Process for Individual Education Program Development

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Process for Individual Education Program
Development

• Technical Assistance Document
• Mountain Plains Regional Resource Center
• Utah State University
• Department of Education
• Special Education Programs

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Id rather be playing solitaire
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• Referral to
• Special Education

2. Permission for Evaluation
7. IEP Review and Reevaluation
Steps in the Special Education Process
3.Individualized Education Evaluation
6.Implementation of the IEP
4. Eligibility Determination Meeting
5. Individualized Education Program (IEP)
Process
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Child Find

• District must have procedures in place to
  identify, locate and evaluate children who are in
  need of special education residing within the
  jurisdiction of the district including all public
  and private agencies and schools.
• Includes
• --Wards of the State
• --Highly mobile (migrants)
• --Homeless

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Pre-Referral Strategies

• RtI Response to Intervention
• TAT Teacher Assistance Teams
• SAT Student Assistance Teams
• These are general education processes that occur
  prior to the receipt of a referral. (verbal or
  in writing)

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Step 1 Referral

• Written request which bring a student to the
  attention of a district administrator.
• Verbal parent referrals must be put into writing
  by the district.
• Referral sources
• --Pre-referral process
• --Parents requesting evaluation
• --Child find and Screening
• --Classroom teacher/district personnel
• --Public/private agencies, private
  schools/religious school

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Step 2 Informal Review

• District reviews existing data to determine if
  evaluation is necessary.
• (Parent consent is not required to review
  existing data)
• Evaluation/medical information from the family.
• Review of student record
• Pre-referral data
• Attendance record
• Grades
• Classroom Behavior

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Informal Review Contd

• State/District wide assessments results
• Where student is achieving in the general
  curriculum
• Skill areas affected by the suspected areas of
  disability.
• Information from general Education teacher
  related to the suspected area of disability.

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Step 3 Evaluation Decision

• Based upon a review of the existing data, does
  the child need to be evaluated for special
  education eligibility?
• Decision NOT to evaluate If this was a parent
  referral, district must send prior written notice
  to the parent explaining what and why the
  district chose to not evaluate.
• Decision TO conduct evaluation - Must send
  written prior notice and receive consent from
  parent to conduct an initial evaluation.

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Step 4 Prior Written Notice

• CFR 300.503
• Proposes to initiate or change the
  identification, evaluation, or educational
  placement of the child or the provision of FAPE
  to the child or
• Refuses to initiate or change the identification,
  evaluation, or education placement of the child
  or the provision of FAPE to the child.

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Step 4Prior Written Notice Contd

• Use parent friendly language andin the language
  of the parent.
• The written notice is your agenda. Include an
  explanation of all items to be discussednot just
  time for annual review or reevaluation
  required by state/federal law.
• No surprisesno decisions

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Content of Prior Written Notice

• 1. Description of the action proposed or refused
  by the district.
• 2. An explanation of why the district proposes
  or refuses to take the action.
• 3. A description of each evaluation procedure,
  assessment, record, or report the district used
  as a basis for the proposed or refused action
• 4. A statement that the parents of a child with
  a disability have protections under the
  procedural safeguards and if this notice is not
  an initial referral for evaluation, the means by
  which a copy of a description of the procedural
  safeguards can be obtained.

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Content Contd

• 5. Sources for parents to contact to obtain
  assistance in understanding the provisions of
  IDEA,
• 6. A description of other options that the IEP
  team considered and the reasons why those options
  were rejected.
• 7. A description of other factors that are
  relevant to the districts proposal or refusal

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Prior Notice/Consent
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Procedural Safeguards Notice(Parent Rights)

• General. A copy of the procedural safeguards
  available to the parents of a child with a
  disability must be given to the parents only one
  time a school year except a copy must also be
  given
• Upon initial referral or parent requests for
  evaluation
• Upon receipt of a request of State complaint or
  due process under 300.507
• In accordance with discipline procedures
  in300.530(h)
• Upon request by parents.

