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Slide Notes
Hello! My name is Jenny, and I will be talking to you today about some of the main components of the Individuals with Disabilities Education Improvement Act. This act is also known as IDEA. The main components that will be discussed in this presentation are the following: child find, equitable participation, permission to evaluate, short-term objectives, effective instruction, and progress monitoring.
Principles and Purpose of IDEA
Published on Jun 23, 2018
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PRESENTATION OUTLINE
Main Components of IDEA
By: Jenny Durofchalk
Hello! My name is Jenny, and I will be talking to you today about some of the main components of the Individuals with Disabilities Education Improvement Act. This act is also known as IDEA. The main components that will be discussed in this presentation are the following: child find, equitable participation, permission to evaluate, short-term objectives, effective instruction, and progress monitoring.
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Child Find
- Requirement for LEAs to locate, identify, and evaluate all students in their districts who are eligible for special education services (PDE, 2005)
- Refers to all children in the LEAs' district including homeless children, homeschooled students, private school students, and wards of the state (PDE, 2005)
Child find refers to the IDEA requirement for LEAs, or Local Education Agencies, to locate, identify, and evaluate all students in their districts who are in need of special education services (PDE, 2005). This includes having LEAs find children in need of special education services who are homeless, homeschooled, wards of the state, or enrolled in private schools (PDE, 2005). To accomplish this requirement, LEAs use community awareness programs to advertise the existence of their special education programs (Taylor, Smiley, & Richards, 2015).
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Equitable Participation
- Child find activities for parentally placed private school students (PDE, 2005)
- Consultation with private school officials and representatives of the parents (PDE, 2005)
- Records must be kept of private school students who are evaluated, determined to be eligible for special education, and served (PDE, 2005).
Equitable participation refers to child find activities being conducted for students who were placed in private schools by their parents (PDE, 2005). In Pennsylvania, these activities are conducted by Intermediate Units (PDE, 2005). In order to conduct these activities, the Intermediate Units consult with private school representatives and representatives of the parents to discuss how eligible private school students can participate in special education activities and determine how the consultation process will occur throughout the year (PDE, 2005). Additionally during this consultation, the representatives and the Intermediate Units should discuss the amount of federal funds available for eligible students; how this amount of federal funds was determined; and how, where, and by whom special education and related services will be provided to eligible students (PDE, 2005).
The Intermediate Units are also responsible for keeping records of students in private schools who are evaluated, determined to be eligible for special education services, and served with these special education and related services (PDE, 2005).
The Intermediate Units are also responsible for keeping records of students in private schools who are evaluated, determined to be eligible for special education services, and served with these special education and related services (PDE, 2005).
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Permission to Evaluate
- Parental consent must be obtained for initial evaluations (PDE, 2005).
- Not the same as consent for special education services (PDE, 2005)
- After receiving the permission to evaluate, the school district has 60 school days to complete the initial evaluation, and a charter school has 60 calendar days to complete this evaluation (PDE, 2005).
Parental consent must be obtained before a child is initially evaluated for special education eligibility (PDE, 2005). This consent is not the same as parental consent for the child to receive special education services (PDE, 2005). It is important to note that parents have the right to disagree with the referral, and they also have the right to request a meeting with school personnel to further discuss this referral (PDE, 2005). Additionally, parents have the right to view any of their child's screening records (PDE, 2005).
If parental consent is not obtained or if the parent does not respond, the LEA can go to a hearing through due process procedures to obtain permission to evaluate (PDE, 2005). In the case of a child being a ward of the state, the LEA will make reasonable efforts to obtain consent from the parent or whoever is responsible for the child's educational right (PDE, 2005). Parental consent is not required for a ward of the state if the child's parents cannot be located or if the child's parent's rights have been terminated by state law or by a judge (PDE, 2005).
Once the permission to evaluate has been received by the LEA, the school district has 60 school days to complete the initial evaluation (PDE, 2005). A charter school has 60 calendar days to complete the initial evaluation (PDE, 2005). The evaluation report must then be given to the parents within 60 days of the permission to evaluate being received (PDE, 2005). There are a few exceptions to this timeline such as if a child moves to a new school district after the evaluation has begun or if the parent repeatedly does not produce the child for evaluation (PDE, 2005).
If parental consent is not obtained or if the parent does not respond, the LEA can go to a hearing through due process procedures to obtain permission to evaluate (PDE, 2005). In the case of a child being a ward of the state, the LEA will make reasonable efforts to obtain consent from the parent or whoever is responsible for the child's educational right (PDE, 2005). Parental consent is not required for a ward of the state if the child's parents cannot be located or if the child's parent's rights have been terminated by state law or by a judge (PDE, 2005).
Once the permission to evaluate has been received by the LEA, the school district has 60 school days to complete the initial evaluation (PDE, 2005). A charter school has 60 calendar days to complete the initial evaluation (PDE, 2005). The evaluation report must then be given to the parents within 60 days of the permission to evaluate being received (PDE, 2005). There are a few exceptions to this timeline such as if a child moves to a new school district after the evaluation has begun or if the parent repeatedly does not produce the child for evaluation (PDE, 2005).
