance of an in-class special education resource teacher,
g. Use of a pull-out resource center or
h. A combination of these.
In fact, research shows that students with more inclusive programs tend to perform better
on achievement tests, social skills, problem solving, and self-concepts. Although
mandated for all students with disabilities, this type of LRE consideration is particularly
critical for crowded schools and schools where parents want their children to remain in
attendance.
The removal of a student with a disability from his/her regular class occurs only when the
nature or severity of the educational disability is such that education in the student's
regular class with the use of appropriate supplementary aids and services can not be
achieved satisfactorily. Consequently, this section should specify why supplementary
aids and services could not appropriately meet the student’s needs in the general
education class.
* Cautionary Note - The appropriateness of the program in meeting the student’s
individual needs must be the paramount consideration.
2.
Document the comparison of the benefits provided in the regular class and
the benefits provided in the special education class [N.J.A.C.
6A:14-4.2(a)8ii]:
The appropriateness of placement in the regular classroom is not dependent on the
student's ability to learn the same things that other students learn in the regular classroom.
The fact that a regular education class includes social interaction of the student with nondisabled peers, positive peer models, and high achievement expectations are a few of the
38
legitimate benefits that can be derived from placement in the regular classroom. The
potentially beneficial effects on the other children in the class are fostered as they learn to
understand and accept the individual differences of their peers.
On the other hand, benefits in special education class can relate to a smaller studentto-teacher ratio, where the student can be provided with more individual attention to
address the student’s academic, cognitive, social, and emotional needs.
3.
Document the potentially beneficial or harmful effects which a placement
may have on the student with disabilities or the other students in the class [N.J.A.C.
6A:14-4.2(a)8iii]:
Given the selected placement, we have to document the beneficial effects (see # 2 above).
For example, if a student is in a regular education class, he/she may benefit from social
interactions with non-disabled peers, positive peer models, and high achievement
expectations. In addition, the other children in the class may learn to understand and
accept the individual differences of their peers.
In the special education class, with a smaller student to teacher ratio, the student can be
provided with more individual attention to address the student’s academic, cognitive,
social, and emotional needs.
On the other hand, the potentially harmful effects may include the disruptive behavior of
a student with disabilities if the disruptiveness is severe enough to significantly impair
the education of other students.
4.
Explain the extent, if any, to which the student will not participate with
nondisabled peers in extracurricular activities and nonacademic activities
[N.J.A.C. 6A:14-3.7(d)4]:
If the IEP team agrees that the student should receive all or part of the special education
program outside the regular classroom, opportunities for participation in programs with
nondisabled peers in academic or nonacademic activities must be considered and
included in the IEP as appropriate.
Examplea. “Because the student attends a school that only has special education students enrolled,
his participation with non disabled peers in nonacademic activities during the school day
will be severely limited.”
b. “Because of the student’s aggressive and acting out behavior during unsupervised &/or
minimally supervised activities, unless the activity is very well structured and supervised
the student will not be able to participate in these activities with nondisabled peers.”
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Placement Decision
Challenges - According to IDEA and Court cases, placement refers to the special education
program the student needs and not the school location, which is an administrative decision.
Therefore, don’t write the school location. Write the program(s) delineated in the code (6A:14-4.3 to
4.10) that the student needs to receive FAPE in the LRE.
Continuum of Alternative Placements
Each educational placement option is examined in sequence from least restrictive to most
restrictive. IEP teams are required to consider whether the student can be educated in less
restrictive settings; however, the student is not required to have failed in less restrictive
setting before placing them in more restrictive settings. The following list represents the
continuum of available alternative settings:
1. Instruction in regular classes (e.g. supplementary services, resource room, itinerant
instruction, etc.)
a. Supplementary instruction
– These services can be provided to students with disabilities in addition to
the primary instruction for the subject being taught. Supplementary instruction
shall be provided individually or in-groups according to the numbers for support
resource programs (see group size for support resource programs below).
Supplementary instruction and replacement resource program shall not be
provided by the same teacher during the same instructional period.
b. Resource Programs
- Support resource program - The primary instructional responsibility for the
student in a support resource program shall be the regular classroom teacher with
input from the resource program teacher as specified in the student’s IEP. A support
resource program provided in the student’s regular class shall be at the same time
and in the same activities as the rest of the class.
- Replacement resource program - The resource program teacher shall have
primary instructional responsibility for the student in the replacement resource
program. In an in-class replacement resource program, only a single content area
shall be taught to the group. A student receiving an in-class replacement program
shall be included in activities such as group discussion, special projects, field trips,
and other regular class activities as deemed appropriate in the student’s IEP.
An in-class resource program may be provided up to the student's entire instructional day.
A pull-out resource program:
 At the elementary level, a pull-out resource program may be provided for up to
one half of the instructional day.
 At the secondary level, a pull-out resource program may be provided for up to the
entire instructional day.
40
Resource programs - group size limits
Program
Class Size W/O Aide Class Size with aide
In Class Support
6 in elementary & 9
Option Not Available
in secondary
Single Subject Support
6 in elementary & 9
7 to 9 in elementary & 10 to 12 in
(pull out)
in secondary
secondary
Multiple Subject Support 6 in elementary & 6
7 to 9 in elementary & 7 to 9 in
(pull out)
in secondary
secondary
In class Replacement
3 in elementary & 3
Option Not Available
in secondary
Single subject
6 in elementary & 9
7 to 9 in elementary & 10 to 12 in
Replacement (pull out)
in secondary
secondary
Multiple subject
4 in elementary & 4
Option Not Available
Replacement (pull out)
in secondary
2. Special Class Programs - Instructional group sizes for preschool, elementary, and
secondary special class programs shall not exceed the limits listed below.
Program
Auditory Impairments
Autism
Behavioral Disabilities
COGNITIVE
DISABILITIES
1. Mild = EMR
2. Moderate = TMR
3. Severe = EDT
Learning &/or Language
Disabilities
1. Mild to moderate
2. Severe
Multiple Disabilities
Preschool Disabilities
Visual Impairments
Special class programs – group size limit
Class Size W/O Aide Class Size with aide
8
9 to 12
3
4 to 6
secondary only 7 to 9 with 2 aides
9
10 to 12
12
10
3
10
13 to 16
11 to 13
4 to 6 & with 2 aides 7 to 9
11 to 16
10
11 to 16
8
8
9 to 12
9 to 12
1 to 8 & with 2 aides 9 to 12
9 to 12
8
*Note - The age span in an approved separate resource program or special education
class shall not exceed four years.
3. Home instruction - This is the most restrictive type of placement for school-age
children because it doesn’t permit education to take place with other students (e.g.
students recovering from surgery, incarcerated, etc.). A student classified as disabled
shall have his or her IEP implemented through one to one instruction at home or in
41
another appropriate setting when it can be documented that all other less restrictive
programs options have been considered and have been determined inappropriate.
1) Prior written approval to provide home instruction shall be obtained from the
Department of Education through its county office.
2) Approval may be obtained for a maximum of 60 calendar days, after which
renewal of the request may be made. Each renewal of the approval may be
granted for a maximum of 60 calendar days.
3) Instruction shall be provided for no fewer than 10 hours per week. The 10 hours
of instruction per week shall be accomplished in no fewer than three visits by a
certified teacher on at least three separate days.
For students with disabilities, the district shall provide a program that is consistent
with the student’s IEP to the extent appropriate. When the provision of home
instruction will exceed 30 consecutive school days in a school year, the IEP team
shall convene a meeting to review and if appropriate, revise the student’s IEP.
4. Instruction in hospitals & institutions.
When students with disabilities are hospitalized for medical reasons, including
psychiatric problems, the law requires that they continue to be provided with FAPE.
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SPECIAL EDUCATION DETERMINATIONS
Document length of school day, if different from length of regular school day
[N.J.A.C. 6A:14-4.1(c)]:
For example, related services after school.
Statement of student’s transition from elementary to secondary program [N.J.A.C.
6A:14-3.7(d)8]:
This could apply to a transition from elementary to middle school or from elementary to
high school. This should not be dictated by district/school policies. It’s determined by
factors including the number of years the student is in school, social, academic, and
vocational development, as well as the student’s chronological age and is an IEP team
decision.
Determine whether the student needs an extended school year (ESY) program
[N.J.A.C. 6A:14-4.3(b)]. List relevant factors considered in determining whether
the student needs an ESY program.
Regression-Recoupment Standard - When an interruption in educational programming
causes the student’s performance to revert to a lower level of functioning and recoupment
can not be expected in a reasonable length of time.
