Presentation on theme: "Policy 2419: Regulations for the Education of Students with Exceptionalities."— Presentation transcript:
Policy 2419: Regulations for the Education of Students with Exceptionalities
Presented by Office of Special Programs and Office of Assessment and Accountability Review of policy guidance Standards-based IEPs IEP form Parts I – X Questions
During the presentation, phones will be muted. Questions may be submitted via computer during the session. As time permits, at the end of the presentation, lines will be open for additional questions by phone.
IDEA 2004 interim forms and instructions posted in 2005 Changes to placement options and parent consent for Medicaid required March 30, 2007 Policy 2419 approved – Summer 2007 Revised IEP form posted August 2007 and presented at September 2007 Special Education Administrators Conference
Online IEP forum – October 2007 WVDE begins development of online IEP within WVEIS; expected fall 2008 OSP announced required use of new forms beginning March 15, 2008 IEP instructions revised and posted on OSP Web site January 15, 2008 Webinar and edits to documents February 2008
IEP form February 2008 IEP Instructions February 2008 IEP Webinar Power Point Slides Webinar is being recorded Questions collected for Q and A document
Revision of the 2005 instructions Steps for Connecting to CSOs added to emphasize need for standards- based planning Formatting of instructions has changed but most content remains the same as 2005 instructions
CSOs are standards for everyone. Focus is on student learning. Ongoing assessment for learning within the classroom determines whether students are achieving. This assessment is used to adjust instruction and motivate student learning.
Special education includes core content and access skills needed to reach mastery of CSOs and attain post school outcomes : Communication and literacy Problem-solving and thinking skills Organizational skills Life and career skills Social relationships Physical/mobility management Use of technology including assistive technology
Special education includes: Scaffolding/support in general education to move toward the goal Monitoring (assessing) and adjusting instruction on a daily basis Intensive, targeted, sustained research-based interventions and strategies Individualized, data-based, recursive instruction Co-teaching and collaboration to differentiate instruction
Creating a standards-based IEP requires a change in the IEP planning process. Begin with the end in mind: Review the grade-level CSO performance descriptors for mastery and describe the students present levels in relationship to them. Consider the setting demands of the general education environment and what the student needs to meet the demands. Consider any additional individual academic and functional needs of the student.
Standards-based IEPs dont just parrot the CSOs. They identify key academic annual goals to accelerate progress. They describe the special education needed to move the student from the Present Levels to grade-level mastery and above.
PreschoolExtended Standards For pre-K children, the Policy Early Learning Standards Framework is the curriculum. Schools implement this through Creative Curriculum or other approved curriculum. For students with significant cognitive disabilities, Policy Alternate Academic Achievement Standards provides Extended Academic Content Standards and performance descriptors.
Complete all information Check whether address/phone have changed; if so, notify school WVEIS contact Grade – the grade in which the IEP will be implemented Category of eligibility – District option
Required membership listed in instructions Members in attendance sign the IEP Signature does not indicate agreement, just attendance Document attendance by alternative means (e.g. video conference or telephone)
IDEA 2004 and Policy 2419 require consideration of certain factors for all and additional factors as appropriate for some. Review all considerations; if they apply, include in Present Levels, Goals and Services. Remember to relate these to grade-level expectations (performance descriptors for mastery). IEP Team may choose to do this up front or return to it at the end of the meeting as a final check.
Strengths of the student Concerns of the parent (and student) Most recent evaluations Note need for additional evaluations, if any Academic, developmental and functional needs
Need for assistive technology devices or services, including provisions for home use if warranted Communication needs of the student (see also additional considerations) Revisions needed to address lack of progress - If the student did not make sufficient progress on last years IEP goals, take steps to address this
Gifted – consider acceleration (moving through the content more quickly or moving to a higher grade level or course) and, if courses are taken early, the effects on earning credits for graduation
If behavior impedes learning, consider positive behavior interventions, supports and strategies. This is required for any student with behavior issues addressed in the IEP. Positive goals, supports and services are provided to help the student learn appropriate behaviors (not just negative consequences inappropriate behavior).
Students with limited English proficiency – language needs must be considered and addressed Students with blindness and low vision – IEP team is required to address need for Braille instruction and use Student who is deaf/hard of hearing -IEP team is required to consider language and communication needs
Transition – for students age 16 and older during the period covered by the IEP, complete Part III B, Transition Planning Note: In developing the IEP, refer to the IEP Transition Checklist and instructions at the end of the IEP Instructions document. These requirements are monitored for federal reporting.
