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Massachusetts IEP Process

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Presentation on theme: "Massachusetts IEP Process"— Presentation transcript:

1 Massachusetts IEP Process
Introduce self. Introduce module. developed by OSS / DOE (1st of many) as part of the Comprehensive System of Personnel Development (CSPD) Training Project follow-up to training done in spring/00 to help educators prepare for use of new IEP process DOE is providing more guidance now since individuals have had the opportunity to become familiar with process and forms Massachusetts IEP Process does have three steps: eligibility, IEP development and placement This module focuses only on IEP development. Addressing Unique Student Needs Through Sound Implementation Practices

2 CSPD Training Module: Massachusetts IEP Process
GOAL: To better address unique student needs through a greater understanding of the underlying concepts and mechanics of successful Team meetings. 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. Read through goals and objectives. Let participants know what is within their packets: PowerPoint Notetaker Handouts that supplement PowerPoint Presentation - list provided Some handouts are tools developed for their use tools have been adapted from materials prepared by the Office of Special Education Programs (OSEP) and Stetson Company for the following conference series: “What a Great IDEA” Resources (See resource list on Slide #90. You may want to have some of these resources available for participants.)

3 Successful IEP Development
Necessary Conditions for Successful IEP Development Strong and Visible Administrative Support Effective School Practices Open and Genuine Effective Collaboration and Communication Parents as Active and Informed Partners Let’s start out by stepping back from the process itself and taking a look at the larger picture. Successful IEP development occurs only when there are effective school practices in place. We have listed 4 conditions that, research has shown, need to be in place to support IEP development. If you feel your system has these important practices in place, then GREAT! If not, you may want to work with your colleagues to examine how these areas might be improved. Ongoing and Meaningful Staff Development Activities

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. Make reference to handout entitled: Effective Team Practices 1. Major theme throughout presentation - Remember: the “I” in IEP stands for Individualized. The IEP should discuss the disability(ies) impact and should concentrate on reducing/offsetting the impact of the disability(ies).

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 2. Teams must think about what will make the biggest difference in a student’s school life. Remember: the “E” in IEP stands for Education. Congress looked at over 20 years of research on student outcomes and effective practice before reauthorizing IDEA with its emphasis on results tied to the general curriculum. Although we, as educators, cannot guarantee results, we , as school district personnel must - by regulation - make and document a good faith effort in assisting a student in making progress toward IEP goals.

6 EFFECTIVE TEAM PRACTICES
3. THINK ROLES AND ROLE CLARITY. PARENT PARTICIPATION STUDENT PARTICIPATION REGULAR AND SPECIAL EDUCATION TEACHERS AND RELATED SERVICE PROVIDERS 3. Remember “P” in IEP stands for Program which we all develop together at the Team meeting. Our premise is that the clearer Team members are about their roles and the more prepared Team members are to support the development of the student program, the higher the likelihood that a better program will be developed - a program that will (a) link to the general curriculum; (b) focus on results; and (c ) address the unique needs of the student.

7 Intent of Regulations Regarding the Importance of Parents and Students
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. IDEA’97 - emphasizes the role of the parent within the Team process, and, therefore, is also emphasized throughout the MA revised process.

8 PARENTS! 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. Review information on slide. Emphasis that regulation speaks to parent participation not just attendance at meeting. Emphasize the need for ongoing parent training.

9 PARENTS! 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. Remind participants that efforts to gain parent participation must be documented. The suggestions given are general in nature and should be used as professional judgment dictates. For instance, would you mail home a copy of a psychological report in advance of the meeting that contained “sensitive” information or might you contact the parent to request that they meet with the school psychologist previous to the IEP meeting? If time allows, ask participants to share successful practices that they have found helpful in working with parents.

