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Massachusetts IEP Process Addressing Unique Student Needs Through Sound Implementation Practices.

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1 Massachusetts IEP Process Addressing Unique Student Needs Through Sound Implementation Practices

2 GOAL: To better address unique student needs through a greater understanding of the underlying concepts and mechanics of successful Team meetings. CSPD Training Module: Massachusetts IEP Process OBJECTIVES: 1. To increase understanding of school district structures needed to support successful Team meetings. 2. To explore the varying roles of Team members in IEP development: *Enhancing the role of the parents *Increasing student participation in IEP meetings *Improving educator preparation and contribution 3. To provide further guidance on developing student centered IEPs that are generally understandable and comply with regulatory intent. 4. To highlight the need for continuous improvement of Team practices.

3 Parents as Active and Informed Partners Necessary Conditions for Successful IEP Development Ongoing and Meaningful Staff Development Activities Open and Genuine Effective Collaboration and Communication Strong and Visible Administrative Support Effective School Practices

4 EFFECTIVE TEAM PRACTICES 1. THINK ABOUT THE INDIVIDUAL. Remember that each student has individual needs, based upon the impact of his/her disability. Consequently, each IEP should reflect the individual nature of the student.

5 EFFECTIVE TEAM PRACTICES 2. THINK EDUCATION. An IEP should discuss how an individual student’s disability(ies) impact education and concentrate on offsetting or reducing the resulting problems that interfere with the student’s learning and educational performance. THINK RESULTS THINK ACCESS TO THE GENERAL CURRICULUM

6 EFFECTIVE TEAM PRACTICES 3. THINK ROLES AND ROLE CLARITY. PARENT PARTICIPATION STUDENT PARTICIPATION REGULAR AND SPECIAL EDUCATION TEACHERS AND RELATED SERVICE PROVIDERS

7 IDEA-97 emphasizes a collaborative approach. The law expects school districts to bring together: parents students general educators special educators other professionals, as needed to make important educational decisions for students with disabilities. With the combined knowledge and resources of these individuals, students will be assured greater support and subsequent success. Intent of Regulations Regarding the Importance of Parents and Students

8 Parents are equal partners in the Team process. They have a right to be involved in meetings that discuss the identification, evaluation, IEP development and educational placement of their children. Parents have a unique and critically important perspective on their child’ s learning style, strengths and needs. Every effort should be made to build trust, respect and understanding in an effort to meet the unique needs of the student. PARENTS!

9 SUGGESTED PRACTICES TO INCREASE PARENT PARTICIPATION: + Make available evaluation material in advance, asking parents to develop a list of questions and/or concerns. + Contact parents in advance of meeting to discuss their concerns or to ask them to come in a few minutes before the meeting to discuss their concerns. + Provide parents with a seating plan or use name tags. + Introduce and refer to all Team members in the same manner. + Use conference calling during a Team meeting. PARENTS!

10 Student participation is important and, at times, required. Students should also be considered important members of the Team. As students get older they should become more and more active within the Team meetings, their interests and preferences determining the direction for the identified goals in the IEP. Students are invited to attend Team meetings beginning at the age 14 or younger if the purpose of the meeting is to discuss transitional services. If the student does not attend the meeting, their preferences and interests must still be considered. STUDENTS!

11 SUGGESTED PRACTICES TO INCREASE STUDENT PARTICIPATION: + Give students opportunities to think about their preferences, visions and concerns. + Teach students their civil rights. + Develop students’ self-advocacy skills. + Have students lead their own Team meetings. + Invite adult human service agency representatives to speak to student groups about provided services and eligibility requirements. STUDENTS!

12 Parent Participation in the IEP Meeting. 1. My child’s strengths are: (strengths may include academic, social, athletic,musical…) 2. My child’s significant interests are: 3. My concerns about my child’s educational progress are: 4. My goals for my child over the school year are: 5. My vision for my child over the next three to five years is: Parent Name:Student Name: Dear Parent(s), Within our community, we recognize that each child is unique, and that parents are experts in their own right about their child. Therefore, your insights are important to us. The information you provide us about your concerns, your child’s strengths and weaknesses, and your vision will help us more fully understand your child. We would like you to have an opportunity to prepare in advance for your child’s IEP meeting. The questions below are meant to be a guide. Please add any other information you feel is helpful. When completed, you may bring this with you to the meeting, or return it to us in the enclosed envelope. Thanks for your valuable input. We look forward to meeting with you. Adapted from Natick Public School’s “Vision Statement”

13 Student:Grade: Date: I would like you to know these things about me: 1. My strengths are … 2. My disability causes me to have difficulty with… 3. I am most successful in school when … 4. The accommodations I find most useful are … 5. I am especially interested in … 6. After completing high school I would like to … 7. Other things I would like you to know about me and my school program … Suggested for: Secondary School Students

14 Student:Grade:Date: About Me 1. What I like about school … 2. I need help in school with … 3. Learning is easier for me when my teacher … 4. Learning is easier for me when I … 5. Things I like to do… Suggested for: Elementary School Students

15 General Educators bring to the Team meeting: their expertise on the general curriculum. their knowledge of how the student is progressing in the general curriculum. their ideas about positive behavioral interventions. Special Educators and Related Service Providers bring to the Team meeting: their expertise on disabilities, evaluation and assessment their ability to provide, design, and/or supervise special education services. Intent of Regulations Regarding the Importance of Educators and Related Service Providers