Some students lose many skills over the summer that they gained during the course of the
preceding year and would require significant time to recoup those skills if not provided
with some special education services during the summer. When the benefits accrued to
the child during the regular school year will be significantly jeopardized if he is not
provided an educational program during the summer months, the regression-recoupment
standard justifies an ESY. The above analysis must include not only how the student has
done in the preceding school year, but also should include predictive data based on the
opinion of experts who have worked with the child and have knowledge of the child’s
disability.
Other factors the IEP team must consider in addition to the regression-recoupment
standard
Although the regression-recoupment standard is the one which was established by the
Court which has jurisdiction over New Jersey, other possible relevant factors to consider
in making the decision for an extended school year are:
 Free Appropriate Public Education (FAPE) - The same general requirement
governing FAPE governs ESY, i.e., for there to be an obligation to provide ESY,
it must be that “an ESY is necessary to permit (the child) to benefit from
instruction.”
 The degree of impairment and the ability of the child’s parents to provide an
educational structure at home.
 The child’s rate of progress.
 The child’s behavioral and physical problems.
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





The availability of alternative resources.
The ability of the child to interact with non-disabled children.
The areas of the child’s curriculum, which need continuous attention.
The child’s vocational needs.
Whether the requested ESY service is an integral part of the child’s program for
the child’s condition or whether the requested service is extraordinary.
Emerging skills’ and ‘breakthrough opportunities’ (as when the child is on the
brink of learning to read) should be incorporated into the ESY consideration.
If the student requires an ESY program, describe the ESY program:
The ESY program doesn’t have to be the entire day or all subjects. It can relate to specific
subjects, or skills. For example, to reinforce and build on the student’s emerging
phonemic skills, they will receive individual reading instruction for 45 minutes each day
over the summer.
ESY can be provided directly by the district in its general education summer program or
special education program, or through contract with summer programs of other districts,
summer camps, etc. based on the child’s unique needs.
44
Participation in District and State-wide Assessments
IDEA & NCLB mandate that students with disabilities are included in State & Districtwide assessments & provided with appropriate accommodations, if necessary. According
to code, unless “…the nature of the student’s disability is so severe that the student is not
receiving instruction in any of the knowledge and skills measured by the statewide
assessment and the student can not complete any of the questions on the assessment in a
subject area with or without accommodations, they must take the test.” The following
tests are mandated in the Newark Public Schools:
GRADE
Pre K –to Kdg.
Kdg to 3rd
Kdg. To 8th
Kdg.
5th to 8th
9th to 11th
2nd to 8th
Kdg. To 8th
TEST
Brigance
Observation
Survey/DRA
Writing Sample
Midyear Observation
Checklist
LAL – Novels
Assessment
Writing Sample – pre
& post tests
Math
5th, 6th, 7th, 9th, 10th
4th
Foss & FTC Module
Assessments
SPA
ESPA practice test
8th
All Grades
GEPA practice test
IDEA
3rd
4th
8th
NJ-ASK – 3
NJ-ASK-4
GEPA
11th
HSPA
SUBJECT
All subjects
LAL – Rdg. – pre
and post tests
LAL – writing –
pre and post test
Math
NPS /NJDOE
NPS
NPS
LAL
NPS
LAL-writing
NPS
Fall Problem
Solving Tasks
Science
NPS
LAL & Math
LAL, Math,
Science
LAL & Math
English
Proficiency
LAL & Math
LAL & Math
LAL, Math,
Science
LAL & Math
NPS
NPS
NPS
NPS
NPS
NPS
NPS
NJDOE
NJDOE
NJDOE
NJDOE
If student doesn’t participate in the above NJDOE assessments, they must take Alternate
Proficiency Assessment (APA). Although NCLB limits this number to only 1% of the
total eligible test-taking student population for AYP considerations, the IEP team
decisions take precedent in deciding which students require the APA, even if he numbers
exceed 1%.
NEW JERSEY'S ALLOWABLE STATEWIDE TESTING ACCOMMODATIONS
A. Setting Accommodations
45
1.Administering the assessment:
a. individually in a separate room
b. in a small group in a separate room
c. in the resource room
d. in a special education classroom
e. using carrels
f. at home or in a hospital (this will depend on the nature of the assessment task)
2. Seating the student in the front of the room near the examiner or proctor
3. Seating the student facing the examiner or proctor
4. Providing special lighting
5. Providing special furniture (e.g., desks, trays, carrels)
B. Scheduling Accommodations
1.Adding time as needed
2.Providing frequent breaks
3.Terminating a section of the test when a student has indicated that he or she has
completed all the items he or she can. The examiner must ensure that the student has
attempted all items in a section since items are not ordered by difficulty. When this
accommodation is used, the test must be administered in a small group or individually to
avoid distraction.
C. Test Materials Modifications
1.Administering the large-print version of test materials
2.Administering the Braille version of test materials
3.Allowing separate additional continuation pages for writing tasks. These pages
MUST be properly marked to link them to the correct student for credit.
D. Test Procedures Accommodations/Modifications
1.Administration accommodations/modifications:
a. reading directions out loud
b. reading test questions aloud (you may not read aloud or sign the reading passages
in Language Arts Literacy- you may read the reading questions.)
c. providing and ensuring that amplification (hearing aid and/or FM system) is in
working order
d. using a sign language or cued speech interpreter for administration of directions
or questions but not reading passages
e. masking a portion of the test booklet and/or answer folder to eliminate visual
distractors or providing reading windows
f. repeating, clarifying, or rewording directions
g. providing written directions on a separate sheet or transparency
h. using an examiner who is familiar with the student
i. using an examiner who can communicate fluently in sign language (American
Sign Language or a form of Manually Coded English)
j. providing manipulatives for math items
k. using graph paper for math section
l. using a Braille ruler and talking calculator
46
m. using tactile or visual cues for deaf or hard of hearing students to indicate time to
begin, time remaining, and time to end a particular part of the test
2.Response accommodations/modifications
a. having an examiner record the student’s identifying information on the test
booklet or answer folder (see test manuals for specific information)
b. dictating oral responses to a scribe (person who writes from dictation) -student
must indicate all punctuation and must spell all key words
c. using a Braille writer to record responses
d. signing responses to sign language interpreter (student must indicate all
punctuation and must spell all key words)
e. recording responses on a word processor (tools, e.g., spelling and grammar tools
are not permitted)
f. using large face calculators (except for non-calculator section)
g. using talking calculators (except for non-calculator section)
h. using an Augmentative Communication device
i. using a larger diameter or modified special grip #2 pencil
j. masking portions of the test booklet to eliminate visual distractors
k. marking answers in the test booklet (an examiner will transfer the answers to an
answer folder for GEPA/HSPA)
Other Considerations
Ensure that:
a. any medication has been appropriately adjusted so it will not interfere with the
student’s functioning.
b. eyeglasses are used if needed.
c. hearing aids, FM systems, Augmentative Communication devices, word
processors, or other equipment are functioning properly.
d. source and strength of light are appropriate.
e. all students can clearly see and hear the examiner.
f. all deaf or hard of hearing students who communicate aurally/orally are
watching the examiner when instructions are given.
g. responses to open-ended questions, writing tasks, and the writing project which
are written or typed on separate sheets of paper by students eligible for this
accommodation must be placed into the fluorescent orange envelope provided. Each of
these pages must include at the top of the page the student’s name, answer folder number,
birth date, district name and code, and school name and code. If these procedures are not
followed, the student’s responses cannot be linked to their responses on the other sections
of the test and he/she will receive incomplete scores. Copies of these pages should be
made and retained on file by the school district until scores are received.
h. students using the large-print test booklets:
1.mark their answers on the large-print test booklets
2.may be instructed to skip some questions. The spaces for these questions
must be left blank in the students large-print test booklet or answer folder included in the
large-print kit.
3.who dictate responses on open-ended items and writing tasks indicate all
punctuation and spell key words.
47
i. students using Braille test booklets:
1.are instructed to bring a Braille ruler and a talking calculator to the test
session.
2.are instructed to skip some items identified in the Braille instructions. The
spaces for these items must be left blank on the student test booklet or answer folder
included in the Braille kit;
3.have answer folders transcribed from Braille version by the examiner.
4.dictate their answers to the examiner or use a device that produces Braille.
For dictations and responses recorded in Braille:
Students must indicate all punctuation and must spell all key words.
Examiners must transcribe the Brailled responses into the regular answer
folder included in the Braille kit.
j. students who communicate using sign language:
1.Have an interpreter interpret oral directions and test items (but not the
reading passages in the Language Arts Literacy sections of the test). The interpreter
should be able to communicate in the mode used by the student, American Sign
Language or a form of Manually Coded English. The interpreter should be instructed to
interpret so as not to give the answer to the student through the use of a particular sign or
finger spelling.
