Requests from the ESE Office Anyone interested in providing AES (after hours), let Carol Lambert know. Please complete the ACTION form. They will be sent back. If the student is receiving related services, please wait until the birthday to mark the IEP complete – It’s about Medicaid billing. 4
Progress Reports and COSF Make sure you complete and send to parents progress reports for each and every student on your caseload – Transfer students with out-of-district IEP documents will need a progress report developed by hand (You must send a copy to Betsey.) For ALL students under 6 – enter COSF data – Do exit data for any student who turned 6 or left the district – The exit date must be on or before 6 th Bday 5
ACTION Form Training (Guess the 2 topics!) EFA Box (p.1) – EFA Funding? – Resource for ELA or Math PWN sent? (p. 3) – Enter date that the PWN was provided or sent to parent NEW? 5 school days – Must be in the ESE office – 45-day count highlighted issue – Putting it in the Pony on Day 5 won’t work. 6
Upcoming Reminders Yesterday was the 45 th day – 45 Day Count – Not getting the Action forms in within 5 days and that ‘s causing problems – Susan – What observations? Dec. 1 count is next (for yearly federal funds – Facing 20% cut – Kids who leave the district must be coded or our records pick up duplicates from around the state 7
Upcoming Reminders ESY Eligibility forms reminder will be coming – ALL students on your caseload unless the student has not been with you for 9 weeks Out-of-district Transfers New placements IEP corrections from April 2011 on-site audit – You will be contacted and told what corrective actions to take 8
Report Cards – Standard Based IDEA assures all students with disabilities access to the general curriculum Up to 2% can participate in SC Alt – Separate standards – Don’t need a Standards-based report card All other students will be taking PASS – should be exposed to grade level state standards – Should receive a standards-based report card with honest assessment of student ability – May need curricular modifications NOT modified curriculum
Report Cards – Standard Based Your IEP goals must address student needs because that is where you will show growth. – You MUST develop goals based on defined and documented needs (present levels) – You MUST develop measurable goals so you can see (or not see) growth – You MUST have documentation/data to indicate student progress and achievement – You MUST send out Progress Reports every nine weeks We are accountable to what is on the IEP!
Ch. 4 – The Individualized Education Program (IEP) IEP Team Notice of IEP Team Meeting Using an IFSP Instead of an IEP When IEP/IFSP Must Be In Effect Development of the IEP Meeting to Review and Revise the IEP Transfer within State or from Out-of-State Implementing the IEP 11
IEP Team A group of people, knowledgeable about the child, who come together to develop, review, or revise a student’s IEP. All members of the team or equal partners. IEP team must work toward consensus – LEA is ultimately responsible 12
IEP Team Membership Student – A must for students 13 and over Parents SpEd teacher GenEd teacher – At least one (middle and high school) LEA 13
IEP Team Membership – There Are Others Someone to interpret evaluation or assessment results – Psychologist, speech therapist, SpEd teacher Others with knowledge or special expertise Other team members Agency representatives 14
IEP Team Attendance and Excusals We don’t do this – the process and the paperwork required to excuse is more difficult than finding coverage or rescheduling 15
Notice of IEP Meeting Mutually agreed upon time and place You must provide notice of each IEP meeting Document AT LEAST 2 attempts using different methods of contact 16
Development of the IEP Section VIII of the IEP – IEP Team Considerations – IF THE BOX IS NOT CHECKED, IT WAS NOT DISCUSSED! – CHECK THE BOXES!!!!!! Strengths of the student Concerns of the parents Results of the most recent eval/reeval 17
Development of the IEP Academic, Developmental, and Functional Needs of the Child – Behavioral concerns – Limited English proficiency – Braille – Communication Needs – Assistive Technology – Extended School Year (ESY) 18
Content of the IEP – Today’s Topic Present Level of Academic Achievement and Functional Performance – Academic and Functional Strengths and Needs (Global Statements) Ends with a statement of how the student’s disability affects the student’s involvement and progress in the general curriculum – Present Levels of Academic Achievement and Functional Performance must contain: Summary of current academic and functional performance Baseline data 19
When Writing Present Levels… In areas of concern, what is the child’s present level of performance in relationship to the gen. curriculum or post-secondary goals? Are there functional areas of concern not reflected in the general curriculum? – RHSD3 Functional Performance Checklist What is the match between the child’s skills and the instructional environment? What are the child’s strengths? 20
Foundation for the IEP ALL other items and services listed in the IEP must link to this section Descriptions here will support ALL remaining sections of the IEP It’s what the State Dept. compliance monitors will read in it’s entirety and match to every other section in the IEP!
