GLEAN START Coaches Newsletter
November 2018
Effective IEP Development for Students with ASD
What is the purpose of the IEP?
- Ensure FAPE (free and appropriate public education) in the LRE (least restrictive environment)
- Access to, participate in, and make progress in the general education curriculum.
It's about the PROCESS not the forms
- Consider the LRE throughout the process
- Address the unique needs of the student with ASD
- Improve IEP Implementation
Sentence Starters for the IEP Process
- "The data suggests..."
- "We have evidence that shows...."
- "Our observations have shown...."
- "The law indicates...."
- "The research supports...."
PLAAFP Development
Prioritizing Areas of Need for students with ASD
- Ability to Participate in Instruction
- Socialization Skills/Competence
- Communication
- Independent Skills
- Transition Issues
- Ability to Manage Stress/Anxiety
- Behaviors
Questions you are attempting to answer:
- The general education CURRICULUM
- General education ENVIRONMENTS (including social skill development, independent skills, etc.)?
- Further education, employment, and independent living
What to bring to an IEP?
- assessment information
- observational data
- background knowledge
- supplementary aids and services
- goals and objectives/benchmark ideas
Use Meeting Mechanics
- Meeting Mechanics leads to better informed and more creative solutions, and a well-defined plan developed through a collaborative process.
White Board IEP Process Template
- Use meeting mechanics to identify needs to lead to the linear process of the IEP
PLAAFP Tools
Supplementary Aids and Services
Provided to enable the student to:
- Advance appropriately toward attaining the annual IEP goals.
- Be involved and progress in the general education curriculum and to participate in extra-curricular and other nonacademic activities.
- Be educated and participate in activities with other students with disabilities and non disabled students.
Supplementary Aids and Services Tools
Targeted Goals Areas
AND/OR
2. Needs and/or Supports from Supplementary Aids and Services that require "specialized instruction"
Goal Development Tools
Coaches Corner
Loving Those Shirts
Shout out to EAJ High School in Mt. Morris
A few things to celebrate there:
* A second year of committing to monthly team meetings
* participation in Mini IT
* Developing a schedule matrix, updated BIP, and 5 point script
* Using student’s high-interest area (Harry Potter) to develop visuals and engage in classBuddy Lunch
Don't Miss Out!
Countywide START Professional Development
Please see the course catalog for details, course descriptions and registration at www.geneseeisd.org.
IEP Development & Implementation for students with Autism Spectrum Disorder
November 19, 2018
Classroom Environment & Teacher Assessment (CETA) for students with ASD
January 8, 2019
Working with Students with Autism Spectrum Disorder for Para-Educators
January 29, 2019
Peer to Peer supports for Students with ASD
February 21, 2019
Additional START Professional Development Opportunities
Fall Events: https://www.gvsu.edu/autismcenter/fall-events-301.htm
Winter Events: https://www.gvsu.edu/autismcenter/winter-rcn-events-306.htm
Genesee ISD Teacher Consultants
If you have changed buildings or districts, please let your TC know so we can update our records. We will be in touch soon to establish bi-monthly coaches meetings for the year.
Barb Olszewski
Angie Grindel
Laura Henry
Kelli Pierscinski
GISD's Regional Collaborative Network (RCN) has partnered with Livingston ESA to strengthen our resources and collaborate to bring your MORE amazing things from START. We were previously known as CAN4GCA but will now be GLEAN (Genesee-Livingston Educational Autism Network).