2.Students using American Sign Language for open-ended writing task
responses should sign the responses to the interpreter who will interpret them into spoken
English and a scribe will record the responses in the test booklet or answer folder.
3.Students using Signed English or cued speech will sign/cue to the
interpreter who will transliterate (word for word) into spoken English and a scribe will
record the responses.
Challenges – CST members need comprehensive staff development on the format and
content of New Jersey’s standards-based assessments & Newark’s district wide
assessments, as well as how to analyze them for instructional implications. This would
enable them to better identify each student’s:
1. Needed test accommodations,
2. Appropriate strengths and weaknesses on the IEP’s PLEP; and
3. Meaningful goals, objectives, & supplementary aids and services on the IEP.
48
GRADUATION REQUIREMENTS
Beginning at age 14, IEP teams must identify the State and local graduation requirements
that the student will be expected to meet. The statement must be reviewed annually. If the
student is exempt from meeting any of the graduation requirements that all students are
expected to meet or if any of the requirements are modified, provide a rationale and list
any alternate proficiencies on the IEP the student is expected to achieve.
State the
Graduation
Requirement
If the student is NOT exempt
from the requirement, place an X
in this column.
If the student is exempt from meeting the
graduation requirement, provide a
rationale for the exemption. [N.J.A.C.
6A:14-3.7(d)7i]
Attendance:
Credit Hours:
HSPA/SRA:
Other (Local
graduation
Requirements):
Alternate Requirements(s): Provide a description of any alternate requirements to be achieved by the
student to qualify for a State endorsed diploma. [N.J.A.C. 6A:14-3.7(d)7ii]
Although every student must be considered on an individual basis, for the most part
students with disabilities will not be exempt from most graduation requirements, a
significant number may be exempt from passing the HSPA/SRA. The disabling condition
will be the rationale for the exemption in most cases. In those cases, the students will be
required to achieve IEP goals. Students taking the APA will be required to pass it & the
rationale for the exemption from passing the HSPA can be the nature of the student’s
disability is so severe that the student is not receiving instruction in any of the knowledge
and skills measured by the HSPA. However, based on No Child Left Behind’s mandates
for accountability and uniform standards, this exemption could be further restricted, but
at the current time IEP team decisions take precedent. If a student with a disability is not
exempt, or if the state eventually mandates passing the HSPA for a high school diploma,
parents must be fully informed of the instructional and programmatic implications of IEP
decisions throughout their child’s education.
Statement of Special Education and Related Services
In Newark’s IEP this is a delineation of:
1.Each special education service the student will receive, including instruction and
related services – Examples: Pull-out Resource Room assistance in reading and math,
Assistive Technology , Group Counseling, Individual Speech-Language Services, etc.
2. The dates the services begin and end – Examples: If the services will run for the
duration of the IEP, or for a number of months/weeks, put in the beginning and ending
dates of these services.
3. The frequency of the services – Examples: Daily, weekly, twice a week, 2 times a
month, etc.
4. The location of the services - Examples: Regular education class, Resource Room,
Counseling room, Speech room, etc.
5. The duration of the services – This refers to the amount of time per session –
Examples: 30 minutes, 45 minutes, 6o minutes, etc.
49
NOTICE
The last three pages of Newark's IEP constitute the code-mandated written notice to the
parent and are not components of the IEP. Consequently some of the information noted in
the body of the IEP may be duplicated in this "Notice". Most of the information
requested for "Notice" is self-explanatory; however, the following points may help clarify
some requirements:
1. "Describe the proposed action…" - In this section, you need to tell the parent why the
IEP was developed. Although there is a checklist, there may also be additional reasons
that you will have to add.
2. "Describe any options considered…" - In this section, there are an array of IEP team
considerations you may want to include, such as your LRE considerations, parental
requests, etc.
3. "Describe the procedures, tests…" - In this section, you are describing these items,
many which were just listed in the PLEP. You must write this description and don't just
refer the parent to the PLEP.
1. On the next page we have the short procedural safeguards where the case manager
would write their name and phone number.
2. Consent for Initial IEP Implementation - The only time we have the parent sign this is
when this is the first IEP after the student was initially classified. We can not
implement an initial IEP without this written parental consent.
3. On the last page, there are 2 options the parent is given:
 IEP Review Option #1 - The code requires that we provide the parent with 15
days to consider any proposed action. However, if the parent wants the IEP to
be implemented before this 15 days, by signing Option #1, they provide us
with consent to waive the 15 days.
 IEP Review Option # 2 - There is no parental signature required. We are
basically reiterating the parent's rights to consider an NPS proposal for 15
days. If the parent disagrees they are requested to notify the case manager in
writing. If they don't, the IEP will be implemented on the date delineated in
this section, which should be 15 days after the parent is notified of his/her
rights.
*Note – If the parent disagrees with the IEP, reiterate the procedural safeguards
delineated in this notice section (e.g. mediation, due process, or complaint). You may
also give them another copy of the Parents’ Rights in Special Education (PRISE)
pamphlet.
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Appendix A - How is the need for a teacher aide documented on a student's IEP?
There is a large array of student needs a teacher aide can provide, such as:
a. Language considerations - Student's dominant language is Spanish and therefore
needs a Spanish speaking aide to assist with translating lessons and student's
responses, if a bilingual class is not available or appropriate;
b. Transition needs - Student will need a teacher aide to serve as a job coach, when
working at assigned work site;
c. Behavioral considerations - Student's behavior requires the assistance of a teacher
aide to monitor and provide positive behavior supports and feedback;
d. Assisting with activities of daily living (ADL) - Helping students with toileting,
personal hygiene, and/or feeding needs;
e. Helping students to travel to and from locations where related services are provided,
and working with students to apply or practice what they have learned in related
services sessions throughout the school day.
In what follows, we provide an example of a student with a short attention span who
doesn’t complete assigned work. However, similar types of documentation and
consideration are required for IEP aides that address other student needs, like those
mentioned above.
1. Present Level of Education Performance –
Student’s strengths – Based on parent and current teacher’s report, the student
demonstrates a strong interest in pleasing adult authorities.
How student’s disability interferes with participation in the general
curriculum/program(s) – Previous medical reports indicate that the student has been
diagnosed with ADHD, which may contribute to his short attention span and why he/she
only completes 50% of all assigned class work, according to current teacher.
Other educational needs – Based on current teacher’s reports, the student has strong
dependency needs that have interfered with his/her ability to function independently on
general education’s curriculum and program(s). In addition, even though the student
seems capable of handling grade-level curriculum, his/her need for adult encouragement
and his/her low tolerance for frustration have also interfered with on-task behavior and
work completion in the general curriculum.
2. Goals - Measurable annual goals related to the general education curriculum.
Annual goal(s) –
Language arts literacy - By June 27, 2004, student will increase independent on-task
behavior and work completion to 90% of monitored tasks, with reinforcement and
encouragement of teacher aide.
51
Benchmark(s) –
a. By February 27, 2004, with monitoring and guidance of teacher aide, under the direct
supervision of the teacher, the student will be able to observe and chart work
completion.
b. By May 27, 2004, through self-monitoring and reinforcement from teacher aide,
student will increase work completion from 50% to 70%.
Criteria & Evaluation Procedures –
Under the direct supervision of the teacher, the teacher aides and the student will record
assigned class work and subsequent class work completion and compute a class work
completion percentage (Completed class work/Assigned class work).
3. Supplementary aids and services a. Teacher aide will ensure that homework assignments are written down, monitor/chart
completed homework with student, and notify teacher and parent of the progress;
b. Teacher aide will ensure that student has all required materials for lesson (e.g., pencil,
eraser, homework, textbook, notebook, eye-glasses, etc.). If the student(s) doesn’t
have these necessary materials they will notify parent(s) and track this preparation of
student(s) on teacher-selected form(s);
c. Teacher aide will ensure that student is attending to lesson &/or assigned task(s) by
touching student’s shoulder, sitting by student(s), signaling student(s) with
prearranged signal, restating directions, giving additional examples.
*Note – Similar type of supplementary aids and services could be delineated for each
subject.
4. Related Services – Teacher Aide during language arts literacy
Related Service Goal
a. By June 27, 2004, the student will increase on-task behavior during language arts
literacy from 5 minutes to 20 minutes for assigned tasks, with the assistance of
teacher aide.
