the individualized education program: a closer look...the present levels of academic achievement and...
TRANSCRIPT
The Individualized Education Program: A Closer Look0 0 Q
Individualized Education Program (IEP)
Or
Agenda Present Level of Academic
Achievement and Functional
~ \ t t \ (;;, ·1· M·c11·1gan Alliance for Fam1 1es
I t and education information, s uppor ,
Laws and Rules
Rehabilitation Act of 1973, Section 504
Michigan Administrative Rules for Special Education
~\ ~ t \~ Michigan Alliance for Families information, support, and education
Free Appropriate Public Education Individuals with Disabilities Education Act (IDEA)
• Special Education and related services are provided by public schools at no cost to parents
• The IEP provides information about how your child’s education is personalized to meet his or her needs.
• Children receiving special education programs and related serves have a right to receive an education provided by the public-school system
• The education should prepare all children for their future including postsecondary education, employment and independent living.
~\ ~ t \~ Michigan Alliance for Families information, support, and education
Least Restrictive Environment Individuals with Disabilities Education Act (IDEA)
Educational placement is the setting where your child receives his or her education and services. Schools must place students in the least restrictive environment (LRE). That means students must be placed in the general education setting to the greatest extent possible to receive supports and services as determined by the individualized education program team.
Appropriate Education - Considerations
Advocacy Tip: Educational Needs vs. Service
• People need to understand him when he talks. • More Speech Therapy
• More effective social skills
reads
• 1:1 Parapro/aide
• Why a parapro/aid – what is• More time with reading need teacher • Why iPad – what is the need
·rom . nique ·eed,, ·to In iv. 1du·li ed Services on ou14 C 1ih' · 1 P:
~ •. ecord ·.
~\ 'e' t \[;;, Michigan ruliance for Families information, s upport, and education
Handout: From Unique Needs to Individualized Services on Your Child’s IEP: Records Review
PLAAFP Present Level of Academic
Achievement and Functional Performance
Modifications Services
Student’s Needs Skills or behavior Assuring access Special The IEP the child will learn Education: • Services & Process Programs • Frequency,
length of time
... PACER,CENTEIRO' CHM,11PIONS FOflCHILOUN WlTH DISA.iftllfmS,
.A Place to Start: Ulnderstanding the present levells of acade·mic achi,evement and functi,onall performance statement
•• PACER CENTER 0
•• Q
•• 0 M·c11· t ii1' t \fo(;;, ~ ·1· 1 1gan""' iance r ram1 1es information, s upport, a nd ed ucatio n
Handouts Present Level of Academic Achievement and Functional Performance
~\ ~ t \~ Michigan Alliance for Families information, support, and education
Present Level of Academic Achievement and Functional Performance
The present levels of academic achievement and functional performance statement (commonly called “present levels”) should cover all areas of development where your child may need support. Some examples are:
• Academic skills – math, reading, writing
• Daily living or self-help skills – dressing, eating, using the bathroom
• Social Skills – making friend
~\ ~ t \~ Michigan Alliance for Families information, support, and education
Present Level of Academic Achievement and Functional Performance - Continued
Well-written present levels will describe: • Your child’s strengths and
weaknesses • What helps your child learn • What limits or interferes with your
child’s learning • Objective data from current
evaluations of your child; and • How your child’s disability affects his
or her ability to be involved and progress in the general education curriculum
• Extra Curricular Activities • Non-academic Activities
PLAAFP Present Level of Academic
Achievement and Functional Performance
with learning • What
interferes with learning
• Objective Data • General
Determining a Free Appropriate Public Education (FAPE) Least Restrictive Environment (LRE)
•• PACER CE.NITER 10 CHAMPl{)tl!S FOR CHllotl(N 'WIT lnS..U.IUITIES<.
ln1dividualized Eduication1 Progr,am (IEP)1 Goals
•• 0
t\ t t \(;:, Michigan ruliancefor Families information, s upport, and education
Handout:
Individualized Education Program (IEP) Goals
M·c11· t ii1' t \fo(;;, ~ ·1· 1 1gan""' iance r ram1 1es info rmat i o n , s u ppo r t , a n d ed u cat io n
Goals and Objectives
The IEP must address all the educational needs that result from your child’s disability or disabilities, regardless of the disability label.
