Presentation on theme: "ANNUAL REVIEW COMPLIANCE & PAGE BY PAGE OVERVIEW OF THE IEP"— Presentation transcript:
1 ANNUAL REVIEW COMPLIANCE & PAGE BY PAGE OVERVIEW OF THE IEP Special Education Liaison MeetingJanuary 23 & 26, 2009ANNUAL REVIEWCOMPLIANCE & PAGE BY PAGE OVERVIEW OF THE IEP
2 Annual Review Compliance Status report: 19% are out of compliance in the Bronx (5145)Use of R326 and for a quicker turn-around the Projected Register ReportThe issue of open triennials preventing data entry of annual reviewsProcess: Close triennial, enter annual review, re-open triennialPersonnel: IEP team clerical or if there’s a vacancy, bring it to ISC.Effect of out of compliance annual reviews on the process of waiving the triennial: Since waiver of the triennial is dependent on alternate sources of data being available, the lack of a current annual review affects the ability to waive the triennial.
5 VERIFY VERIFY VERIFY - NEVER LEAVE BLANK We urge schools to combine the 3-year-review (Tri)(if applicable) and the annual review, by moving the IEPMeeting up to the earlier compliance date, when possibleDon’t forget to check this box if applicableVERIFYIndicate the student’s current gradeVERIFYVERIFY - NEVER LEAVE BLANKNote: for all ICT classes K-12the staffing ratio is 12:1IEP meeting recommendations are written here at the end of meetinge.g. Special Class with Related Services (if applicable)Checking this box indicates“Special Education” TransportationxMedical/physicalPrior to writing on this line, contact your school’s Special Education Liaison for “Specialized Transportation” Procedures
6 All changes must be written here & check appropriate box Check appropriate box belowNOTE: All mandated members MUST sign this page only if they attend the IEP meetingMandated MemberMandated & designated by the PrincipalMandated MemberMandated MemberMandated to invite at age 14 and olderSEE APPENDIXSample Student IEP Meeting InvitationAll changes must be written here & check appropriate boxThese dates must be indicated(not to exceed one year)(not to exceed one year)These dates must be indicatedThese dates must be indicated
7 JARGON-FREEStudent’s STRENGTHS & needs should be described in this section.Describe the instructional implications of the testing results listed below(What do the testing results listed below look like in classroom instruction?).IMPORTANT: All student’s academic needs described in this section should be addressed on IEP page 6-annual goals.Include present levels of performance from related service providers (if applicable).Transition statements in the present levels of performance on this page must be used to develop transition plan goals on IEP page 10__________Results in this section should not be teacher estimates & should be elaborated on in the PLOP above.Results in this section should not be teacher estimates & should be elaborated on in the PLOP above.(Scores recorded should be current –within 1 year)(Scores recorded should be current –within 1 year)Indicate the instructional modifications and resources to enable the student to succeed(e.g. how to tailor instruction to fit in with student’s learning style/ strengths, and challenges through visual aids, books on tape, manipulatives, etc.) What will the student need immediately for access to grade-level curriculum what modifications, if any) while remediation related to Annual Goals is taking place?
8 Instructional Accommodations PresentLevels of PerformanceNeeds & ConcernsGoals &ObjectivesAccommodations&ModificationsServicesPlacementProgress TowardGoals13 years old7th graderComprehension on 5th grade levelWeak content area vocabulary3rd grade decoding skills affect comprehensionWritten work shows good understanding of structure (i.e. connecting ideas)Weaknesses in grammar and spellingWeak long-term memory affects knowledge of Math facts and problem solving speedCan add and subtract with regroupingLevel 1Vocational indicates intent to attend a 4 year college and pursue a teaching careerShows frustration (by putting head on desk and refusing to continue working) when confronted with difficult assignmentsShows frustration (by putting head on desk and refusing to continue working ) when confronted with difficult assignmentsUsing vocabulary enhancement strategies, Susan will increase her content area vocabulary to approach grade level.Using a multi-sensory reading program for multi-syllable words, Susan will improve her decoding skills to approach grade levelUsing a structured explicit writing program which scaffolds lessons, Susan will write an essay approaching grade levelWill use Math fluency strategies to improve knowledge of Math facts and problem solving abilitiesUsing modeling and role playing strategies, Susan will improve her ability to respond appropriately when frustratedInstructionalPreview vocabulary in content area reading assignmentsMake vocabulary pick lists availablePeer readerMulti-sensory reading programStructured, scaffolded writing programWork with a peer editor on writing assignmentsFrequent opportunities to assume leadership role in class activitiesProvide pick list or checklist of steps for problems involving Math computationUse of calculator when leaning more complex processesModelingRole-playingChunking assignments into manageable partsAssessmentTime and a halfSeparate locationTest read aloud except when it interferes with the construct of the testDirections read aloud 2 more times then the standard number of times provided for all studentsSpecial class in community schoolCounseling 1:40:3Progress has been noted since last yearProgress reports will be filled outInstructional Accommodations
9 ____Don’t forget to include strengths as well as challenges,to describe social interaction patterns, and to link the PLOPwith counseling goals, managements needs, and testmodifications and other accommodations, if needed.If either of these last 2 boxes are checked thenFBA & BIP RequiredA BIP should be developed and implemented collaboratively by the teachers, paraprofessional (if applicable), related service providers (if applicable) and staff working with the student.