16 What to Think About Before the IEP Meeting General Educator 1. Highlights of General Curriculum 2. Information Regarding General Education Environment 3. Classroom Management 4. Information Regarding Supplementary Aids and Services 5. Information Regarding Administration of State & District- Wide Assessment

17 General Education Teacher Participation in the IEP Meeting Responsibility of the General Education Teacher (as a Member of the IEP Team) 1. Share information regarding the general curriculum as it pertains to this student. 2. Share information regarding the general education classroom environment as it relates to the student’s progress in the general education curriculum. 3. Assist in developing effective classroom management techniques. Include positive behavioral interventions if needed. 4. Assist in identifying parent supports, classroom supports, teacher supports and assistive devices needed for this student to be successful. (Think beyond existing services.) 5. Share information about how this student should participate in state and district-wide assessments.

18 What to Think About Before the IEP Meeting Special Educator 1. Assessment Information - Academic & Behavioral 2. Information Regarding Present Level of Educational Performance (PLEP) 3. Suggestions Regarding IEP Goals 4. Information Regarding Supplementary Aids and Services 5. Information Regarding Administration of State & District- Wide Assessment

19 Special Education Teacher Participation in the IEP Meeting

20 What to Think About Before the IEP Meeting Related Service Provider 1. Assessment Information - Academic & Behavioral 2. Information Regarding Present Level of Educational Performance (PLEP) 3. Suggestions Regarding IEP Goals 4. Information Regarding Supplementary Aids and Services 5. Information Regarding Administration of State & District- Wide Assessment

21 Related Service Provider Participation in the IEP Meeting Responsibility of the Related Service Provider (as a Member of the IEP Team) 1. Share information regarding the key evaluation results, including progress toward IEP goals. 2. (a) Share information regarding Present Level of Educational Performance (PLEP) in your focus area. 2. (b) Share information regarding accommodations to the general curriculum and specially designed instruction. Include suggestions for maximizing the extent to which the student is educated with nondisabled students. Also include recommendations regarding related services and special equipment and devices to be provided to the student. 3. Develop IEP goals and objectives/benchmarks. 4. Assist in identifying parents supports, classroom supports, teacher supports and assistive devices needed for this student to be successful. (Think beyond existing services.) 5. Share information about how the student will participate in state and district-wide assessments.

22 Required Team Knowledge and Expertise Each Team meeting must also have someone who - –is qualified to provide or supervise the provision of specially designed instruction –is knowledgeable about the general curriculum –has the authority to commit school district resources –can interpret instructional implications of evaluation results –has knowledge or special expertise regarding the student (at the discretion of parent or district) These roles can be filled by one or more individuals.

23 Additional Expertise For postsecondary transition planning, representative(s) from agency(ies) that is likely to be responsible for providing/paying for transition services. For meetings where placement will be discussed, a person who is knowledgeable about placement options. Team members can wear more than one hat!

24 On to the IEP... IEP development relies on the judgement of Team members. No two Teams will respond alike. No two Team meetings will be alike.

25 An IEP is a contract between the parent and school district that... considers the individual needs of the student describes how the student learns focuses on what will make the biggest difference for the student describes how the school staff will help the student learn better reflects the decisions of the Team

26 Individualized Education Program You must remember that: every student is different. no two IEPs will be alike. there is no single correct way to write an IEP. Write in clear, understandable language. Use a style that best reflects Team decisions.

27 IEP Checklist & IEP Form IEP Checklist - reference tool –reviews items to be included in each IEP section –lists regulation citations IEP Form - communication tool –designed to assist Team reviewing all required IEP elements –designed to assist Teams in documenting their recommendations

28 Sample IEP Statements Written to assist Teams in developing IEPs. Written to demonstrate the following: (a) that Teams may use a variety of styles to communicate their intent (b) that Teams must avoid the use of educational jargon

29 IEP 1 Parent and/or Student Concerns Student Strengths and Key Evaluation Results Summary Vision Statement

30 EXAMPLES OF: Parents and/or Student Concerns IEP 1 Example 1: a. wants to see Sam’s reading skills improved by the end of the year b. wants to see Sam participate in after school activities Example 2: Concerned about after graduation plans: (1) Will Juan be prepared for work? (2) Will Juan be prepared to continue his education after high school? Example 3: Kenya’s mother and father are concerned with her overall school progress. She does not seem to be keeping up with her classmates and her IEP goals are not consistently being met. Perhaps she needs different strategies and/or services to improve her performance?

31 EXAMPLES OF: Parents and/or Student Concerns IEP 1 Example 4: Communication skills: with teachers and peers; need for additional in-class supports; reinforcement of skills through home activities Example 5: When should Joanne return to Brown School? What help will Joanne receive once there?