According to the U.S. Department of Education, “The IEP must include annual goals that aim to improve educational results and functional performance for each child with a disability. This inherently includes a meaningful opportunity for the child to meet challenging objectives. Each child with a disability must be offered an IEP that is designed to provide access to instruction strategies and curricula aligned to both challenging State academic content standards and ambitious goals, based on the unique circumstances of that child.”
Goals and Objectives
• When?... by what time
Progress Monitoring
The IEP Team will discuss:
• Skills that need to be learned or behavior that needs to change
• Where the child is now in that skill or behavior - baseline
• Rate of progress the child has shown in the past.
• Ending level expected to achieved
• How performance will be measured
M·c11· t ii1' t \fo(;;, ~ ·1· 1 1gan""' iance r ram1 1es information, s upport, and education
Monitoring Progress Trend line Expected to Achieve
100%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
...
I\A",.... t i~I, t \fo(;;,~ ·1· ... :_. .:gan""' aance r ram1 1es information, s upport, and education
Trend Lines 100%
Achievement and Functional Performance
with learning • What
interferes with learning
• Objective Data • General
Accommodations and Modifications
• Student Response
Sc•h,0011 .Ac,commodat1on Ideas for Stude ts w·ho, Rece1 v · Sec ~ 1on1 510 · 0 1r Spacial d c i·on Serv.i,ces
•• 0
============ -• 0 Sch100 Mod11fica.tian1 Ideas 'for Stu,dents, 'Wh,o
Rece1·ve Speci.al Educ,at·1on Serv· ces
M·c11· t ii1' t \fo(;;, ~ ·1· 1 1gan""' iance r ram1 1es informa tion, s upport, a nd e ducati o n
Handouts
Accommodations
Allows a student to complete the same assignment or test as other students, but with a change in the timing, formatting, setting, scheduling, response and/or presentation.
Do NOT change the learning expectation
Modifications
An adjustment to an assignment or a test that changes the standard or what the test or assignment is supposed to measure.
DO change the learning expectations
~\ ~ t \~ Michigan Alliance for Families information, support, and education
Course of Study - Michigan Merit Curriculum
The Michigan Merit Curriculum is the result of an extraordinary partnership between the Executive Branch, State Board of Education, Superintendent of Public Instruction, Legislature and numerous education associations. MCL 380.1278a, MCL 380.1278b
High School Diploma
• Mathematics – 4 Credits
• Online Learning Experience
• Science – 3 Credits
• World Language – 2 Credits
• Allows for specific credit requirements and/or content standards to be modified based on the individual learning needs of a student.
• It is designed to serve students who want to accelerate or go beyond the MMC requirements as well as students who need to individualize learning requirements to meet the MMC requirement.
~\ ~ t \~ Michigan Alliance for Families information, support, and education
Course of Study: No diploma
In Michigan, a student with an IEP, leaving high school without a diploma is entitled to special education programs and services until age 26 years.
• Based on students Measurable Post- Secondary Goals:
• Education/Training
• Employment
• General Education Classes
• Extra Curricular Activities
• What is available after high school: • Young Adult Transition Programs
• Coordination with Adult Services
Achievement and Functional Performance
Modifications Services
Student’s Needs Skills or behavior Assuring access Special The IEP the child will learn Education: • Services & Process Programs • Frequency,
length of time
Determining a Free Appropriate Public Education (FAPE) Least Restrictive Environment (LRE)
~\ 'e' t \[;;, Michigan ruliance for Families information, s upport, and education
Special Education IS NOT a place.
It IS a set of services provided to a student through an IEP
• There are a variety of services and supports available that your child may need as part of his or her Free Appropriate Public Education. These services and supports are designed to help your child:
• reach his or her annual goals;
• be involved and make progress in the general education curriculum; participate in extracurricular activities or other nonacademic activities; and
• be educated and participate with children without disabilities in these kinds of activities.
PACEIR CENTER Q CHllMl'lONS l'Ofl C:1-ilLDlttN WI H DISAllilLITUS. ••
The ln1dividlua s with Disabillities Educat1ion Act (IDEA) !Defines Related Services
0
~\ 'e' t \[;;, Michigan ruliance for Families information, s upport, and education
Handout:
~\ t t \~ Michigan Alliance for Families information, support, and education
Special Education Services and Programs
IEP Includes: • Related Services • Program • Specific Amount of Time and Frequency • Location • Duration
Related services can include, but are not limited to any of the following:
Assistive Technology
Least Restrictive Environment (LRE)
Once the IEP team has decided what services your child needs, decisions must be made about where services will be provided.
