1. Putnam County Educational Service Center IEP Compliance Training
2017
Tim Calvelage & Karen Maag
EMIS – Amy Buckland

2. Table of Contents EMIS – Slides 3-4
Checklist – Newly Enrolled SE Students – Slide 5
PR-O1- Slide 6
IEP Time Line and Effective Dates –Slides 7-8
IEP Graduates, Summary of Performance & EMIS – Slide 9
Amendments – Slide 10
Other Information- Slide 11
Section 1 Future Planning- Slides 12-13
Section 2 Special Instructional Factors- Slide 14
Section 3 Profile- Slides 15-20
Section 4 & 5 Transition- Slides 21-30
Section 6 Present Levels, Goals, and Objectives- Slides 31-38
Progress Reporting- Slide 39
Section 7 Specially Designed Services- Slides 40-51
Section 8, 9, 10- Slides 52-55
Section 11 LRE- Slide 56-57
Section 12 Testing- Slide 58-59
Third Grade Reading Guarantee- Slide 60
Section 13 & 14 Signatures- Slide 61
ESC Teacher Information – Slide 62
Resources- Slide 63

3. EMIS – Education Management Information System
Special Education Events Reported in EMIS are used to Determine…
Special Education Funding
State Weighted Funding
Every day of enrollment is funded in new funding formula
No longer funded by “October Count Week” which was first full week of October
Federal Funding
“October” Child Count - As of Oct. 31
Formerly known as “December” Child Count
Special Education Compliance & Accountability
Office of Exceptional Children (OEC) uses Special Ed. Events reported in EMIS for compliance monitoring
Dates reported in EMIS must match actual dates on IEP & ETR forms
During on-site data monitoring, OEC compares EMIS data to actual IEP & ETR documents. If inaccuracies exist, OEC will make a finding of non-compliance with IDEA.
Special Education Profile - OEC annually develops a Special Education Profile displaying each district’s performance on State Performance Plan indicators. EMIS is the data source for many indicators.

4. NIEP – Special Ed Services Provided without IEP in Place
For students previously identified with a disability, this Event allows Special Education funding to flow based on when services started, not necessary when IEP is in place.
There are 3 main compliance reasons for using this Event:
10 – Student newly transferred in & IEP adoption determination not complete - SE service provided based on prior IEP.
11 – IEP accidently expired, new IEP not in place – SE service being provided based on prior IEP.
12 – IEP current, but not reported in EMIS in prior reporting period - services provided based on current IEP.
The NIEP event will generate special education funding from the date the student began to receive special education services until the IEP is in place.
To help you determine if/when/how a NIEP needs reported for funding, please contact Amy Buckland at ESC.
Discuss Begin and Event Date with newly enrolled students

5. Checklist-Newly Enrolled Special Ed Students

6. PR-O1 Prior Written Notice - It’s a Requirement - Why & How?
Sent/given after EVERY IEP meeting - Initial IEP, Annual Review IEP, Amendment, Adoption…even if everyone is in agreement with all that occurred.
Prior = prior to implementation of services, not prior to meeting
It is a summary of the discussion held at the IEP Meeting, it is not a summary of the contents of the IEP.
- Questions that were asked, answers that were given
- Services that were talked about but never made it into the IEP and why
- Services that were in the draft IEP but were taken out of the final document .

7. Page 1-IEP Time Line & Effective Dates
IEP MEETING DATE
Hold IEP Meeting no later than 364 days from prior year’s Meeting Date.
Districts must allow time for parents to receive the PR-O1 if parent does not attend the meeting.
Our recommendation is to hold IEP meeting a few days prior to when it’s due.
Example: If last IEP Meeting Date was , hold this year’s Meeting on or before
EFFECTIVE DATES
IEPs are typically written for full 12 months and become effective as of IEP Meeting Date if parent attends meeting.
If parent is not at meeting and PR-01 is sent home with IEP, the “Effective Start Date” should be adjusted on the IEP and EMIS form to the date the parents are expected to receive the PR-O1.
Dates on IEP and EMIS Form must match!!!
ADOPTIONS – WATCH THE DATES
Pay close attention to Meeting Dates and Effective Dates on IEPs that your district adopts. When adopting IEPs, you are bound by the original meeting date and effective dates on that IEP. Next meeting needs to be held within 364 days of the original IEP meeting date, not from the date your district adopted it.