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Document Prior Written Notice

• Multiple prior written notices sent to the parent
  through mail
• The prior written notices mailed and followed
  with a telephone call (The call should be
  documented on the most current prior written
  notices or on a telephone log.)
• Mail prior written notices followed by a note or
  letter sent home with the child (Keep a copy of
  the note as documentation.)
• Mailed prior written notices followed by a visit
  to the home (Document your contact on the most
  recent prior written notices.)
• Prior written notices sent by certified or
  registered mail (Keep the receipt for
  documentation.)
• If you see the parent in the community, an oral
  notice would be appropriate if it is preceded or
  followed by a written notice document your
  contact.

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Is prior written notice required?

• Before an initial evaluation?
• Before reevaluation, as considered every 3 years
  or more frequently if conditions warrant?
• Refusing a parents request for an initial
  evaluation or reevaluation?
• Graduation from high school with a regular
  diploma?
• Declining to conduct/hold an IEP meeting?
• Making a change in personnel to provide therapy.
• When proposing to change the identification of a
  child?
• Declining a change in the childs IEP?
• Moving a child with disabilities from the
  resource room to a self contained classroom?
• Refusing to reduce the amount of time in resource
  room placement.
• Changing reading curriculum or instructional
  methodology?
• Prior to graduation with a regular signed
  diploma?

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Step 5 Decision to Evaluate

• Determine what information is necessary
• To conduct comprehensive evaluation
• To determine eligibility for special education
  services
• To develop an IEP that provides
• educational benefit

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Decision to Evaluate Contd

• The district must use a variety of assessments
  tools and strategies to gather relevant
  functional, developmental, and academic
  information about the child, including
  information provided by the parent.
• Functional Evaluation focus on identifying very
  specific skills (strengths and needs) in the
  areas of disability. Refer to Functional
  Assessment Document.
• Must administer evaluation in all areas listed on
  the Prior notice and ONLY in the areas listed on
  the prior notice.

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Decision to Evaluate Contd

• Must know in order to complete the prior
  notice/consent
• What categories of disability will you be
  evaluating? Must evaluate in all areas of
  suspected disability.
• Refer to the technical assistance document,
  Determining Eligibility for Special Education in
  S.D. to document each AREA of evaluation to
  include on the prior notice/consent. (List the
  AREA to be assessed not the not the NAME of the
  test.

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Evaluation Timelines

• From districts receipt of signed consent the
  district has 25 school days to administer all
  evaluations. (must document date receivedday
  one)
• Written evaluation reports, determination of
  eligibility and conducting an IEP team meeting
  must be completed within 30 (calendar) days from
  the end of the 25 school day evaluation timeline.
  
• The 25 school day timeline may be extended (must
  document the specific ending date of the
  extension and parent agreement)
• Using evaluation information conducted outside
  the 25 school day timeline. (List the evaluation
  and the date it was given on the prior
  notice/consent).

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Evaluation Reports

• Summarize evaluation results into a written
  report. Parents must receive copies of all
  evaluation reports including functional.
• Recommendation Format evaluation report by
  listing the child's skill specific strengths
  and skill specific needs in each skill area
  affected by the disability. Cut-N-Paste into
  PLAAFPS.
• All of the leg work (information gathering)
  necessary to develop the IEP is done during the
  evaluation phase.

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Step 6 Written Prior Notice/Meeting

• Mutually agreeable date, time, location
• Meeting agenda-include all discussion items-no
  surprises
• Must give 5 day notice prior to meeting
• Parents may waive the 5 day notice (waiver must
  be documented)

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IEP Team

• IDEA (Individuals with Disabilities Education
  Act) defines the IEP team as a group of
  individuals who are responsible for developing,
  reviewing, and revising the IEP (Individualized
  Education Program) for a student with a
  disability.