• Where your child’s IEP is carried out is called placement.
• As the parent, you have the right to be part of the group that decides your child’s placement.
• The group must make sure that your child has the maximum opportunity appropriate to learn with children who do not have disabilities—in academic, nonacademic, and extracurricular activities.
PLAAFP Present Level of Academic
Achievement and Functional Performance
The IEP Process
Student’s Needs Skills or behavior Assuring access Special the child will learn Education:
• Services & Programs
• :A Special Education ...,, 1111' Mediation Services
5 Tools for Resolving Disagreements
Review of IEP or Informal Meeting Mediation Facilitated IEP
Due Process State Complaint Complain/Hearing
I-833-KIDS-1ST
M•ch• ~A~,, t \ ~ ~ •1• 1 1gan'"" ianceforram11es information, support, and education
Making an Action Plan Review Your Child’s IEP:
1. Review your child’s PLAAFP statement, look for strengths, what helps learning, weaknesses, what interferes with learning, objective data and impact on general education curriculum, extra- curricular and non-academic activities.
2. Review your child’s goals/objectives. Can they be tied back to information in the PLAAFP statement?
3. Does the PLAAFP statement include baseline data for each objective?
4. Review recent Progress Reports. Is there data that shows progress towards goals/objectives?
5. Review accommodation / modification. Are the learning expects changed?
6. Review the type and level of Special Education Programs and Services. Are they sufficient to teach goals/objectives and assure accommodation and/or modifications are put in place.?
M·c11· t ii1' t \fo(;;, ~ ·1· 1 1gan""' iance r ram1 1es information, s upport, and education
Resources: Michigan Alliance for Famiies • Laws:
• https://www.michiganallianceforfamilies.org/law/
Resources: Michigan Alliance for Families • PLAAFP Statement:
• https://www.michiganallianceforfamilies.org/plaafp/
Departme~lEducation.
Disclaimer and Compliance The information expressed during this presentation is the opinion of the individual presenter(s) and may not reflect the opinions of Michigan Alliance for Families, Michigan Alliance – PTI, Michigan Department of Education, or U.S. Department of Education Office of Special Education Programs.
Compliance with Title IX Title IX of the Education Amendments of 1972 is the landmark federal law that bans sex discrimination in schools, whether it is in curricular, extra-curricular or athletic activities.
Title IX states: “No person in the U.S. shall, on the basis of sex be excluded from participation in, or denied the benefits of, or be subject to discrimination under any educational program or activity receiving federal aid.”
The Michigan Department of Education (MDE) is in compliance with Title IX of the Education Amendments of 1972, as amended, 20 U.S.C. 1681 et esq. (Title IX), and its implementing regulation, at 34 C.F.R. Part 106, which prohibits discrimination based on sex. The MDE, as a recipient of federal financial assistance from the United States Department of Education (USED), is subject to the provisions of Title IX. MDE does not discriminate based on gender in employment or in any educational program or activity that it operates.
For inquiries and complaints regarding Title IX, contact: Elizabeth Collins, Office of Career and Technical Education, Michigan Department of Education, Hannah Building, 608 West Allegan, P.O. Box 30008, Lansing, MI 48909
State Board of Education Members State Board of Education Members Dr. Cassandra E. Ulbrich, President Dr. Pamela Pugh, Vice President Tiffany D. Tilley, Secretary Tom McMillin, Treasurer Dr. Judith Pritchett, NASBE Delegate Ellen Cogen Lipton, Board Member Nikki Snyder, Board Member Jason Strayhorn, Board Member Ex-Officio The Honorable Gretchen Whitmer, Governor Dr. Michael Rice, Chairman and State Superintendent
~ MICHIGAN Departme~tEducation
A_;/ The Arc~ Michigan
Michigan Alliance for Families
Michigan Alliance for Families is an IDEA Grant Funded Initiative of the Michigan Department of Education, Office of Special Education, and Michigan’s federal Parent-Training and Information Center (PTIC) funded by U.S. Department of
Education, Office of Special Education Programs (OSEP).