32 EXAMPLES OF: Student’s Strengths and Key Evaluation Results Summary IEP 1 Example 1: Jose participates in appropriate activities with his classmates. He responds to staff requests. He likes being active and helping others. Jose has at least average intelligence and a communication disability. His speech is clear and easily understandable but he has difficulty expressing his thoughts. His vocabulary and word finding skills are below age/grade expectations. His teachers take time to make sure they understand Jose but his peers may not. Example 2: strengths: academic skills, following directions, work completion interests/accomplishments: sports of any kind, nature especially endangered species, active Boy Scout, plays soccer and basketball education related details: sensory impairment - hearing; general education performance is above that of peers and consistent over school history; solid intellectual and academic abilities

33 EXAMPLES OF: Student’s Strengths and Key Evaluation Results Summary IEP 1 Example 3: attends school regularly; responds well to a structured behavior management system; enjoys hands-on learning activities; won honorary mention in recent science fair, lead singer in school chorus, loves animals and volunteers in an animal shelter; inconsistent performance over school history resulting from sustained, inappropriate feelings/behaviors (emotional impairment); has limited general education achievement and MCAS results despite average abilities and skills; less achievement towards IEP goals than expected even with an increase of counseling and in-class support last year

34 EXAMPLES OF: Vision Statement IEP 1 Example 2: By the time Rose is in 2nd grade, we can see her taking the yellow school bus to school and walking independently through the school building. Example 1: The Team would like to see Elena enter an integrated kindergarten program when she reaches age 5. Example 3: We hope Kim’s medical condition will be stabilized so that her access and involvement with school and typical peers can increase.

35 EXAMPLES OF: Vision Statement IEP 1 Example 4: Pedro wants to be a reporter on the school newspaper and wants to take as many courses as possible to improve his writing skills. He sees himself writing a book in the future. Example 5: Sean loves automobiles and would love to spend after school and summer around cars. After graduation, he sees himself working as an auto mechanic at a foreign car dealership, living in an apartment with friends, maybe taking a course or two at the local community college and continuing to play baseball in a local adult league.

36 EXAMPLES OF: Vision Statement IEP 1 Example 6: Brittany wants to go to college but is unsure of what she might want to study once she is there. She is interested in art and music and would like to learn more about careers in those areas. She plans to live at home after college but eventually would like to own her own home.

37 IEP 2 Present Levels of Educational Performance (PLEP) –A: General Curriculum Affect of Disability on Progress Accommodation(s) Specially Designed Instruction

38 EXAMPLE 1: PLEP - A: General Curriculum IEP 2 Curriculum Areas: All Impact of Disability on Progress: Jorge is able to write simple sentences but requires teacher assistance to add detail to his work and to correct mistakes in spelling, grammar and punctuation. He writes slowly and laboriously even using a pencil grip, lined paper and a slightly tipped desk top which means he takes a longer time to complete written assignments than expected (about 10 minutes longer for a short assignment). Jorge’s shorter written assignments are legible but as he tires during the completion of lengthy assignments, his papers become more difficult to read. When given time to prepare, Jorge is great at telling stories that are full of facts and details and can orally respond in a complete manner to open-ended questions.

39 EXAMPLE 1: (continued) PLEP - A: General Curriculum IEP 2 Accommodation(s): -pencil grip -large-lined paper -slanted desk top -use of classroom word processor for long written assignments -extra time for written assignments Special Designed Instruction:  Content:  Methodology/Delivery of Instruction:  Performance Criteria: Modify length of written assignments to include some practice of each concept but not to include overly repetitive practice of each concept; plan assignments that allow Jorge to respond orally or through project-based activities (like building a model or filming a video)

40 EXAMPLE 2 : PLEP - A: General Curriculum IEP 2 Curriculum Areas: Mathematics Impact of Disability on Progress: Tony: is able to compute addition, subtraction, multiplication and division problems he has a good memory for shapes and objects. has difficulty understanding what is asked of him when asked to problem solve. is very slow in his efforts, as his inability to break down the task causes him anxiety and often stops him cold. with help on task analysis, recognizes the steps he needs to take, and is better able to successfully complete the problem.

41 EXAMPLE 2: (continued) PLEP - A: General Curriculum IEP 2 Accommodation(s): Use of manipulatives (coins, base ten blocks tanagrams…) Multiple examples Modified homework assignments Extra time for standard assessment assignments Special Designed Instruction:  Content:  Methodology/Delivery of Instruction: Provide visual information (pictures, charts, graphs…) that reinforce the concept being taught; allow for Tony to work with peer or in small groups to solve problems- where he will have the opportunity to hear the questions other children ask, and do more quality thinking than by himself; individualized instruction to help Tony visualize the math problem (have him draw pictures, tell stories that incorporate the problem being solved...)  Performance Criteria: In addition to the standard classroom evaluations, Tony should be allowed to present responses visually and with manipulatives.

42 EXAMPLE 3: PLEP - A: General Curriculum IEP 2 Curriculum Areas: All Impact of Disability on Progress: Ability to understand spoken language is below her typical age/grade peers. Having difficulty learning to pronounce words, reading grade level material, paying attention and understanding oral directions and learning new information. Has difficulty expressing herself in a clear and easily understood manner. Much better able to give complete responses when reminded to use newly learned articulation skills and when asked to pause to think through answers before speaking. Easily frustrated by her communication difficulties. May give up easily and refuse to complete work when upset. May ask to leave the classroom to go to the Nurse’s Office when classroom demands accumulate and become too stressful.

