Rolling Out the New IEP

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Rolling Out the New IEP

• State Support Team Region 13
• Sue Bitsko, Susan Burns, Gretchen Estreicher, Deb
  McGraw, and Patrick Wong

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PR-07 IEPIEP Tools
Annotated Guide
Forms
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Childs Information

• Name populates throughout the pages
• If 14 yrs. Transition Pages appear
• If Ward of State Surrogate parent field
  appears

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Parent Information

• Can add
• additional boxes for parents that live at
  different addresses

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Meeting Information

• Initial
• Never Identified as SWD
• Exited as SWD after evaluation
• Move in from out of state and district evaluates
• Review Other Than Annual Review
• if less than 1 yr.

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IEP Timelines

• ETR completion date
• Is the date of the meeting -when it was
  completed and signed
• Next ETR
• No more than 3 years, or when transition to
  kindergarten
• IEP start date
• First full week of school
• Effective Dates
• No more than 364 days

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Other Information

• New Field Document information not anywhere
  else, or information you want up front
• Document attempts for parent involvement in IEP
• ESY justification

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IEP Form Status

• After you check the box at the bottom of each
  section this will populate
• Nice way to check what still needs to be
  completed

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Amendments

• Can be accomplished in several ways
• May agree to convene entire team
• Agree NOT to convene entire team- need written
  excusals for those not attending (can have face
  to face meeting or phone conference, email)
• Can Document 3 ways
• Revise Entire IEP need to send PWN
• Make changes in body of IEP (highlight,
  underline, hand written), summarize changes in
  amendments part of IEP
• Make changes on paper and attach (must include
  all elements)

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Section 1 Future Planning
?

• Based on a discussion with the child and family
  about the childs future
• Younger children focus is on the education
  component, Older children- focus is postsecondary
  education goals and outcomes
• 14 there needs to be a specific goal for post
  high school that is somewhat realistic
• Can not go to Due Process over this section

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Questions to Consider
?
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Section 2 Special Instructional Factors
?

• All Items marked Yes must be addressed in the
  IEP
• If yes to visually impaired will get the
  Section 15
• If yes the information should be summarized in
  Section 3 Profile and strategies and supports
  will be part of the IEP

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Section 3 Profile

• Information that is NOT connected to a goal
• Include parents concerns, strengths and
  interests of child, results of state and district
  wide tests , recent evaluations
• Behaviors, LEP, Communication(Special
  Instructional Factors)
• Discuss academic, developmental and functional
  needs of the child
• Include needs identified in ETR but not
  addressed in this IEP and tell why
• How disability affects progress in general
  curriculum
• Do not need to repeat if the information is in
  other sections

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Section 4 Postsecondary Transition 14 Years

• If you check the box on the front page as being
  14 - youll get Section 4
• Current courses of study
• What the students postsecondary goal is
• Proposed course of high school study based on
  realistic post secondary goals
• Any related service needs that impede the
  student to get to their goal

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Section 4 Postsecondary 16 years

• Course of study
• Strengths
• What they need to learn based on their
  postsecondary goal (education/training,
  employment, independent living)
• Assessments how they will behave at work
  (attendance, job shadows, time-on-task), interest
  inventories, vocational evaluations, career
  surveys

16
?

• Goals must be based on transition assessments
• Written in 3rd person Sally will upon
  completion of high school.
• District is NOT responsible for ensuring goals
  are completed after student leaves IEP coverage
  but there should be a good faith effort
  documented by the district

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Section 5 Postsecondary Services Cont.

• Can say no need for goal as there is no need
  for specially designed instruction outside the
  regular education curriculum based on
  transition assessments

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Section 6 Measurable Annual Goals

• Area ACS or communication, behavior.
• Present levels
• Academic, functional (hygiene, community based
  instruction, safety), post secondary transition
• Include information about strategies and
  interventions and their results
• Use clear and concrete terminology

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Section 6 Measurable Annual Goal- Cont.

• Goals should be prioritized
• Accomplished in 12 months
• Aligned to Academic Content Standards
• Must be a direct relationship between the ETR,
  PLOP and goals
• Must contain condition, clearly defined
  behavior,
• criteria for mastery

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Section 6 Measurable Annual Goal- Cont.

• Objectives (steps towards goal) or
• Benchmarks (able to do by a specific time)
• These are your plan for reaching the annual
  goals and the means of reporting progress
• Must be a direct relationship between the Goal
  and the objective/benchmarks
• Should include condition, clearly defined
  behavior and performance criteria

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Section 6 Measurable Annual Goal Cont.

• How the progress will be reported and how often
• Check all the boxes that apply
• Must be at least concurrent with issuing of
  report cards and periodic reports for typical
  students

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Section 7 Specially Designed Services

• Adapting the content or methodology or delivery
  of instruction to access the general ed.
  Curriculum
• This area shows a synthesis of services- it
  pulls all the goals together that a person is
  responsible for

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• Be specific as to what you are going to do,
  where, how frequently, etc
• If providing multiple services/
• environments you must make a new box- so it is
  clear

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Section 7 Specially Designed Services Cont.