www.michiganallianceforfamilies.org 1-800-552-4821
Stay Connected
Handout:
Present Level of Academic Achievement and Functional Performance - Continued
The IEP Process
Michigan Merit Curriculum: Personal Curriculum
Course of Study:No diploma
The IEP Process
Special Education IS NOT a place. It IS a set of services provided to a student through an IEP
Handout:
Least Restrictive Environment (LRE)
Making an Action Plan
Stay Connected
Michigan Alliance for Families
Individualized Education Program (IEP)
Or
Agenda Present Level of Academic
Achievement and Functional
~ \ t t \ (;;, ·1· M·c11·1gan Alliance for Fam1 1es
I t and education information, s uppor ,
Laws and Rules
Rehabilitation Act of 1973, Section 504
Michigan Administrative Rules for Special Education
~\ ~ t \~ Michigan Alliance for Families information, support, and education
Free Appropriate Public Education Individuals with Disabilities Education Act (IDEA)
• Special Education and related services are provided by public schools at no cost to parents
• The IEP provides information about how your child’s education is personalized to meet his or her needs.
• Children receiving special education programs and related serves have a right to receive an education provided by the public-school system
• The education should prepare all children for their future including postsecondary education, employment and independent living.
~\ ~ t \~ Michigan Alliance for Families information, support, and education
Least Restrictive Environment Individuals with Disabilities Education Act (IDEA)
Educational placement is the setting where your child receives his or her education and services. Schools must place students in the least restrictive environment (LRE). That means students must be placed in the general education setting to the greatest extent possible to receive supports and services as determined by the individualized education program team.
Appropriate Education - Considerations
Advocacy Tip: Educational Needs vs. Service
• People need to understand him when he talks. • More Speech Therapy
• More effective social skills
reads
• 1:1 Parapro/aide
• Why a parapro/aid – what is• More time with reading need teacher • Why iPad – what is the need
·rom . nique ·eed,, ·to In iv. 1du·li ed Services on ou14 C 1ih' · 1 P:
~ •. ecord ·.
~\ 'e' t \[;;, Michigan ruliance for Families information, s upport, and education
Handout: From Unique Needs to Individualized Services on Your Child’s IEP: Records Review
PLAAFP Present Level of Academic
Achievement and Functional Performance
Modifications Services
Student’s Needs Skills or behavior Assuring access Special The IEP the child will learn Education: • Services & Process Programs • Frequency,
length of time
... PACER,CENTEIRO' CHM,11PIONS FOflCHILOUN WlTH DISA.iftllfmS,
.A Place to Start: Ulnderstanding the present levells of acade·mic achi,evement and functi,onall performance statement
•• PACER CENTER 0
•• Q
•• 0 M·c11· t ii1' t \fo(;;, ~ ·1· 1 1gan""' iance r ram1 1es information, s upport, a nd ed ucatio n
Handouts Present Level of Academic Achievement and Functional Performance
~\ ~ t \~ Michigan Alliance for Families information, support, and education
Present Level of Academic Achievement and Functional Performance
The present levels of academic achievement and functional performance statement (commonly called “present levels”) should cover all areas of development where your child may need support. Some examples are:
• Academic skills – math, reading, writing
• Daily living or self-help skills – dressing, eating, using the bathroom
• Social Skills – making friend
~\ ~ t \~ Michigan Alliance for Families information, support, and education
Present Level of Academic Achievement and Functional Performance - Continued
Well-written present levels will describe: • Your child’s strengths and
weaknesses • What helps your child learn • What limits or interferes with your
child’s learning • Objective data from current
evaluations of your child; and • How your child’s disability affects his
or her ability to be involved and progress in the general education curriculum
• Extra Curricular Activities • Non-academic Activities
PLAAFP Present Level of Academic
Achievement and Functional Performance
with learning • What
interferes with learning
• Objective Data • General
Determining a Free Appropriate Public Education (FAPE) Least Restrictive Environment (LRE)
•• PACER CE.NITER 10 CHAMPl{)tl!S FOR CHllotl(N 'WIT lnS..U.IUITIES<.
ln1dividualized Eduication1 Progr,am (IEP)1 Goals
•• 0
t\ t t \(;:, Michigan ruliancefor Families information, s upport, and education
Handout:
Individualized Education Program (IEP) Goals
M·c11· t ii1' t \fo(;;, ~ ·1· 1 1gan""' iance r ram1 1es info rmat i o n , s u ppo r t , a n d ed u cat io n
Goals and Objectives
The IEP must address all the educational needs that result from your child’s disability or disabilities, regardless of the disability label.
According to the U.S. Department of Education, “The IEP must include annual goals that aim to improve educational results and functional performance for each child with a disability. This inherently includes a meaningful opportunity for the child to meet challenging objectives. Each child with a disability must be offered an IEP that is designed to provide access to instruction strategies and curricula aligned to both challenging State academic content standards and ambitious goals, based on the unique circumstances of that child.”
