Tips

							                                  TIPS 2010-2011


                                        IEP

   All IEPs due through August 31, 2011, must be completed by April 21, 2011.
    This is before Easter break!!

   When making amends to the narrative sections of an IEP, type AMENDED xx-
    xx-xx: then type the amended information (new information). Do NOT delete
    verbiage from the original IEP.

   When holding an actual, face-to-face IEP meeting to amend an IEP, have
    participants initial and date by their original signature. On SER, type in initials
    and date by each person attending the amended IEP meeting. Add to SER any
    additional attendees that were not listed on the original IEP.

   Teachers: Keep original IEP/documents in school file. Send copy to IEP Fac.

   Interpreter services (minutes) will no longer be listed on the Services section of
    the IEP. The interpreter should be listed as an IEP participant under OTHER and
    sign the IEP. A statement will be made in the comment section of the IEP.
    Example statement: Student receives interpreting services through an interpreter.

   When a parent reserves the right to continue a review IEP meeting on another
    day, proofread/edit the IEP, or to sign the IEP at a later date, an explanation
    should be made in the comment section.

        Since SER will not accept more than one meeting/signature date, all dates
         on the IEP must be consistent. However, the parent may handwrite the
         date that he/she signed the IEP.

   On teacher initiated amends – you must send the whole IEP with all
    attachments to your IEP Facilitator. Copies of the signature pages must be
    attached. On the front and last page of the amended IEP, handwrite any
    changes that were made.

   Sign your name on IEP like it is printed on your paycheck.

   Good news! COS forms prevented the amending or reconvening of 750 IEPs.

     Complete the COS form for all students moving from school to school within
      our parish. (Those COS forms completed at the beginning of the year are due
      to Patricia McDaniel, by September 1st.)
     If the received IEP does not meet the needs of the student at the new school,
      the IEP must be amended or rewritten (refer to the Timeline Cheat Sheet on
      the web)

   Participants and Excusals
     Remember to invite all related service personnel
     Nurse - If the student needs an IHP, the nurse must be invited
     BIS/Social Worker/Psych – Check with the BIS to get their correct title (SW or
       Psych). Title must be on GSI signatures and Prog/Serv page
     Regular Teacher – Must be at the meeting and provide input (cannot be
       excused)
     List all “excused” participants on one excusal form even if they were excused
       on the FEN
     IEP must have the signatures of the ODR, reg. teacher, and sped teacher
     BIS/SW/Psych MUST be present at the IEP meeting when they are providing
       behavior services (BIP) – (Cannot be excused)

   GSI section entitled Progress or lack of progress in general education curriculum
    –
      • must include more than grades
      • describes HOW the student‟s disabilities affect his/her involvement and
          progress in the general ed. curriculum
      • includes the number of goals/objectives that were achieved from the last
          IEP

   Students who are placed on medical homebound for 10 or more days during the
    school year need either a new or an amended IEP to address medical concerns.
    They do not need a reeval for homebound placement for medical concerns only.

   Once an IEP becomes Official, incorrect meeting dates and IEP type (i.e.,
    Regular Initial, Regular Review, or Interim, etc.) must be corrected by the Dept.
    of Education. BE CAREFUL!

   A Reeval as an Initial is coded on the IEP as a REVIEW IEP – not as an Initial.
    The SDE must correct those errors.

   Objectives – Never list the student‟s current grade level in the objective. Instead,
    write “___ will achieve ___ at his/her current grade level….”

        This allows the IEP to go with the student to the next grade level without
         the need for an amendment/IEP revision

   Sped teachers should NEVER write or carry over from the previous IEP any
    objectives/plan for related service persons (speech instructional pages, BIP,
    etc.). The related service person will address their objectives/goals
   Accommodations – Choose them carefully and be able to defend why the
    student requires the accommodation to be successful – how it relates to the
    disability/deficit area

   Immediately after IEP meeting AND at the beginning of each school year –
    disseminate copies of Accommodations Page to all gen. ed. teachers

   Document (in case of due process) that all have received copies of Acc. Page
    by having teachers sign and date the Acc. Page attached to the school file copy
    of the IEP

   Consult with gen. ed. teachers to be sure that accommodations are being
    provided. Offer suggestions for implementation of accommodations. You are
    the special education teacher and the one with expertise.

   Progress Reports – designed to show progress toward the annual goal

     Do not add a new Progress Report each 9 weeks. Instead, continue to update
      the same progress report.

     Include the progress (score) made as demonstrated by the CBM progress
      monitoring (when appropriate)

   ESY decision statements have been removed from the SER IEP.

   LAA1 – must have regression/recoupment

   LAA2 –regression/recoupment is an IEP decision (see below)

       o These 7 exceptionalities are required to be screened by regression/
         recoupment:
             moderate, severe, profound, TBI, autism, deaf/blind, multiple
               disabilities

   All IEPs and amends must be sent to IEP Fac. within 3 days of the
    meeting/amend.