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Short-Term Objectives
- Now only required for students who are taking alternative assessments aligned to alternative standards (Taylor et al., 2015).
- These short-term objectives provide a way of determining if the student is progressing throughout the year to determine if the IEP is meeting the student's needs or if the IEP needs to be revised (PDE, 2017).
Short-term objectives, or benchmarks, used to be required for all children eligible for special education (PDE, 2005). However, IDEA 2004 now only requires short-term objectives for students who are taking alternative assessments aligned to alternative standards (Taylor et al., 2015). For example, in Pennsylvania, students who are taking the PASA instead of the PSSA would be required to have short-term objectives listed on their IEPs, or Individual Education Programs (PDE, 2017). These short-term objectives provide a way of determining whether or not the student is progressing throughout the year to determine if the IEP is meeting the student's needs or if the IEP needs to be revised (PDE, 2017).
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Effective Instruction
- To implement special education programs effectively, it is important to ensure that students are being provided with effective instruction (PDE, 2005).
- A few principles of effective instruction include the following: active engagement, scaffolding, strategic instruction, explicit instruction, and teaching sameness (PDE, 2005).
In order to implement special education programs effectively, it is important to ensure that students are being provided with effective instruction (PDE, 2005). A few principles of effective instruction will be discussed below.
One principle of effective instruction is active engagement as students learn more when they are actively engaged in classroom lessons (PDE, 2005). A second principle involves the use of scaffolding (PDE, 2005). Scaffolding involves teachers supporting students in new instructional tasks and then slowly removing guidance to assist the students in becoming independent (PDE, 2005).
Strategic instruction is another principle of effective instruction (PDE, 2005). Within strategic instruction, students are taught how to apply techniques, principles, or rules in order to perform successfully and independently (PDE, 2005). Additionally, it is also important for students to be provided with explicit instruction in which they are directly taught by a teacher (PDE, 2005). Finally, teachers should also teach sameness by teaching one concept in multiple different ways such as providing multiple examples (PDE, 2005).
One principle of effective instruction is active engagement as students learn more when they are actively engaged in classroom lessons (PDE, 2005). A second principle involves the use of scaffolding (PDE, 2005). Scaffolding involves teachers supporting students in new instructional tasks and then slowly removing guidance to assist the students in becoming independent (PDE, 2005).
Strategic instruction is another principle of effective instruction (PDE, 2005). Within strategic instruction, students are taught how to apply techniques, principles, or rules in order to perform successfully and independently (PDE, 2005). Additionally, it is also important for students to be provided with explicit instruction in which they are directly taught by a teacher (PDE, 2005). Finally, teachers should also teach sameness by teaching one concept in multiple different ways such as providing multiple examples (PDE, 2005).
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Progress Monitoring
- Progress monitoring is used to determine how a student's progress towards meeting an annual goal will be measured (PDE, 2005).
- This should also be used to determine if any changes in instruction, materials, or IEP goals should be made (PDE, 2005).
Progress monitoring is noted on a student's IEP to explain how the student's progress towards meeting an annual goal will be measured (PDE, 2005). Some examples of tools that can be used for progress monitoring include rubrics, checklists, and teacher-made tests (PDE, 2017).
It is important to note that progress monitoring should be done frequently to realize when students are struggling to achieve (PDE, 2005). If progress monitoring shows that a student is struggling, the student's instruction or materials used may be changed to better support the student (PDE, 2005). If these changes in instruction or materials are not enough to support the student's progress, IEP goals may need to be changed (PDE, 2005). This requires an IEP meeting or a parent agreement stating that an IEP meeting is not necessary to change the goals (PDE, 2005).
It is important to note that progress monitoring should be done frequently to realize when students are struggling to achieve (PDE, 2005). If progress monitoring shows that a student is struggling, the student's instruction or materials used may be changed to better support the student (PDE, 2005). If these changes in instruction or materials are not enough to support the student's progress, IEP goals may need to be changed (PDE, 2005). This requires an IEP meeting or a parent agreement stating that an IEP meeting is not necessary to change the goals (PDE, 2005).
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References
- PDE (2005). IDEA 2004 the special education process powerpoint presentation [PowerPoint Slides]. Retrieved June 18, 2018 from http://www.pattan.net/category/Resources/Handouts/Browse/Single/?id=4de79f7....
- PDE (2017). Individualized education program (IEP). Retrieved June 22, 2018 from http://www.education.pa.gov/Documents/K-12/Special%20Education/Assessment/A....
- Taylor, R. L., Smiley, L. R., & Richards, S. B. (2015). Exceptional students: Preparing teachers for the 21st century (2nd ed.). New York, NY: McGraw-Hill Education.
On this slide, you will see my references that were used to create this presentation.
References Continued
- Taylor, R. L., Smiley, L. R., & Richards, S. B. (2015). Exceptional students: Preparing teachers for the 21st century (2nd ed.). New York, NY: McGraw-Hill Education.
Here is another one of my references utilized for these slides.
Thank You!
Thank you for viewing my presentation, and I hope you have enjoyed these slides! If you have any questions, please do not hesitate to ask!