43 EXAMPLE 3: (continued) PLEP - A: General Curriculum IEP 2 Accommodations: Seat near teacher to allow teacher to easily provide extra help Specially Designed Instruction:  Content: Pre-teach new vocabulary words and concepts; give out study sheets in all curriculum areas; plan routine review of all major unit concepts (especially before tests and quizzes)  Methodology/Delivery of Instruction: Provide help at the start of any new, unfamiliar activity; ask for directions to be repeated back to assure understanding; provide ongoing praise and periodic activity-time reward for work completion; send home weekly report to parents on progress and classroom behavior  Performance Criteria: Test only on vocabulary and concepts included on study sheets; have a series of grading options/activities to choose from at the completion of every major curriculum unit

44 EXAMPLE 4: PLEP - A: General Curriculum IEP 2 Curriculum Areas: All Impact of Disability on Progress: Dan’s emotional disability (depression) has the following impact on his education: 1. Unable to muster needed energy to attend to academic tasks; 2. May be driven to occasional periods of perfectionism; 3. Becomes frustrated, anxious and easily disappointed over not meeting academic expectations; 4. Inconsistent, sporadic effort and school attendance seem to have led to gaps in learning because achievement does not match potential 5. Responds best when school work is given to him in a manner that allows him to concentrate on one or two short-term assignments at a time; and 6. Responds better when given consistent teacher feedback rather than relying on mid-term progress reports and report cards. (See report completed by school psychologist for further information.)

45 EXAMPLE 4: (continued) PLEP - A: General Curriculum IEP 2 Accommodations: Send to Nurse’s Office right before lunch break for his medication. Notify guidance counselor if Dan puts his head on his desk and refuses to participate in class. Specially Designed Instruction:  Content: Don’t assume mastery of easier content/concepts – pretest knowledge and understanding  Methodology/Delivery of Instruction: Break assignments into step by step pieces and assign gradually over time; assist Dan in developing time management strategies (daily planner and schedule); provide reinforcement for the completion of each assignment  Performance Criteria: Grade assignments as soon after completion as possible; have student log completed assignments in daily planner; meet with student weekly to review achievement if student is completing work as assigned; meet daily with student if work completion begins to lag

46 IEP 3 Present Levels of Educational Performance (PLEP) – B: Other Educational Needs Affect of Disability on Progress Accommodation(s) Specially Designed Instruction

47 EXAMPLE 1: PLEP - B. Other Educational Needs IEP 3 Other Educational Needs: Behavior Impact of Disability on Progress: Carl is making good progress in school when working in structured, learning environments that provide routine reinforcement for his on- task appropriate behavior. Carl’s involvement in nonacademic and extra curricular activities has been limited because his behavior has interfered with completion of these types of activities. He has been unable to remain focussed on the activity and has tended to challenge the authority of the individual running the activity and/or has provoked arguments with other students. Carl wants to participate with his schoolmates and is most interested in basketball.

48 EXAMPLE 2: (continued) PLEP - B. Other Educational Needs IEP 3 Accommodations: Team does not see a need for accommodations in this area. Specially Designed Instruction:  Content:  Methodology/Delivery of Instruction: Contract that includes clear behavioral expectations and consequences will be written between the basketball coach and Carl; Carl’s appropriate participation will be rewarded routinely; rewards will be chosen in a meeting between Carl, his coach, his parents and the school adjustment counselor; as basketball is Carl’s preferred activity, Team members recommended basketball as a starting point; however, other activities should gradually be added to Carl’s schedule in the same manner once he has successfully participated in basketball  Performance Criteria:

49 EXAMPLE 2: PLEP - B. Other Educational Needs IEP 3 Other Educational Needs: Adapted Physical Education Impact of Disability on Progress: Tyler is: physically active student even though he uses a wheelchair; likes to participate in various sport activities including swimming and basketball; needs to continue building upper body strength; and needs to continue range of motion activities.

50 EXAMPLE 2: (continued) PLEP - B. Other Educational Needs IEP 3 Accommodations: Same as previous IEP page. Specially Designed Instruction:  Content: Participation in typical physical education class but modified and supplemented only as required by attached doctor’s order  Methodology/Delivery of Instruction: Designed and monitored by physical therapist based on doctor’s order  Performance Criteria: Graded on participation and effort in gym activities as well as skill improvement in modified activities

51 IEP 4 Goal # Specific Goal Focus Current Performance Level Benchmarks/Objectives

52 EXAMPLES OF: Current Performance Levels Measurable Annual Goals IEP 4 Goal #: 3 Specific Goal Focus: Study Skills Current Performance Level: Joe submits fewer than half of his required homework assignments. He starts most assignments but lacks the organizational skills to complete them by the required due dates. Measurable Annual Goal: Joe will submit 90% or better of all required homework assignments on time. Benchmarks/Objectives: 1. Joe will learn to use organizational templates developed by his teacher that identify the steps necessary to begin and complete assigned homework tasks. 2. Joe will learn to develop and use organizational templates himself.

