Rolling Out the New IEP by lm0N43u

VIEWS: 12 PAGES: 77

									Rolling Out the New IEP

State Support Team Region 13
     Sue Bitsko, Susan Burns,
Gretchen Estreicher, Deb McGraw,
        and Patrick Wong
            PR-07 IEP
            IEP Tools
Annotated
  Guide                 Forms
What is your IEP IQ?




     Cover Page
    IEP Effective dates should be…
1. Starting the day of the
   meeting and ending 1 year
   from that date (i.e. 4/15/09-
    4/15/10)
2. Starting either the day of
   the meeting or whenever
   the start, and ending one
   year from that date. (i.e.
    4/16/09 - 4/16/10)
                                                               0%               0%                 0%
3. Starting either the day of
   the meeting or whenever




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   the start, and ending one




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 If a student has parents who are divorced
 and share custody, Whose name goes on
       the Parent Information section?
1. Both parents – add a
   box
2. Both parents – on the
   same line
3. The parent -where the
                                                   0%              0%             0%
   student primarily lives



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             Child’s Information

• Name populates
throughout the
pages
• If 14 yrs. –
Transition Pages
appear
• If Ward of State
– Surrogate parent
field appears
          Parent Information
• Can add
additional boxes
for parents that
live at different
addresses
            Meeting Information
•Initial=
   • Never Identified as SWD
  • Exited as SWD after
  evaluation
  • Move in from out of state
  and district evaluates

• Review Other Than
Annual Review:
  • if less than 1 yr.
                    IEP Timelines
• ETR completion date:
   • Is the date of the
   meeting -when it was
   completed and signed

• Next ETR:
  • No more than 3 years, or
   when transition to
   kindergarten

• IEP start date:
   • First full week of school
•Effective Dates
   • No more than 364 days
          Other Information
• New Field –
Document
information not
anywhere else, or
information you
want “up front”
• Document
attempts for parent
involvement in IEP
•ESY justification
             IEP Form Status

• After you check the
box at the bottom of
each section – this will
populate
• Nice way to check
what still needs to be
completed
                       Amendments



Can be accomplished in several ways:
   1.   May agree to convene entire team
   2.   Agree NOT to convene entire team- need written excusals for those
        not attending (can have face to face meeting or phone conference,
        email)
Can Document 3 ways:
   1.   Revise Entire IEP – need to send PWN
   2.   Make changes in body of IEP (highlight, underline, hand written),
        summarize changes in amendments part of IEP
   3.   Make changes on paper and attach (must include all elements)
Section 1: Future Planning
             Future Planning…
1. Should include parent
   input
2. Should include parent
   and student input
3. Should not duplicate
   what was put in the                                   0%             0%                0%
   transition section




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     Section 1: Future Planning
                               ?


• Based on a discussion with the child and family about
the child’s future
• Younger children – focus is on the education
component, Older children- focus is postsecondary
education goals and outcomes
• 14+ there needs to be a specific goal for post high
school that is somewhat realistic
• Can not go to Due Process over this section
Questions to Consider
                        ?
Section 2: Special Instructional
            Factors
      If you checked “yes” for a Special
              Instructional Factor
1. There should be a goal
   for what ever was
   checked
2. There should be a goal
   or service for what
   was checked                                       0%             0%                0%
3. There doesn’t need to
   be anything else.




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       Section 2: Special Instructional
                   Factors                             ?




• All Items marked “Yes” must be addressed in the IEP
• If “yes” to visually impaired – will get the Section 15
• If “yes” the information should be summarized in
Section 3 Profile and strategies and supports will be
part of the IEP
Section 3: Profile
Which one of these does NOT belong
           in the Profile
1. The student needs an
   Epipen.
2. The family speaks Spanish
   as their primary method
   of communication.
3. The student reads 30 wpm                                0%         0%             0%           0%
   on fifth grade text.