10 STUDENTS! 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. Research has shown that students with better self-determination skills are more successful as adults. Self-determination skills help students to: assess self and needs, become aware of needed accommodations know civil rights and advocate for self in the workplace, in educational institutions and in community settings. Learning more about self-determination skills would constitute a separate presentation in and of itself - you may want to do some reading in this area if you are unfamiliar with the concept.

11 STUDENTS! 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. However, today we want to encourage you to involve students in the IEP process in a thoughtful and meaningful way. If time allows, solicit suggestions from participants in regard to student participation.

12 Parent Participation in the IEP Meeting
. 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. Remember I said earlier that we included some tools within your packet for your immediate use. Here is the first one of a set of three. Handout is in packet. Use it as is, adapt it, improve it - but the bottom line is - MAKE SURE YOU GET PARENT PARTICIPATION! (whether the parent is able to attend the meeting or not) Of course, the ideal is full parent participation at the Team 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: Adapted from Natick Public School’s “Vision Statement”

13 Increasing Student Participation in the IEP Meeting
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 A possible tool to use with secondary level students. Handout is in packet.

14 Increasing Student Participation in the IEP Meeting
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 A possible tool to use with elementary students. Handout is in packet.

15 Regarding the Importance of Educators and Related Service Providers
Intent of Regulations Regarding the Importance of Educators and Related Service Providers 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. Now let’s shift our thinking to the role of some of our school personnel. General educators are now required to participate in the IEP development for any student who is in or may be participating in a general education classroom. Congress made this stipulation for an excellent reason - paraphrase information in slide. Special educators and related service providers have different backgrounds and training; therefore, they play a different role within the Team meeting - paraphrase information in slide. Discuss complementary nature of roles and the necessity for this varied input to really think results access to the general curriculum education - the student’s life in school.

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 Remind participants that they also have a copy of this form in their packets. This tool is to prompt the thinking of the general educators before they come to the meeting. The categories selected are based on role requirements under Federal regulation. .The next series of handouts are generally designed and are NOT required forms!!! They are designed to help you understand your role and prepare for a Team meeting. Use them if you like but remember, they are NOT mandated forms! As we go through these forms you will see that the roles are not always distinct and that individuals may need to bring similar types of information to the IEP meeting.

17 General Education Teacher (as a Member of the IEP Team)
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. Handout is in packet. We know districts will require teachers to complete and submit a written report in advance of the meeting. But You might want to bring in your own notes on these issues - especially if you turn in a form and don’t keep or receive a copy of it previous to the meeting. The message here is to be prepared maximize your contribution as a Team member and help develop a better student program, a program that leads to better student outcomes.

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 You will also find this tool in your packet. Give participants an opportunity to read through the form. Here is a similarly designed set of tools for special education teachers - based on role responsibilities as defined by Federal regulation. The first tool is to prompt thinking about important Team decisions.

19 Special Education Teacher
Participation in the IEP Meeting Second form in the set for special educators. Handout in packet - look for same title but two column format which allows a teacher to jot down some thoughts before entering the IEP Meeting. Again - be prepared to make the best use of the Team meeting time be prepared to make the most useful contribution to the Team meeting Have your input ready on these items. As stated previously, none of these forms are mandated forms.

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 Next two slides are tools for the related service provider which you will find in your packet. Remind participants about the change in Massachusetts definition of special education to include related services necessary to access the general curriculum (full definition at 28.02(21) Special education shall mean specially designed instruction to meet the unique needs of the eligible student or related services necessary to access the general curriculum and shall include the programs and services set forth in state and federal special education law.) Refer individuals to Administrative Advisory SPED : Changes to Massachusetts Special Education Law (9/1/00) for further information on this change.- ACCESS OFF WEB PAGE - web address is on the final slide.

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. Handout in packet - look for same title but two column format which allows a teacher to jot down some thoughts before entering the IEP Meeting. Emphasis within 2(b): “maximizing extent to which student is educated with nondisabled students.” Special note for the related service provider: Related services should be an integral part of the whole education program - not a stand alone service. Related services should either ensure access to the general curriculum (state definition for special education) or be integral to benefiting from specially designed instruction (federal definition for related service).

