Welcome to the Developing A High Quality IEP module series. The - PDF document

Welcome to the Developing A High Quality IEP module series. The modules within this series are designed to help you create a well-written and meaningful IEP based on your students’ individual needs. 1

Materials you will need for this module are the notes page, the current Idaho Special Education Manual, and copies of the Eligibility Criteria Activity, the Adverse Impact activity, and the Specially Designed Instruction activity. 2

Using the handout titled Eligibility Criteria Activity, work individually or in groups to identify the 14 categories. You should consult the current Idaho Special Education Manual, Chapter 4, if you have any questions. Note: there are some categories where the criteria are similar, but the categories are different. Additionally, it is important to note that to be found eligible for the category of Multiple Disabilities, the student will need to meet ALL criteria for each category. For example, the team would need to show the student meets criteria for Intellectual Disability AND Orthopedic Impairment. 3

Complete the Adverse Impact Activity by identifying which statements are strong and which ones would need to have some adjustments made in order to clearly show how the student’s disability adversely effects his or her performance. If completing this activity as a group, you might consider talking about how the assessment results support development of Prong 2, and how strong summaries can support development of the adverse impact statement. 4

Complete the Specially Designed Instruction Activity by identifying which statements clearly identify the student’s need for specially designed instruction, including changes to content, methodology or delivery of instruction. If completing this activity as a group, you might consider talking about how the assessment results support identification of SDI for the student. 5

As you end this training video, please take a moment to consider the following: Identify one thing you might take back to your team related to determining eligibility for special education services. 6