10 Discussion Question #1Is my school psychologist solely responsible to write the FBA & BIP?
11 Any Special Alerts from IEP page 1 should be reflected here Include present levels of performance from relatedservice providers (if applicable, e.g. OT, PT, Health, etc.)Do not write specific name of any medicationThis should be reflective of page 1e.g. F.M. Unit, adaptiveequipment (walkers, Rifton chair)
12 # of Report cardsAnnual Goals are statements which are created from thePRESENT LEVELS OF PERFORMANCE and in measurable terms, describe a skill, knowledge or behavior that the student can be reasonably expected to accomplish within one year.All Related Service Providers must collaborate & contribute functional goalsSee Progress key belowProgress reportsare to be completedand sent homeevery marking periodfor every annual goalShort term objectives are required for alternate assessment students onlyGoals relating to transition should address the educational instruction that will be provided to the student to achieve post-secondary goals & interests as indicated on IEP pages 3 &10PROGRESS KEY
13 Annual Goals need to be SMART! S – SpecificM – MeasurableA – AchievableR – RelevantT – Time related
14 Discussion Question #2How often do you send out a page 6 progress report to parents?AnnuallyEvery marking periodEvery time you complete a mandated 3-year reviewOnly at the end of each school year
15 Don’t automatically put “all” or “35” for periods per week. For students who receive related services as a supplementary aid & service simply indicate “Related Service(s) [see page 9] .” It is not necessary to list each related service here since they are specified on page 9.For ICT (Integrated Co-teaching Services), do not write “core subjects” or “content area subjects.”You must indicate the name of each subject which will be team taught (e.g. Math).Don’t automatically put “all” or “35” for periods per week.Consider the model you want to use and the student’s individual needs.For students who receive related services as a supplementary aid & service simply indicate Related Service(s). It is not necessary to list each related service here since they are specified on page 9.
16 _____________________ General Education with Supplementary Aids & Services should be your first consideration.Provide an explanation of all programs/services considered and the reason for rejection.NOTE: All services/program options discussed at the IEP meeting should be listedThe programs listed should be written in the language consistent with the Continuum of Services (e.g. Special Education Teacher Support Services, etc.)Students who demonstrate severe language & communication difficulties which significantly interfere with their school performance may be considered for exemption. These deficits must be clearly indicated in the Present Levels of Performance & the team must provide an explanation for the exemption.
17 General Education Classroom OR Separate Location (Must be consistent with page 2)“Conference Result”I-INITIATIONC-CONTINUATIONM-MODIFICATIONT-TERMINATIONe.g. Speech and Language TherapyGeneral Education ClassroomORSeparate LocationIndicate the mandated groupsizeSpecify timeTesting accommodations MUST reflect the individual student’s needsand be related to the Present Levels of Performance. The accomodationshould be described specifically. Be careful not to use CAP codeshort hand like “answers recorded any manner.” Specifics are needed!(SEE N.Y. State Education Website for Testing Accommodations Memo.)(SEE APPENDIX-Promotion Criteria)
18 NOTE: Transition MUST be reflected throughout the IEP - e. g NOTE: Transition MUST be reflected throughout the IEP - e.g. pages 3 & 6The school year that the student turns 14Measurable post secondary goalsThe school year that the student turns 14The school year that the student turns 15
19 Discussion Question #3Should transition information be written as part of the PLOP(Page 3) as well as on page 10?
20 Chapter 408Ensure that all of your students’ current IEPs are in your school and distributed to teachers & providers (Chapter 408), prior to implementation, in paper or electronic form.ALL providers must receive a copy of the IEP (special education teachers, general education teachers & related service providers).Teachers must review IEPs with paraprofessionals since paraprofessionals should only have access and do not receive a copy of the IEP.The principal must let staff know the designee responsible for reviewing with them their responsibilities in implementing IEPs.Chapter 408!It’s the law!