8. EXAMPLES - IEP Time Line & Effective Date for Review IEP Meeting (does not apply to Initial IEPs)
Example: Parent attends Review IEP meeting
Last year’s IEP Meeting Date
This year’s Meeting Date
Handed PR-O1 to parent at conclusion of meeting on
IEP Effective START Date:
IEP Effective END Date:
Example: Parent does NOT attend Review IEP meeting
PR-O1 & IEP mailed/sent home with student on
Change IEP effective START date to on IEP & EMIS form (a reasonable amount of time for parents to receive forms…but make sure the new date is within compliance.)
IEP Meeting Date and Effective END Date do NOT change.

9. IEP Graduates, Summary of Performance & EMIS
IF IEP due within 2 months of graduation AND if no changes need made to existing IEP for remaining days left in school year:
At IEP meeting, document this in the Other Information Section on Page 1 of current IEP.
Team re-signs and re-dates Section 13.
Obtain signature on the Change of Placement line on Section 14
Prepare PR-01 to summarize IEP meeting and graduation.
Prepare Summary of Performance.
Record meeting date as a RIEP Event on EMIS Form. Event Date and Begin Date are date of meeting, End date should be Graduation Date.
If plans change, and student returns to school the following school year as a grade 23 student, a new IEP meeting will need to be held at the beginning of the school year.
If you are unsure if the student will graduate and the IEP meeting is due, you should prepare a new IEP to be effective for a full 12 months and report this as an RIEP event.
As a reminder, the Summary of Performance is a summary of academic achievement and functional performance including recommendations on how to meet student’s postsecondary goals. This form is available in SpS.

10. Amendments
May be done as a telephone conference without a face-to-face meeting. Document as applicable.
Have all IEP team members initial in participant box.
Make changes throughout IEP and list on front page the sections that were amended.
Change of placement may be done through the Amendment process as long as parent signs the “change of placement” Section 14 of the IEP.
If LRE, Secondary Planning Element, Testing Requirements or Graduation Requirement change with the Amendment, complete EMIS Form AIEP Event. (Meeting date and Begin date are date of Meeting, End date is date original IEP expires.)
Must complete a PR-O1 to summarize change. Provide parents a copy of the complete IEP with Amendments and PR-01.

11. Section: Other Information
NEW
The PR-10 Medicaid letter needs signed by all IEP students parents in the district once . After a signature is on file, please include in this section the following statement:“The district continues to participate in the Medicaid to schools program.”
This section includes additional information that the school district finds to be useful
DO NOT LIST THE CHILD’S DISABILITY
For Example:
Brief Educational History- (previous school attended if any, transfer student)
Language other than English is spoken in the home and includes information regarding that language
Medications the child is taking- (Do not list the actual name of the drug)
If a behavior plan is in place
May list the attempts to contact the parents to attend IEP meeting

12. Section 1: Future Planning
This is the 1st step in transition planning
Statement or short paragraph that summarizes child’s skills and interests in relation to goals for education and employment after high school.
Must be based on a discussion with child and the child’s family about the approaching school year and child’s life after graduation from high school
The parents would like to see……… The students would like…………
What is this evidenced by? Conversation? Question/Answer Form?

13. Section 1: Future Planning
Remember the acronym PINS (Preferences, Interests, Needs, and Strengths)
What preferences and interests does the child have?
What are his/her strengths?
How can these interests, strengths, and needs be supported and incorporated into the child’s educational program?
How can these skills be improved and used in the child’s educational program?
What does the child want to do after high school in terms of working, living, and learning?
What would the parents like to see their child be able to do as and adult.

14. Section 2: Special Instructional Factors
If you check YES in one of these areas, you MUST:
address it in the profile, AND
address it in a goal or in the service area

15. Section 3: Profile
Provide a “big-picture” of the child and MUST pass the “stranger test”
Summarize strengths and weaknesses
Include background information about the child
Include concerns of parents for education of the child
Include child’s interests, relevant medical and safety information
Include needs that have been identified in the ETR and that the team has determined will NOT be addressed during the duration of this IEP
Include results of any state or district assessments, i.e. reading diagnostic assessments, Ohio State Test (3-8 and EOC)
If applicable, address the reading improvement monitoring plan (RIMP)
DO NOT put entire ETR in Profile
Avoid broad statements, i.e. well below grade level, appropriate
Include information if checked a “yes” in special factors section
How does the disability affect progress in the general curriculum?
Follow the graphic organizer provided on the next slide.