Goals and Objectives
• When?... by what time
Progress Monitoring
The IEP Team will discuss:
• Skills that need to be learned or behavior that needs to change
• Where the child is now in that skill or behavior - baseline
• Rate of progress the child has shown in the past.
• Ending level expected to achieved
• How performance will be measured
M·c11· t ii1' t \fo(;;, ~ ·1· 1 1gan""' iance r ram1 1es information, s upport, and education
Monitoring Progress Trend line Expected to Achieve
100%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
...
I\A",.... t i~I, t \fo(;;,~ ·1· ... :_. .:gan""' aance r ram1 1es information, s upport, and education
Trend Lines 100%
Achievement and Functional Performance
with learning • What
interferes with learning
• Objective Data • General
Accommodations and Modifications
• Student Response
Sc•h,0011 .Ac,commodat1on Ideas for Stude ts w·ho, Rece1 v · Sec ~ 1on1 510 · 0 1r Spacial d c i·on Serv.i,ces
•• 0
============ -• 0 Sch100 Mod11fica.tian1 Ideas 'for Stu,dents, 'Wh,o
Rece1·ve Speci.al Educ,at·1on Serv· ces
M·c11· t ii1' t \fo(;;, ~ ·1· 1 1gan""' iance r ram1 1es informa tion, s upport, a nd e ducati o n
Handouts
Accommodations
Allows a student to complete the same assignment or test as other students, but with a change in the timing, formatting, setting, scheduling, response and/or presentation.
Do NOT change the learning expectation
Modifications
An adjustment to an assignment or a test that changes the standard or what the test or assignment is supposed to measure.
DO change the learning expectations
~\ ~ t \~ Michigan Alliance for Families information, support, and education
Course of Study - Michigan Merit Curriculum
The Michigan Merit Curriculum is the result of an extraordinary partnership between the Executive Branch, State Board of Education, Superintendent of Public Instruction, Legislature and numerous education associations. MCL 380.1278a, MCL 380.1278b
High School Diploma
• Mathematics – 4 Credits
• Online Learning Experience
• Science – 3 Credits
• World Language – 2 Credits
• Allows for specific credit requirements and/or content standards to be modified based on the individual learning needs of a student.
• It is designed to serve students who want to accelerate or go beyond the MMC requirements as well as students who need to individualize learning requirements to meet the MMC requirement.
~\ ~ t \~ Michigan Alliance for Families information, support, and education
Course of Study: No diploma
In Michigan, a student with an IEP, leaving high school without a diploma is entitled to special education programs and services until age 26 years.
• Based on students Measurable Post- Secondary Goals:
• Education/Training
• Employment
• General Education Classes
• Extra Curricular Activities
• What is available after high school: • Young Adult Transition Programs
• Coordination with Adult Services
Achievement and Functional Performance
Modifications Services
Student’s Needs Skills or behavior Assuring access Special The IEP the child will learn Education: • Services & Process Programs • Frequency,
length of time
Determining a Free Appropriate Public Education (FAPE) Least Restrictive Environment (LRE)
~\ 'e' t \[;;, Michigan ruliance for Families information, s upport, and education
Special Education IS NOT a place.
It IS a set of services provided to a student through an IEP
• There are a variety of services and supports available that your child may need as part of his or her Free Appropriate Public Education. These services and supports are designed to help your child:
• reach his or her annual goals;
• be involved and make progress in the general education curriculum; participate in extracurricular activities or other nonacademic activities; and
• be educated and participate with children without disabilities in these kinds of activities.
PACEIR CENTER Q CHllMl'lONS l'Ofl C:1-ilLDlttN WI H DISAllilLITUS. ••
The ln1dividlua s with Disabillities Educat1ion Act (IDEA) !Defines Related Services
0
~\ 'e' t \[;;, Michigan ruliance for Families information, s upport, and education
Handout:
~\ t t \~ Michigan Alliance for Families information, support, and education
Special Education Services and Programs
IEP Includes: • Related Services • Program • Specific Amount of Time and Frequency • Location • Duration
Related services can include, but are not limited to any of the following:
Assistive Technology
Least Restrictive Environment (LRE)
Once the IEP team has decided what services your child needs, decisions must be made about where services will be provided.
• Where your child’s IEP is carried out is called placement.
