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Rolling Out the New IEP State Support Team Region 13 Sue Bitsko, Susan Burns, Gretchen Estreicher, Deb McGraw, and Patrick Wong.

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Presentation on theme: "Rolling Out the New IEP State Support Team Region 13 Sue Bitsko, Susan Burns, Gretchen Estreicher, Deb McGraw, and Patrick Wong."— Presentation transcript:

1 Rolling Out the New IEP State Support Team Region 13 Sue Bitsko, Susan Burns, Gretchen Estreicher, Deb McGraw, and Patrick Wong

2 PR-07 IEP IEP Tools Forms Annotated Guide

3 Name populates throughout the pages If 14 yrs. – Transition Pages appear If Ward of State – Surrogate parent field appears Child’s Information

4 Parent Information Can add additional boxes for parents that live at different addresses

5 Meeting Information Initial= Never Identified as SWD Exited as SWD after evaluation Move in from out of state and district evaluates Review Other Than Annual Review: if less than 1 yr.

6 IEP Timelines ETR completion date: Is the date of the meeting -when it was completed and signed Next ETR: No more than 3 years, or when transition to kindergarten IEP start date: First full week of school Effective Dates No more than 364 days

7 Other Information New Field – Document information not anywhere else, or information you want “up front” Document attempts for parent involvement in IEP ESY justification

8 IEP Form Status After you check the box at the bottom of each section – this will populate Nice way to check what still needs to be completed

9 Amendments Can be accomplished in several ways: 1.May agree to convene entire team 2.Agree NOT to convene entire team- need written excusals for those not attending (can have face to face meeting or phone conference, email) Can Document 3 ways: 1.Revise Entire IEP – need to send PWN 2.Make changes in body of IEP (highlight, underline, hand written), summarize changes in amendments part of IEP 3.Make changes on paper and attach (must include all elements )

10 Section 1: Future Planning Based on a discussion with the child and family about the child’s future Younger children – focus is on the education component, Older children- focus is postsecondary education goals and outcomes 14+ there needs to be a specific goal for post high school that is somewhat realistic Can not go to Due Process over this section ?

11 Questions to Consider ?

12 All Items marked “Yes” must be addressed in the IEP If “yes” to visually impaired – will get the Section 15 If “yes” the information should be summarized in Section 3 Profile and strategies and supports will be part of the IEP ? Section 2: Special Instructional Factors

13 Section 3: Profile Information that is NOT connected to a goal Include parents’ concerns, strengths and interests of child, results of state and district wide tests, recent evaluations… Behaviors, LEP, Communication…(Special Instructional Factors) Discuss academic, developmental and functional needs of the child Include needs identified in ETR but not addressed in this IEP and tell why How disability affects progress in general curriculum Do not need to repeat if the information is in other sections

14 Section 4: Postsecondary Transition 14+ Years If you check the box on the front page as being 14+ - you’ll get Section 4 Current courses of study What the student’s postsecondary goal is Proposed course of high school study based on realistic post secondary goals Any related service needs that impede the student to get to their goal

15 Section 4: Postsecondary – 16+ years Course of study Strengths What they need to learn based on their postsecondary goal (education/training, employment, independent living) Assessments: how they will behave at work (attendance, job shadows, time-on-task), interest inventories, vocational evaluations, career surveys…

16 ? Goals must be based on transition assessments Written in 3 rd person “Sally will… upon completion of high school”. District is NOT responsible for ensuring goals are completed after student leaves IEP coverage – but there should be a good faith effort documented by the district

17 Section 5: Postsecondary Services Cont. Can say “no need for goal as there is no need for specially designed instruction outside the regular education curriculum” – based on transition assessments

18 Section 6: Measurable Annual Goals Area = ACS or communication, behavior…. Present levels Academic, functional (hygiene, community based instruction, safety…), post secondary transition Include information about strategies and interventions and their results Use clear and concrete terminology

19 Section 6: Measurable Annual Goal- Cont. Goals should be prioritized Accomplished in 12 months Aligned to Academic Content Standards Must be a direct relationship between the ETR, PLOP and goals Must contain: condition, clearly defined behavior, criteria for mastery

20 Section 6: Measurable Annual Goal- Cont. Objectives (steps towards goal) or Benchmarks (able to do by a specific time) These are your plan for reaching the annual goals and the means of reporting progress Must be a direct relationship between the Goal and the objective/benchmarks Should include condition, clearly defined behavior and performance criteria

21 Section 6: Measurable Annual Goal – Cont. How the progress will be reported and how often Check all the boxes that apply Must be at least concurrent with issuing of report cards and periodic reports for typical students

22 Adapting the content or methodology or delivery of instruction to access the general ed. Curriculum This area shows a synthesis of services- it pulls all the goals together that a person is responsible for Section 7: Specially Designed Services