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                  Section 3: Profile



•Information that is NOT connected to a goal
• Include parents’ concerns, strengths and interests of child, results of state
and district wide tests , recent evaluations…
• Behaviors, LEP, Communication…(Special Instructional Factors)
• Discuss academic, developmental and functional needs of the child
• Include needs identified in ETR but not addressed in this IEP and tell why
• How disability affects progress in general curriculum
• Do not need to repeat if the information is in other sections
Section 4: Postsecondary Transition
 If a student is currently 13 years old,
  but will turn 14 in 5 months you …
1. Should include the
   Transition 14 years and
   older section.
2. Should not include the 14
   years and older section
3. Should only include the 14                                  0%          0%                  0%
   years and older section if
   the student probably will


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      Section 4: Postsecondary
        Transition 14+ Years


• If you check the box on the front page as being 14+ -
you’ll get Section 4
• Current courses of study
• What the student’s postsecondary goal is
• Proposed course of high school study based on
realistic post secondary goals
• Any related service needs that impede the student to
get to their goal
     Section 4: Postsecondary
            – 16+ years



• Course of study
• Strengths
• What they need to learn based on their postsecondary
goal (education/training, employment, independent living)
• Assessments: how they will behave at work (attendance,
job shadows, time-on-task), interest inventories,
vocational evaluations, career surveys…
                           ?
• Goals must be based on
transition assessments
•Written in 3rd person
“Sally will… upon
completion of high
school”.
• District is NOT
responsible for ensuring
goals are completed
after student leaves IEP
coverage – but there
should be a good faith
effort documented by
the district
Section 5: Postsecondary Transition
              Services
     In the Transition section- Age
  appropriate transition assessments
       would probably include..
1. OGT information
2. Work Study
   information, job
   performance
   information
3. Interest inventories,                     0%              0%          0%           0%
   absence information                   n




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When writing postsecondary goals
          you should…
1. Write in measureable
   terms
2. Write in measureable
   terms, in Third person
   (i.e. ___ will…)
3. Write goals without                                 0%                0%            0%
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 Section 5: Postsecondary Services
                        Cont.




• Can say “no need for goal as there is no need
for specially designed instruction outside the
regular education curriculum” – based on
transition assessments
Section 6: Measurable Annual
            Goals
            In the Goal section …

1. The area would be a
   content standard area
   such as science, math,
   ELA…
2. The area would be a skill
   such as reading, writing,
   communication… or                                        0%              0%              0%
   content standard area
3. The area could be all of the




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             Section 6: Measurable
                 Annual Goals



• Area = ACS or communication, behavior….
• Present levels
    • Academic, functional (hygiene, community based instruction,
    safety…), post secondary transition
   •Include information about strategies and interventions and
   their results
   • Use clear and concrete terminology
             Section 6: Measurable
               Annual Goal- Cont.




• Goals should be prioritized
• Accomplished in 12 months
• Aligned to Academic Content Standards
• Must be a direct relationship between the ETR, PLOP
and goals
• Must contain: condition, clearly defined behavior,
   criteria for mastery
             Section 6: Measurable
               Annual Goal- Cont.



• Objectives (steps towards goal) or
 Benchmarks (able to do by a specific time)
• These are your plan for reaching the annual goals and
the means of reporting progress
• Must be a direct relationship between the Goal and
the objective/benchmarks
• Should include condition, clearly defined behavior and
performance criteria
             Section 6: Measurable
               Annual Goal – Cont.




• How the progress will be reported and how often
• Check all the boxes that apply
• Must be at least concurrent with issuing of report
cards and periodic reports for typical students
Section 7: Description of Specially
        Designed Services
In the Specially Designed Services section, If an
SLP saw a student in a pull out group, and in the
 classroom and provided consultative services
                  they would…
1. Put two boxes of services
   one describing the direct
   (pull out and classroom)
   and one for consultative
2. Put three boxes, one for
   each service                                              0%               0%                    0%

3. Put one box describing all




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  If a student only needs a certain
 service occasionally you should…
1. Write the service and
   put “as needed”
2. Write the service and
   give specific
   frequency, duration
   and location of the
   service.                                             0%            0%               0%
3. Write the service and
   put “when the student

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             Section 7: Specially
             Designed Services




• Adapting the content or methodology or delivery of
instruction to access the General Ed. Curriculum
• This area shows a synthesis of services- it pulls all the
goals together that a person is responsible for.
• Be specific
as to what
you are going
to do, where,
how
frequently,
etc…

• If providing
multiple
services/
environments
you must
make a new
box- so it is
clear
        Section 7: Specially Designed
               Services – Cont.