• As the parent, you have the right to be part of the group that decides your child’s placement.
• The group must make sure that your child has the maximum opportunity appropriate to learn with children who do not have disabilities—in academic, nonacademic, and extracurricular activities.
PLAAFP Present Level of Academic
Achievement and Functional Performance
The IEP Process
Student’s Needs Skills or behavior Assuring access Special the child will learn Education:
• Services & Programs
• :A Special Education ...,, 1111' Mediation Services
5 Tools for Resolving Disagreements
Review of IEP or Informal Meeting Mediation Facilitated IEP
Due Process State Complaint Complain/Hearing
I-833-KIDS-1ST
M•ch• ~A~,, t \ ~ ~ •1• 1 1gan'"" ianceforram11es information, support, and education
Making an Action Plan Review Your Child’s IEP:
1. Review your child’s PLAAFP statement, look for strengths, what helps learning, weaknesses, what interferes with learning, objective data and impact on general education curriculum, extra- curricular and non-academic activities.
2. Review your child’s goals/objectives. Can they be tied back to information in the PLAAFP statement?
3. Does the PLAAFP statement include baseline data for each objective?
4. Review recent Progress Reports. Is there data that shows progress towards goals/objectives?
5. Review accommodation / modification. Are the learning expects changed?
6. Review the type and level of Special Education Programs and Services. Are they sufficient to teach goals/objectives and assure accommodation and/or modifications are put in place.?
M·c11· t ii1' t \fo(;;, ~ ·1· 1 1gan""' iance r ram1 1es information, s upport, and education
Resources: Michigan Alliance for Famiies • Laws:
• https://www.michiganallianceforfamilies.org/law/
Resources: Michigan Alliance for Families • PLAAFP Statement:
• https://www.michiganallianceforfamilies.org/plaafp/
Departme~lEducation.
Disclaimer and Compliance The information expressed during this presentation is the opinion of the individual presenter(s) and may not reflect the opinions of Michigan Alliance for Families, Michigan Alliance – PTI, Michigan Department of Education, or U.S. Department of Education Office of Special Education Programs.
Compliance with Title IX Title IX of the Education Amendments of 1972 is the landmark federal law that bans sex discrimination in schools, whether it is in curricular, extra-curricular or athletic activities.
Title IX states: “No person in the U.S. shall, on the basis of sex be excluded from participation in, or denied the benefits of, or be subject to discrimination under any educational program or activity receiving federal aid.”
The Michigan Department of Education (MDE) is in compliance with Title IX of the Education Amendments of 1972, as amended, 20 U.S.C. 1681 et esq. (Title IX), and its implementing regulation, at 34 C.F.R. Part 106, which prohibits discrimination based on sex. The MDE, as a recipient of federal financial assistance from the United States Department of Education (USED), is subject to the provisions of Title IX. MDE does not discriminate based on gender in employment or in any educational program or activity that it operates.
For inquiries and complaints regarding Title IX, contact: Elizabeth Collins, Office of Career and Technical Education, Michigan Department of Education, Hannah Building, 608 West Allegan, P.O. Box 30008, Lansing, MI 48909
State Board of Education Members State Board of Education Members Dr. Cassandra E. Ulbrich, President Dr. Pamela Pugh, Vice President Tiffany D. Tilley, Secretary Tom McMillin, Treasurer Dr. Judith Pritchett, NASBE Delegate Ellen Cogen Lipton, Board Member Nikki Snyder, Board Member Jason Strayhorn, Board Member Ex-Officio The Honorable Gretchen Whitmer, Governor Dr. Michael Rice, Chairman and State Superintendent
~ MICHIGAN Departme~tEducation
A_;/ The Arc~ Michigan
Michigan Alliance for Families
Michigan Alliance for Families is an IDEA Grant Funded Initiative of the Michigan Department of Education, Office of Special Education, and Michigan’s federal Parent-Training and Information Center (PTIC) funded by U.S. Department of
Education, Office of Special Education Programs (OSEP).
www.michiganallianceforfamilies.org 1-800-552-4821
Stay Connected
Handout:
Present Level of Academic Achievement and Functional Performance - Continued
The IEP Process
Michigan Merit Curriculum: Personal Curriculum
Course of Study:No diploma
The IEP Process
Special Education IS NOT a place. It IS a set of services provided to a student through an IEP
Handout:
Least Restrictive Environment (LRE)
Making an Action Plan
Stay Connected
Michigan Alliance for Families