53 EXAMPLES OF: Current Performance Levels Measurable Annual Goals IEP 4 Goal #: 1 Specific Goal Focus: In-Class Behavior Current Performance Level: Jill typically interrupts the work of others 2 or 3 times in any 5 minute period of quiet work time. She interrupts when she requires teacher assistance. Measurable Annual Goal: Jill will consistently raise her hand to get teacher assistance during any random sample of quiet work time. Benchmarks/Objectives: will be able to state classroom rules in regard to talking in class and participating in class discussion will raise her hand for teacher assistance when verbally prompted by teacher will require only periodic reminders from teacher to raise her hand

54 EXAMPLES OF: Current Performance Levels Measurable Annual Goals IEP 4 Goal #: 4 Specific Goal Focus: Communication Current Performance Level: Lisa has the physical capacity to produce speech sounds. She has a verbal vocabulary limited to ten words. When she speaks, she most commonly uses the following words: yes, no and hi. She can also use eye gaze and single switches to communicate with others. Her combined vocabulary using all three methods of communication totals 18 words. Measurable Annual Goal: When tested on the use of her verbal vocabulary, eye gaze use and single switch use, Lisa will demonstrate correct usage of 26 vocabulary words. The 8 new words will be chosen with Lisa’s family to maximize her useful vocabulary. Benchmarks/Objectives: By March, Lisa’s total vocabulary will reach 20 words. By June, Lisa’s total vocabulary will reach 22 words. By September, Lisa’s total vocabulary will reach 24 words.

55 EXAMPLES OF: Current Performance Levels Measurable Annual Goals IEP 4 Goal #: 2Specific Goal Focus: Travel Training Current Performance Level: Paul independently rides the school bus to and from school but he has door to door delivery. He has taken public transportation for school-sponsored activities but requires prompting and cues from school staff to locate bus stop and to board the correct bus. He is beginning a series of work internships during the school day that may lead to part-time, after school employment. Measurable Annual Goal: Paul will independently take a local bus from the stop nearest school to the local mall. Benchmarks/Objectives: correctly read a bus schedule to determine best bus route, stop location and times for a trip to the mall successfully plan and take bus trip to go to standard locations such as the mall, local medical building and movie theatre.

56 EXAMPLES OF: Current Performance Levels Measurable Annual Goals IEP 4 Goal #: 1Specific Goal Focus: Composition Current Performance Level: Al writes compositions using subject/verb/object sentences and little or no detail. His compositions remain on topic and have a beginning and end. With teacher assistance, he will correct spelling, punctuation and capitalization errors. He needs further instruction in developing sentences and in using self-monitoring tools. Measurable Annual Goal: Al will write a page-long composition without teacher assistance, on a topic of his choice that includes: a beginning, middle and end; at least 3 supporting details; at least 6 adjectives or adverbs; complex sentences; and correct spelling, punctuation and capitalization. Benchmarks/Objectives: 1. consistently use compound and complex sentences in daily written work 2. use adjectives and adverbs, without reminders, in daily written work 3. independently use CARE (Change, Add detail, Rearrange, Eliminate) to edit daily written work 4. independently use COPS (Capitals, Overall presentation, Punctuation, Spelling) to edit daily written work

57 IEP 5 Service Delivery –Grid A: Consultation (Indirect Service) –Grid B: Special Education and Related Service in General Education (Direct Service) –Grid C: Special Education and Related Service in Other Settings (Direct Service)

58 THINGS TO REMEMBER: Service Delivery IEP 5 Don’t think existing services or placement. Do think services needed to reach IEP goals and to be involved in the life of the school. Don’t think only of student needs. Do think of services to student, supports to parents and supports to staff. Don’t use a generic term like “sped staff”. Do use more specific role titles indicating who will deliver service. Avoid “as needed” to indicate service frequency and/or duration. Give precise detail. (e.g minutes per week, at least once each classroom period; prior to introduction of new material).

59 What you need to know about the next example... This example shows some parts of a - Related Services Only IEP now allowable under the expansion of the definition of special education within Massachusetts Special Education Regulation. Background information needed to better understand this example - 1. Kathy was not on a school health plan or 504 plan when her parents requested an initial special education determination. 2. Kathy has a health impairment, diabetes, that prevents her from making effective progress in the general curriculum. 3. Kathy requires a related service, School Health Services, in order to access the general curriculum and, therefore, is eligible for special education.

60 Related Service Example PLEP - A: General Curriculum IEP 2 Curriculum Areas: All Impact of Disability on Progress: Kathy’s diabetes is characterized by quickly changing blood sugar levels. Kathy understands the importance of checking her levels but, at this time, has limited self- monitoring skills. The nurse is working with Kathy to help her increase these important skills. Kathy’s teachers must be alert to the following changes in behavior and must notify the school nurse immediately at the onset of these symptoms. Kathy will become lethargic and lose concentration if Kathy’s blood sugar level becomes too high. Kathy becomes nervous, shaky and distracted if her blood sugar level drops too low. She may also begin to perspire and to complain of a headache. When not feeling well, the quality and the quantity of her work as well as her participation drops to a level that is not reflective of her capacity. Kathy’s blood sugar levels can be appropriately maintained when she eats the correct snack at the correct time. The school nurse has communicated with her doctor and her parents to be sure the correct blood level testing supplies and snacks are available in the Nurse’s Office.

61 Related Service Example PLEP - A: General Curriculum IEP 2 Accommodations: Notify nurse immediately if Kathy exhibits any signs of changing blood sugar level or if Kathy requests to see the nurse because she is not feeling well. Prompt Kathy to refuse food that has not been sent in by Kathy’s parent or pre-approved by nurse. Specially Designed Instruction:  Content:  Methodology/Delivery of Instruction:  Performance Criteria: Related Services Only: Consultative and Direct Health Services Teams will need to write this onto the bottom of IEP 2.