Parent or adult student consent is required before releasing individual student information to outside agency representatives, such as providing a copy of the IEP meeting notice. Additional considerations section may be used to get parent consent at the IEP meeting prior to the first transition IEP. If consent is needed between IEP meetings, a district release of information consent form may be used, and this box may be completed at the next IEP meeting.
Extended School Year must be considered for all students Data collected on the critical skill(s) noted in the previous IEP are used to determine whether regression/recoupment impede educational benefit. A critical skill is one that is essential for the student to maintain progress and benefit from special education. If critical skill loss during a break cannot be regained within a reasonable period, the student may not receive educational benefit (FAPE).
ESY is considered annually Reconvene at a later date if deferred Note the skills to be addressed (reflected in annual goals) in ESY services Parents may opt out of services Complete Part VI: Services if ESY will be provided
Age of Majority: By the 17 th birthday, inform the student (and parent) that rights will transfer to the student at age 18. Age of Majority brochure available on OSP Web site. Transition planning is integral to all parts of the IEP for a student age 16 and older. Part III B sets the stage for annual goals and services directed toward the students post secondary goals. The student is invited to the IEP meeting. Determine the students interests and preferences and document the methods used.
Focused on improving academic and functional achievement to facilitate post school goals, including education, vocational education, employment, community participation, adult services and independent living Based on individual needs, taking into account strengths and preferences Include instruction, related services, community experiences, development of employment and adult living objectives, acquisition of daily living skills and functional vocational evaluation The above are seen in all parts of the IEP, not just on Part III B
Diploma – standard or modified Criteria for taking APTA include modified diploma for students age 14 and older. Students taking WESTEST may be working toward either a standard or modified diploma, as determined by the IEP Team. IEP states requirements for the modified diploma. Completed at age 14 or end of eighth grade.
Post secondary goals must be measurable and describe the education training and/or employment goals of the student. Transition services – check the goal areas for which Annual Goals will be written in Part V. Activities/Linkages: Select activities and linkages with agencies needed to provide transition services. If a participating agency fails to provide the transition services in the IEP, the IEP Team must reconvene to identify alternative strategies to meet the transition goals in the IEP.
Present levels are based on multidisciplinary, summative and formative evaluations and IEP progress. Summative assessments are assessments of learning. WESTEST and APTA in grades assessed (at a minimum) are state summative assessments to be listed in the first box. For WESTEST list the scaled score (SS) and performance level (novice, partial mastery, mastery, above mastery, distinguished) For APTA, list the raw score and performance level Other assessments include ACT PLAN and EXPLORE
BenchmarkFormative Benchmark assessments are assessments of learning given throughout the year, e.g. DIBELS, AIMSWeb and others. Formative assessments are assessments for learning given during the learning process to provide feedback to the student and to allow instruction to be adjusted as needed. Student/teacher collaboration is key.
In the Benchmark and Formative Assessment section list these assessments and briefly describe the results as they relate to CSOs and implications for specially designed instruction
Additional page provided, if needed In preparation: Review grade-level CSO performance descriptors (or alternate academic achievement standards) Review students multidisciplinary, summative and formative evaluation information and progress on the previous IEP to determine impact of exceptionality (students current academic and functional needs) on achievement of grade-level content standards.
Articulate the gaps (observable, measurable) between grade level performance (academic and setting demands) and describe supports and strategies to enable the student to progress in general education curriculum Include any academic/functional needs, such as access skills, related to the exceptionality the IEP will address to ensure progress Build the foundation for goal areas, assessment, services and placement decisions
Write annual goals based on areas of academic and functional needs described in Present Levels. Goals state the skill/behavior the student will achieve in one year. Goals are measurable and progress is monitored and reported: Include timeframe, condition, behavior, evaluation procedures and criteria for mastery
TimeframeConditionBehaviorEvaluation Procedure with Criteria By June 2006given specific comprehension strategy instruction Bill will read and understand literary passages and texts with an 80% average on comprehension assessments per grading period.
Required: How progress toward IEP goals will be measured and when the parent will be informed of the students progress toward annual goals must be stated. When might be through quarterly or other periodic reports issued concurrent with report cards Spaces are provided to document actual dates Progress Reports were sent to parents.
Use of form is optional, if district has another method of documenting progress. Mastery codes are specific to documenting evaluation of critical skill(s) for ESY purposes. Progress Codes are used to document progress toward annual goals; enter code and date.
