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Chapter 8
Assessment for Eligibility and Planning

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8.1 What formal plans are required for students with disabilities for effective inclusive education? 

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8.1 What formal plans are required for students with disabilities for effective inclusive education? 

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Required Formal Plans
*IDEA 2004 specifies that eligibility requirements for each disability covered by law and requires that each of those students have a specific individualized education program (IEP)
*IEP states every detail of the services the student is to receive and is considered a legal contract among the school system, the student, and the students parents or guardians.
* When the students with disabilities reach 16 years of age the IEP must include "transition services" which help pick what is the best option for the student after high school.
Individualized Family
Individualized family service plan (IFSP)- most relevant for early childhood education professionals who serve children with disabilities under the age of 3.
*IFEP states the types of services to be provided to the infant or toddler as well as to his or her family.
* According the IDEA 2004 the services in an IFSP must be based on scientifically based research and include pre-literacy and language skills as developmentally appropriate for the child.
* A service oversees the design and implementations of the IFEP.
The IFSP must include eight key components
1. Information about the child- physical health, cognitive development, communication development, and adaptive development.
2. Information about the families needs, resources, and priorities related to the development of the child.
3. The desired outcome for the child and the family that should occur as a result of early intervention program.
4. The type of early intervention that will be provided and how they will be provided.
5. Other services that will be provided, such as medical.
6. The dates and durations of the services.
7. The name of the service coordinator.
8. A transition plan to help the child and the family when it is time for the child to move from early intervention program into a preschool.
Individualized education programs
* Once the child turns 3 years of age, and as long and he or she is receiving special education under IDEA 2004 his or her educational program will be written out in an individualized education program(IEP)
* the IEP lists the students educational goals, the special education and related services the student is to receive, the students placement, and other important information.
IEP Contents
1. A statement of the students present level of education.
2. A statement of the annual goals of the student.
3. A statement of the special education and related services and supplementary aids and services that teachers will provide to the student.
4. An explantation of the extent, if any, to which the student will not participate with non disabled students in the general classroom.
5. A statement about the students participation in state- wide- assessment of the student achievement.
6. The projected dates for the beginning services and modifications.
7. A statement of how educators will measure the students progress towards the annual goals.

IEP Team
1. the parents of the student with disabilities.
2. At least one general educator.
3. At least one special educator.
4. A representative of the local education agency.
Individual Transition Plans
*The ITP is made when the child turns 16
* This help the transition from school to adult life
*The ITP must include a statement about transition services, focusing on the high schools courses that the student should take, such as academic courses, supported employment, or domestic skills course  in preparation for the preschool years.
Two Major Goals of the ITP
* identify the skills that the student must learn before leaving school to allow him or her to function most effectively as an adult.
* it must simultaneously identify the postschool services that must be available to that individual.

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8.2 What are some additional plans that may be necessary for students with disabilities for effective inclusive education? 

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8.2 What are some additional plans that may be necessary for students with disabilities for effective inclusive education? 

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*Response to intervention plans (RTI)
- used to determine if a struggling student might be able to improve his or her performance if a teacher provides more concentrated, evidence based interaction.
-Used to provide an alternative means of determining whether a student really needs special education

* RTI model consist of 3 Tiers
1. Is considered to be sound , evidence-based instruction used within the grade level for all students.
2. A teacher may meet with the teacher assistant team to discuss a more intense form of evidence-based intervention that is provided to students in targeted groups in addition to the tier 1 instruction they receive .
The TAT generally includes a special education teacher, a school guidance counselor , a school psychologist and perhaps other specialist. The TAT designs a response to intervention plan for the student or recommends an existing protocol for the general education teacher to implement.
3. Individualized and more intensive and focuses on specific skill deficits.
If students are not successful in tier 3 , they may be referred for a comprehensive evaluation and be considered for special education eligibility. The results of their performance in all 3 tiers along with the results of formal testing , will help to determine if they are eligible for special education.

RTI is the primary implements, delivering instruction and monitoring student progress .

Section 504 Plans
*Prohibits discrimination based upon disability.Section 504 is an anti-discrimination, civil rights statute that requires the needs of students with disabilities to be met as adequately as the needs of the non-disabled are met.
-Public schools that receive federal funds must comply with section 504 of the rehabilitation act of 1973 by providing accommodations for students identified as having disabilities so they can participate in the school program.
-If a school-based section 504 team determines that a student has a mental or physical impairment that substantially limits one or more life activities , it must identify and provide school activities .
- The section ensures that schools respect the civil rights of students with disabilities who are entitled to accommodations so they can participate in school.
https://www.youtube.com/watch?v=A9TgDgHfdlY
Behavior Intervention Plans
*Is required by law for students with disabilities if the challenging behavior threatens to lead to a more restrictive placement .
A behavior intervention plan (BIP) is a plan that's based on the FBA.. A behavior intervention plan (BIP) is a plan that’s designed to teach and reward positive behaviors. This can help prevent or stop problem behaviors in school.

-Behavior intervention plans can help prevent behavior problems by addressing their cause.

-An IEP or 504 plan should include strategies to help the child learn alternative behaviors to help him succeed.

-Interventions can take many forms, including rewards for good behavior.

Person-Centered Plans

*Is not a formal plan and person-centered planning is not a common part of planning for instruction, but the process is valuable because it enables participants to learn how a student with more severe disabilities can be meaningfully included in an inclusive community , school and classroom.
-Often used to identify activities , daily routines and learning outcomes for students with more significant disabilities.

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8.3 What is the Teachers Role in the development and Implementations of formal plans for effective inclusive education?

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8.3 What is the Teachers Role in the development and Implementations of formal plans for effective inclusive education?

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1. To be Familiar with the School District's Specific Planning Procedures , Forms, and Documents.
*Each state and school districts may develop their own forms and formats for these plans.
* These forms and formats will still meet the requirements of IDEA 2004 but they might also have additional elements for different states and school districts.
2. Take Advantage of Professional Development and Mentoring Opportunities.
*The more relevant instruction the teachers receive, the better prepared they will to do the procedures that meet the requirements.
3. Commit to the Quality of the Plan and Take an Active Role as a Team Member.
*There is no more important time to collaborate then when working on teams to develop IEPs or other students plans.
4. Encourage Parent and Student Involvement in the Planning Process.

Maintain an awareness of the contents of plans
* If inclusive classrooms have a proportional representation of students with disabilities, at any given time a teacher may expect to have between one and 3 students with an IEP in the classroom. This makes inclusion more feasible because no general education teacher will have n inordinate responsibility for students with disabilities and makes it more reasonable for teachers to be aware of the contents of their students plans.