16. 2
Identify the child’s interests, future plans, and concerns of the parents 1 3
Past
Provide a brief educational history of the child. Include relevant medical and safety information as appropriate
Provide a summary of the strengths and weaknesses as identified in the recent ETR , and other evaluations(See next slide)
Profile
“BIG Picture” 4
Describe educational strategies and services that are provided.
“The student learns best when given…
Summarize any special factors that were identified in Section 2 such as
Behavior, communication etc.
Provide a statement of how the disability impacts the student’s progress and participation in the general curriculum (diagnostics and Ohio State Test) 6 5

17. ETR and IEP Linkage Resource

18. Ohio State Tests ACCOMMODATIONS: (Under section 3)
Remember to include information and data in the profile to support the need for special accommodations on the Ohio’s New State Tests.
The important ones that need evidence to support the need for the accommodation include:
The presentation accommodation for ELA of text to speech/human reader
The response accommodations of Calculator and Scribe

19. Text to speech/human reader for ELA
Appendix B
If the student is eligible for this accommodation the IEP team must document that the students disability severely limits or prevents him/her from accessing printed texts, even after repeated attempts to teach the student to do so (e.g., student is unable to decode printed text).
The IEP must include objective evidence from multiple sources that indicate that the student’s ability to decode texts is severely limited or prevented.
Sources of evidence can include; state and district assessments and one or more locally administered diagnostic assessment.
Include title of examiner, date of test, score and summary of results

20. Calculator and Scribe
If the student is given the accommodation to use a calculator they must have a disability that severely limits or prevents their ability to perform basic calculations even after varied and repeated attempts to teach them to do so.
The students inability to perform calculations must be documented in evaluation summaries from locally administered diagnostic assessments.
Appendix C
A student can be provided a scribe when they have a physical disability that severely limits or prevents the student’s motor process of writing through keyboarding, or from expressing written language even after repeated attempts to teach them to do so.
The student’s inability to do so must also be documented in evaluation summaries and the student routinely uses a scribe for written assignments.

21. Sections 4 and 5: The Transition Plan
Remember, starting at age 14, the transition plan drives the IEP
The student must always be invited when transition is discussed
Schools are responsible for providing the educational programs & transition services stated in the IEP
Remember to check the student’s DOB. The Transition Plan must be completed if he/she would turn 14 during the life of this IEP.

22. Section 4: Postsecondary Transition - Statement
In the first box on section 4, type the below statement:
Due to recent changes in state law, all components of the age 14 statement can be found in the box below and in section 5 of the IEP.

23. Section 4: Postsecondary Transition - Age Appropriate Transition Assessments
TRANSITION SERVICES provided during previous IEP Must be summarized with detailed results
Must have a documented assessments for ALL 3 transition areas:
Education, Employment, and Independent Living
Include type of assessment conducted, the person or agency conducting the assessment, date which the assessment was given, and summary of the results
Informal assessments- progress on current coursework including grades
Formal assessments
Education Assessments – diagnostics, Ohio State Test, IQ, Aptitude Test, CBA
Independent Living Assessments - Adaptive Behavior, ADL, Social Skills
Employment - Interest Inventories, Observations in Work Experiences, Temperament Inventories

24. Section 4: Postsecondary Transition - Age Appropriate Transition Assessments
AATA must address : PINS (preferences, interests, needs, and strengths)
Additional items to consider:
What skill levels are required for the child’s future intentions and how do the child’s current levels compare?
Does the child have the stamina, dexterity, coordination, and other skills needed to meet the physical demands of the postsecondary environments of future plans?
How do the child’s current behavior skills compare with those expected in the child’s postsecondary environments?
Can the child solve everyday problems and make decisions as expected in the postsecondary environment including independent living and employment situations?
Is the child able to self-advocate and effectively communicate needs in the postsecondary environment?
Does the child need to become more independent by gradually removing any school accommodations currently in place?

25. Section 4: Postsecondary Transition- Age Appropriate Transition Assessment resources
Don’t forget to check out this resource for assessment materials.
AATA Library
Quick Book Of Transition Assessments
Ohio Employment First website:

26. Section 5: Postsecondary Transition Services - Postsecondary Education & Training
Transition Plan must be in place for a child who will be 14 or older during the time the IEP is in effect.
REQUIRED that the child be invited to the IEP meetings where transition will be discussed. Appropriate sections on the invitation MUST be checked.
Postsecondary transition planning requires making plans over the span of the child’s high school years into the first few years beyond graduation.
Transition plan is a multi-year plan.
IEP team MUST review the postsecondary transition plan each year and make revisions
Ohio has a lawsuit where the child was not invited to the IEP meeting to discuss transition and the team did not consider the child’s preference, interests, and needs. The district had limited the child to only a few job opportunities and he/she had to choose from that list.