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Membership

• The child's parents
• Special education teachers or providers
• At least one of the child's regular education
  teachers
• A representative of the school system
• An individual who can interpret the evaluation
  results
• Representatives of any other agencies
• The student, as appropriate
• Other individuals who have knowledge or special
  expertise about the child

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Other Members

• Upon request of the Parent
• Upon request of the School
• Part C Transition Service Representatives
• Secondary Transition Service Representatives
  Requires Consent

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Team Member Excusal

• List team members on the prior notice by position
  titlenot name.
• If a team members area of curriculum or related
  service is not being modified or discussedthey
  do not need to be invited.
• If curriculum area or related service is being
  discussed, the team member may be excused if
• The parent and district consent in writing to the
  excusal and
• The team member submits, in writing to the parent
  and IEP team, input into the development of the
  IEP before the meeting.

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Have you ever had one of those days
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Step 7 IEP
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Completing the Cover Page

• Demographic Data
• Date of Eligibility Determination
• Three Year Reevaluation Date
• Team Signatures participation
• Child Count Information
• Parent Declining Services

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Present Levels of Academic Achievement and
Functional Performance

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Writing PLAAFPs

• Accurately describe performance in areas affected
  by the disability, including academic and
  functional.
• There should be a direct link between evaluation
  information and PLAAFP statements. (if reports
  are formatted properly, this could be a cut and
  paste)
• Use skill based terms that are observable.
• Test scores do not need to be written in the
  PLAAFP. Where scores/numbers are used, ensure
  they are self-explanatory or an explanation is
  included.

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Writing PLAAFPs

• Strengths for each skill area affected by the
  disability
• Needs for each skill area affected by the
  disability
• Involvement/Progress in the General Curriculum
• Parent Input
• Address transition skill areas by age 16, include
  strengths and needs for each area

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Consideration of Special Factors

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Completing Special Factors Page

• Limited English Proficient
• Communication Needs
• Braille
• Behavior Impedes Learning
• Assistive Technology
• Physical Education
• Hearing Aid Maintenance

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Participation in State and districtwide testing

• All students must
• Take the State or districtwide test with peers at
  the same time and in the same format as peers
• Take the State or districtwide test with
  accommodations or
• Participate in an alternate assessment.

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Transition - Measurable Post Secondary Goals
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Measurable Post Secondary Goals (MPSG)

• Measurable Post Secondary Goals (MPSG) statements
  are required for
• 1) Employment,
• 2) Education and/or Training,
• 3) Where appropriate, Independent Living
• Skills
• Must use measurable or countable statements (Sue
  will.) and descriptors like full time or
  part time
• Must be future oriented (after high school)
• Cross Reference MPSGs to IEP annual goals.

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Transition-contd

• Course of study-Course of Study must be filled
  out from present time thru students exit.
• Transfer of Rights-one year prior to turning age
  of majority (18). (On or before their 17th
  birthday)
• Must address guardianship
• District graduation requirements-one year prior
  to anticipated graduation date. (list specific
  courses or requirements needed before leaving)
• Summary of Performance-graduating with regular
  diploma or aging out of special education. (Must
  include summary of academic achievement and
  functional performance, and recommendations on
  how to assist the student in meeting their
  postsecondary goals)
• SPP indicator 14-Post School Outcomes-One year
  follow-up

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TransitionServices/Activities
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Completing Transition Services

• The IEP team should ask
• What services, programs or supports does the
  student need now, AND
• What services, programs or supports will they
  need to achieve their goals
• The answers to these questions could be listed as
  transition services on page 4B
• At least one annual goal and transition service
  is required for each identified measurable
  post-secondary goal (MPSG).
• Examples complete career assessment, attend CTW,
  obtain drivers license, apply for VR services,

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Annual Goals
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Who said meeting annual goals would be easy?
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Developing Annual Goals

• Annual goals are statements that describe what a
  student can reasonably be expected to accomplish
  within a 12-month period in the childs special
  education program
• Transition linked annual goal should help
  student progress toward MPSG.

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Writing Goals and Short Term Objectives/Benchmarks

• Example
• Condition When at an intersection with a stop
  light,
• Performance Blake will cross the street
  independently when the light turns green
• Criteria 2 time daily, with 100 for 20
  consecutive trials.