Both Annual Goals and Short-Term Objectives are required for students taking the Alternate Assessment on Alternate Academic Achievement Standards (WV Alternate Performance Task Assessment). Annual Goals are defined in Part A. At least two objectives are required for each annual goal. Short-term objectives or benchmarks have the same components as annual goals, but are for a shorter time frame and/or reflect steps toward mastery of the Annual Goal. Annual Goals and Objectives are based on the extended standards and additional functional and access skills for which the student needs specially designed instruction as described in the Present Levels.
Supplementary aids and services to allow the student to progress toward IEP goals within the general education environment are considered. Aids, services and supports provided in general education classroom Adaptations in instructional methods, materials, techniques, media, physical setting May be included in the Condition of an Annual Goal or Short-Term Objective Considered prior to considering removal to a special education environment
Location – general education math class, assemblies Extent/Frequency – Circumstances or amount/range of time minutes per day During all testing During note-taking activities Initiation Date – when service begins Duration – when service ends
Specially designed instruction addressing the goal areas in the IEP. Examples: language arts, fine motor skills, behavior, speech, reading comprehension Not an exceptionality Non-example: Vision impaired – 30 minutes per day If needed, indicate skill and subject area to clarify how the service is delivered. Example: For a goal embedded in general education core content class - reading comprehension – Science; written expression – English.
Related Services: Transportation, school health and developmental, corrective and supportive services to assist in benefitting from special education Examples: occupational therapy, physical therapy, educational interpreter, speech Extended School Year (ESY) Services – if applicable
Direct – services provided directly to the student Indirect – services provided by one professional to another: by the special education teacher to the general education teacher Location General education environment (GEE) Special education environment (SEE) Frequency – amount of time, e.g. minutes per week Initiation – start date; duration – ending date; usually correspond to the school year
For students in the grades assessed, check either standard or with accommodations. Determine appropriate accommodations, if any, for assessment based on testing. accommodations routinely provided in class. If student cannot participate in WESTEST and meets criteria for APTA: Must state why the student cannot take WESTEST and why APTA is appropriate (may state this in Present Levels and reference it) Check the accommodations determined by the IEP Team and indicate the specific test or subtest (e.g. WESTEST math).
Extent, if any, to which student will not participate (is removed from) the general education classroom or extracurricular/nonacademic activities List classes provided in the special education environment rather than the general education class If applicable, list nonacademic activities such as assemblies, homeroom Must be supported by Present Levels
State the percentage of time in General Education Environment and Special Education Environment Denominator is total school day – time from the opening bell to the closing bell Special Education time is time in a separate setting with other students with disabilities (which may not equal time for special education services) General education time is time in general education class or other setting with peers without disabilities.
In the early childhood program at least 80 percent of time (early childhood program designed for typically-developing children) ( Code - J) In the early childhood program 40 percent to 79 percent of time (Code – K) In the early childhood program less than 40 percent of time (Code – L)
Calculate the percentage of time the child spends in a general early childhood program for students without disabilities. Numerator - the amount of time (e.g. minutes per week) the child spends in an early childhood program. Denominator - the total amount of time the child spends in a the early childhood program PLUS any time the child spent receiving direct special education and related services outside of an early childhood program. Divide and multiply result by 100.
Special education classrooms (LRE - M) in regular school buildings; child care facilities; hospital facilities on an outpatient basis; other community-based settings; Separate schools (LRE - N); and Residential facilities (LRE - P). Home (LRE – R) Service provider location (LRE – S)
Inside the regular class 80 percent or more of the day. (General Education: Full-Time, LRE 0). Inside regular class no more than 79% of day and no less than 40% percent of the day. (General Education : Part-Time, LRE 1). Inside regular class less than 40 percent of the day. (Special Education: Separate Class, LRE 2).
LRE 3- Special Education: Special School – Public and Private LRE 5 - Special Education: Out-of School Environment LRE 6 - Special Education: Residential Facility – Public or Private LRE 8 - Parentally placed in private school LRE 9 - Students in correctional facilities
Placement is determined annually Placement in the general education environment is considered first, including provision of supplementary aids/services Consider: The school the student normally would attend Only schools/classrooms appropriate to students chronological age The potentially harmful effects that might result from particular environments Integration with age-appropriate non-exceptional peers
Obtain parent written consent for initial placement in special education and related services
Policy 2419 requires parent consent for billing Medicaid for services be obtained at the initial IEP meeting and subsequent IEP reviews Consent is obtained at least once a year If consent is needed between meetings, it is not necessary to convene an IEP meeting. Part X form is used. Parents must be informed that refusal to consent does not relieve the district of responsibility to provide the services at no cost to parents.