Benchmarks
 By February 27, 2004, the student will demonstrate 10 minutes of on-task
behavior, during language arts literacy, with the assistance of the teacher aide;
 By April 27, 2004, the student will demonstrate 15 minutes of on-task behavior,
with the assistance of the teacher aide, during language arts literacy;
Activities
On a daily basis, during language arts literacy, and under the direct supervision of the
teacher, the teacher aide will:
 Prepare student and others for lesson with clear, direct statement of expectations;
 Review key words with student and others;
 Check that student and others have the correct text, place and materials;
 Request student and others to verbally repeat teacher instructions, before beginning
assigned written work;
52



Provide encouragement and reinforcement for on-task student behavior;
Provide reminders and redirections for off-task student behavior;
Ensure that students follow established classroom procedures for smooth transitions
between activities; routine housekeeping chores; and instructional tasks,
b. By June 27, 2004, the student will increase work completion for language arts literacy
from 50% to 80%, with the assistance of teacher aide.
Benchmarks
a. By February 27, 2004, the student will complete 60% of all assigned class work and
homework for language arts literacy;
b. By April 27, 2004, the student will complete 70% of all assigned class work and
homework for language arts literacy;
Activities
On a daily basis, during language arts literacy, and under the direct supervision of the
teacher, the teacher aide will:
 Use positive verbal and/or visual feedback when the student completes work;
 Attribute student success to effort, implying that similar successes can be expected in
the future;
 Ensure that student copies all homework assignments in designated place (e.g.;
homework pad) and bring home needed books and materials;
 Check that all materials needed for homework are organized and placed in the book
bag;
 Add notes to the parent if needed for the parent's assistance in the homework
assignment;
 Check the homework daily in the morning for completion.
On a weekly basis, under the direct supervision of the teacher, the teacher aide and
student will utilize the following “Student Observation Form for Work Completion” to
inform parents, student, and teacher of student’s progress in achieving above goals:
STUDENT OBSERVATIONS FORM FOR WORK COMPLETION
Student’s Name: ______________ Teacher’s Name:____________
Date:______ Time: ______ Subject: _________ Period:________
Class work (circle) - Complete; Incomplete - attempted but couldn’t do; Attempted but
couldn’t complete; Attempted - asked for help, but couldn’t complete; Didn’t attempt;
Supplies (circle) - Has needed supplies to complete class work; Doesn’t have needed
supplies to complete class work, but asks to borrow; Doesn’t have needed supplies to
complete class work and doesn’t ask to borrow;
Homework (circle) - Complete; Incomplete - attempted but couldn’t do; Attempted but
couldn’t complete; Didn’t hand in
53
Tests/quizzes (circle) - Completed; Attempted but couldn’t complete; Attempted - asked
for help, but couldn’t complete; Didn’t attempt;
4. Supports for School Personnel –
a. The teacher aide will help teacher(s:
 Record and monitor student’s work completion;
 Share student’s progress on work completion with parents; &
 Reinforce student’s on-task behavior and work completion.
b. The case manager will provide teacher and teacher aide with instruction and practice
on observing, monitoring, and charting student’s on-task behavior and work completion.
5. Statement of Special Education and Related Services – The IEP must reflect the
service the aide will be providing, the beginning and ending date, and the frequency,
location, and duration of the service.
Resources –
1. NTU/NPS/SPAN Best Practices In Special Education – “Integrating Teacher Aides
into Special Education”;
2. OSE’s Professional Development Center;
3. “Request For Aide Form” – After completing the IEP, the case manager must fill out
this form and submit it to their respective supervisor. The form should be completed by
copying information from corresponding sections of the IEP (e.g. PLEP, BIP, Related
Services, Goals & Objectives, Supplementary Aides and Services, Supports for School
Personnel, etc.). Not only will this form document the need for the aide (PLEP) but it
delineates what the aide will be doing, when and where they will do it, and how these
activities will help student achieve specific IEP goals and address the student’s needs. A
copy of this form is also given to a number of school-based personnel to guide their
actions:
a. The corresponding teacher(s) – Since the aide works under the direct supervision of
the teacher, the teacher’s lesson plans can now be written to ensure that the aide’s IEP
responsibilities are fully integrated into corresponding daily activities;
b. The assigned aide – In this way they know what their responsibilities are in
addressing the assigned student’s needs;
c. The principal – In this way the administration knows what the assigned aide’s
responsibilities are for the student. With this information the principal can now ensure
that:
 The teacher’s lesson plans fully integrate aide’s IEP-mandated responsibilities
into daily activities; and
 The assigned aide is implementing IEP-mandates.
54
Appendix B - IEPs Should Address Challenging Behavior(s)
Whether they are aggressive, defiant, shy, withdrawn, impulsive, distractible, etc., many
students with disabilities exhibit behaviors that impede learning even if their underlying
disability is not “emotionally disabled”. According to IDEA, if a child has behavior
problems that interfere with his/her learning or the learning of others, the IEP team must
consider whether strategies, including positive behavioral interventions and supports, are
needed to address the behavior.
IEP teams must ensure that all appropriate parts of the IEP that identify and address the
challenging behavior(s) are filled out clearly to best ensure implementation.
How is a student's needs with behavior problems addressed and documented on the
IEP?
1. PRESENT LEVEL OF EDUCATION PERFORMANCE –
How student’s disability interferes with participation in the general
curriculum/program(s) – For a student with behavior, social, &/or emotional problems,
the PLEP should clearly delineate the specifics of these problems, which the rest of the
IEP and the subsequent special education program(s) need to address. For example, if a
student has a social/emotional problem that contributes to his/her off-task, aggressive,
&/or antisocial behavior, the PLEP may state any/all of the following problems lead to a
particular student's inappropriate behavior(s):
a. "The student's poor anger management skills results in acting out behaviors, including
calling out from his seat, throwing his books on the floor, and/or cursing at other
students, approximately three times a day;"
b. "The student's poor social problem-solving skills results in inter-student conflicts,
including frequent arguments with other students and shoving matches upon entry or
departure from the classroom at least 3 times a week;"
c. "The student's attention-seeking behavior results in frequent violations of classroom
rules that average five times daily, including interrupting other students when they are
speaking, speaking without raising his hand, and frequently leaving his seat and walking
around the room;" and
d. "The student is easily distracted and demonstrates off-task behaviors, such as getting
up from his desk while he is supposed to be working on an assignment, repeatedly
dropping pencils, and drawing instead of working on an assignment, six times a class
period."
Previous medical reports indicate that the student has been diagnosed with ADHD, which
contributes to his/her disabling condition of "Other Health Impaired" as well as his/her
55
short attention span and why he/she only completes 50% of all assigned class work,
according to current teacher.
c. Other educational needs – Unresolved social and emotional concerns also seem to
contribute to student's off-task behaviors, many of which seem to be attention seeking
misbehaviors (e.g. getting up from his desk without permission, calling out, and throwing
things) disrupt instruction approximately six times a day. This is particularly problematic
when academics become too difficult and the student becomes frustrated.
d. Parental concerns - EXAMPLE S “The parent is concerned that the student's off-task behavior interferes with school
learning.”
 "The parent is concerned that the student's inappropriate behavior interferes with
school learning and inter-student relationships and consequently has a negative
impact on his/her self-image."
Special Factors
Behavioral considerations – EXAMPLES –
 “The student's off-task behavior interferes with his/her learning and the learning of
others. Therefore a “Behavioral Intervention Plan” and small group counseling are
needed to address the behavior.”
 "The student's acting out behaviors require weekly group counseling, curriculum
accommodations, and a behavior intervention plan to monitor and provide positive
behavior supports and feedback."
2. BEHAVIORAL INTERVENTION PLAN It is up to the IEP team to determine which behaviors are significant enough to require
interventions to be formally written into the IEP. Previous hearings and court cases
suggest that problem behaviors requiring IEP services may include (a) disruptive
behaviors that distract teachers from teaching and students from learning, (b)
noncompliance, (c) verbal and physical abuse, (d) property destruction, and (e)
aggression towards students or staff.
a. Target Behaviors - EXAMPLES  "The student will decrease off-task behavior(s) by increasing time on assigned tasks
and completed assignments to 80%."
 The student's incidents of acting out behavior(s) will decrease by 80% while
increasing opportunities and attention for pro-social behavior(s).
b. Prior interventions (if any) and the student's response - EXAMPLES
 “School-based administration has suspended the student 5 times this school year for a
total of ten days and classroom teacher has spoken to parent about inappropriate
behaviors. The student's inappropriate behaviors have not decreased."
 "The teacher has also given student failing grades because of minimal homework,
classroom participation and poor test grades and contacted mother 10 times; however,
there has been no increase in completed tasks or decrease in off-task behavior(s).
