Embedded Files
Special Education Services To Be Provided
Special Education Services To Be Provided
Services: Populated from PLAAFP 4-5
Provider(s): Who will provide the specialized instruction
Initial Instruction
Special Education Teacher
General Education Teacher
After Initial Instruction
Instructional Assistant - carry through with learning concepts
Specialized Instruction: How will the student receive specialized instruction on goals
Instructional Setting/Location: Where will services take place
State Date: Date after IEP meeting, after PWN given to parents
Before end of current IEP date
Frequency (minutes): Minutes per week
Number of sessions and minutes per session
End Date: Date IEP services will end (1 year from IEP Date)
Clarification: Document actual time away from peers (LRE), that could be working on general education and why
From the goals, what type of specially designed instruction needs to be given so the student can meet their goal(s) (each goal is tied to a specific service).
From the goals, what type of specially designed instruction needs to be given so the student can meet their goal(s) (each goal is tied to a specific service).
Not all time in Sped room has to be sped services
Special Education = specially designed instruction, which means adapting the content, methodology, and delivery of instruction as appropriate to meet the unique needs the student to ensure the student’s access to the GENERAL CURRICULUM so the student can meet the SAME educational standards as ALL children.
Specially designed instruction as defined by IDEA regulations refers to adaptations to the content, methodology or delivery of instruction that:
• Address the unique needs of a child that result from the child’s disability
• Ensure access to the general education curriculum so that the child can meet the educational standards that apply to all children
• Are guaranteed by IDEA and implemented in accordance with the individual educational plan (IEP) process
**Specially designed instruction is a service, not a place, and is not defined by where it occurs. Must be provided in the least restrictive setting
Services - designed to reduce or eliminate the barriers related to a disability
Evidence based
Teach goals
Imbedded into the general curriculum
Unique to the student
Related Services
Related Services
Services: Populated from PLAAFP 4-5
Instructional Setting/Location: Where will services take place
State Date: Date after IEP meeting, after PWN given to parents
Before end of current IEP date
Frequency (minutes): Minutes per week
Number of sessions and minutes per session
End Date: Date IEP services will end (1 year from IEP Date)
Provider(s): Who will provide the specialized instruction - Related Service Provider
Initial Instruction
Specialized Instruction: How will the student receive specialized instruction on goals
Clarification: Document actual time away from peers (LRE), that could be working on general education and why
Supplementary Aids/Assistive Technology and Services for Students
Supplementary Aids/Assistive Technology and Services for Students
Select: if student NEEDS or does NOT need Supplementary Aides and Services
Supplementary Aids: Describe what services are needed that support the student which is not a primary special education service
If special education staff is going into the general education classroom to support the student, but is not working directly on goals, this is were that is documented
Instruction in using Dragon for writing assignments.
Student will use a pencil grip whenever she is working on a written assignment.
Student may use a calculator for math problems.
Instructional Setting/Location: Where will services take place
State Date: Date after IEP meeting, after PWN given to parents
Before end of current IEP date
Frequency (minutes): Minutes per week
Number of sessions and minutes per session
End Date: Date IEP services will end (1 year from IEP Date)
Clarification: Provide a full explanation of services - what does it look like and who will provide it.
Supports For School Personnel
Supports For School Personnel
Select: if plan NEEDS or does NOT need program modifications or supports for school personnel
Support: Describe what services are needed - this is only things that are different than what would typically be given to staff to support the student
In-service training on tube feeding.
Staff and parent in-service on use of assistive technology device.
Special education consultation on modifications for weekly tests in spelling.
Paraprofessional training on positive behavioral supports.
Instructional Setting/Location: Where will services take place
State Date: Date after IEP meeting, after PWN given to parents
Before end of current IEP date
Frequency (minutes): Minutes per week
Number of sessions and minutes per session
End Date: Date IEP services will end (1 year from IEP Date)
Clarification: Provide a full explanation of services - what does it look like and who will provide it.
Least Restrictive Environment (LRE/AzEDS Program Code)
Least Restrictive Environment (LRE/AzEDS Program Code)
Select: Level of placement in special education services - amount of time the student is away from typical peers
(A) out of the general education classroom 20% or less than school day
(B) out of the general education classroom between 21-60% of school day
(C) out of the general education classroom more than 60% of school day
Calculate based on total time away from typical peers to receive special education services and the entire school day for typical student (including lunch and recess)
Explain WHY and EXTENT: Describe why the student will need to be away from their typical peers and the total amount of time per week - this justifies the LRE Code.
Harmful Effect: Describe what harmful effects the student might have - not not list positive effects
Not with typical peers for all of school day and will miss general education instruction
Reason for Different School: If student is not attending home school, describe why Student is attending Home School
Instructional Setting/Continuum of Service
Instructional Setting/Continuum of Service
Complete the following setting only if the student is placed in a public/private day school or other out-of-district alternative or private school, homebound, hospital or institution, or private residential facility.
Instructional Setting: Select setting
Exit Criteria: Document Exit Criteria - goals student is to accomplish to return to in district placement.
Educational Placement
Educational Placement
What is the least restrictive environment in which the student should be placed in order to successfully access these services and support & the general curriculum?
What is the least restrictive environment in which the student should be placed in order to successfully access these services and support & the general curriculum?
LRE = to the maximum extent appropriate, the student should be educated with non-disabled peers.
Must be an environment that puts the least restrictions on learning and allows appropriate participation in the general curriculum
Question for Placement
Question for Placement
General Education vs Special Education Classroom
Look at ability to comprehend, not grade level production
Students with normal intelligence need to be given the same opportunity as everyone else to learn concepts
Don’t let the disability stand in the way of the student being able to learn what everyone else is learning
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