Overview of New Forms

1
Overview of New Forms

• Suggested forms for use in Kentucky Programs for
  Special Education

2
Introduction

• Forms meet minimum requirements of Federal/state
  regulations
• Districts may add additional information on forms
  or create more forms as they need to meet the
  local requirements
• Discussion has been replaced in many places by
  check boxes since state regulations do not
  contain that language

3
Introduction

• 5 areas of forms
• Notice of Invitation to Meetings
• Consent for Evaluation/Reevaluation
• IEP
• Conference Summary/Action Notice
• Consent for Special Education and Related
  Services
• Suggested Other Forms
• Evaluation Planning
• Eligibility Determination

4
Introduction

• Technology Vision
• Forms will be available using technology
• Districts choosing to use a package will find
  easier transfer of data
• Customized forms per meeting type data will not
  enter in wrong places
• Meetings wont be completed until all data are
  entered can print draft copies of items before
  or during meeting
• Expandable boxes available
• Future bank of goals/objectives

5
Introduction

• Referral
• Process, including forms, is local district
  decision
• An LEA shall have a referral system that
  explains how referrals from district and
  non-district sources will be accepted and acted
  upon in a timely manner. 707 KAR 1300 Section 2

6
Notice of Admissions and Release Committee
Meeting
7
Invitation to Meetings

• Check boxes
• No names required for attendees titles only
• District Representative name only signature not
  required
• Parent completes bottom of form if change in
  date, time or location is desired OR calls school
  to make the change

8
Conference Summary/Action Notice
9
Conference Summary/Action Notice

• Discussion has been replaced in many places by
  check boxes since state regulations do not
  contain that language
• Meeting notes or minutes are not required by
  state/Federal regulations
• Districts may require minutes of meetings

10
Conference Summary/Action Notice

• Some data on conference summary forms may not be
  appropriate for a particular meeting SO it is OK
  to leave some sections blank
• Future technology will allow only appropriate
  data to appear as necessary for a particular
  meeting
• The technology will also allow the boxes to
  expand to fit entries

11
Conference Summary/Action Notice

• Evaluation Planning
• Complete a written description of the evaluation
  plan, if not using the evaluation planning form.

12
Conference Summary/Action Notice

• Determination of Placement Within the Least
  Restrictive Environment
• If student is recommended for initial placement,
  complete the Consent for Special Education and
  Related Services.
• If student is being considered for release from
  special education, the ARC must complete Section
  E. Evaluation.

13
Conference Summary/Action Notice

• Least Restrictive Environment (LRE)
• Percentages relate to physical environment NOT
  the service
• Placement in special classes, separate schooling
  and other removals of children with disabilities
  from the regular education environment occurs
  only if the nature and severity of the disability
  is such that education in regular education
  classes with supplementary aides and services
  cannot be achieved satisfactorily.

14
Conference Summary/Action Notice

• LRE Continued
• Give reason(s) for placement decision in the
  space provided.

15
Conference Summary/Action Notice

• Consideration of Potential Harmful Effects
• If no harmful effects are identified, a checkmark
  to that effect will suffice.
• If harmful effects are identified, they must be
  addressed.

16
Conference Summary/Action Notice

• Extended School Year (ESY)
• ESY services must be addressed.

17
Conference Summary/Action Notice

• Notice of Graduation or Aging Out

18
Conference Summary/Action Notice

• Reevaluation Review Plan
• If the ARC/IEP team determines the need for a
  reevaluation, then either the optional planning
  form or a description of the reevaluation plan
  must be completed.

19
Conference Summary/Action Notice

• Medicaid (Optional)

20
Conference Summary/Action Notice

• Addendum A
• Completed only if the meeting is conducted to
  discuss behavior concerns
• Does serve as a determination of manifestation
  of disability

21
Conference Summary/Action Notice

• Other Relevant Factors

22
Conference Summary/Action Notice

• For Parents Attending
• Signatures continue to reflect attendance only.
  They do not indicate agreement.
• For Parents Not Attending
• The checks document how the parent was informed
  of the meeting proceedings.