• Condition
• Performance
• Criteria

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Measure progress

• Plan for the measurement of progress toward goals
  and objectives.
• - Procedure Codes
• - Progress Codes
• Make reporting of IEP progress part of general
  school report cards.
• Report progress to parents regularly.
• - Reporting Frequency
• - Reporting Method

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Modifications/Accommodations

• Frequency
• Location
• Duration
• Supports for School Personnel

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Documenting Accommodations

• Accommodations must be clearly documented in the
  IEP for each subject area as
• Instructional accommodations
• State and District-wide Assessment accommodations
  

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Accommodations vs. Modifications

• Accommodations and modifications are not the
  same. The purpose of accommodations is to lessen
  the effects of a disability not reduce learning
  expectations.
• Modifications lower, change, or reduce learning
  expectations. Consistent use of modifications can
  increase the achievement gap.
• Modifications include
• Learning less material (shorter assignments,
  fewer problems)
• Providing easier assignments or tests

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Accommodations

• Definition
• Accommodations are practices and procedures in
  the areas of presentation, response, setting, and
  timing/scheduling that provide equitable access
  during instruction and assessments for students
  with disabilities.

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Accommodations Contd

• Accommodations reduce or eliminate the effects of
  a students disability but do not reduce learning
  expectations.
• Accommodations are used to help students
  demonstrate what they know without being hindered
  by their disability.
• Accommodations must be related to students area
  of disability and used for instruction.

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Appropriate Accommodations

• IEP teams are responsible for selecting valid
  appropriate accommodations for individual
  students.
• Accommodations must be selected on the basis of
  the individual students needs and MUST be
  consistently used for instruction and assessment.
  

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Dos And Donts

• Dobe familiar with the types of accommodations
  that can be used as both instructional and
  assessment accommodations
• Dontassume that all instructional
  accommodations are appropriate for use on
  assessments
• Doprovide accommodations for assessment
  routinely used for classroom instruction.
• Dont...provide an assessment accommodation for
  the first time on the day of a test. (pg. 42)

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Is this a Related Service?
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Related Services
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Determining Need for Related Services

• What related services are needed, if any, for the
  child to benefit from their special education
  program?
• The need for a related service is based upon the
  childs program (goals/objectives).
• Must receive special education to receive a
  related service.
• Related service must link to the skill area
  affected by the disability.

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Requirements

• Dates of Services
• Duration of Services (how long they will last)
• Locations of Services
• Specific documentation is required if the
  district is accessing private or public
  insurance. (refer to IEP Guide example)

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State/District Assessment
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Determining Accommodations

• Without accommodations D-STEP
• With accommodations D- STEP
• Refer to list of approved standard.
  accommodations to avoid invalidating test
• Accommodations must link to eligible disability
  area.
• Only the accommodations listed to meet annual
  goals can be provided for State/District
  Assessment.
• Alternate Assessment D STEP-A

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Least Restrictive Environment (LRE)
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This LRE is not as easy as it sounds
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Determining LRE

• Continuum of Alternative Placements
• Special Education to be Provided-must be broken
  down to specific services needed (math, written
  language, articulation, social, cognition fine
  motor etc.)
• Participation with Non-Disabled Peers
• Justification for Placement-Describe the
  instructional needs of the student that
  resulted in the student removal from their peers.

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Extended School Year (ESY)
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Determining Need for ESY

• Extended year services
• Service must be based upon individual need to
  maintain rather than advance skills.
• Dates of Service One size does not fit all.
• Amount of Service must be based upon individual
  need.
• Need for Service based upon regression- critical
  life-emerging skills.

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Consent for Special Education Placement

• Signature required for initial placement into
  special education
• Parents may refuse placement district not
  responsible for FAPE

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Addendum
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Documenting Change

• Meeting or no meeting?

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I promise I will Clean Up My Act
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If my focus is driven by what is needed in order
to facilitate this childs access to the general
curriculum so she can be successful in the
setting and in reaching her desired vision, how
might that shift how I see myself as a special
educator?