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) We have emphasized the role of some key Team members; however, let’s not forget Federal regulation require other Team members as well. Please pay close attention to the following information: When OSEP monitored activities within Massachusetts, they found repeated instances where individuals who were able to commit school district resources were not in attendance at Team meetings. Therefore, IEPs developed by Teams were inappropriately sent to a higher authority for approval - in other words, a second level of review that is in non-compliance with Federal regulation was put into place. This type of practice must be stopped immediately. These roles can be filled by one or more individuals.

23 Team members can wear more than one hat!
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. Here are some additional team members that will be needed at meetings. The first bullet tells you about the transition requirement that kicks in any time an IEP meeting will consider transition services. The second bullet tells you about a condition that kicks in any time placement will be discussed. Most of the time, the Team will determine placement immediately following IEP development and at the same Team meeting. However, within Massachusetts, the state regulation gives some latitude in holding a separate placement meeting under the following circumstances: “. . . if the needs of the student and the services identified by the Team are complex and the Team is considering an initial placement out-of-district or a different setting for a student who has been served in an out-of-district program, the school district may schedule a separate Team meeting to determine placement.” (quote taken from 603 CMR 28.06(2)(e). The good news here is that Team members may serve in more than one role within a single Team meeting but each and every required role must be covered. Team members can wear more than one hat!

24 On to the IEP. . . IEP development relies on the judgement of
Team members. The next 3 slides state concepts that were 1st introduced within the following: the video - An Introduction to the Individualized Education Program (IEP) - produced in March COPIES WERE DISTRIBUTED LAST SPRING THROUGHOUT THE STATE TO SCHOOL DISTRICTS, COLLABORATIVES, APPROVED PRIVATE SCHOOLS, AND OTHER AGENCIES. the booklet - IEP Process Guide - first produced in April 2000, subsequently revised in June 2000 and planned to be updated and re-released later this year. If you are not familiar with these materials, we would suggest a thorough review of them. 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 We consider these practices to be central to the likelihood of improved student outcomes.

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. The Team decides what gets included within the IEP but the Team must remember to write in generally understandable language - it’s a regulatory requirement. 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 You will find a copy of the IEP Checklist and the IEP within your handouts. Please pull them out so you may refer to them during this next section of the presentation. The IEP Checklist is a page by page reference tool for the IEP that lists the items you must consider within each IEP section and their regulatory citations. This tool helps Team members become acquainted with the new process and form. The IEP form is also a tool - a communication tool that is based on the required IEP process. The IEP process is important to understand on its own, the form was designed to assist the Team to express their decisions -- the form is not meant to dictate specific directions for any individual student. The form follows the process and not the reverse. Read each section completely when filling out the IEP -- the questions included in each section are designed to assist you in fully understanding information that should be included. Each section must be considered by each team.

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 After each IEP page we will be looking at sample statements or page reminders that will assist in future IEP development. All examples reflect a reasonable response as long as the information reflects Team decisions in generally understandable language. Sample statements show a variety of writing styles: sentences - statements and questions phrases use of numbering and lettering.

29 IEP 1 Parent and/or Student Concerns
Student Strengths and Key Evaluation Results Summary Vision Statement Samples are provided for each of these sections on IEP 1. Again, remember that all Teams must consider all IEP sections within a Team meeting.