23
Evaluation Planning
24
Evaluation Planning

• Optional form You may use it or you may write
  out the evaluation plan using box provided in
  conference summary
• Put check in boxes to mark the assessment
  components determined to be addressed within the
  assessment.
• An E indicates assessment already exists

25
Consent to Evaluate/Reevaluation
26
Consent to Evaluate

• Combined form for evaluation and reevaluation
• Check boxes for areas of assessment
• Spaces for types of records to be released and to
  whom
• If none are known to be released leave blank
• Must have consent for reevaluation
• it is included on this form

27
Eligibility Determination
28
Eligibility Determination

• Optional Forms one for each category of
  disability
• Determinant factors for adverse effects may not
  be
• Lack of instruction in reading and/or math
• Limited English proficiency
• SLD Form for eligibility includes the written
  report for determination of this disability
• signatures indicating agreement are required

29

• Individual Education Program

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IEP Page One

• Identifying Information CFR 300.500(b)(3)
• Present Level of Performance CFR 300.347
• Education Performance Areas Assessed link to the
  Evaluation Requirements CFR 300.532(2)(b)
• Based on Current Information
• Variety of Sources (Including Parent Information)
• Preschool- Age Appropriate Activities CFR
  300.347(a)(1)

31
IEP PAGE ONE Continued

• Vocational Evaluation/Transition Needs
• Functional Vision/Learning Media Assessment
• Other Performance Areas
• Check Performance Commensurate with similar age
  peers if the area is not an area of concern
• Concerns are addressed by comparing students
  abilities to grade level curriculum (POS) 704 KAR
  3303

32
IEP Page Two

• Consideration of Special Factors (300.346 (2)
• Behavior that impede learning
• Limited English Proficiency
• Blind or Visually Impaired
• Communication
• Deaf or Hearing Impaired
• Assistive Technology

33
IEP Page Two(Continued)

• Consideration of Special Factors CFR 300.346(2)
• Is a particular device or service needed to
  receive FAPE?
• If the answer is YES include a statement at
  bottom of the page or include where the
  information is located in the IEP.
• If the answer is NOcheck no and move on.

34
IEP Page Three

• Measurable Annual Goal and Benchmarks/Short-term
  Objectives for IEP and Transition Activities
• Major Change Progress is measured and reported
  toward the annual goal.
• Refer to Program of Studies and Core Content
• Math 4 Areas
• Number/Computations
• Geometry/Measurement
• Probability/Statistics
• Algebraic Thinking
• Reading 4 Types
• Literary
• Informational
• Practical/Work Place
• Persuasive

35
IEP Page ThreeContinued

• Writing 4 Types
• Personal
• Literary
• Transactive
• Reflective
• Behavior
• Health (POS)
• Practical Living/Vocational (Core Content)

36
IEP Page ThreeContinued

• Review of Progress of Annual Goal
• Use numbers that correlate with Methods of
  Evaluation
• Use numbers that correlate with Report of
  Progress
• Write YES or NO under diagonal line to indicate
  anticipation of meeting the goal by the IEP
  review
• Record date the progress is sent home to parents

37
IEP Page ThreeContinued

• Benchmarks/Short-Term Instructional Objectives
• Use Program of Studies and/or Core Content
• In the Program of Studies, find bullets under
  Content/Process for students grade.
• In the Core Content find benchmarks relating to
  each students grade.

38
IEP Page Four

• Specially Designed Instruction
• Major Change SDI refers to adapting content,
  methodology, or delivery of instruction
• Major Change SDI and all modifications reflect
  services or instruction for all annual goals
  collectively
• P.E.
• SDI
• Modifications in State Assessment
• Program Modifications/Support for School
  Personnel 707 KAR 1320 Section 5(8)
• Major Change Training now required for school
  personnel

39
IEP Page Five

• LRE and General Education
• Major Change Documentation required only for
  times student will not participate in
• Regular class
• Extracurricular and nonacademic activities
• School the student would attend if not disabled

40
IEP Page Five Continued

• Special Education and Related Services
• Type of Service 707 KAR 1290 Section 5
• Anticipated Frequency of Service
• Amount of Time
• Beginning Date
• Location of Service

41
IEP Page Six

• Transition Services Needs
• Needs Related to Course of Study
• Desired Post-School Outcomes/Services
• Interagency Linkages and Responsibilities
• Student Preferences and Interest
• Transfer of Student Rights

42
Consent for Special Educationand Related Services
43
Consent for Special Education and Related Services

• No major changes in this document

44
Future Happenings

• Districts will receive hard copies of forms, the
  instruction manual.
• Districts may revise headers on the forms to
  identify the district via logos, symbols and etc.
• Electronic copies of the forms will be available
  at the KDE website.
• Forms training sessions will be available at the
  Fall Conference.
• Feedback to KDE regarding the forms will be
  welcomed.

45
Q A