56
c. Description of the positive supports/ interventions - EXAMPLES
“To accomplish the dual goals of decreasing misbehavior and increasing pro-social
behavior, the following actions are required”:
 Teacher and student will negotiate and sign a behavior contract specifying agreed
upon work completion goals and subsequent rewards;
 Minimize the causes for off-task behavior(s). The teacher will consistently ensure that
assigned work is on a functional level, with necessary supports, to minimize
frustrations;
 Minimize the rewarding attention student receives for misbehavior. The teacher will
utilize planned ignoring and time-out when misbehavior(s) occur;
 Teacher and parent will increase rewards for work completion and attention for
positive pro social behavior(s);
 Help student realize when he is frustrated and/or misbehaves, teach him to observe,
record, and chart these situations & behaviors;
 Teacher will ensure that academic expectations are consistent with student's
instructional and mastery levels and not his frustrational level;
 Teacher & student will utilize "Off-task On-task Behavior" form to record and track
student's on-task, off-task behavior(s) & work completion form to track progress in
increasing work completion;
 Have the student record and chart his positive behaviors based on selected behavior
goals and monitor his progress daily, weekly, and monthly;"
 Teacher will establish a daily record of student behaviors, including antecedents and
consequences, descriptions of the frequency, duration, seriousness, and extent of
inappropriate behaviors, and amelioration over time based on various interventions;
 Student will participate in weekly group counseling focusing on appropriate ways to
deal with frustrations and getting attention and teacher will publicly acknowledge
prosocial responses.
d. Data Collection and Management System STUDENT OBSERVATIONS FORM FOR WORK COMPLETION
Student’s Name: ______________ Teacher’s Name:____________
Date:______ Time: ______ Subject: _________ Period:________
Class work (circle) - Complete; Incomplete - attempted but couldn’t do; Attempted but
couldn’t complete; Attempted - asked for help, but couldn’t complete; Didn’t attempt;
Supplies (circle) - Has needed supplies to complete class work; Doesn’t have needed
supplies to complete class work, but asks to borrow; Doesn’t have needed supplies to
complete class work and doesn’t ask to borrow;
Homework (circle) - Complete; Incomplete - attempted but couldn’t do; Attempted but
couldn’t complete; Didn’t hand in
57
Tests/quizzes (circle) - Completed; Attempted but couldn’t complete; Attempted - asked
for help, but couldn’t complete; Didn’t attempt;
To measure off-task behavior(s), we could record the occurrence of the targeted
misbehavior at predetermined units of time. For example, based on the above definitions,
we could record a student's off-task behavior for thirty 10-second intervals equally spread
out over five major subjects &/or types of assigned tasks. Interval recording could use
one of the charts on this page or modify/combine them, based on the sought after data.
Off-Task / On Task Observation Form (2 minute observation)
Time From:
To:
On Task Behaviors Looking at teacher when
giving lesson, directions,
&/or instructions (L);
participating in class
discussion (P); working on
seat work ( (S); working
cooperatively on project ©
Off Task Behavior(s) - Doesn’t look at
teacher when giving lesson (NL);
doesn’t participate in class discussion
(NP); doesn’t work at seat work (NS);
doesn’t work cooperatively on group
project (NC); out of seat behavior
without permission (OS); talks to others
without permission (T); Calling Out
(CO);looks around instead of attending
to task at hand (LA); daydreams instead
of attending to task at hand (DD); makes
inappropriate gestures (G); acts silly (S)
e. Conditions under which the supports & interventions will be implemented
This section should include the initiation date and review dates, methods to determine the
success of the plan in meeting its listed goals, and how the intervention plan will be
monitored. The section should also include when, wher,e and how different staff will
provide positive supports.
f. Conditions under which the supports & interventions will be terminated
When the student consistently demonstrates pro-social skill acquisition and elimination of
problematic behavior(s), the supports and interventions will be gradually withdrawn.
g. Parental Involvement – EXAMPLES – There is a large array of parent involvement
activities that may be utilized here, such as:
 Utilize daily school-home contingency notes where teacher will daily summarize the
student's progress in increasing on-task behavior(s) and work completion. If the child
doesn't finish class work, it will be sent home with the note to be completed at home;
 Teacher will utilize daily home-school contingency notes to share strategies that have
proven successful in improving attention to assigned work &/or work completion;
58

The parent will send a brief written report to the teacher on the child's behavior at
home, as well as any home events that may affect the student's behavior at school;
 Teacher will provide information to families about their child's behavioral progress;
 Sharing strategies that have proven successful in improving classroom behavior and
gathering information from families about strategies that have worked at home;
 Case manager will help families identify their concerns and locate resources to assist
them;
 Teacher will contact parents periodically by phone or postcard, focusing on students'
successes and upcoming activities for students and families; and
*Note - SPAN has a large array of suggested activities & resources that can also be
used.
3. CURRICULUM GOALS – EXAMPLES of measurable annual goals related to the
general education curriculum.
a. Annual goal(s) –
During language arts literacy, the student will increase independent on-task behavior and
work completion to 90% of monitored tasks by June 27, 2005.
b. Benchmark(s) –
 By February 27, 2005, the student will be able to observe and chart work completion.
 By May 27, 2005, the student will increase work completion from 50% to 70%.
c. Criteria & Evaluation Procedures –
The student will record assigned class work and subsequent class work completion and
compute a class work completion percentage, submit it to the teacher for verification, and
the teacher will mail home to parent weekly.
Annual goal 2 - "By carefully matching the student's math skills with seat-work and
homework, we will increase the student's on-task time from 10 minutes to 15 minutes and
work completion to 80% by January."
4. SUPPLEMENTARY AIDS AND SERVICES  Self-recording & charting of completed work, under the direct supervision of the
teacher;
 The teacher will use tangible and social reinforcement for work completion and ontask behavior(s);
 The teacher will carefully match assigned work with student's acquired skills to
minimize frustrations;
 Teacher will ensure that student is attending to lesson &/or assigned task(s) by
touching student’s shoulder, sitting by student(s), signaling student(s) with
prearranged signal, restating directions, giving additional examples, etc.
 "During reading instruction, student will be provided with student/teacher-selected
concrete reinforcement, for sitting through lessons without misbehaving."
5. TEST ACCOMMODATIONS 59
To minimize frustrations and subsequent inattentive behaviors, the teacher will provide
the student with frequent breaks, ongoing encouragement and refocusing as needed.
6. SUPPORTS FOR SCHOOL PERSONNEL a. The Counselor and case manager will meet with all student's teachers on a monthly
basis, to provide insight into the causes of the student's behavior problems and
collaborate in deciding on subsequent interventions.
b. The case manager will provide teacher and student with instruction and practice on
observing, monitoring, and charting student’s on-task behavior and work completion.
7. RELATED SERVICES There is an array of related services that may be considered to address unresolved
social/emotional concerns, as well as inappropriate behavior(s). Possible related services
range from minimally intrusive assistive technology that limits student's frustrations to
the more intrusive assignment of a student aide. However, according to federal and state
statistics, counseling is most frequently selected for this purpose. To assist in this
endeavor, counseling can help students and their parents to:
 Understand and adapt to their disabilities;
 Address transition concerns;
 Cope with psycho-social stressors;
 Reduce inappropriate/maladaptive behavior, and enhance appropriate/adaptive
behavior.
EXAMPLES OF COUNSELING GOALS–
Utilizing weekly counseling sessions of 30 minutes, in a group, not to exceed five
students, the student will achieve the following goals and benchmarks:
a. Small Group Counseling - Goal 1
By June 27, 2005, the student will be able to address frustrations that take him/her offtask appropriately, by identifying situations that are frustrating, listing and selecting
appropriate responses to frustration, and subsequently increasing on-task behavior and
work-completion to 90%;
Short-term Objectives/Benchmarks
 By October 27, 2004, the student will identify frustrating situations (triggers) that
lead to off-task behavior(s);
 By November 27, 2004, the student will be able to describe what about each of these
situations is frustrating;
 By December 20, 2004, the student will identify, practice, role-play, and implement
more appropriate ways to address these frustrations;
 By February 27, 2004, the student will accurately complete 70% of all assigned work;
 By April 27, 2004, the student will accurately complete 80% of all assigned work;
 By June 27, 2004 the student will accurately complete 90% of all assigned work.
Strategies:
 Small group weekly counseling;
60
 Counselor and teacher will provide ongoing feedback to student, including behavioral
charts;
 Role-playing.
b. Small Group Counseling – Goals 2
By June 27, 2004, the student will decrease attention seeking misbehavior(s) from 6
times daily to 3 times weekly.
