Special Services Update


IEP Service Delivery

The IEP is the roadmap for providing special education to a student with a disability. Not only is it an important legal document, it should also literally be the working plan for providing specialized instruction to a student in order to remediate the adverse educational impact that exists due to a disability.

Students are qualified through a comprehensive evaluation process. The evaluations done are the measure of the adverse educational impact, and if the student qualifies this date then form the basis of the IEP. The results of the evaluations, combined with classroom based measurements and observations, are used to write the present levels of performance. The adverse educational impact, as identified in the evaluations, determine the goals and objectives for student.

Once the goals and objectives are set, the service delivery page identifies the specialized instruction and the service delivery time required to achieve them. How will this goal be achieved? What type of specialized instruction does the student need? How much specialized instruction does the student need? Where will this take place? The service delivery page is the GPS of the IEP, and it must always be individualized to meet the needs of the student. It should be written descriptively, so that if the student moved across the country the receiving teacher would understand exactly what to do with the student in order to reach the student's IEP goals and objectives.

All students are with IEPS are general education students first. If the student is able to access the general education curriculum without specialized instruction, a goal does not need to be written in this area. Additionally, service delivery should never be established or written based on the teacher's contract.

Once the service delivery page is written, the student placement is determined. Does this level of service require a minimal amount of support, as in a resource type setting, or a moderate level of support like a co-taught classroom? Does the student need a full day of specialized instruction, and therefore a self- contained class, or a self-contained school?

At this point we have completed PD on service delivery with elementary and secondary special educators. As our special education programming shifts across the district we will now work towards ensuring that the service delivery pages are effectively written to reflect these programs. As always, if you have any questions or concerns please do not hesitate to ask.

Upcoming Dates: 3/10/16 Statewide Transition Institute

5/24/16- Middle School Dare to Dream and Parent Night

5/25/16- High School Dare to Dream

Here's your tool of the week: RIDE has created a Social and Emotional Learning list serv to highlight news, resources and other information related to social and emotional learning. To join, send an email to SEL-L-REQUEST@LISTSERV.RI.NET. Include your name, district, school and position, You will receive a confirmation email shortly thereafter.

Jennifer F Connolly, PhD

Director of Special Services