27. Section 5: Postsecondary goals, services and courses of study
Goals must be stated in measurable terms, focusing on what the student is going to accomplish after high school Based on AATA, Updated at least annually, and can be changed at any time as assessments are up dated Remember… Transition services are what the LEA will do to help the student reach his or her post school goals. The LEA is responsible for the transition services not the transition goals Linkages to other agencies can be provided if appropriate, For example: OOD/BVR, DD services, Youth employment programs, University/college disability services, Social Security, The agency participation form is on our website.

28. Section 5: Postsecondary Education & Training
Postsecondary Education and Training
See this reference for examples of Measurable Postsecondary Goals:
* Courses:
Identify the course of study that the child needs for instruction during the school day such as college preparation, career technical, Ohio core courses.
*See this reference for examples of Transition Services/activities
*Number of Annual Goal- Which goal does this area link back to on the IEP?
*Projected Begin Date- When does the transition activity start?
*Projected End Date- May use “single occurrence” or “school year”
*Person/agency responsible- List by title, DO NOT put parent or student

29. Section 5: Employment Employment
* See this reference for examples of Measurable Postsecondary Employment Goals:
What type of employment (competitive, supportive, sheltered)
* Courses:
Identify the course of study that the child needs for instruction during the school day such as college preparation, career technical, Ohio core courses.
* See this reference for examples of Transition Service/Activities:

30. Section 5: Independent Living
See this reference for examples of Measurable Postsecondary Independent Living Goals:
What type of living arrangements? (supervised group home living, independent living, supervised apartment living)
* Courses:
Identify the course of study that the child needs for instruction during the school day such as college preparation, career technical, Ohio core courses.
* See this reference for examples of Transition Service/Activities:

31. Section 6: Measureable Annual Goals- Writing the Present Level of Performance
When writing a PLOP for Review IEPs, start by making a statement of the student’s progress on the current goal for this area.
Then identify the new skill that the student needs to master to improve his/her progress in the stated goal area.
Next, present quantifiable measurable baseline data for this particular skill. This data can be obtained from curriculum-based assessments, ongoing progress monitoring, district wide or classroom assessments etc..
Then state how this performance compares to same age peers and or the grade level standards.
State how this skill deficit affects the student’s access, involvement and progress in the general education curriculum.
Finally, identify the instructional strategies and accommodations that have been helpful or needed for this student to be successful.

32. (Present Level Of Performance)2
State what the child needs to learn next. Identify the SKILL the child needs in order to make progress in the curriculum.
(only 1 skill) 1 3
For review IEP’s
What is the child’s progress on the current goal for this area? State where the child is currently.
Present current quantifiable measurable baseline data for this skill using assessments and progress monitoring tools
PLOP
(Present Level Of Performance)
What are the strategies and accommodations that have been successful or needed?
State how this compares to his same age peers and the grade level standards.
How does this affect involvement and progress in the general education curriculum? 6 4 5

33. Writing measurable annual goals
Start by stating the conditions. “ When given… This can be
a particular situation or setting (circle time, academic assist period, small group, during timed readings,work based employment setting, playground).
Required Material ( auditory/visual/verbal/written prompt, graphic organizer, teacher notes, a stated topic, a list of 5th grade vocabulary words)
2. State who… The student…

34. Writing Measurable Annual goals continued
3. State what the student will do using measurable verbs. Must be a clearly defined behavior/skill. (answer, chart, compare, create, complete, compose, decode, describe, explain, greet, label, match, paraphrase, read, organize, solve, self correct, spell, type, etc.)
4 Then state the criteria to what degree (This is how many times the behavior must be observed and measured before it’s considered mastered) 80% accuracy in 4/5 trials.
5. In what length of time ( By the end of the IEP, end of the 3rd
quarter)
6. Indicate how it will be measured.