• Accommodations:
   • Providing access to , but NOT altering the amount or
   complexity
   • Do NOT need to specify frequency or duration of
   accommodations
• Modifications:
   • Altering the content (decreasing amount or complexity)
      Section 7: Specially Designed
             Services – Cont.




• Support for School Personnel:
   • Training, aide, resource materials, equipment, consultation
   with other professionals…
• Services to Support Medical Needs:
   • Medical services child needs to receive FAPE
Section 8: Transportation as a
       Related Service
   If the student chooses to participate in
 football and practice ends after the buses
                  have left…
1. A special bus is
   required to take the
   SWD home.
2. The student is
   transported by parent
   – like everyone else.                             0%                    0%             0%
3. The coach will take
   him home
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       Section 8: Transportation




• Always has been a requirement
• If child needs transportation to access FAPE
• If the child can ride the regular yellow bus with no
supports – they won’t need transportation as a related
service
            Section 9: Nonacademic/
                Extracurricular




• Always has been a requirement
• Document opportunities to participate in non-academic activities
• If parent doesn’t want participation, specify “parent and child do
not wish to participate”
• If parent does want participation – you must provide whatever
supports the child needs to participate fully
• If it is in the IEP – it must happen as it is FAPE
Section 10: General Factors
 When does a district need to provide
                ESY?
1. When they have
   sufficient funds.
2. When the disability
   category is MD or
   Autism.
3. The skills will be lost
   and not readily                                   0%              0%           0%            0%
   recovered.
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4. If the child does not

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      Section 10: General Factors
                                                              ?




• If you put “no” it will guide you to go back and consider
• ESY:
    • The determination must be made even if the parents do not
    specifically request it
• Consider:
                            ESY
   – Regression, recoupment, emerging critical skills
   – If unlikely to maintain skills relevant to IEP goals
   – Extent mastered a skill at the point when educational
     programming will be interrupted
   – Extent to which the skills are crucial to meet the IEP goals
     of independence
   – Whether the disability is severe
• Need reliable sources of information:
   – Progress on goals in consecutive IEPS
   – Progress reports before and after interruptions
   – Reports by parents of negative changes in adaptive behaviors
     or in other skill areas
   – Medical or other agency reports – exacerbated during breaks
   – Observations and opinions by parents, educators, and others
   – Results of assessments
                        ESY
• ESY can NOT be based on :
   – Desire for respite care
   – Desire for summer recreation
   – Desire for other services that, while they may
     provide educational benefit, are not required to
     ensure FAPE
• If ESY is provided, the IEP must contain:
   – Type of ESY services, location, frequency and
     duration of services
   – Beginning date and anticipated end date
   – Which goals/objectives will be addressed
Section 11: Least Restrictive
       Environment
What would be a good reason for a SWD to
 receive services outside the regular ed.
               classroom?
1. He needs a modified
   curriculum.
2. He disrupts the group.
3. He needs more
   opportunities for
   repetition and practice
   with immediate                                         0%              0%                 0%
   feedback, than are



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            Section 11: Least
         Restrictive Environment                                   ?