23 Be specific as to what you are going to do, where, how frequently, etc… If providing multiple services/ environments you must make a new box- so it is clear

24 Section 7: Specially Designed Services – Cont. Accommodations: Providing access to, but NOT altering the amount or complexity Do NOT need to specify frequency or duration of accommodations Modifications: A ltering the content (decreasing amount or complexity)

25 Section 7: Specially Designed Services – Cont. Support for School Personnel: Training, aide, resource materials, equipment, consultation with other professionals… Services to Support Medical Needs: Medical services child needs to receive FAPE

26 Always has been a requirement If child needs transportation to access FAPE If the child can ride the regular yellow bus with no supports – they won’t need transportation as a related service Section 8: Transportation

27 Always has been a requirement Document opportunities to participate in non-academic activities If parent doesn’t want participation, specify “parent and child do not wish to participate” If parent does want participation – you must provide whatever supports the child needs to participate fully If it is in the IEP – it must happen as it is FAPE Section 9: Nonacademic/ Extracurricular

28 If you put “no” it will guide you to go back and consider ESY: The determination must be made even if the parents do not specifically request it ? Section 10: General Factors

29 ESY Consider: – Regression, recoupment, emerging critical skills – If unlikely to maintain skills relevant to IEP goals – Extent mastered a skill at the point when educational programming will be interrupted – Extent to which the skills are crucial to meet the IEP goals of independence – Whether the disability is severe Need reliable sources of information: – Progress on goals in consecutive IEPS – Progress reports before and after interruptions – Reports by parents of negative changes in adaptive behaviors or in other skill areas – Medical or other agency reports – exacerbated during breaks – Observations and opinions by parents, educators, and others – Results of assessments

30 ESY ESY can NOT be based on : – Desire for respite care – Desire for summer recreation – Desire for other services that, while they may provide educational benefit, are not required to ensure FAPE If ESY is provided, the IEP must contain: – Type of ESY services, location, frequency and duration of services – Beginning date and anticipated end date – Which goals/objectives will be addressed

31 Only when the nature and severity of the disability is such that education in the regular ed. environment, even with supplementary services and aids, cannot be achieved satisfactorily. Must justify/give a rationale for why the child needs services outside the regular ed. environment. ? Section 11: Least Restrictive Environment 3/11/09 AG – Pg 27 “ and justify the choice in the field that appears”

32 Tell WHY won’t participate without accommodations Is excused from consequences? If yes list the areas excused Allowable accommodations on ODE website 3/11/09 AG Pg. 28 See Appendix H in Ohio Statewide Testing Program Rule Book; Pg. 29 1 st paragraph district wide or state-wide testing “with accommodations or modified assessment”

33 Mark all types of meetings that were done Required participants have an * If they have an * and don’t attend – they need written excusal (for whole or part) Can change the text in the position field If they don’t attend the ENTIRE meeting they sign in the Not in Attendance area Date = date they provide information or date signed after IEP meeting Section 13: Participants

34 Section 14: Signatures Parent signature is required for Initial IEP and change of placement If the parents don’t consent for initial, or revoke consent – the child exits from special ed. and is no longer entitled to FAPE Document that the student was invited after age 16.

35 Section 14: Signatures – Cont.

36 Services Plan PR-09 Annotated Guide Forms Available at www.edresourcesohio.org

37 Nonpublic Placement If a district places a SWD in a nonpublic school, the child is entitled to FAPE, and must have an IEP written by the district which is implemented by the non public school. If a parent unilaterally places a SWD in a non public school, the child is NOT entitled to FAPE. They would receive a Services Plan for the services the child receive. (Part B funds)

38 Identifying Information Must be in effect at beginning of each school year Amendments: agree to not have a meeting, it is the districts responsibility to collect written excuses (required who won’t attend)

39 #1 Measureable Annual Goals PLOP: – baseline data for developing plan – Include classroom performance, results of assessments (state and district wide tests, ETR) – Statement of native language proficiency – Progress towards current goals Goals: – Direct relationship with PLOP – Include condition, clearly defined behavior and performance criteria

40 #2 Descriptions of Specially Designed Services Only the services that have been agreed to by the district and non public school are recorded in this section If services are provided in a location other than the non public school, transportation may need to be provided

41 #3 Statewide & District Wide Testing If the child will participate in testing with or without accommodations, or as part of the 2% or take the Alternate Assessment

42 #4 Meeting Participants Meeting was: check all that apply Required Participants: – District representative – Regular ed. teacher – Intervention specialist – Parents – Child – Nonpublic school representative – Person knowledgeable about instructional implications

43 #5 Signatures If don’t give consent to initial – child can not be served under IDEA and need PR-01 PR-01 if don’t agree


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