30 Parents and/or Student Concerns
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? As you are well aware by this point in this presentation, parent participation is essential during IEP development. This section of the IEP should ALWAYS have recorded information and should never say something like: non-applicable or parent was not in attendance. Make sure the information that you record answers the question listed on the IEP - What concern(s) does the parent/student want to see addressed in this IEP to enhance the student’s education? Think well beyond just attendance at a meeting even though attendance is the ideal. Remember to plan meetings at a mutually convenient time and place. 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 Parents and/or Student Concerns
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 Student’s Strengths and
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. As a Team, you may decide that you need to say more in this area than you see in these sample statements - that’s fine - we would encourage recording complete information. This is the first of four places in the IEP that evaluation data gets reflected. The evaluation information here is broader in nature. More specific evaluation information is asked for on IEP 2, IEP 3 and IEP 4. I will point out those places as we move along. Remember our samples model style and language, not necessarily length and detail that the Team might choose to include within the IEP. The important factor to consider is whether your Team’s response hits upon all the aspects required by regulation - this is where the guiding questions and checklist can be of help to you. 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 Student’s Strengths and
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 1:
The Team would like to see Elena enter an integrated kindergarten program when she reaches age 5. 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. The Massachusetts IEP requires a vision statement for every student with a disability who is eligible for special education services. As you know, the Federal regulation requires only a specific type of transition-related statement that expresses student’s preferences and interests at sixteen or sooner if appropriate. The vision statement became a required element for all IEPs based on the belief that the Team, in order to understand what will make the biggest difference in a student’s educational life, must be able to balance a long-range perspective or dream against the immediate concerns for the next IEP period. Knowing the hopes and possibilities for a student makes it easier for the Team to determine if the plans for activities or services for this student can make these possibilities more likely. As you read through these statements, you will see the shift from Team written to student written vision statements, an important shift required by regulation but also important in making the student an integral part of the Team process and in assisting the student in developing self-determination skills. 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 Here we begin to answer the question about how the disability affects education and, in particular, how the disability impacts progress within curriculum areas. This is the second place within the IEP where you include evaluation information. This information is more specific in nature and related to specific areas of the student’s education. Good preparation will be the key to being able to respond to this series of questions in a thorough manner. IEP 3 is similarly designed, except it speaks to other areas of educational need. Each sample for IEP 2 and IEP 3 details one effect of a disability on that student’s education. Therefore, your IEP statements - more than likely - will be longer especially if the student’s needs are complex. Remember - there is no one correct way to write an IEP so this response may not be your next Team’s response - that’s perfectly appropriate. In fact, it’s what should be going on. Each meeting should be different and each IEP should be different - a cookie cutter approach to IEP development leads to disappointing student results and dissatisfied parents.

38 PLEP - A: General Curriculum
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. Some of these examples show how the disability affects performance in all curriculum areas. However, the accommodations and specially designed instruction is different from case to case. All of these differences should be expected and encouraged as that is the essence of the Team process, an individual inquiry process. You may run into students whose educational profiles affect just a single curriculum area. That’s fine because the IEP should only contain information on areas affected by the student’s disability(ies). Just note the one or two areas affected and proceed through the 3 sections of this IEP page. Stay as close as appropriate to what the student’s peer are learning and doing. Remember access to the general curriculum is a required component of every student’s IEP regardless of the nature or type of disability. WRITTEN LANGUAGE SKILLS- AFFECT ALL AREAS.

39 PLEP - A: General Curriculum
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) Note that the Team recommended that Jorge have some accommodations and specially designed instruction but only made that recommendation in one area- performance criteria. This is perfectly appropriate, as specially designed instruction should only be recommended in needed areas. Also remember as you will see in the next example, the IEP only needs to reflect areas impacted by the student’s disability.

40 PLEP - A: General Curriculum
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. Tony’s disability only affects one area- MATHEMATICS.

41 PLEP - A: General Curriculum
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. The Team recommended for him accommodations as well as specially designed instruction in methodology/delivery of instruction and performance criteria.

42 PLEP - A: General Curriculum
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. Here you see a different type of disability and its effect on a student’s education and a different style. This student has a communication disorder that effects all areas.

43 PLEP - A: General Curriculum
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 Think about some suggestions that you might make for accommodations and specially designed instruction - I am sure that you can think of other excellent suggestions that are not reflected here.