• Only when the nature and severity of the disability is such that
education in the regular ed. environment, even with supplementary
services and aids, cannot be achieved satisfactorily.
• Must justify/give a rationale for why the child needs services
outside the regular ed. environment.
                                           3/11/09 AG – Pg 27 “ and
                                           justify the choice in the
                                           field that appears”
Section 12: Statewide and
   District wide Testing
  A 3rd grade SWD who is ELL, must
                take..
1. The OTELA and
   OAT
2. Only the OAT
3. Only the OTELA
                                       0%          0%          0%




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• Tell WHY won’t
participate
without
accommodations

• Is excused
from
consequences? If
yes list the areas
excused

• Allowable
accommodations
on ODE website       3/11/09 AG Pg. 28 See Appendix H in Ohio Statewide Testing
                     Program Rule Book; Pg. 29 1st paragraph district wide or state-wide
                     testing “with accommodations or modified assessment”
Section 13: Meeting Participants
 Students MUST be invited to the
            IEP if…
1. They are 14 years or
   older and transition is
   being discussed.
2. If appropriate
3. All of the above                                        0%               0%           0%




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    If a related service provider
attends only part of the meeting….
1. They sign as a IEP
   meeting participant.
2. They sign as “people
   not in attendance who
   provided information                              0%              0%                  0%
   and
   recommendations”.




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 If a team member is excused from a
 meeting and sign on a later date they
               should…
1. Write the date of the
   meeting
2. Write the date they
   submitted their
   information
                                                       0%               0%         0%          0%
3. Write the date they
   sign it




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              Section 13: Participants
• Mark all types of meetings
that were done
• Required participants have
an *
• If they have an * and don’t
attend – they need written
excusal (for whole or part)
• Can change the text in the
position field
• If they don’t attend the
ENTIRE meeting they sign in
the Not in Attendance area
• Date = date they provide
information or date signed
after IEP meeting
Section 14: Signatures
 If a parent revokes consent for special
    education and related services the
                district …
1. Must continue to offer
   FAPE, including 3 yr.
   reevaluation
2. Provides PR-01
3. Does nothing                                       0%           0%         0%




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             Section 14: Signatures
• Parent signature is
required for Initial IEP
and change of placement

• If the parents don’t
consent for initial, or
revoke consent – the
child exits from special
ed. and is no longer
entitled to FAPE

•Document that the
student was invited after
age 16.
Section 14: Signatures – Cont.
            Services Plan PR-09
Annotated
  Guide                                              Forms




              Available at www.edresourcesohio.org
       Nonpublic Placement
• If a district places a SWD in a
  nonpublic school, the child is entitled to
  FAPE, and must have an IEP written by
  the district which is implemented by
  the non public school.
• If a parent unilaterally places a SWD
  in a non public school, the child is NOT
  entitled to FAPE. They would receive a
  Services Plan for the services the child
  receive. (Part B funds)
       Identifying Information
• Must be in effect
at beginning of
each school year

• Amendments:
agree to not have a
meeting, it is the
districts
responsibility to
collect written
excuses (required
who won’t attend)
 #1 Measureable Annual Goals
• PLOP:
  – baseline data for
    developing plan
  – Include classroom
    performance, results of
    assessments (state and
    district wide tests, ETR)
  – Statement of native
    language proficiency
  – Progress towards current
    goals
• Goals:
  – Direct relationship with
    PLOP
  – Include condition, clearly
    defined behavior and
    performance criteria
     #2 Descriptions of Specially
         Designed Services
• Only the services that
  have been agreed to by
  the district and non
  public school are
  recorded in this section

• If services are provided
  in a location other than
  the non public school,
  transportation may need
  to be provided
            #3 Statewide &
         District Wide Testing
• If the child will
  participate in
  testing with or
  without
  accommodations,
  or as part of the
  2% or take the
  Alternate
  Assessment
       #4 Meeting Participants
• Meeting was: check
  all that apply
• Required
  Participants:
   – District representative
   – Regular ed. teacher
   – Intervention specialist
   – Parents
   – Child
   – Nonpublic school
     representative
   – Person knowledgeable
     about instructional
     implications
               #5 Signatures
• If don’t give
  consent to initial –
  child can not be
  served under
  IDEA and need
  PR-01
• PR-01 if don’t
  agree
District Team Planning Time

								
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