62 Related Services Only Current Performance/Annual Goal IEP 4 Goal #: 1 Specific Goal Focus: Self-Monitoring /Health Current Performance Level: Kathy can accurately tell you how her diabetes makes her feel when her blood sugar levels go up or down. When an adult observes a change in her behavior and asks her how she feels, Kathy can relate her symptoms. Goal: Every day of the last 3 weeks of school, Kathy will independently use her self-monitoring checklist to recognize her symptoms related to high and low blood sugar levels as she is experiencing them and will ask to see the school nurse. Objectives/Benchmarks:  Kathy will develop with the school nurse a self- monitoring checklist.  Kathy and the nurse will complete the self-monitoring checklist each time Kathy comes to the nurse’s office.  Kathy will be prompted by her classroom teacher to complete her self-monitoring checklist once an hour.

63 Related Services Only Current Performance/Annual Goal IEP 4 Goal #: 2 Specific Goal Focus: Self-Monitoring /Health Current Performance Level: Kathy knows she must regularly test her blood sugar levels. Currently, she watches as her family members or nurse follow the necessary steps in this procedure. Kathy’s relatively recent diagnosis of diabetes has not allowed her sufficient time to learn about her health problem and its management. Goal: Each time Kathy tests her blood sugar level, she will independently (with no prompts) and correctly (within parameters set by doctor) take and read the test results. Objectives/Benchmarks:  In each of 5 successive visits to the school nurse’s office at the end of 1st term, Kathy will identify the required medical supplies and recite the steps to be followed for reading her blood sugar level.  In each of 5 successive visits to the school nurse’s office at the end of 2nd term, Kathy will independently take out needed medical supplies and follow the required steps in taking her blood sugar level.  By the end of 3rd term, Kathy, with no more than two prompts, will correctly take her blood sugar level and, every four of five times, correctly read the test results.

64 Grid A: Consultation (Indirect Service) Focus on Goal #: 1 Type of Service: Teacher Consultation Type of Personnel: Nurse Frequency/Duration: One 30-minute meeting at the beginning of year Start Date: 09/01 Discussion (not written in IEP): The nurse will consult with Kathy’s teachers to provide them information about diabetes and Kathy’s condition in specific. The nurse will also review with teachers warning signs that necessitate that the nurse be immediately contacted and discuss with them the development of Kathy’s self-monitoring checklist. Related Service Example Delivery of Service IEP 5

65 Grid C: Special Education & Related Services in Other Settings (Direct Service) Focus on Goal #: 1 and 2 Type of Service: School Health Services Type of Personnel: Nurse Frequency & Duration: 40 minutes daily Start Date: 09/01 Discussion (not written in IEP): The nurse will see Kathy at the start of each day to review her levels’ chart from home that her parents have agreed to send to school in Kathy’s day planner. The nurse will see Kathy at the end of each day to update and send home her levels’ chart. Each day the school nurse will call Kathy from class as needed for her blood sugar level checks. These checks are scheduled at least twice daily (usually at 10:30 AM and 1:00 PM) but may occur at other times depending on Kathy’s health on any given day. During these visits, the nurse will provide directions to Kathy to help her develop her self-monitoring skills. Related Service Example IEP 5 (continued)

66 IEP 6 Nonparticipation Justification Schedule Modification Transportation Services

67 EXAMPLES OF: Nonparticipation Justification IEP 6 Example 2: (removed for all subjects) Tomas requires daily ASL instruction and continuous practice in use of ASL skills to improve communication skills with ongoing opportunities for ASL interaction with peers and adults. Example 1: (removed for all curricular subjects) needs a small, structured classroom with routine and systematic rewards to reward on-task, appropriate behavior to control angry outbursts Example 3: (removed for all subjects) Goal #: 2 / Specific Goal Focus: Psychological Services Focus on Goal #: 2 / Type of Service: Therapeutic Environment indicates need for 24-hour care

68 EXAMPLES OF: Nonparticipation Justification IEP 6 Example 4: (removed for entire school day) Joshua’s significant medical and physical needs require his participation in a highly specialized, responsive program setting. Example 5: (removed for physical therapy) Susan requires physical therapy that must occur in gym area equipped with specialized equipment. Example 6: (removed for all subjects) Tina’s behavior which is significantly disruptive throughout the day requires that Tina receive intensive behavioral intervention.

69 EXAMPLES OF: Schedule Modification IEP 6 Example 2: (longer day) -extra hour on Tuesday and Thursday for Braille instruction -scheduled after school to provide continuity of service delivery to Juanita -Braille instructor will routinely monitor student performance by contacting teachers on a monthly basis. Example 1: (shorter day) Amy, based on the recommendation of her physician, will attend school for four hours each day. Her schedule will be changed to ensure she receives access to all general curriculum areas before she goes home.