   URGENT!! VERY IMPORTANT!!

    All Interim, Initial, and OOSR IEPs MUST be received and reviewed by your
    facilitator, submitted to SER, and services opened on SER within 10 days of the
    meeting or we are out of compliance!!!

     RUSH to CO through USPS or hand delivery.
     FLAG those IEPs for immediate attn. by IEP Facilitator
     Communicate with IEP Facilitator about IEP meeting date and method of
      delivery

   A BIP can never be „pending‟

   Use full Social Security #s on IEPs

   Do not use „other‟ for providers on signature or minutes page. HI, VI, Gifted, and
    Talented are listed as “Special Education Instruction”.

   If you can‟t access a student‟s IEP on SER, email Patricia McDaniel (Trish) to
    ensure that your school has jurisdiction for the student.

   In the comment section, write dismissal statements to dismiss a service that was
    provided on the previous IEP. (ex. AT, OT, APE, BIS, etc.)

   The sped teacher is ALWAYS responsible for sending the IEP to the facilitator.

   Do not send a copy of the reeval with the IEP.

    For ECSE students transitioning to kindergarten (school age setting), the IEP
    must be reconvened by September 24, 2010. NOTE: You cannot amend this
    IEP.


                                          SER

   When resetting SER IEP password from the Password Reset System (PRS)
    site, if unable to remember previous SER IEP password, complete the
    personal information tabs (DOB & last 4 SS#). . . STOP after 2 nd
    unsuccessful attempt. Email Tammy.Crawford@lpsb.org to request reset of
    password. Include in the email: E032#, DOB and last 4 SS.

   Change SER IEP password ONLY within Password Reset System (PRS)
    site. When the WEB pop up box appears that states “password has expired,”
    exit that box and go to Password Reset System (PRS) site to change
    password. https://password.doe.louisiana.gov

   When typing an ESY IEP, leave all checked boxes. Un-checking Progress
    Report box will delete all progress reports.

   When addendum pages will not print, highlight and cut all information (ex.
    highlight PLOP section, cut the selected portion, save IEP, exit IEP, re-open
    IEP and paste information back in, save IEP) this usually works.

   When IEP is printing in Greek, two possible solutions:
          a. -at print pop-up box click start . . . settings . . . control panel . . . open
             the printer folder . . . right click on the default printer (the one with the
             check beside it) . . . go to properties . . . click the advanced tab . . .
             click on the print processor button (located bottom center) . . . in the
             window to the right highlight raw [ff auto] . . . apply . . . ok.

              OR

          b. -When you go to the print pop-up, always click on the print pages ___
             to ____ and fill in with the page you need. Do not click current page or
             current view and do not print all the pages at one time. Print each
             page separately and use the pages _____ to _____.

   When validating the IEP on SER and a yellow triangle appears, the IEP can still
    be made official.

   Best practice is to type all information into a WORD document, then cut and
    paste into SER. Then remember to back up all files on the H: drive and/or
    personal jump drive if the IEP is typed in WORD.


                                      Paperwork

   When absent from school for Professional Development for sped, write the
    Funding Source (i.e. IDEA, LaSig, etc) on the top of the sub form. This allows the
    sub to be paid from the correct fund.

   Class Report - will be completed three times per year (for the sped inservice in
    August, Oct. 1, Feb. 1)

   Tentative Placement: now on Class Report. (To be completed for the Feb. 1
    count only.)

   Listing Additional Students on the Class Report – Complete all appropriate
    columns on the class report for whom you are the IEP Folder Holder (Tentative
    Placement due on Feb. 1 only). Skip 2 lines, and write ADDITIONAL
    STUDENTS SERVED. Under this line, you will list the names and dates of birth
    only for any other students you serve.

   Homebound students will remain on the Folder Holder‟s Class Report.


                                   Curriculum/AIM

   Lesson Plans are required for all teachers in Livingston Parish including special
    education teachers.
   Cumulative handwritten or computer-generated lesson plans must be kept in a
    binder and available at all times.

   All lesson plans in Livingston Parish must include four components. Objectives
    must include:
         • Comprehensive Curriculum Reference Guide Numbers or Extended
            Standards Reference Numbers
         • Procedures/Activities
         • Materials
         • Assessment

   Objective - describes what the student is expected to know or be able to know at
    the end of the lesson (Ex. – The student will write a paragraph.)

   Activities – the process used to achieve the objective (Ex. – Review how to write
    a complete sentence; Revise sentences adding descriptive words, edit, and write
    final draft.)

   Standards Based IEP – Bulletin 1706 mandates that ALL students with
    disabilities will access, participate, and make progress in the general curriculum.

   Students being assessed on LAA1 will access the general curriculum through the
    La. Extended Standards.

