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IEPs and Charter Schools New Administrators meeting September 26, 2013.

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Presentation on theme: "IEPs and Charter Schools New Administrators meeting September 26, 2013."— Presentation transcript:

1 IEPs and Charter Schools New Administrators meeting September 26, 2013

2 Objectives  Review of key concepts of Individualized Education Plans (IEPs) and how they apply to charter schools. 2

3 3 Massachusetts Charter School Performance Criteria Faithfulness to Charter Mission and Key Design Elements: The school is faithful to its mission, implements the key design elements outlined in its charter, and substantially meets its accountability plan goals. Access and Equity: The school ensures program access and equity for all students eligible to attend the school. Compliance: The school compiles a record of compliance with the terms of its charter and applicable state and federal laws and regulations. Dissemination: The school provides innovative models for replication and best practices to other public schools in the district where the charter school is located. Academic Program Success Student Performance: The school consistently meets state student performance standards for academic growth, proficiency, and college and career readiness. Program Delivery: The school delivers an academic program that provides improved academic outcomes and educational success for all students. Culture and Family Engagement: The school supports students’ social and emotional health in a safe and respectful learning environment that engages families. Organizational Viability Capacity: The school sustains a well-functioning organizational structure, and clearly delineates roles for staff, administration, and board members. Governance: The board of trustees acts as public agents authorized by the state and provides competent stewardship and oversight of the school while maintaining policies, establishing and monitoring progress toward performance goals, and implementing governance systems to ensure the success and sustainability of the school. Finance: The school maintains a sound and stable financial condition and operates in a financially sound and publicly accountable manner.

4 Review of Do Now: True or False? 1.A good IEP is prepared well in advance of the IEP meeting with specific, well documented goals. 2.IEP teams need to consider the impacts of the Bullying and Intervention law if the student's disability (a) is on the autism spectrum, or (b) affects social skills development, or (c) makes the student vulnerable to bullying, harassment, or teasing. 4

5 Review of Do Now continued 3.Someone who can commit the school’s resources, like a school administrator, is part of the IEP team. 4.To be efficient, the school should develop a series of IEPs that can be matched to each student. 5. An unlicensed special education teacher can teach special education students without direct supervision. 6.If an IEP team decides transportation is required for a student, then it is necessary for the specifics to be explained on the IEP. 7.Transition planning is necessary for students ages 14 and older. 8.Placement pages are used for data collection. 5

6 So the bottom line…  All state and federal regulations related to IEPs apply to charter schools. 6

7 Answers to a series of questions: Grouped into 8 sections What concerns does the parent and/or student want to see addressed to enhance the student’s education? What are the student’s education strengths, interest areas, personal accomplishments? What is the student’s type of disability? What is the vision for this student? How does the disability (ies) affect the progress in the curriculum areas? What type(s) of accommodation, if any, is necessary for the student to make effective progress? What type(s) of specially designed instruction, if any, is necessary for the student to make effective progress? What challenging, yet attainable, goal can we expect the student to meet by the end of this IEP period? What are the total service delivery needs of this student? Is the student removed from the general education classroom at any time? How will the student’s schedule be modified? Does the student require transportation as a result of the disability (ies)? What accommodations does the student need for state or district wide assessments? 7

8 IEP 1 IEP 2 IEP 3 IEP 4 IEP 5 IEP 6 IEP 7 Description of the student Present Levels of Educational Performance A: General Curriculum Present Levels of Educational Performance B: Other Educational Needs Goal(s) for the year Service Grid Special considerations (transportation, school year/day) Accommodations for system and state testing IEP 8 Additional information and Parent Response 8

9 MA Bullying Prevention and Intervention law and IEPs  The provisions apply if the student's disability (a) is on the autism spectrum, or (b) affects social skills development, or (c) makes the student vulnerable to bullying, harassment, or teasing.  The IEP Team must consider how the student's disability affects his/her learning the skills and proficiencies needed to avoid and respond to bullying, harassment, or teasing. 9

10 MA Bullying Prevention and Intervention law and IEPs  As appropriate, the Team should include in the IEP needed accommodations, goals and objectives, and related services to allow the student access to the general education curriculum.  IEP Teams should consider:  ways that the age-appropriate instruction on bullying prevention and intervention incorporated into the school's general curriculum  whether modifications or services are needed for students with all types and severities of disabilities to be involved and progress.  The district must ensure that the IEP Team includes a member of the school's staff who is knowledgeable of the school's bullying prevention and intervention protocols, when related issues are discussed at a Team meeting. 10

11 IEP 2 and 3: Present Levels of Performance (PLEP A and B) 11  Items to consider:  Has the student received specialized instruction on the relevant policies and procedures contained in the school's bullying prevention and intervention plan?  Have the necessary modifications been made for the student to be able to report bullying in a way that is consistent with his/her communication skills?  Has a safety plan been developed for the student, if needed?  Are the student's non-academic strengths (music, art, sports, etc.) being used as ways to bolster the student's self-esteem and social skills?  Have all of the student's needs for modifications and accommodations to access the general education bullying prevention and intervention curriculum been addressed?