35. Goals And Objectives 2 1 3 4 6 5 Who This is the Student Conditions.
This is the given
statement.
When given…
Will do What.
An observable behavior describing what he/she will do.
Goals
And
Objectives 4
How will it be measured
The method used for measuring progress.
To what level of degree.
Includes criteria stated in accuracy and trials
In what length of time
By the end of the school year 6 5

36. Adaptive Goals
Must include an adaptive goal for students identified with ID or MD.
Adaptive Areas include: communication, daily living skills, socialization, and/or motor skills

37. Criteria and Mastery
Although not law, best practice includes both accuracy and trials. (i.e. 80% on 3/5 opportunities)
Unless stated, the implication is without error or 100% performance. (100% on 3/5 opportunities)
This same criteria should be what is reported for progress reports (PLOP-Goal-Progress).
(percentage on _/5 opportunities)
Discussion on what teachers consider to be mastery….

38. Objectives
Goal
A smaller, more manageable learning task that a child must master as a step toward achieving an annual goal
Objectives break the annual goal into discrete components
May be sequential steps or implemented simultaneously
Should include condition, clearly defined behavior and performance criteria- measurable information
MUST be written the same way as goal
Step
Step
Step
Step
Goal
Step
Step
Step

39. Progress Reporting- Must Do!
Must be completed consistently with district policy.
Must report progress in measurable terms at least quarterly for all goals.
Students who are served in an inclusion setting you should link with regular education teachers to report progress data.
Reference Progress Measurement Descriptions-(livebinders)
Parents unclear on what adequate progress is when there is not measurable data.

40. Section 7: Specially Designed Services
Purpose:
To provide anyone who is involved in the education of a student with a disability, an all inclusive
list of the supports and services that will be provided to that student during the life of that IEP.
These supports and services are necessary for the child to access and progress in the general education curriculum to the best of his/her ability.
There should be data available to support the fact that the services are necessary and beneficial.
These supports and services are linked to the needs, goals, and objectives of the child.
Everything the child will be receiving is identified in this section of the IEP. It is attainable and understandable by all.

41. What is Specially Designed Instruction?
Adapting as appropriate to the needs of an eligible child. It describes the content, methodology or delivery of instruction to address the unique needs of the child.
Anyone should be able to walk into the classroom and know what the student’s specially designed instruction is.
The parent should be able to understand what it is, and how it is different from the instruction in the typical general education classroom?

42. Specially Designed Instruction
One for Each Goal
One for Each Setting
See checklist, clue sheet, and possible topics and phrases

43. This tells how the instruction is delivered.2
Goal Addressed
This is the “what”
Identify what goal this instruction
applies to 1
Type of Service
Describe the specially designed instruction received by the student
This tells how the instruction is delivered.
This must include the methodology that is used to help the student acquire, remember and retrieve the information taught
If being taught in a small group explain why.
(to present material at instructional level, to provide more practice
feedback and
re-teaching.) 3
Provider Title
This is the “who”
The person or people providing the instruction
Components of Specially Designed Instruction 4
Location of services
This is the “where”.
The physical location where the instruction is delivered
Amount of Time and
Frequency
Tells when the instruction is provided 5

44. Examples of Specially Designed Instruction
Direct instruction or Small group instruction using…
Systematic Phonics Instruction
Modeling and Corrective Feedback
Repeated Practice
Analysis of word structure- Prefix, Suffix, Root Word, Compound Words
Comprehension Skill Development- Vocabulary
Review Grade Level Word List
Contextual analysis to determine the meaning of new words
Guided repeated oral reading practice
Chunking
Priming
Unit Mapping
Prioritizing
Paraphrasing
Visualizing
Scaffold Instruction
Pre-reading
Errorless teaching strategies
For more ideas check out this resource.

45. Section 7: Related Services
Each related service is placed in its own box, with its own description of what it will entail instructionally.
Must clearly state amount of time, provider, location, and frequency.
All related service providers MUST sign IEP either the top box on section 13 as an IEP meeting participant or the bottom box on section 13 not in attendance but provided information and recommendations

46. Section 7: Assistive Technology
AT Devices: Expanded to include the following:
“Any item, piece of equipment or product …that is used to increase, maintain, or improve the functional capabilities of a child with a disability.” Can include supports for seating and positioning, ADL’s, Mobility, Visual aids, Assistive listening, Augmentative communication, Adaptations to reading material, Adapted modes to produce written text, and adaptations for computer access
“The term does not include a medical device that is surgically implanted, or the replacement of such device.”
AT Services:
Any service that directly assists in the selection, acquisition or use of an assistive technology device. The term includes:
The evaluation of the needs…
Purchasing, leasing, or otherwise providing for the acquisition of assistive technology devices …
Selecting, designing, fitting, customizing, repairing, … assistive technology devices;
Coordinating and using other therapies, …
Training or technical assistance for a child and family…
Training or technical assistance for professionals ,employers, or other individuals who provide services to, employ, or are otherwise substantially involved in the major life functions of that child.