   Differentiated Instruction – an easy way to address the student‟s needs

   Differentiated Instruction can be done through:
         Content
         Process
         Product
         Integration of technology
         Multisensory strategies
         Flexible grouping
         Tiered assignments
         and many more….

   Expect ALL students to learn and achieve.

   Use higher order questioning techniques and differentiated instruction to access
    the general curriculum.

   It is possible to teach difficult concepts to all students on all levels.

   AIM = Accessible Instructional Materials
   These are accommodations on the IEP[ talk to Jan]

   Four AIM accommodations:
        Large print
        Braille
        Audio/recorded book
        Digital format

   Each of these accommodations can be used by: [talk to Jan]

• AIM accommodations allow the student to access the core curriculum


                                   LAA1 and LAA2

   LAA1 is the academically-based alternate assessment appropriate for students
    with significant disabilities and exceptionalities of moderate, severe, or profound
    mental disabilities or multiple disabilities

   LAA1 assessment may be considered for students with other exceptionalities
    ONLY IF the student has documented performances of three or more standard
    deviations below the mean on cognitive and/or adaptive behavior skills

        Consult with your PAC person regarding interpretation of standard
         deviations

   Third grade is the first year students with significant disabilities are considered for
    LAA1 assessment

   Fourth grade is the first year students are eligible to qualify for LAA2

   LAA1/LAA2 decisions are made at EVERY IEP meeting.

   LAA1/LAA2 Participation Forms must be completed and signed at each IEP
    meeting and attached to the IEP

   Accommodations and modifications, as well as, manipulatives and materials
    utilized for LAA1 assessment must be consistently used for the student‟s
    instruction throughout the year in the classroom.

   Students who are assessed through LAA2 are eligible to EARN a high school
    diploma but MUST meet graduation requirements

   Parents must be informed of the required graduation criteria in detail at EACH
    IEP meeting when the decision for LAA2 assessment is made or considered
   A statement must be written in the comment section that states that high school
    graduation requirements were discussed with the parent (see IEP Sample
    Statements on the web)

   LAA2 is an assessment.
       It is not:
             o A student (i.e. Johnny is a LAA2 student.)
             o A placement (i.e. This is the LAA2 class OR He‟s a LAA2 student,
                 so he‟s in the self-contained class.)
       It is:
             o A standardized test like the LEAP, GEE, EOC, or iLEAP that is
                 presented in a modified format with fewer questions, less reading,
                 and less writing.
             o Based on the same grade level standards as the LEAP, GEE, EOC,
                 or iLEAP

   On LAA2, the requirement of the student “functioning three grade levels below”
    was replaced with:
    “The student‟s progress to date, in response to appropriate instruction designed
    to address the student‟s individual needs is such that even if significant growth
    occurs, the student will not achieve grade-level proficiency within the year
    covered by the student.”

   Multiple sources must be used to guide the decision regarding the appropriate
    statewide assessment
         Progress on current IEP goals and objectives
         Results of prior statewide assessment
         Class performance records (more than grades)
         Current and prior student‟s growth compared to grade level national norms
           (i.e. CBM)

   Document significant academic difficulties on the IEP

   Baseline data (benchmark level) must be reported in Present Level of Academic
    and Functional Performance (observational data) Ask Jackie/Sharon

MAY NEED TO REMOVE THIS…CHECK WITH JOE MURPHY
 A student is eligible to take parts of the LAA2 assessment in combination with the
  regular assessments (LEAP or GEE)

   If the student scored Approaching Basic or higher in a content area, the IEP team
    may decide that the student can take parts of both the LAA2 assessment and the
    regular assessment (LEAP or GEE)

   The content areas taken on the LAA2 must be identified on the IEP.
   If a student in grades 4 and 8 score unsatisfactory on LEAP in ELA and/or Math,
    an IEP decision for LAA2 qualification can be made after the test results are
    received at the school (in May)

     In order to be promoted, the student must attend LEAP summer remediation,
      retest, and pass the same test they took in the spring.

     The IEP decision for LAA2 participation will go into effect for the next regular
      testing session.


                                Discipline/Behavior

   You must write a NEW IEP for Welcome Back meetings

   You may amend all other disciplinary IEPs but YOU MUST HAVE A MEETING!!
   Contact BIS/SW/Psych prior to scheduling meeting with parent to determine date
    and time of the IEP meeting
   BIS/SW/Psych and sped teacher must collaborate in writing disciplinary IEPs
   Send all Welcome Back and suspension IEPs to Marsha.