44 PLEP - A: General Curriculum
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.) Note that Dan’s disability effects his in-school behavior and in particular his progress in the general curriculum. Hence IEP 2.

45 PLEP - A: General Curriculum
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: þ Content: Don’t assume mastery of easier content/concepts – pretest knowledge and understanding þ 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 þ 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 Here we are at IEP 3. The top of this page contains the following: areas included in the Federal definition of special education areas required in Federal regulation to be considered by Teams areas required in Federal regulation to be included in an IEP. However, this list is NOT EXHAUSTIVE. The needs of the student dictate all the necessary components of that student’s IEP. Again, it’s important to be familiar with these regulatory requirements. If you are not, pull out your checklist, your regulations and read - or ask for technical assistance from others within your agency. DOE has been asked many times whether this page may be eliminated from a particular student’s IEP because it doesn’t apply. No - is the only and emphatic answer to that question. All IEP sections need to be considered by all Teams. No section should be skipped. If the IEP Team determines that no information is needed in a section, they should indicate such on the IEP. However, do not use the term, “non-applicable” - rather, for Other Educational Needs if the Team determines that the student does not have other educational needs affected by the disability(ies) this section should indicate something like “No affect on progress in this area.”

47 PLEP - B. Other Educational Needs
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. Our last example was Dan- with an emotional disability that impacted his access to the general curriculum. Here we have Carl. He has a disability that would have been addressed on IEP 2. Additionally he has a behavior problem that interferes with his learning and/or the learning of others. His behavior affects extracurricular areas and therefore is addressed on IEP 3. On the top of page three there is a reminder to consider behavior which is meant to trigger thinking about behavior, positive intervention… on both pages. IT’S A REQUIRED ELEMENT OF IEP DEVELOPMENT.

48 PLEP - B. Other Educational Needs
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: Suggestions under specially designed instruction on IEP 3 would constitute the elements of a behavioral intervention plan.

49 PLEP - B. Other Educational Needs
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. Another example of the impact of a disability on a student’s total educational experience.

50 PLEP - B. Other Educational Needs
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 There is no need to repeat information previously written within an IEP. You will see under Accommodation(s) that “same as previous IEP page” is written.

51 IEP 4 Goal # Specific Goal Focus Current Performance Level
Benchmarks/Objectives On IEP 4, Team members must now focus on what they want the student to accomplish over the next IEP period. The Team, at this point in IEP development, should not lose focus and become too comprehensive in nature. Remember - decide what will make the biggest difference in the education of the student. IEP 4 is , also, the fourth and last place in the IEP for the Team to reflect evaluation data. The information recorded here is the most specific in nature. This IEP should be written with a connection between the current performance statement and the goal statement. These two statement should, in fact, contain parallel information. The current performance statement is what the student already knows and serves as the starting point for the indicated IEP period. It might also include any known stumbling blocks that are preventing the student from making progress. The annual goal statement is the end point for the IEP period. Each annual goal statement must also be written in measurable terms to assist the Team in making a good faith effort in assisting the student in achieving his/her IEP goals and objectives/benchmarks.

52 Current Performance Levels Measurable Annual Goals
EXAMPLES OF: Current Performance Levels Measurable Annual Goals IEP 4 Goal #: 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. Parallel: Note Joe moves from “fewer than half” to “90% or better”. “Late” to “On time” parallel. Stumbling block: lack of organizational skills Measurable: All required work, 90% or better Writing current performance statements, goals, objectives/benchmarks continue to be the most challenging area of IEP development for Teams. As you look at the professional literature on this area, you will find many and conflicting pieces of advice. The Team members must ensure that they report on progress toward the measurable goal within each progress reporting cycle. Each progress report must answer the following two questions: 1. What is the student’s progress toward the annual goal? 2. Is the progress sufficient to enable the student to achieve the annual goal by the end of the IEP period?

