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IEP (PR-07) Forms 2009
State Support Team Region 5
800-776-8298
Karen Kanotz Karen.Kanotz@sstr5.org
Melanie Carfolo Melanie.Carfolo@sstr5.org
1
WHY?
Align with IDEA 2004
Requirements for Secondary Transition
Planning
Standards based IEP’s
2% Modified Assessments
Medicaid Reimbursement
2
WHEN?
Beginning of 09/10 school
year
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IEP PR-07 document
formats
Available in electronic format
Found on
www.edresourcesohio.org
Dynamic pdf file
Static pdf file
ESIS or other electronic vendors
4
Annotations document
Goes hand in hand with forms
Great descriptors about each
section of the new form
5
A QUICK GLANCE
Take 5 minutes
Discuss the similarities and
differences between the forms
Content/compliance requirements
Physical characteristics
6
IEP COVER PAGE
STUDENT INFORMATION
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OTHER INFORMATION
• Anything that would be pertinent to
clarify parental-type issues.
• Language spoken in the home.
• Logging of attempts for parent
involvement.
•Optional form available from ODE (OP-09)
•Does not replace required documents
PR-01 Prior written notice or PR-02 parent
invitation
• Can write “N/A” if applicable.
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Initial IEP
See Page 4 of Annotated IEP
Form.
Timelines:
30, 90, 120 days.
Transition between Part C to B.
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Annual
Review
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See Page 4 of IEP
Annotations. QuickTime™ and a
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previous review
meeting date.
365 days -1
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“Review other than Annual
Review” and “Amendment”
See Pages 4 & 5 of Annotations.
May add multiple dates if more than
one review is done.
Note the required members and the
responsibility for excusal of
participation
May occur through various methods
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• See Page 6 of IEP Annotations.
Districts should have procedures for the excusal
process
optional form for written excusal (Handout OP-05)
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Section 1
Future Planning
No difference in the process
• Child’s skills and interests in relation to
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Section 2 Special
Instructional Factors
check yes/no based on the student’s
needs
Determined and summarized in the
evaluation team report, progress reports
and other information provided by
student’s parents and school
Moved to front sections of IEP
If marked yes in any area,
information will be detailed in
section 3, Profile and embedded
within other sections of the IEP
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3. PROFILE
In “old’ form this was a piece of the Present
Level of Performance.
Summarize strengths
How does disability affect the progress in
general education curriculum
General information re: performance on
state/district assessments
Secondary Transition age--Information related to
adult living, working and learning
Preschool age--developmental strengths and
opportunities in identified areas of development
21
4. Post Secondary
Transition
Statement of transition
Ages 14 and older (younger if
appropriate)
Based on data from age
appropriate transition
assessments related to the
transition needs of the child
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Age Appropriate Transition
Assessments
(NSTTAC Indicator 13 FAQ)
This is: “an ongoing process of
collecting data; based on
student’s needs, preferences
and interests; related to
demands of current and future
working, educational, living,
personal and social
environments.”
23
Examples of Age Appropriate
Transition Assessments
(from NSTTAC Indicator 13
FAQ www.nsttac.org)
academic & aptitude evaluations
parent and student transition surveys
reviews of the records of students grades
& IEP progress reports
career interest inventories
adaptive behavior/daily living skills
assessments
formalized functional & vocational
evaluations
ELSA documents
Other--Indicator 13 Checklist
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5. Postsecondary
transition services
Measurable Goal:
Define and project the appropriate
postsecondary goals that address
Education and training,
Employment
Independent living skills (as needed)
Goal or goals that may be completed
after the child graduates from high
school.
25
Postsecondary
Transition Services
Courses of Study
Type of courses in which the child
receives instruction during the
school day
AP courses
Vocational education courses
Prerequisite for entrance to CTC or JVS
College Prep
26
Postsecondary
Transition Services
Services/Activities
Support the measurable
postsecondary goal or goals
If identified as a related service
supporting annual goal, list in
Section 7 (Services) and not
necessary to repeat here
27
Postsecondary
Transition Services
Projected Beginning date
If it will be provided for the regular
school term (per adopted school
calendar), this may be left blank--use
caution if leaving blank
Anticipated duration
How often will it be provided
Make sure clearly recorded
Person/Agency responsible
Identify name and title of only
school/agency employees
Do not list “parent” or “child” here
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Postsecondary
Transition Services
Target date for child to Graduate
Enter month, day and year of
expected graduation with a
regular high school diploma
29
PLOP--Starting point in process
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Present Level of
Performance
will include information regarding:
Child’s classroom performance and the results
of academic achievement or functional
performance assessments that have been
administered.
Baseline Data:
How does the child compare with their same
age/grade peers.
This is where you will lay the foundation for
Measurable Annual Goals.