47. Section 7: Accommodations
Provide access to the course content but does not alter the amount or complexity of information taught. It levels the playing field so students with disabilities can access and make progress in the general curriculum.
Accommodations are changes in the way materials are presented, how the student responds, or to timing and scheduling.
Examples of presentation accommodations: Text to speech or human reader, enlarged print, directions repeated orally, receive nonverbal cues from teacher in area of performance or behavior.
Examples of response accommodations: Calculator, speech to text, scribe, use of word prediction software
When giving extended time be specific and state how much.
If a accommodation is provided only for a specific area the area should be specified in the accommodation i.e. extended time on classroom assessments.
Some accommodations may be acceptable for classroom instruction but not for statewide testing.

48. IEP MUST specify when, where, how and under what conditions accommodations will occur. Review the following examples
Extended time when over 4 pages, not to exceed 2 hrs.
Read aloud written material which is above first grade readability via technology or a person
Scribe for written work when over 2 pages
Large print (24 font size) for all reading material (textbooks and tests)
Braille edition of all textbooks and classroom materials
Graphic organizers to mind map before writing
Visual schedules for all classes and visual mini schedules for tasks within classes
Use of slant board for all written work
Access to a portable electric spell checker for all classes

49. Section 7: Modifications
Child is being taught something different, or being taught the same information but with the complexity of the material significantly altered from that being taught to the child’s same age and grade level peers.
Includes eliminating expectations for what children at the same grade level are expected to know, do, and understand.
Typically provided to students with CD, TBI, or MD disability
State who is responsible for making the modifications and where they are provided.
IS NOT adjusting the grading scale.
If student is being Alternately Assessed include this statement Student is learning content linked to Ohio Learning Standards-Extended

50. Accommodations vs. Modifications
ACCOMMODATIONS do not reduce learning expectations. They provide access.
MODIFICATIONS refer to practices that change, lower, or reduce learning expectations.
Examples of modifications include:
Requiring a child to learn less material (i.e. fewer objectives, shorter units or lessons, fewer pages or problems).
Reducing assignments and assessments so a child only needs to complete the easiest problems or items.
Revising assignments or assessments to make them easier (i.e., crossing out half of the response choices on a multiple-choice test so that a child only has to pick from two options instead of four).

51. Section 7: Support for School Personnel and Services to Support Medical Needs
Support to staff who may need assistance in implementing IEP
Supports can include aide, training, resource materials, equipment, consultation, one-on-one aide
Service to Support Medical Needs
Any medical services that may be needed during the school day i.e. medications, feeding tube, breathing therapy
Goals Addressed box may be left blank if medical services are not tied to a specific goal

52. Section 8: Transportation as a Related Service
Special Transportation would be for those children who are unable to physically board a bus, who cannot safely find or stand at a bus stop, and whose behavior would cause safety concerns for driver or other children present (i.e. wheelchair lifts, restraints, etc.)
Special Transportation is not for those students who are bused from their home school to one of the ESC Classrooms
If you mark yes on the first two questions, you must circle special transportation on EMIS form.

53. Section 9: Nonacademic and Extracurricular Activities
For most students you would state………The child will have the same opportunity as their nondisabled peers to participate in any extracurricular activities.

54. Section 10: General Factors
Review each of the general factors to make sure they were covered in the IEP.
If checked “NO” in any of the areas, the team needs to return to the appropriate section and add the needed information.

55. Extended School Year Services
(a) Each school district must ensure that extended school year services are available as necessary to provide FAPE, consistent with this rule.
(b) Extended school year services must be provided only if a child’s IEP team determines, on an individual basis, in accordance with rule of the Administrative Code, that the services are necessary for the provision of FAPE to the child. Additionally, the school district shall consider the following when determining if extended school year services should be provided:
(i) Whether extended school year services are necessary to prevent significant regression of skills or knowledge retained by the child so as to seriously impede the child’s progress toward the child’s educational goals; and
(ii) Whether extended school years services are necessary to avoid something more than adequately recoupable regression.
(c) In implementing the requirements of this rule, a school district shall not:
(i) Limit extended school year services to particular categories of disability; or
(ii) Unilaterally limit the type, amount or duration of those services.