53 Current Performance Levels Measurable Annual Goals
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 Parallel: “interrupts work” to “raises her hand”. Stumbling block: need for teacher assistance. Measurable: random sample with consistency during quiet time. Here’s another point to consider - how many goals should a well-written IEP contain? DOE says that most IEP should have approximately direction-setting goals. However, as you know, the Team - under Federal regulation - has the final decision making authority over the number and types of goals that will be included in the IEP. Let the needs of the student and the decisions of the Team dictate how many goals are included in the IEP.

54 Current Performance Levels Measurable Annual Goals
EXAMPLES OF: Current Performance Levels Measurable Annual Goals IEP 4 Goal #: 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. Parallel: Develop vocabulary from 18 words to 26 words. Measurable: Demonstrate correct usage of the 26 words when test. NOTE: Benchmarks are used in this example. Federal Regulations for IDEA - Appendix A says - objectives - “generally break the skills described in the annual goal down into discrete components” benchmarks - “establish expected performance levels that allow for regular checks of progress that coincide with” progress reporting cycles The Team may use one or both depending of the nature of the goal and needs of the student. This goal might be shared by a series of providers as many goals should be. Teams should not necessarily write a goal for each service provider. If time allows, ask participants to think of examples when service providers could work together to assist a student in reaching an annual goal.

55 Current Performance Levels Measurable Annual Goals
EXAMPLES OF: Current Performance Levels Measurable Annual Goals IEP 4 Goal #: 2 Specific 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. Parallel: Requires prompting and cues to take the correct local bus. Moving to independence on local bus. Measurable: Independently from stop nearest school to mall.

56 Current Performance Levels Measurable Annual Goals
EXAMPLES OF: Current Performance Levels Measurable Annual Goals IEP 4 Goal #: 1 Specific 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 Parallels: subject/verb/object” to complex sentences “little or no detail” to “three supporting details and at least six adjectives or adverbs” “Beginning and end” to :beginning, middle and end” “teacher assistance for editing” to “corrected without teacher assistance” Stumbling blocks: need of further instruction and knowledge of self-monitoring tools. Measurable: One page composition on a subject of his choice demonstrating above. If time allows within presentation for some writing practice, ask participants to bring samples of currently written current performance statements and goals to the session. Work with participants to create some additional examples of current performance statements and annual goals that parallel one another.

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) Services should be provided to the student and on behalf of the student (i.e. - parents and teachers). Doesn’t need to reflect every moment of every day unless every moment of every day the student is, in fact, receiving special education services. No IEP should reflect “monitor only” services - this practice is against special education regulation as all IEPs need, as a minimum, either specially designed instruction or related services to access the general curriculum. Here is one suggestion for using this page creatively - If the Team is recommending extended year services - use 2 copies of IEP 5 - one written to reflect the school year services and one written to reflect the extended year services - Remember our goal - CLEAR communication.

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. Rationale for 3rd and 4th statements: Must provide parent sufficient information so that they may make an informed decision. 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. Back on slide 20, we talked about this recent change in the State’s definition of Special Education. This example will show you how this change might play itself out during IEP development. Remember we are, in fact, concentrating on IEP development. And our goal in providing this example is to better prepare you to write such an IEP. Therefore, we will defer all discussions on eligibility with the following recommendations: ask for assistance from an appropriate agency representative on eligibility determination read the following DOE publication: Is Special Education The Right Service? A Technical Assistance Guide

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. This example should not suggest that all students who have diabetes are eligible for special education. Kathy is eligible because of the combined factors discussed on the previous slide and, in particular, because of her inability to self-monitor her own medical needs.

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: NOTE: There is NO specially designed instruction; however, in these cases you should note the need for related services only at the bottom of IEP 2. 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 #: 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. In this case, the Team recommended two goals to assist this student improving her self-monitoring skills. Both are written with the eventual goal of independence in mind.