70 EXAMPLES OF: Schedule Modification IEP 6 Example 3: (shorter year due to reoccurring health problem) -school schedule will be modified to accommodate ongoing chemotherapy treatments; -home/hospital tutoring will be provided for 6 hours a week if doctor concurs that Sam is able to participate; -if Sam is not able to participate, resource teacher with general educator assistance will modify major subject content requirements and grading criteria; -guidance counselor and school nurse will be responsible to routinely contact parent, physician, school staff and home/hospital tutor

71 EXAMPLES OF: Schedule Modification IEP 6 Example 4: (longer year) see IEP 5 / services with start date: 07/01 and end date: 08/01 documented severe regression of communication skills speech pathologist to meet before/after summer program with summer program staff

72 EXAMPLES OF: Transportation Services IEP 6 Example 1:  No / Regular transportation Discussion (not written in IEP): Joe ‘s disability does not prevent him from being transported to school like any other student. After Joe’s IEP is written,the Team decides Joe should receive services in a day school. Therefore, the school district is responsible for providing transportation to and from the day school. However, this is not considered “special transportation”.

73 EXAMPLES OF: Transportation Services IEP 6 Example 2:  Yes / Special Transportation  on a regular transportation vehicle with the following modifications and/or specialized equipment and precautions: bus will pick up/drop off Nicole at the base of her driveway; her parents have agreed to escort Nicole to/from bus; aide will ride bus until Nicole has become familiar with the bus routine (Team anticipates that the aide will be needed for the first month of school.); school staff will escort Nicole to/from bus to classroom each day; bus driver will be introduced to Nicole and her parents prior to first bus ride and will receive a written emergency plan Discussion (not written in IEP): Nicole’s intellectual impairment requires she receive special transportation because she cannot independently use regular transportation as other students can. The Team recommends that she ride regular transportation with support to receive a less restrictive transportation service.

74 EXAMPLES OF: Transportation Services IEP 6 Example 3:  Yes / Special Transportation  on a special transportation vehicle with the following modifications and/or specialized equipment and precautions: station wagon; needs assistance in/out of home and school and on/off vehicle; aide, with emergency medical training, required for monitoring of seizure condition Discussion (not written in IEP): Jorge has a developmental delay and a health impairment that prevents him from taking regular transportation even with modifications, specialized equipment and/or precautions. Note: Review special transportation requirements in 603 CMR 28.05(b)(1)(i)-(iii).

75 IEP 7 State or District-Wide Assessment –Participates like any other student. –Participates with accommodation(s). –Takes Alternate Assessment.

76 THINGS TO REMEMBER: State or District-Wide Assessment IEP 7 Test accommodations, if recommended, should mirror instructional and assessment adaptations currently in use for the student. Teams may, when appropriate and necessary for student participation, chose accommodations from a full range of accommodations and modifications that are commonly used in assessment practice. See Spring 2001 Update - Requirements for the Participation of Students with Disabilities in MCAS.

77 IEP 8 Additional Information including required transition planning elements School Assurance Parent Options/Responses

78 THINGS TO REMEMBER: Additional Information IEP 8 Preparation of students with disabilities for independent living and economic self- sufficiency is a major focus of IDEA. Transition planning must begin no later than age 14 and sooner, if appropriate. Final details in regard to transition planning are recorded on IEP 8 but transition planning begins on IEP 1 and should be reflected throughout the IEP. Team must consider how disability(ies) impact instruction, related services, community experiences, development of employment and other post-school adult living objectives; and if appropriate, acquisition of daily living skills and vocational evaluation.

79 Develop the IEP at the Team Meeting! Make the IEP Immediately Available!

80 I should have known! It’s important to know State and Federal Laws and Regulations that govern Team Composition and IEP Development.

81 DO NOT SAY: Let’s get started! We have only 30 minutes for each of these IEP meetings and we’ve already lost 5 minutes getting coffee. We’ll have parents stacked up and down the halls if we fall behind schedule. It’s not possible to anticipate the exact amount of time an IEP meeting will require. It is important to take the time necessary to prepare an appropriate IEP that will enhance the student’s opportunity to progress toward his or her educational goals. It’s what is special about special education. and why not... DO NOT SAY: No, we didn’t indicate occupational therapy as a related service. We have only one OT in the entire district and he’s booked solid. Maybe next year- or if an OT student moves away. “The services provided to the child … address all of the child’s identified special education and related service needs.” Section (3)(1) Each student’s individually determined needs dictate services to be provided. The availability of the service may not be a factor.

82 and why not... A child’s IEP Team must include (1) the parents of the child; (2) at least one of the child’s regular education teachers (if the child is, or may be, participating in the regular education environment); (3) at least one special education teacher of the child, or if appropriate, at least one special education provider of the child. Section (a) Generally, a child with a disability should attend the IEP meeting if the parent decides that it is appropriate for the child to do so. If possible, the agency and parents should discuss the appropriateness of the child’s participation before a decision is made, in order to help the parents determine whether or not the child’s attendance would be (1) helpful in developing the IEP or (2) directly benefit the child or both. The agency should inform parents before each IEP meeting- as part of notification under Section (a)(1)- that they may invite their child to participate. Source: Appendix A, 64 Federal register, March 12, 1999 DO NOT SAY: No Mrs. Brown, Bob’s teachers aren’t here.They are too tired from yesterday’s meetings and we rotate teachers through these meetings anyway. It’s not their day to participate in IEP meetings. DO NOT SAY: No, I don’t recommend that Kim attend the IEP meeting. She’s only twelve years old.