GLOBAL STATEMENT: The Big Picture… What the student “looks like” – Something a Mom could read and understand Describe in terms of the educational environment – Use measures that everyone takes – Compare the student to nondisabled peers (gently) to get the idea (NOT JUST SCORES) Include how the student’s disability affects involvement in the general curriculum
Academic and Functional Strengths and Needs Demographic description Past and current services or setting Broad Academic Assessments (non diagnostic) – MAP scores – PASS / SC-ALT scores – HSAP – Grades Learning styles Instructional Preferences Positive parental support Likes and dislikes Motivators and reinforcers Attendance Health Classroom behavior Discipline reports or referrals
Do you have a FORMULA? Name of student Grade/age Setting Broad academics Broad functional Other Closing statement of comparison and need (LRE)
Global Statement Rubric Is it a narrative? It is written with complete sentences? Does it avoid jargon? Can it be made more clear and concise? Could a parent understand it? Does it include strengths and weaknesses? Does it include both academic and functional strengths and weaknesses? How does it compare this student to his/her peers? Is there a statement that describes how the needs or weaknesses affect involvement and progress in the general curriculum? Does it give a complete, comprehensive overview of the student?
Now, Let’s Think About Filling Out the Form –again! Present Levels of Academic Achievement and Functional Performance – These are the specific areas of need, described in detail and data – multiple measures of data! – This your baseline data for the year!
PRESENT LEVELS (PLAAFPs) The Details… Areas should be introduced in the Global Statement Narrative should provide individual detail Use measures that are more specific and/or unique Should not compare the student to other students Should look at several subskills of the area Should provide a clear baseline (observable, measurable) Must be multiple measures Should be understood by ALL persons involved (including general educators and parents) Provide specific information that directly supports the need for goals/objectives, accommodations, modifications, supplemental services, special and related services
First, Academic/Preacademic Achievement Relates to core, academic areas Reading Mathematics Written Expression Language Cognitive This is where you get REALLY specific!
So, What Do I Put Here? Don’t repeat (verbatim) what’s in the Global Statement Present level areas MUST be mentioned in the Global Statement as a need or weakness Don’t write a present level for an area seen as a strength Use subtest scores and descriptors
So, What Do I Put Here? Use measures that provide data and you can monitor the progress – YOU WANT TO SHOW GROWTH! Use measures that you can repeat next year Use multiple measures to strengthen your documentation of what the student can and cannot do
What Do I Use? Subtest scores (MAP) Criterion-based materials – Brigance assessments – Informal reading inventories – Key Math – Instructional Assessments Progress monitoring data (fluency, rates, comprehension) Checklists, rubrics, task analysis Observation data Error analysis
Functional Performance Anything NOT Core Academics: Organization or Organizational skills Attention skills Social skills Study skills Transition skills Time management Communication skills Community involvement Transition (age 13-21) Behavior skills Daily living skills Hearing Vision Adaptive behavior Gross or Fine motor Health Articulation Fluency Many, many more
Global Statement Present Levels: Academic G oals/objective s S upplemental Services A ccommodatio ns and Modifications R elated Service A ssistive Technology Present Levels: Functional Performance G oals/objective s S upplemental S ervices A ccommodatio ns and M odifications R elated Service A ssistive T echnology BIP
To Finish Up Progress Reports and COSF ACTION Form Training Upcoming Important Case Manager Dates/Activities Standards-based Report Cards Chapter 4 – IEP – Showcasing Present Levels 34
Get To Know Your Neighbor What is the difference between the information in the 2 parts in Section II of the IEP? – Academic and Functional Strengths and Needs, and – Present Levels of Academic Achievement and Functional Performance 35