63 Related Services Only Current Performance/Annual Goal IEP 4
Goal #: 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. 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 Related Service Example
Delivery of Service IEP 5 Grid A: Consultation (Indirect Service) Focus on Goal #: Type of Service: Teacher Consultation Type of Personnel: Nurse Frequency/Duration: One 30-minute meeting at the beginning of year Start Date: /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. To help you better understand this concept, we gave you an example of how this would translate into services on IEP 5.

65 Related Service Example
IEP 5 (continued) Grid C: Special Education & Related Services in Other Settings (Direct Service) Focus on Goal #: and 2 Type of Service: School Health Services Type of Personnel: Nurse Frequency & Duration: 40 minutes daily Start Date: /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. This service is being provided in the nurse’s office. In other words, outside the general education environment; therefore, Grid C. This service addresses goal 1 and 2.

66 IEP 6 Nonparticipation Justification Schedule Modification
Transportation Services Section 1 and 2 of IEP 6 helps the Team review their previous decisions and helps the Team ensure that their decisions are in keeping with Federal regulation. Have they considered the provision of supplemental aids and services for a student in the general education environment? IDEA’s strong preference! Have they considered the need for an extended school year services? A requirement that the Team must consider for any student regardless of nature and severity of disability. Section 3 focuses on the transportation needs of the student and the relationship between the student’s disability(ies) and the need for transportation. Remember that the question asked in regard to transportation is different from the previous IEP’s question. In the new IEP the Team must make a transportation recommendation based on the impact of the student’s disability and not placement.

67 Nonparticipation Justification
EXAMPLES OF: Nonparticipation Justification IEP 6 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 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. IDEA’97 assumes the 1st placement option considered by the Team is the general education classroom. If not, the Team must explain why it is in the student’s best interest (not the school’s) to be removed. Remember that the Team has not considered placement yet but rather is looking at the services previous entered on IEP 5 - Grid C. 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 Nonparticipation Justification
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 Schedule Modification
EXAMPLES OF: Schedule Modification IEP 6 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. Shorter day/year = medical concern - most of the time If not, be quite cautious in its use - cannot limit a student’s access and progress in the general curriculum. Look for the reference in your packet from the Northeast Regional Resource Center that discusses Extended Year Services. The information provided will assist you in making this Team decision. 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.

70 Schedule Modification
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 Schedule Modification
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 Transportation Services
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”. As on IEP 2 and IEP 3, we are asking how does the disability impact transportation. Placement is not known at this time - so your discussion does not reflect a need for transportation due to a placement decision but only reflects the need for transportation based on disability impact.

73 Transportation Services
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 Transportation Services
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. State models are now available. Two reference documents are available on this topic: 1. Memorandum from OSEP - web site is on last slide To: State Directors of Special Education From: Judy Heumann and Ken Warlick Subject: Questions and Answers about Provisions in the IDEA Act Amendments of 1997 Related to Students with Disabilities and State and District-wide Assessments 2. DOE Document - on MCAS page of DOE web site - listed on the last slide Requirements for the Participation of Students with Disabilities in MCAS (Spring 2001 Update)

76 State or District-Wide Assessment
THINGS TO REMEMBER: State or District-Wide Assessment IEP 7 NEW NEW NEW 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. The most important idea to remember about test accommodations is as follows: READ LAST STATEMENT ON SLIDE. Test accommodations, if recommended, should mirror instructional and assessment adaptations currently in use for the student.

77 IEP 8 Additional Information including required transition planning elements School Assurance Parent Options/Responses Transition information - as required by Federal and state regulation. Other information - for example, perhaps the Team’s decision to reconvene after the 1st set of progress reports are available for review - Ask the participants to give other examples. Signature for school district - LEA Representative - school district choose who will sign.

