Maintaining and Revising Services
Overview of IEP Implementation and Maintenance
Implementation of Special Education Services
A team led by the case manager and supported by other special education teachers, general education teachers and instructional assistants delivers Teaching strategies and methods used by teachers to instruct students with learning (SDI). Related service providers lead and provide the delivery of their related service specialty with assistance from instructional assistants or other staff. Adaptations to general education curriculum may be implemented by any delivery team member, but should always have significant input from the general education teacher.
How is progress measured?
All aspects of special education require ongoing data collection to assess their effectiveness. The goal is growth, if growth cannot be demonstrated, then a new instructional approach must be taken.
How frequently are services adjusted?
IEP implementation is a repetitive cycle intended to grow and adapt with each individual student. On a yearly basis, it includes creating the IEP, implementation, and measuring progress. Every three years an additional step, re-evaluation, is added. This is a minimum frequency. If necessary, IEP meetings, amendments or evaluation can occur more often.
Measuring Student Progress
Measuring student progress is a crucial step in the IEP process, allowing the IEP team to assess whether or not the student is progressing, and what adjustments may be necessary. This begins with the present levels of academic achievement and functional performance, or PLAAFPs. The purpose of PLAAFPs is to provide a comprehensive overview of the student?s current educational performance, in order to measure progress. They drive the goals and objectives, specially designated instruction, related services, supplementary aids and services, and other additional supports needed for the student.
Each IEP goal also contains a progress monitoring period. At each progress monitoring period, the IEP case manager will review data collected throughout that period to determine if progress is being made. Progress will be recorded on the IEP and the progress report is available to parents/ guardians through the The Seattle Public Schools personnel responsible for managing the process of developing. Annually, at minimum, these progress reports are used to revise or update the student?s IEP.
Link to Learn
The Need for Education Data Alliance for Excellent Education
The purpose of a reevaluation is to determine continuing or changing eligibility for special education services. Reevaluations are conducted when the District determines that the educational or related service needs warrant a reevaluation; or if the student?s Parent/Guardian or teacher requests a reevaluation.
By law, a reevaluation occurs every three years but not more than once a year unless Parents and the District agree otherwise. Possible rationale(s) for reevaluation: three-year requirement, Parent/ school request, change of category, consideration of change in placement, or consideration of termination of services.
The District must reevaluate a student before determining that the student is no longer eligible for special education services; however, a reevaluation is not required before the termination of a student?s eligibility due to graduation from high school with a regular diploma or prior to termination of services due to the student exceeding the age of eligibility for special education services.
Reevaluations are not automatically conducted if students are not enrolled. Parents must request a reevaluation.
Change of Placement
Placement defines the setting, intensity, and instructional content of each student?s services. Placement is a concept and term universal to special education under IDEA. It is a fundamental part of the IEP process.
The goal of special education instruction is to teach students skills and information. The intended benefit is growth that allows students to learn in a less restrictive setting, with fewer supports and more closely aligned with the general education curriculum. One outcome growth is a change of placement.
Growth, however, is not always linear, and sometimes the best instruction in a less restrictive placement is not allowing the student to gain benefit from their education. In this case, the IEP team may agree that a student requires a more restrictive setting.