12 IEP 5: Service Delivery Grid  3 grids specifying location of service delivery  A: Consultation (Indirect services to school personnel and/or parents)  B: Special Education and Related Services in the General Education Classroom (Direct Services)  C. Special Education and Related Services in Other Settings (Direct Services) 12

13 Staff Qualifications  Any staff implementing specialized instruction included in an Individual Education Plan (IEP) must meet the qualifications for service delivery provider established by the Department pursuant to IDEA § 34 CFR (a)  The appropriate qualifications for a Commonwealth charter school staff to independently deliver specialized instruction are:  Hold a valid (in or out-of-state) license or its equivalent as a special education teacher for the appropriate grades and severity level and/or  Have successfully completed an undergraduate or graduate degree in an approved special education program 13

14 IEP 5: Service Delivery Grid  Specialized instruction provided by personnel who do not meet the qualifications must be delivered in consultation with a qualified individual who provides supervision and oversight of the delivery of the specialized instruction.  This needs to be reflected in students GRID A on IEP (consult). 14

15 IEP 5: Service Delivery Grid 15 Sample Grid A:

16 IEP 6: Extended School Year (ESY)  At least once annually the child's Team must consider the need for an extended school year program and record its determination on page 6 of the IEP.  ESY programs are not "summer school"; therefore, school districts cannot categorically refuse to consider ESY programs because districts do not offer "summer school" to all children.  ESY programs may include special education and/or related services and must be specified on the IEP.  Since ESY services are proposed in order to avoid substantial regression, the portion of the child's IEP for ESY services may differ somewhat from the portion of the IEP that governs the provision of services for the regular school year.  Such differences may be separately described on an additional IEP service delivery grid that specifically outlines the proposed extended school year services and their duration and frequency. 16

17 IEP 6: Transportation  If the team decides that a student requires transportation due to their disability, check the appropriate box and provide a justification  Yes Special transportation will be provided in the following manner:  on a regular transportation vehicle with the following modifications and/or specialized equipment and precautions:  on a special transportation vehicle with the following modifications and/or specialized equipment and precautions: 17

18 Placement-- PL1 & PL2: 3-5 year olds  PL1: 3-5 year olds: Placement consent page  This form is to identify and document parent's consent to placement for children who are 3-5 years old and receiving special education services.  PL2: 3-5 year olds: Educational Environment/Placement  This two-page form is for school record keeping only.  It provides a flow chart and excel spreadsheet for schools or districts to assist in determining the appropriate DOE032 code for educational environment for 3-5 year olds. 18

19 Placement— PL1 and PL2: 6-21 year olds  PL1: 6-21 year olds: Placement Consent Form  This form is documentation of consent to placement for students 6-21 years old and receiving special education services.  Parents of the student, or the student if they are 18 years or older, as appropriate, identify and document consent to the student's placement.  PL2: 6-21 year olds: Educational Environment/Placement  This form is for school record keeping only.  It provides case studies to assist schools or districts in determining the appropriate DOE034 codes for educational environments for 6-21 year olds. 19

20 Placement— PL3: 3-21 year olds  Primary Disability / Level of Need  This form is for school record keeping only.  It is used to document the student's primary disability (DOE036) and level of need (DOE038).  This form is to be used for students 3-21 years old. 20

21 Transition Planning  Occurs for all students age 14 and older who are on an IEP.  The TPF (28M/9) is a mandated form that is maintained with the IEP.  This form has been developed for transition planning that occurs at the time of the annual development of the IEP. 21

22 Transition Planning  The two-page TPF (28M/9) guides and documents the transition planning discussion. Page one features two sections:  The post-secondary vision, which should correspond with the vision statement on IEP 1; and  Disability related needs. The disability related needs section documents skills that require IEP goals and/or related services.  Page two of the TPF (28M/9) is the action plan for the student:  It outlines how the student can develop self-determination skills, and  Be prepared both academically and functionally to transition to post- school activities in order to achieve his/her post-secondary vision.  The role and actions of school personnel (in general education and special education), family members, adult service providers and others in the community should be documented in this section. 22


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