83 DO NOT SAY: No I don’t recommend that Jill attend this IEP meeting. At 17 years of age, she’s too busy with her friends and school activities to be interested in such a meeting. and why not... If a purpose of an IEP meeting for a student with a disability will be the consideration of the student’s transition service needs or needed transition services under Section (b)(1)(2), or both, the public agency must invite the student and, as part of the notification to the parents of the IEP meeting, inform the parents that the agency will invite the student to the IEP meeting. If the student does not attend, the public agency must take other steps to ensure that the student’s preferences and interests are still considered. Section (b) DO NOT SAY: Well, the general education curriculum is for most kids but not for special education students. It’s best to provide these students with an alternative curriculum that’s easier and that the special education teacher is trained in. The IEP for each child with a disability (including children who are educated in separate classrooms and schools) must address how the child will be involved and progress in the general curriculum. However, the part B regulations recognize that some students have other educational needs resulting from their disability that also must be met, even though those needs are not directly linked to participation in the general curriculum. Source: Appendix A, 64 Federal Register, 3/12/99)

84 and why not... “The services and placement needed by each child with a disability to receive FAPE ( a free and appropriate public education) must be based on the child’s unique needs and not on the child’s disability. Section (3)(ii) The IDEA ’97 significantly strengthens the role of the parent.Therefore, it is important that parents are provided a full opportunity to express their views and participate fully in the IEP meeting, including the development of the IEP. Agency staff may come to an IEP meeting prepared with evaluation findings and proposed recommendations regarding IEP content, but the agency must make it clear to parents at the outset of the meeting that the services proposed by the agency are only recommendations for review and discussion with the parents. Parents have the right to bring questions, concerns, and recommendations to an IEP meeting as part of a full discussion, of the child’s needs and services to be provided to meet those needs before the IEP is finalized. DO NOT SAY: Welcome Mr. and Mrs. Jones. This won’t take much time. We have already written the IEP - all you have to do is sign it. DO NOT SAY: Well, since we’ve established what Kim’s disability is- that automatically means she’ll be in Mr. Peter’s room at least three hours each day. See, scheduling isn’t so difficult once you get the hang of it.

85 and why not... DO NOT SAY: Thank you for suggesting these modifications for Paul’s instruction. We can implement them in his special education classes, but it’s really too much to expect his general education teachers to accommodate his needs in their classes. Every individual involved in providing services to the student should know and understand his or her responsibilities for carrying out the IEP. This will help insure that the student receives the services that have been planned, including the specific modifications and accommodations that the IEP Team has identified as necessary. Source: A Guide to the Individualized Education Program, Office of Special Education and Rehabilitation Services, U.S. Department of Education. DO NOT SAY: I can’t say for certain that we can provide that service. It’s a big commitment. I’ll have to check with the Special Education Director and get back to you. Each public agency may determine which specific staff member will serve as the agency representative in a particular IEP meeting. It is important that the agency representative have the authority to commit agency resources and be able to ensure that whatever services are set out in the IEP will actually be provided. Source: Appendix A, 64 Federal Register, 3/12/99)

86 It’s a good idea to assess Team practices. Formal Assessment (through outside evaluator/consultant) Coordinated Program Review Informal Assessments

87 Best Practices Team Improvement related to Assessment Strategies Collaboration I. Before the IEP Meeting II. During IEP Meeting III. After the IEP Meeting Effective Team Collaboration Evaluation Tool

88 Dear Parents, We thank you for participating in your child’s meeting. We believe that this process should be a collaborative effort between parents and educators. Please check your rating of each question and provide your suggestions for improving the IEP Process. Return the completed survey in the attached envelope. Thank you! Communications- When the school invited you to the IEP meeting for your child… The IEP Meeting- As a participant in the IEP Meeting… How can we do better? Please comment. How might we improve our communication? How might we improve our IEP meetings? Improving IEP Meetings- A Parent Survey Evaluation Tool

89 Road to Addressing Unique Student Needs Through Successful Team Meetings Effective School Practices Role Clarity in Team Meetings Collaborative IEP Development Continuous Improvement Quick Recap

90 Resources -A Guide to the Individualized Education Program- Office of Special Education Programs (OSEP) - Extended School Year Services- North East Regional Resource Center (NERRC) - Massachusetts Special Education Regulations- Massachusetts Department of Education - National Information Center for Children and Youth with Disabilities (NICHCY): Individualized Education Programs - National Information Center for Children and Youth with Disabilities (NICHCY): Interventions for Chronic Behavior Problems - National Information Center for Children and Youth with Disabilities (NICHCY): Transition Planning: A Team Effort - Requirements for Including ALL Children in Assessments- Office of Special Education Programs (OSEP) - Requirements for the Participation of Students with Disabilities in MCAS (Spring 2001 Update)- Massachusetts Department of Education

91 Massachusetts Department of Education: Massachusetts Department of Education/Special Education Page: National Information Center for Children and Youth with Disabilities (NICHCY): Office of Special Education Programs (OSEP): idea PARTNERSHIPS and The Council for Exceptional Children (CEC): Federation for Children with Special Needs: Parent Advocacy Coalition for Educational Rights (Pacer): Links


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