   There can be 3 different „writers‟ of BIPs depending on the situation:
        Sped teacher
        School assigned Social Worker/Psych
        BIS
   On the IEP, use the correct title – SW or Psych

   BIS/SW/Psych‟s must:
        Be invited to IEPs when they provide services or when there are behavior
         concerns requiring the BIS/SW/Psych‟s expertise
        Write the BIP for students whom they serve
        Be present at the IEP meeting (cannot be excused)
        Sign the IEP
        Be on the minutes page – Use the correct title (SW/Psych)

 It is up to the principal/asst. principal to determine proper penalty for student
  misconduct. It is not the role of the IEP team or special education hearing officer
  to determine whether the student received the appropriate penalty for
  misconduct.

 On IEP program services page, make sure to include time for the school social
  worker or school psychologist when the BIS/SW/Psych is involved on the case.
 Use the appropriate title (SW or Psychologist)
 A copy of the BIP must be given to the regular education teachers and principal
  after each IEP meeting and at the beginning of the school year.
 SPED teachers are responsible for seeing that the BIP is implemented and
  should provide documentation to the appropriate BIS/SW/Psych.
 Documentation is vital.

 The GSI behavior box should state who is monitoring (writing and developing)
  the BIP
 Write a dismissal statement in the comment box if the BIS/SW/Psych was on the
  previous IEP but is no longer needed on the new IEP

 When conducting a manifestation determination review for a student with the
  exceptionality of OHI due to ADD/ADHD, the team should probe the
  circumstances surrounding the misconduct before concluding the student‟s
  misconduct was caused by the ADD/ADHD

 Know the best behavioral intervention for all – host environments count!!
    • Proactive classroom management
    • Good behavior games
    • Social emotional learning curricula
    • 5-to-1 ratios, positives to correctives
    • PBS active rule-teaching in all environments

 Only two consequences alter behavior:
     • Provide something the student wants contingent on desired behavior
     • Remove something the student doesn‟t want contingent on desired
         behavior
 Quality BIPs address two strands:
     • Altering the environment to remove the need for problem behavior
     • Teach and reinforce functionality equivalent behaviors

 Bus Suspensions: If the bus transportation is not a part of the child‟s IEP, a bus
  suspension is not a suspension under the law. However, the school should
  consider whether the behavior on the bus is similar to behavior in a classroom
  that is addressed in an IEP, and whether the child‟s behavior on the bus should
  be addressed in the IEP or in a behavior intervention plan for the child.


                            CBM/Progress Monitoring

   Interventions for special education students:
         Must be conducted on students that are being re-evaled to consider
           another exceptionality (i.e. DD turning 9)
         Interventions must be conducted consistently with fidelity
         Interventions must be documented daily
         Progress monitoring must be conducted and documented weekly
         Sped teacher must remain in constant communication with the
           interventionist (academic and/or behavior)
      Students must be progress monitored on the CBM in the areas in which they
       receive sped classroom instruction

       SAS and Inclusion students must be PM weekly on the Progress Monitoring
        Form for SAS and Inclusion Students form with 10 items
******************************************
     This year, AimsWeb graphs will not be sent home with the progress reports

      Write the PM scores in the progress report each 9 weeks

      File the copy of the AimsWeb graph

      The same procedures for CBM/PM pick-up will be used this year. Refer to the
       web as a reference

      A revised CBM Master List will be used – it‟s on the web

      Remember:
         • Instructional Level is the level that the student is functioning according to
           CBM results NOT the student‟s current grade placement
         • BM only prior to the annual IEP. Continue to PM at the instructional levels
           determined through BM
         • Use the directions on the web for completing the CBM Master List
           (entering IEP date/BM score/Instructional Level)

      ****Progress Monitoring data can be shredded after new benchmark data is
       collected (ask Pam Delaune)

      Keep AimsWeb graphs in the student‟s file

      Goal charts will represent Beginning, Middle, and Ending

      In reading goal charts, follow across the scores for the grade level probe that was
       administered. Determine instructional level and whether or not another level
       probe should be administered

      Use the rate of growth formula to determine the goal for writing the IEP
       objectives

      Remember: a student can be at different instructional levels per subject area.
       Just because they are 3rd grade level in reading does not automatically mean
       they are performing at 3rd grade level in math.

      AimsWeb graphs will no longer be sent home with the progress reports.
   File copies of the graph each 9 weeks
   Report the results of CBM progress monitoring on the progress reports
    generated through SER

   SAS/Inclusion Progress Monitoring

   Must be collected and reviewed weekly

   You may individualize the documentation by changing the ‟10 things‟ to
    something that is pertinent to that student and match the IEP

   Make instructional/behavioral changes (intervene) based on the results of the PM
    documentation

   Include the PM results in each 9 weeks‟ progress report

                                   LANGUAGE!

   The cutoff date for students to be enrolled in the LANGUAGE! Program is August
    20, 2011. Placement testing has to be administered for eligibility.

   IEP‟s should not name the „LANGUAGE! Program” on the IEP. Specific skill
    deficits should be the focus, i.e. reading comprehension, oral reading fluency,
    etc., not a named program to remediate deficits.