Short-term Objectives/Benchmarks
 By October 27, 2004, the student will be able to identify at least 20 of his/her
strengths;
 By December 15, 2004, the student will be able to identify pro social behavior(s)
he/she can perform, utilizing identified strengths to get sought after attention;
 By January 27, 2004, the student will have role-played and implemented pro social
attention-seeking behavior;
 By February 27, 2004, the student will decrease attention-seeking misbehavior(s) to
no more than 4 times daily;
 By April 27, 2004, the student will decrease attention-seeking misbehavior(s) to no
more than 2 times daily;
Strategies:
 Small group weekly counseling;
 Role-playing pro-social attention-seeking behavior;
 Counselor and teacher will provide ongoing feedback to student, including behavioral
charts.
8. PROGRESS REPORTING – EXAMPLES of progress reporting, including method
& schedule, for counseling goals – The Counselor will:
a. Keep progress notes on the related services log, after each session;
b. Consult with the case manager and teacher(s) on a monthly basis, to assist in
monitoring progress on meeting goals and to collaborate on changing respective
practices to better meet student’s needs and goals;
c. Meet with parent on a quarterly basis to:
 Inform parents of student’s progress in meeting counseling goals and provide
written documentation of this progress;
 Get input from parents on what they see as helping and hindering the student in
achieving the counseling goals and make adjustments accordingly;
 Make recommendations to the parent on what they can do to help facilitate the
attainment of the counseling goals.
9. STATEMENT OF SPECIAL EDUCATION AND RELATED SERVICES
State the
related services
[N.J.A.C.
Dates the
services will
begin and end
Frequency
Location
Duration
61
6A:14-3.7(d)6]
Group
Counseling
2/1/04 to 4/1/04
Weekly
Counselor’s
office
30
minutes
10. TEST ACCOMODATIONS- EXAMPLE - “To minimize frustrations and
subsequent acting out behaviors, the teacher will provide the student with frequent breaks
and ongoing encouragement.”
11. SUPPORTS FOR SCHOOL PERSONNEL - EXAMPLE – “Counselor and case
manager will meet with all student’s teachers on a monthly basis, to provide insight into
the causes of the student’s behavior problems and collaborate in deciding on subsequent
interventions.”
12. DECISION-MAKING FOR REMOVAL FROM GENERAL EDUCATION
CLASSES – In too many cases, this is occurring because we are not ensuring that the
programs & services students need to prevent & address behavior problems are provided.
IDEA requires that general education environments be modified and that special
education services be provided in those environments so that classified students are
included with their non-disabled peers to the maximum extent appropriate.
If a student with challenging behaviors can’t be included in a general education class,
even with the provision of supports, services, modifications, and adaptations, IDEA
requires an explanation of why the student will not participate with non-disabled students
in the general education class and in extracurricular and non-academic activities. For
example, “the student’s frequent and aggressive acting out behaviors consistently disrupt
his learning and the learning of other students in the classroom, and the implementation
of a positive behavior support plan, a range of discipline actions, and pro-social
interventions have not reduced the frequency or intensity of the inappropriate behaviors.”
We should also ensure that the PLEP and the PBS plan, as well as related services goals
& logs, reflect these behaviors & past interventions.
13. PROGRAMS/PLACEMENTS – IDEA’s presumption is that all students, including
students with behavior problems, will be educated in a regular education program.
However, when a student can not be educated in the general education program, even
with appropriate supports and services, other programs and settings, including “Behavior
Disabilities” programs, must be considered and used when appropriate.
Unfortunately, many “Behavior Disabilities” (BD) programs/classes have only served to
isolate these students and have not been effective in teaching students alternate pro-social
behaviors that are reinforced in their natural environment.
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Appendix C – Assistive Technology
What is the codes definition of Assistive Technology Device/Services?
1. “Assistive technology device” means any item, piece of equipment, or product
system, whether acquired commercially off the shelf, modified, or customized, that is
used to increase, maintain, or improve the functional capabilities of children with
disabilities; &
2. “Assistive technology service” means any service that directly assists a student
with a disability in the selection, acquisition, or use of an assistive technology device.
The term includes:
a. The evaluation of the needs of a student with a disability, including a functional
evaluation of the student in his or her customary environment;
b. Purchasing, leasing, or otherwise providing for the acquisition of assistive
technology devices by students with disabilities;
c. Selecting, designing, fitting, customizing, adapting, applying, maintaining, repairing
or replacing assistive devices;
d. Coordinating and using other therapies, interventions, or services with assistive
technology devices, such as those associated with existing education and
rehabilitation plans and programs;
e. Training or technical assistance for a student with a disability or, if appropriate, that
student’s family; and
f. Training or technical assistance for professionals (including individuals providing
education or rehabilitation services), employers or other individuals who may
provide services to, employ, or are otherwise substantially involved in the major life
functions of students with disabilities.
Utilizing the above code mandates, how does the IEP Team consider Assistive
Technology?
1. Any child that has a suspected need for Assistive Technology (AT) devices
and/or services may be identified by a parent/guardian, student, or staff member at
any time during the school year including but not exclusive to mandated IEP
meetings.
2. The IEP Team should meet to consider whether Asssistive Technology is
necessary to support the implementation of the IEP for the student to receive a
Free and Appropriate Education (FAPE). “Appropriate” does not mean best, or
most appropriate. For example, if a student has significant writing problems, what
type of assistive technology should be provided to help this student take notes?
The initial response may be to provide this student with a lap top computer.
However, as IEP team becomes aware of what’s available, it sees that there are
easier to use, lighter and less expensive word processors. As IEP team looks even
further, it can arrive at a tape recorder as a means of taking classroom notes.
Further considerations reveal that having another student who is capable of taking
notes copy his notes on NCR, or carbon paper, and give the copy to the student
63
who has trouble writing class notes may be the more preferred assistive
technology. The NCR paper is the AT. It requires a minimum amount of
technology, training and expense, while providing the student with an appropriate
assistive technology device. However, after all these considerations, the IEP team
may decide that the word processor is more appropriate because it keeps the
student more closely connected to the activity of writing.
3. Next the IEP team needs to decide if assistive technology is necessary to support
the implementation of the IEP for the student to be educated in the least restrictive
environment (LRE). For example, in many schools and districts an obviously
bright student, with significant reading and spelling problems, may frequently be
placed in a self-contained special education class, with minimal interactions with
non disabled peers, in a school, which requires extended and costly transportation
to and from school. On the other hand, this student has the ability to understand
verbal class lessons and verbally participate in regular class discussions. But
because he can’t read the assigned text books in each subject, the student is unable
to receive the daily reinforcement and elaboration, which his non-disabled peers
receive from daily assigned readings. Instead of removing this student from his
regular class/school and placing him in a more costly, restrictive and stigmatizing
program, “LRE” would suggest that this student be provided with all textbooks on
tape. In addition, the IEP team may also recommend that the student tape-record
his verbal responses to all homework and tests.
How is the need for Assistive Technology Documented on the Student's IEP?
When required, assistive technology must be delineated on the IEP in one or more of the
following places:
1. Present Level of Education Performance – Special Factors
Based on the student’s needs, you can write “not needed,” or a statement like “Because of
the student’s fine motor problems, Assistive Technology devices, such as pencil grips and
a tape recorder are required in school and at home.”
2. Goals – IEPs must have measurable annual goals related to the general education
curriculum, including benchmarks or short-term objectives related to meeting:
a. The student’s needs that result from the student’s disability to enable the student to be
involved in and progress in the general education curriculum; and
b. Each of the student’s other educational needs that result from the student’s disability.
Annual goal(s) –
Language arts literacy - By June 27, 2005, utilizing “books on tape” student will
comprehend all types of reading selections from the district’s list of approved readings
for 6th grade students.
Short-term Objective/Benchmark – Utilizing “books on tape”, the student will be able
to verbally identify the main idea, setting(s), main characters, & sequence of events of
selected readings by March 13, 2005.
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Criteria & Evaluation Procedures –
Utilizing selections from books on tape, the student will verbally demonstrate proficiency
on 70% of all assigned tasks, using reading rubrics for open-ended questions &/or
multiple-choice questions.
3. Supplementary aids and services - Educational program options include placement in
the regular class with supplementary aids and services including, assistive technology
devices and services.
“Books on tape” will be provided to ensure that student learns the content of
assigned books that exceed his/her reading level;
b. Student will be given a written planner, which he will learn to use in small group
instruction, with the special education resource teacher. Every day, the resource
teacher will ensure that Jason writes down the assignment for every subject and the
due date. To facilitate this process, while increasing parent/teacher collaboration,
parent signs-off that the work was completed, with any additional concerns or
comments. The resource teacher, in turn, signs off that the work was handed in, with
any additional concerns/comments;
c. From 10/5/02 to 3/5/03, the student will be provided with training in the use of a
portable talking word processor and will use the device during 20 science classes, to
determine whether a talking word processor is appropriate for Jason.
a.
