Dear Arizona Promising Practices Subscriber,

Welcome to another online addition of the Arizona Promising Practices forum. For those new to this service, each issue, which will now be sent to you on a regular basis, will focus on:

(1) Recommended National Education websites; and

(2) One promising practice article in condensed form. We welcome your recommendations for improvement to this forum or suggestions on future topics (these will be wide ranging so if nothing in this update interests you, hold on for future editions!)

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In this issue of the Promising Practices Forum we have been asked to provide a guide for better Individual Education Plan writing. This step by step guide, brought to you by About Special Education, will assist educators in constructing a plan with meaning that has impact in the classroom.

National Website focusing on Promising Practices - The Southwest Center for Education Equity and Language Diversity works to address multiculturalism and communication among minorities. Check out their website at - http://www.asu.edu/educ/sceed/

Promising Practice Research and Teaching Tips

Writing Effective Individual Education Plans (IEP)

Everything You Need to Write an IEP

Background Information:

The Individual Education Plan (IEP) is every exceptional or identified student's lifeline for academic success. If students with special needs are to achieve the academic curriculum to the best of their ability and as independently as possible, the professionals involved in the delivery of their programming must have a plan in place.

IEP GOALS:

The IEP goals should be developed with the following criteria:

• realistic
• attainable
• measurable
• challenging

Before setting goals the team must first determine the present level of performance using various assessment tools, the needs must be clearly and specifically defined. When determining I.E.P goals consider the student's classroom placement, is the student in the least hindering environment.

Do the goals coordinate with the regular classroom activities and schedules and do they follow the general curriculum.

After the goals have been identified, it is then stated how the team will help the student to achieve the goals, this is referred to as the objective. Each goal must have a clearly stated objective how, where and when each task will be implemented. Define and list any adaptations, aides or supportive techniques that may be required to encourage success. Clearly explain how progress will be monitored and measured. Be specific about time frames for each objective. Expect goals to be achieved at the end of an academic year. Objectives are skills required to achieve the desired goal, objectives should be accomplished in shorter intervals.

Team Members: I.E.P. team members are parents of the student, special education teacher, classroom teacher, support workers and outside agencies involved with the individual. Each member of the team plays a vital role in the development of a successful I.E.P.

Education Program Plans can become overwhelming and unrealistic. A good rule of thumb is to set one goal for each academic strand. This enables the team’s manageability and accountability to ensure that resources are available to help the individual achieve the desired goals.

If the student I.E.P meets all of the student needs and is focused on skills for success, results and outcomes, the student with special needs will have every opportunity for academic achievement no matter how challenging their needs may be.

Multiple Exceptionalities: John Doe

Example: John Doe is a 12 year old boy presently placed in a regular grade 6 classroom with special education support. John Doe is identified as ‘Multiple Exceptionalities’. A Pediatric assessment determined that John meets criteria for Autistic Spectrum Disorder. John's anti-social, aggressive behavior, prevent him from achieving academic success.

General Accommodations:

• Supervision for Non-Instructional Time
• Attention/Focusing Cues
• Special Arrangements for Arrival/Departure
• Use of Preferred Learning Style
• Small Group Instruction
• In-Class Peer Tutor Assistance
• Review, Retest, Re-Evaluate
• Reduce Visual or Auditory Distractions
• Scribing or Oral Reporting
• Length of Time for Assessments/Assignments

Annual Goal:

John will work towards controlling compulsive and impulsive behavior, which negatively affects the learning of self and others.

He will work towards interacting and responding to others in a positive way.

Behavior Expectations:

Develop skills to manage anger and resolve conflict appropriately.

Develop skills to accept responsibility for self.

Demonstrate dignity and respect for self and others.

Strategies and Accommodations

Encourage John to verbalize his feelings.

Modeling, role play, rewards, consequences using the assertive discipline approach.

One-to-one teaching as required, one-to-one Educational Assistant support as required and relaxation exercises.

Direct teaching of social skills, acknowledge and encourage acceptable behavior.

Establish and use consistent classroom routine, prepare for transitions well in advance. Keep as predictable a schedule as possible.

Make use of computer technology where possible, and ensure John feels he is a valued member of the class. Always relate classroom activities to timetable and agenda.

Resources/frequency/location

Resources: Classroom Teacher, Education Assistant, Integrations Resource Teacher.

Frequency: daily as required.

Location: regular classroom, withdraw to resource room as required.

Comments: A program of expected behaviors and consequences will be established. Rewards for expected behavior will be given at the end of an agreed upon time interval. Negative behavior will not be acknowledged in this tracking format, but will be identified to John and to home through a communication agenda.