78 Additional Information
THINGS TO REMEMBER: Additional Information IEP 8 Transition 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. Transition planning has been found a consistent area of non-compliance by OSEP and PQA. You may want to reference the following document on the NICHCY web site (listed on last slide) for more information: Transition Planning: A Team Effort

79 Develop the IEP at the Team Meeting!
REMEMBER IEP is a communication tool. Ask yourself two questions Does the IEP clearly reflect the intention of the Team? Could a stranger read and understand this IEP? (The Stranger Test) Discuss appropriate use of a draft document. Discuss immediately available - Quote from IEP Process Guide - page 23: “If a full, neat copy is unavailable at the end of the meeting, we recommend that parents receive the sections related to goals and objectives, and services, even if such information is provided in rough draft form. Make the IEP Immediately Available!

80 PITFALLS TO AVOID!!! It’s important to know State and Federal
I should have known! The next 5 slides give pitfalls that Team members should avoid. The examples represent issues that are frequently misunderstood. (Break for the following activity.) Directions for activity: Present the participants with each situation, and give them an opportunity to discuss the problem in small groups. You then supply the ‘official’ response. There are handouts that accompany this activity- both with empty response boxes and completed response boxes. If you are in “Power Point” then a click of any key will individually fade in each DO NOT SAY and then the Response. If you are using slides from the power point presentation, then you will need to cover the response. If time allows, ask for other examples from participants. It’s important to know State and Federal Laws and Regulations that govern Team Composition and IEP Development.

81 10 Things NOT to Say in an IEP Meeting
and why not... 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. 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. “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. 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.

82 10 Things NOT to Say in an IEP Meeting
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) 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. 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, I don’t recommend that Kim attend the IEP meeting. She’s only twelve years old.

83 10 Things NOT to Say in an IEP 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: 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. 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 10 Things NOT to Say in an IEP Meeting
and why not... 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. “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.

85 10 Things NOT to Say in an IEP Meeting
and why not... 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: 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. 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
Special education regulation requires that special education programs, services and administrative areas are regularly evaluated; that districts develop methods for determining the effectiveness of programs in assisting students with disabilities to achieve the goals set forth in their IEPs; that the district uses information it gathers from annual IEP reviews to measure the effectiveness of special education programs and identifies areas needing improvement; and that, as part of the evaluation procedures, the district measures the success of programs based on students’ local and statewide assessment results, drop out rates and graduation rates for special education students. Therefore, ongoing self-assessment of Team practices makes sense. Coordinated Program Review (every 6 years with a mid-cycle review) - consider using their school district information package as a tool. Also, we have included in your packet two examples of informal assessments that you might want to use or adapt for use. Formal Assessment (through outside evaluator/consultant) Coordinated Program Review Informal Assessments

87 Effective Team Collaboration
Evaluation Tool Improvement Needed Not Practiced Practiced Best Practices Team Improvement related to Assessment Strategies Collaboration I. Before the IEP Meeting II. During IEP III. After the IEP This slide is a scaled down version of the handout in your packet. Take a look at the copy in your packet before we move on. The title on the handout matches the title of the slide. Again, use it as is, adapt it or create your own unique method for getting feedback.

88 Improving IEP Meetings-
A Parent Survey 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! Evaluation Tool How can we do better? Please comment. The slide, also, is a scaled down version of the handout you have. Therefore, take a look at the one in your packet to see it in its entirety. The title on the handout matches the title of the slide. Strongly Agree Strongly Disagree Disagree Agree Communications- When the school invited you to the IEP meeting for your child… The IEP Meeting- As a participant in the IEP Meeting… How might we improve our communication? How might we improve our IEP meetings?

89 Quick Recap Road to Addressing Unique Student Needs Through Successful Team Meetings Continuous Improvement As we recap the presentation goal and objectives, we would just remind you to use the various strategies presented today to address unique student needs and to use IEP process and form as a tool for improving student outcomes. IEP Development Collaborative Role Clarity in Team Meetings Effective School Practices

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 Here is a list of some resources we used in developing this presentation. On the next slide, you will find the links for these organizations so that you may obtain copies for yourself.

91 Links Massachusetts Department of Education: www.doe.mass.edu
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):


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