• Accommodations
• Providing access to , but NOT altering the
  amount or complexity
• Do NOT need to specify frequency or duration of
  accommodations
• Modifications
• Altering the content (decreasing amount or
  complexity)

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Section 7 Specially Designed Services Cont.

• Support for School Personnel
• Training, aide, resource materials, equipment,
  consultation with other professionals
• Services to Support Medical Needs
• Medical services child needs to receive FAPE

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Section 8 Transportation

• Always has been a requirement
• If child needs transportation to access FAPE
• If the child can ride the regular yellow bus
  with no supports they wont need transportation
  as a related service

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Section 9 Nonacademic/Extracurricular

• Always has been a requirement
• Document opportunities to participate in
  non-academic activities
• If parent doesnt want participation, specify
  parent and child do not wish to participate
• If parent does want participation you must
  provide whatever supports the child needs to
  participate fully
• If it is in the IEP it must happen as it is
  FAPE

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Section 10 General Factors
?

• If you put no it will guide you to go back and
  consider
• ESY
• The determination must be made even if the
  parents do not specifically request it

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ESY

• Consider
• Regression, recoupment, emerging critical skills
• If unlikely to maintain skills relevant to IEP
  goals
• Extent mastered a skill at the point when
  educational programming will be interrupted
• Extent to which the skills are crucial to meet
  the IEP goals of independence
• Whether the disability is severe
• Need reliable sources of information
• Progress on goals in consecutive IEPS
• Progress reports before and after interruptions
• Reports by parents of negative changes in
  adaptive behaviors or in other skill areas
• Medical or other agency reports exacerbated
  during breaks
• Observations and opinions by parents, educators,
  and others
• Results of assessments

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ESY

• ESY can NOT be based on
• Desire for respite care
• Desire for summer recreation
• Desire for other services that, while they may
  provide educational benefit, are not required to
  ensure FAPE
• If ESY is provided, the IEP must contain
• Type of ESY services, location, frequency and
  duration of services
• Beginning date and anticipated end date
• Which goals/objectives will be addressed

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Section 11 Least Restrictive Environment
?

• Only when the nature and severity of the
  disability is such that education in the regular
  ed. environment, even with supplementary services
  and aids, cannot be achieved satisfactorily.
• Must justify/give a rationale for why the child
  needs services outside the regular ed.
  environment.

3/11/09 AG Pg 27 and justify the choice in
the field that appears
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• Tell WHY wont participate without
  accommodations
• Is excused from consequences? If yes list the
  areas excused
• Allowable accommodations on ODE website

3/11/09 AG Pg. 28 See Appendix H in Ohio
Statewide Testing Program Rule Book Pg. 29 1st
paragraph district wide or state-wide testing
with accommodations or modified assessment
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Section 13 Participants

• Mark all types of meetings that were done
• Required participants have an
• If they have an and dont attend they need
  written excusal (for whole or part)
• Can change the text in the position field
• If they dont attend the ENTIRE meeting they
  sign in the Not in Attendance area
• Date date they provide information or date
  signed after IEP meeting

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Section 14 Signatures

• Parent signature is required for Initial IEP and
  change of placement
• If the parents dont consent for initial, or
  revoke consent the child exits from special ed.
  and is no longer entitled to FAPE
• Document that the student was invited after age
  16.

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Section 14 Signatures Cont.

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Services Plan PR-09
Annotated Guide
Forms
Available at www.edresourcesohio.org
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Nonpublic Placement

• If a district places a SWD in a nonpublic school,
  the child is entitled to FAPE, and must have an
  IEP written by the district which is implemented
  by the non public school.
• If a parent unilaterally places a SWD in a non
  public school, the child is NOT entitled to FAPE.
  They would receive a Services Plan for the
  services the child receive. (Part B funds)

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Identifying Information

• Must be in effect at beginning of each school
  year
• Amendments agree to not have a meeting, it is
  the districts responsibility to collect written
  excuses (required who wont attend)

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1 Measureable Annual Goals

• PLOP
• baseline data for developing plan
• Include classroom performance, results of
  assessments (state and district wide tests, ETR)
• Statement of native language proficiency
• Progress towards current goals
• Goals
• Direct relationship with PLOP
• Include condition, clearly defined behavior and
  performance criteria

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2 Descriptions of Specially Designed Services

• Only the services that have been agreed to by the
  district and non public school are recorded in
  this section
• If services are provided in a location other than
  the non public school, transportation may need to
  be provided

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3 Statewide District Wide Testing

• If the child will participate in testing with or
  without accommodations, or as part of the 2 or
  take the Alternate Assessment

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4 Meeting Participants

• Meeting was check all that apply
• Required Participants
• District representative
• Regular ed. teacher
• Intervention specialist
• Parents
• Child
• Nonpublic school representative
• Person knowledgeable about instructional
  implications

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5 Signatures

• If dont give consent to initial child can not
  be served under IDEA and need PR-01
• PR-01 if dont agree