Any special instructional factors identified in
section 2 MUST be addressed in the PLOP of
this section. 31
Measurable annual goals
(See Pages 16 & 17 of Annotated IEP Form)
The foundation for each goal is found
in the PLOP (where is the child now).
Measurable Annual Goals are more
important now than ever!
IDEA 2004 Reauthorization expects
“improve educational results”
“To asses and ensure the effectiveness
of education for children who have
disabilities.”
32
Measurable annual goal
Myth’s
If it contains a %, it’s acceptable
Timmy will cross the street safely 80% of
the time.
If it contains technical language or
“words of art” it must be valid.
G will use strategies within the listening
process to construct meaning.
If it contains an “action” verb, it is
measurable
TJ will write using various forms to
communicate for a variety of purposes and
audiences.
Barbara Bateman, Cynthia Herr
33
Measurable Annual
Goals
Use measurable terms that describe
what what reasonable expectations can
be accomplished within a twelve-month
period.
Condition
Clearly Defined Behavior
Performance Criteria
Observable, visible, or countable
behavior
34
Monitoring the child’s progress
towards the Measurable Annual
Goal
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This is
NEW!
Progress monitoring is linked to the day-to-day instructional and
assessment process.
Place the letter of the corresponding method in the box labeled
“methods,” or if the method is not one of the listed methods, write
that method in this box.
35
Measurable
Benchmarks / Objectives
See page 17 & 18 of Annotated IEP
Form.
Short term objectives or benchmarks
should include the same components
as an annual goal:
Condition
Clearly Defined Behavior; AND
Performance Criteria.
36
Reporting Progress to
Parents
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This is a NEW format, not a new
requirement!
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7. Description of Specially
Designed Services
See Pages 19 - 21 of Annotated
IEP Form.
Lists all types of supports and
services within this IEP.
39
Related Services
Identify the primary service.
Spell out if consultation or
collaboration is an additional
service.
Can have multiple related
services and multiple types of
delivery under each related
service.
40
Assistive Technology
Spells out the service that directly
assists a child with a disability in
the selection, acquisition or use of
an assistive technology device.
Operating Standards for SWD Rule
3301-51-01(B)(2) and (3).
41
Accommodations
Access to course content without
altering the amount or complexity
of the information.
Linked to present level of
performance.
Accommodations listed here may
exceed, but must also include
those given in testing situations.
42
Modifications
Alters the course content that
will be taught to the child.
Decreases the amount and/or
complexity of the information
given.
43
Support for School
Personnel
Identify the support that will be
provided to school personnel who
may need assistance in implementing
the child’s IEP.
IEP team must list the following:
the school personnel to receive the
support,
the specific support that will be provided,
who will provide the support, AND
where and when the support will take
place.
44
Services to Support
Medical Needs
Medications
Medical Services provided
during the school day.
Does not need to be tied to
specific goals dependent upon
the type of support needed.
45
Goal(s) Addressed
Record the goal number that is
supported by this service
listing.
Goal number may be listed
under more that one service.
46
Provider
List title and name of person
who will be providing each
service listed.
47
Location of Services
Where (physical location) will
each service take place?
48
Begin / End
Begin: Enter the date the
service will begin to be provided
to the child.
End: Enter the date the service
will stop.
49
Amount of Time
In minutes or hours
The amount of time entered for
each type of service will be the
TOTAL time that service will be
provided.
50
Frequency
Daily,
Weekly,
Quarterly, OR
More
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Definition: Vehicle transportation
service that is directly related to the
child’s disability and provided based on
the unique needs of the child.
• See pages 22-23 of Annotated IEP
Form.
• See Rule 3301-51-10 of Operating
Standards for SWD 52
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• This section documents that the
opportunities in non-academic extra-
curricular activities with the child’s
non-disabled peers that are necessary
to provide FAPE.
• This section does not require SWD to
participate in non-academic or extra-
curricular activities unless they are
part of the provision of FAPE. 53
10. General Factors
Questions the IEP team needs
to consider before finalizing an
IEP.
54
11. Least Restrictive
Environment
Regular Education Class
General Education Curriculum
Special classes, separate schooling
or other removal of children with
disabilities from the regular
education environment occurs ONLY
when the nature or severity of the
disability is such that education in
regular education classes, even with
the use of supplementary aids and
services, cannot be achieved
satisfactorily. 55
12. State and District
Wide Testing
Information is similar to previous
formats.
Includes a modified assessment,
which is not to be used until the 2%
modified assessment is put into
place.
Review the statements and the
requirements for each found on page
29 of the Annotated IEP Form.
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Resources
www.edresourcesohio.org
www.ode.state.oh.us
Statewide Assessment
Accommodations (formerly
Appendix J)
www.nsttac.org
Indicator 13 checklist
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