*Note – Similar types of supplementary aids and services could be delineated for each
subject.
4. Modifications – These modifications need to be appropriate.
EXAMPLE – Student will be provided with supplementary and complementary readings
and resources that are on the student’s acquisitional reading level that should be
specified.
Note – A similar type of modifications could be delineated for each subject.
5. Related Services – Must be provided to a student with a disability when required for
the student to benefit from the educational program. All related services must be:
a. Noted in the student's IEP as a related service including the goals/objectives, frequency
and duration of service, professional providing the service, where the services are
provided and whether services are provided individually or in groups; and
b. Oriented towards goals and objectives on the IEP.
EXAMPLES Goal(s)
1. By June 27, 2004, the student will be trained in and use the tape recorder for all
lessons and subsequently take notes on these lessons and study them;
65
Short-term Objective/Benchmarks
a. By February 27, 2004, the technology coordinator will have trained the student
weekly for 30 minutes in the use of the tape recorder;
b. By February 27, 2004, the resource teacher will have taught the student daily for
10 minutes on how to take notes on tape recorded lessons, which the student will
hand in daily.
2. By June 27, 2004, the student will be trained in the use of “books on tape” and
subsequently take notes on these books and study the notes;
Short-term Objective/Benchmarks:
a. By February 27, 2004, the technology coordinator will have trained the student
weekly for 30 minutes in the use of the “books on tape,” unless mastered before;
b. By February 27, 2004, the resource teacher will have taught the student daily
for 10 minutes on how to take notes on “books on tape,” which the student will
hand in on a regular schedule;
3. By June 27, 2004, the student’s parents will be trained in the use of the tape recorder
and “books on tape” to assist the student at home
Short-term Objective/Benchmarks:
a. By February 27, 2004, the technology coordinator will have trained the
parent(s) 30 minutes weekly in the use of the tape recorder and “books on tape,”
unless mastered before;
b. By February 27, 2004, the resource teacher will have taught the parents 20
minutes weekly on how to assist the student in taking & studying notes on tape
recorded lessons & “books on tape,” unless mastered before.
Supports for School Personnel –
The technology coordinator will provide training for student’s teacher(s) & aids in the
use of “books on tape” & tape recorders, throughout the duration of this IEP.
AT Devices IEP teams may want to consider based on student’s Needs
The student’s needs should be delineated on the PLEP section. Below, we have identified
a large variety of needs and then coupled each need with an array of AT devices that the
IEP teams may want to consider:
66
For students who are distractible
__ Highlighting pens/tape
__ Binders to go back and forth to home, to
communicate with parents
__ Specialty Paper
__ Educational television
__ Paper/electronic planners/organizers
__ Increase computer monitor’s contrasts
__ Personal listening systems
__ Electronic math worksheets
__ Adapted computer keyboard
__ Screen reader
__ Tape recorder with variable speed play back
capabilities
__ Scanner with OCR software to make important
words and sections stand out
For students who have difficulty with the mechanics of writing:
__ Specialty paper (e.g. raised line, highlighted
lines, NCR)
__ Use a slant board
__ Use written templates
__ Use of prewritten words/phrases
__ Highlighting Pen/Tape
__ Calculators
__ Use a typewriter
__ Word prediction, abbreviation/expansion to
reduce keystrokes
__ Screen Readers
__ Electronic math worksheets
__ Tape recorder
__ Use a computer with word processing software
__ Use voice recognition software to word process
__ Use a portable word processor to keyboard
instead of writing
__ Use a portable scanner with word processing
software
__ Adaptive keyboard
Students who have difficulty composing written material:
__ Pencil/pen grips
__ Slant boards
__ Highlighting Pen/Tape
__ Word cards/word book/word wall
__ Pocket dictionary/thesaurus
__ Writing templates
__ Tape recorder
__ Electronic/talking electronic dictionary/
thesaurus/spell checker (e.g.Franklin)
__ Word processing w/ spell checker/grammar
checker
__ Talking word processor for multi sensory typing
__ Abbreviation/expansion
__ word prediction software
__ Optical Character Recognition Software
__ Voice recognition software
__ Word processor w/ word prediction (e.g.
Co:Writer) to facilitate spelling and sentence
construction
__ Screen Readers
__ Word processing w/ writing support
__ Multimedia software for expression of ideas
(assignments)
67
Computer access for students who have a variety of difficulties:
__ Arm support (e.g. Ergo Rest)
__ Screen Readers
__ Keyboard w/ accessibility options
__ Keyguard
__ Track ball/track pad/ joystick w/ on-screen
keyboard
__ Switch
__ Word prediction, abbreviation/expansion to
reduce keystrokes
__ Optical Character Recognition Software
__ Alternate keyboard (e.g. IntelliKeys,)
__ Mouth stick/Head Master/Tracker w/ on-screen
keyboard
__ On-screen keyboard
__ Head Mouse/Head Master/Tracker w/ onscreen
keyboard
__ Voice recognition software
For student who have difficulty with verbal communication:
__ Binders to go back and forth to home, to
communicate with parents
__ Educational Television
__ Paper/electronic planners and organizers
__ Eye gaze board/frame
__ Communication board/book
w/pictures/objects/letters/words
__ Voice amplifier
__ Tape recorders to record lessons and
assignments
__ Personal listening systems
__ Simple voice output device (e.g. BIGmack,
Cheap Talk, Voice in a Box, MicroVoice,Talk.
Picture Frame)
__ Voice output device w/ icon sequencing (e.g.
AlphaTalker II, Vanguard, Chatbox)
__ Device w/ speech synthesis for typing (e.g.
Cannon Communicator, Link, Write:Out Loud w/
laptop)
__ Talking switch
__ Electronic device for speech
__ Voice output device w/ levels (e.g. 6 Level
Voice in a Box, Macaw, Digivox)
__ Voice output device w/ dynamic display (e.g.
Dynavox, Speaking Dynamically w/ laptop
computer/Freestyle)
__ Screen Readers
__ Deltatalker – with programmed words
__ Optical Character Recognition Software
For students who have difficulty with reading:
__ Highlighting Pen/Tape
__ Slant board
__ Educational Television
__ Book adapted for page turning (e.g. page
fluffers, 3-ring binder)
__ Changes in text size, spacing, color, background
color
__ Single word scanners (e.g. Seiko Reading Pen)
__ Use of pictures/symbols with text (e.g. Picture It,
Writing with Symbols 2000)
__ Audio Books and Playback Units
__ Electronic books
__ Talking electronic device/software to pronounce
challenging words (e.g. Franklin Speaking
Homework Wiz, American Heritage Dictionary)
le books
Optical Character Recognition Software
__ Screen Readers
__ Scanner w/ OCR and talking word processor
__ Books and software adapted to current text books in various subjects
68
For students who have difficulties with spelling:
__ Problem word list
__ Print dictionary
__ Personal or custom dictionary
__ Tape recorder with difficult to spell words
recorded
__ Hand-held spell checker without auditory output
__ Hand-held spell checker with auditory
recognition of entered word
__ Portable word processor with built in spell
checker
__ Instructional software to enhance phonics and
spelling skills
__ Computer with word processor and built-in spell
checker
__ Computer with word processing program and
adaptive features (e.g. talking spell checker, word
prediction software, etc.)
For students who have difficulty with learning/studying
__ Pencil grips
__ Highlighting Pen/Tape
__ Binders to go back and forth to home, to
communicate with parents
__ Specialty Paper
__ NCR paper
__ Slant board
__ Low tech aids to find materials (e.g. index tabs,
color coded folders)
__ Print or picture schedule
__ Paper and/or electronic planner and organizer
__ Calculator
__ Tape recorder to record and play back lessons
__ Books and software adapted to current text books
__ Screen Readers
__ Voice output reminders for assignments, steps of
task, etc.
__ Single word scanners
__ Recorded material (books on tape, taped lectures
with number coded index, etc.)