56. Section 11: Least Restrictive Environment LRE refers to the environment where the child will receive instruction during the school day.
It is the responsibility of each school district to ensure that children with
disabilities are educated with children who are not disabled.
Consider these factors when determining if a child with disabilities should be removed from the
regular education environment
What supplementary aids and services were considered?
What supplementary aids and services were rejected?
Explain why the supplementary aids and services will or will not enable the child to make progress on the goals and objectives (if applicable) in the regular education classroom.
Can the child receive FAPE if placed in the regular education class? Why? Why not?
What potentially beneficial effects and/or harmful effects might be expected for the child with disabilities and other children in the regular education class if the child with disabilities is placed in the class with supplementary aids and services?
IF the child is removed from the regular education classroom for ANY portion of the school day, then an explanation as to why MUST be provided in this section.

57. Examples for Section 11
The student will receive direct instruction in: list classes (ELA ,Math, Science, Social Studies) because he needs extensive, repeated, individualized instruction and support along with the use of adapted materials that are not accessible in the regular education classroom. He will participate with non disabled peers in Art, Music and PE.
This should match what was listed in Section 7

58. Section 12: Statewide and District Wide Testing
This describes how the SWD will participate in classroom, district wide, and statewide assessment
Refer to Ohio Statewide Accessibility Manual
OGT Excusals are still allowed for this years Seniors - Student no longer needs to take the test one more time after the determination was made by the IEP team
If checked “yes” for the child to be excused from consequences of not passing the OGT, you must check yes in one of the next two boxes.
Enter date of the last time the child will take the test.
Must make the determination for each test.
Under details for accommodations, write “Excused from OGT”
Continue to include accommodations for classroom and district wide test.
End of Course Exams- Include test, date, and number of points (i.e. English 1 Spring points, English 1 Fall 2017 retake- 3 points)
Exemption is last resort and affects the districts graduation rate for federal reporting

59. Planning Tools for State Tests
Found in Ohio’s Accessibility Manual
One for computer based testing
One for Paper based testing.

60. Section 12:Third Grade Reading Guarantee
To be eligible to be excused from retention in the third grade, the student should meet one of two
criteria;
1) the student is completing a curriculum that is significantly different from the curriculum completed by other students required to take Grade 3 Reading Ohio State Test or
2) the student requires accommodations that are beyond the allowable accommodations as outlined in OAC (H). If the student meets one of these criteria, the IEP team then decides if the student will be excused from the Third Grade Reading Guarantee retention provision.
If a student’s IEP determines that the student should be exempt from retention, that does not exempt other provisions including:
Annual reading diagnostic
Reading improvement and monitoring plans; and
Special teacher qualifications for reading teacher.
The data for supporting this exemption must be stated in the profile.
Document in section 12 under the reading section that the child is exempt from retention in the third grade and state the reason for exemption.

61. Section 13: Meeting Participants and Section 14: Signatures
If staff who contributed information within the IEP, but are not present at meeting they can sign bottom of section 13. Could be related service providers, aides, other intervention specialist or other regular education teachers.
IEP meeting participants- Required IEP team members (Parent, District Rep, Regular Ed Teacher, IS, student (whenever transition planning is discussed) must sign in the top section
Must use Excusal Form PR-05 (optional) if a required member cannot be present.
Section 14 Parent MUST sign on one of the 3 sections
Initial IEP
Annual Review
Change of Placement
Explain Transfer of Rights before the child’s 17th birthday and MUST have Student and Parent sign
The Procedural Safeguards Notice “Whose Idea Is This?” booklet MUST be given to the parents at least once a year.
Copy of IEP must be given to parents either at the meeting or sent to them after meeting.

62. ESC Teacher Information Only
Always send the original IEP and EMIS form to home district immediately after IEP meeting - EMIS FORM ON TOP. Send copies of both to ESC.
Attach copy of parent Invitation and PR-01 to back of all IEPs.
Send a copy of grade cards quarterly to home school district.
At the end of the school year, you are also responsible to send to home districts the final progress reports and report card.
Amy Buckland will print the attendance and send it to the home district at the end of the year. Make sure the attendance is up-to-date in your housing district’s DASL.

63. Resources http://www.education.ohio.gov/topics/specialeducation
State Support Team Region 1
National Secondary Transition Technical Assistance Center