__ Software for concept development/ manipulation
of objects (e.g. Blocks in Motion,
__ Software for organization of ideas and studying
(e.g. Inspiration, Claris Works Outline, PowerPoint)
__ Pagers/electronic reminders
__ Hand-held scanners
__ Toy Store) - may use alternate input device, e.g.
switch, touch window
__ Palm computers
__ Educational Television
For students who have difficulty with math:
__ Adaptive pen/pencil grips
__ Highlighting Pen/Tape
__ Specialty Paper
__ Slant board
__ Educational Television
__ Binders to go back and forth to home, to
communicate with parents
__ Enlarged math worksheets
__ Abacus/ Math Line
__ Paper and/or electronic organizer and planner
__ Calculator with large keys and/or large display
__ Math “Smart Chart”
__ Calculator /calculator with print out
__ Calculator with special features (e.g. fraction
translation)
__ On-screen/scanning calculator
__ Talking calculator
__ Money calculator and Coinulator
__ Tape recorder to record and play back math
lessons
__ Talking watches/clocks
__ Tactile/voice output measuring devices (e.g.
clock, ruler)
__ Software with cueing for math computation (may
use adapted input methods)
__ Alternative keyboard (e.g. IntelliKeys)
__ Software for manipulation of objects
__ Screen Readers
__ Voice recognition software
69
For students who have difficulties in different school subjects:
__ Word banks for the problematic subject
__ Vocabulary dictionary for the problematic
subject
__ Use manipulatives
__ Vocabulary software for the problematic subject
__ Books on tape for corresponding subjects
__ Computer simulations for the problematic
subject
__ Books and software adapted to current text books in various subjects
For students who have difficulty with their vision, or visual processing:
__ Slant board
__ Specialty Paper
__ Highlighting pen/tape
__ Alternate keyboard with enlarged keys
__ Enlarged or Braille/tactile labels for keyboard
__ Electronic math worksheet
__ Screen color contrast (e.g. CloseView) – most
word processors, large fonts, bold fonts
__ Large print books
__ Screen magnifier (mounted over screen)
__ Screen magnification software (e.g. CloseView,
Zoom Text)
__ Eye glasses
__ Talking calculator
__ Electronic organizer and planner with voice
output
__ Tape recorder to record and play back lessons
__ Personal listening system
__ Audio Books and Playback Units
__ Optical Character Recognition Software
__ Screen reader, text reader
__ Braille keyboard and note taker (e.g. Braille N
Speak)
__ Braille translation software
__ Magnifier
__ Braille printer
__ CCTV (closed circuit television)
For students who have difficulty with their hearing, or auditory processing:
__ Pen and paper
__ NCR paper
__ Specialty Paper
__ Highlighting pen/tape
__ Paper or electronic organizer and planner
__ Signaling device (e.g. flashing light or vibrating
pager)
__ Variable speed tape recorder to record and play
back lessons
__ Computer aided note taking
__ Computer/portable word processor
__ Screen flash for alert signals on computer
__ Phone amplifier
__ Personal amplification system/Hearing aid
__ Personal listening system
__ Closed Captioning
__ Closed-captioned educational television
__ Real Time captioning
__ TDD for phone access with or without relay
__ Infrared system
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For students who have difficulty with recreation & leisure:
__ Ergo Rest or other arm-support for
drawing/painting
__ Universal cuff /strap to hold crayons, markers,
paint brush, etc.
__ Slant board for art work, reading, etc.
__ Adaptive pen/pencil grips
__ Modified utensils (e.g. rubber stamps, brushes,
scissors, rollers, etc.)
__ Adaptive sporting equipment (e.g. lighted or
beeping ball, velcro mitt)
__ Adapted toys and games (e.g. toy with adaptive
handle)
__ Toys adapted with Velcro™, magnets, handles,
etc.
__ Toys adapted for single switch operation
__ Use of battery interrupter and switch to operate a
toy
__ Software to complete art activities
__ Adaptive keyboard
__ Electronic aids to control TV, VCR, CD player,
etc.
__ Screen reader for downloaded magazines and
newspapers
__ Written and/or electronic organizer and planner
__ Audio Books and Playback Units
__ Music software on the computer
__ Drawing/graphic program on computer (e.g. Kid
Pix, Blocks in Motion)
__ Games on the computer
__ Other computer software
For students who have difficulty with activities of daily living (ADLs):
__ Color coded items for easier locating and
identifying
__ Non-slip materials to hold things in place
__ Universal cuff/strap to hold items in hand
__ Adaptive eating utensils (e.g. foam handles, deep
sides)
__ Adaptive drinking devices (e.g. cup with cut out
rim)
__ Adaptive dressing equipment (e.g. button hook,
elastic shoe laces, Velcro™ instead of buttons, etc.)
__ Adaptive devices for hygiene (e.g. adapted
toothbrushes, raised toilet seat, etc.)
__ Adaptive bathing devices
__Adaptive equipment for cooking
__ calculator
For students who have difficulty with mobility:
__ Grab bars and rails
__ Walker
__ Powered mobility toy (e.g. Cooper Car, GoBot)
__ Manual wheelchair including sports chair
__ Powered wheelchair w/ joystick or other control
__ Powered scooter or cart
__ Adapted vehicle for driving
__ children in electric wheelchairs are all able to
maneuver independently.
For students who have difficulty controlling their environment:
__ Light switch extension
__ Use of Powerlink, interface and switch to
activate battery operated devices
__ Radio/ultra sound to remotely control appliances
__ Use of electronic aid to daily living to control
environment in connection with an augmentative
communication device
__ Use of Powerlinkinterface and switch to turn on
electrical appliances (e.g. radio, fan, blender, etc.)
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For students who have difficulty positioning & seating:
__Bolster, rolled towel, blocks for feet
__ Non-slip surface on chair to prevent slipping
(e.g. Dycem)
__ Adapted/alternate chair, sidelyer, stander
__ Custom fitted wheelchair or insert
Time Frames – Generally speaking, for the more high tech devices, it takes a longer
period of time to acquire and begin utilizing these devices. Contact Karen Guilmarten and
Michael Scolamieri to see if needed AT devices are available at “lending library”. In
addition, when a student is using AT, the IEP should reflect what should happen if/when
the AT device is broken.
Additional Resources & Guidance for Assistive Technology?
Newark’s Office of Special Education has an array of resources that IEP teams can
access, including AT consultation, AT evaluations, AT wheels, and AT devices that can
be viewed and borrowed. To find out more about these resources and how to access them
e-mail or call Karen Guilmarten (5790) or Michael Scolamieri (5802).
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RESOURCES
An array of resources were used to develop this IEP Resource Guide, including:
1.
A briefing paper (LG2, 4th edition, September 1999) by the National Dissemination
Center for Children with Disabilities (1-800-695-0285);
2.
The United States Department of Education’s Enhanced Regulations on the Web;
3.
The New Jersey Department of Education’s “Annotated IEP;”
4.
The New Jersey Department of Education’s Resource Center in East Orange.
5.
The NJDOE’s Policy Letters on Extended School Year, Related Services, and Least
Restrictive Environment can provide further guidance in those respective sections of the
IEP and can be accessed on the “P” Drive;
6.
The National Dissemination Center for Children with Disabilities (NICHCY) has several
useful publications that can be accessed free of charge either on their website or in
hardcopy, including “A Student’s Guide to the IEP,” “A Student’s Guide to Jobs,” and
“Helping Students With Cognitive Disabilities Find and Keep a Job.” Most of their
publications are available in English and Spanish. NICHCY can be reached at P.O. Box
1492, Washington DC 20013, 800-695-0285, E-mail: nichcy@aed.org. Their website is:
www.nichcy.org.
7.
The Statewide Parent Advocacy Network (SPAN) is a valuable resource and offered
many critical recommendations in developing this IEP Resource Guide. They can be
contacted at 35 Halsey Street, 4th Floor in Newark. They can be contacted at 1-800-654SPAN or e-mailed at span@spannj.org. You can also visit their website at
www.spannj.org. We have listed below a number of useful SPAN tools that can be used
in developing IEPs that we will try and get permission to place on our “P” Drive:
a. The “Positive Student Profile” can be filled out by the parent and if appropriate
the student. It provides a snapshot of the student’s strengths, successes,
challenges, and needs, as well as their parents’ dreams for their future.
b. The “Goals-at-a-Glance” form can be completed by parents to identify their
priorities for their child’s learning to be incorporated into the IEP in academic,
social/emotional/behavioral, communication, daily living, transition to adulthood,
and other areas.
c. The “Checklist for Assessing Multiple Intelligences” can be completed by
parents and teachers and will provide useful information about the child’s
learning styles and instructional approaches that will be most effective.
d. The “IEP Questions & Checklist: Questions for the Collaborative Team to Ask in
Developing the IEP and Assessing the Results of Instruction & Services” can
help the IEP team discuss expected outcomes for the student, how these
outcomes should be reflected in goals and objectives, the student’s learning styles
and multiple intelligences, what has or hasn’t worked in the past, needed
services, supports, and modifications, and how the student’s progress will be
measured.
8. See the “P” Drive, under the PDC for:
a. Behavioral observation procedures and forms;
b. A Curriculum-Based Assessment Resource Guide;
c. A Resource Guide on introducing, utilizing, and reinforcing the State’s scoringrubrics; and
d. A procedure to use multiple intelligences to differentiate teaching and leaning to
meet the individual needs of our students.
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