KWL: “W” What do you want to learn today? Write your “W” on the notecard and turn in to the front. Mid-Year Coordinators’ Meeting
Agenda • Welcome • District Updates • Compliance Hot Topics • Services versus Compliance • Present Levels of Performance • CPR • Chance to reflect • Reminders • Excent • Spring/Summer 2014 Planning • Closing
Our Job • https://www.youtube.com/watch?v=Pk7yqlTMvp8
Updates • OEC on-site monitoring • Visit last fall with 24 folders pulled initially; all IEPs from 2 schools (total of 39 IEPs) • Noncompliance identified • 14/24 AGs not related to disability • 11/20 other issues with AGs • 19/24 PWN incorrect • 8/12 transition not included on Notice • 9/24 no disability statement • 8/24 PLPs noncompliant • 8/24 no progress reports • 100% noncompliant from 2 schools
OEC on-site • Passed Prong 1 with individual student corrections (19 students were still active) on 1/8/14 • Prong 2 requested 8 additional files to verify systemic correction (2 preschool, 2 elementary, 2 middle school, 2 high school); submitted 1/14/14
OEC on-site • This will be a snap! • Took most of the day to find 8 compliant IEPs
Complaints • Complaint resolutions • Reviewed all IEPs at the school • 95% of IEPs were noncompliant • Correction actions • Hiring outside sped consultant • Professional development/trainings • Written procedures • Working with regional coordinator • Random review of IEPs showed compliance and complaint closed on 12/16/13
As of today, Thursday, January 16, 2014 at 10:30am, there are no open complaints or due process hearings pending in the District. • This could change before we get to lunch.
Issues • Services versus Compliance
Compliance: Services • IEP is written appropriately, but services are not being delivered as written in the IEP • No OT services for 3 months because OT quit • Accommodations not being provided
Compliance – additional • Additional issues: • Progress reports not being provided • Every nine weeks minimum • More substance than “may meet goal . . ..” • ESY deferred so not determined annually • Go ahead and take care of this at the annual review for 95% of your students • Save yourself two meetings
Compliance – additional • Additional Issues: • Notification of IEP meeting for 12 year olds and older do not include “transition services.”
Compliance – NON-NEGOTIABLE • Expired Annual Review
Compliance • IEP is not written to be even minimally compliant • No baseline data • Sections left blank • No link between accommodations and PLPs • No disability statement • No strengths and weaknesses within each area of disability
If there are no baseline data, annual goals are not measureable.
Where is the student right now? (PLPs/Findings) • Where do we want him to be by the end of the IEP? (AG) • How are we going to get him there? (accommodations and services)
PLPs • PLPs are a description of the student • What his disability is, • How it affects his access and progress in the general curriculum (including strengths and weaknesses within each disability area), • Sets up the need for accommodations and services
Findings • Baseline data (numbers) • How many words can he read a minute? • What percentage of math word problems does he typically get correct? • How many correct word sequences does he typically write? • In a week’s time, what percentage of his assignments does he turn in?
Findings • For initial placements, you can use standardized test scores (GE, AE, SS) as descriptors in the PLPs, but not for baseline data in the Findings since you cannot re-administer these standardized measures to monitor progress. • You may have to administer some type of CBM or other assessment during the evaluation process so you will have baseline data if the student is found to be eligible.
Annual Goals • If you want him to read 118 words per minute correctly from a 5th grade passage by the end of the year, how many words can he read correctly now in a 5th grade passage? • If you want him to turn in 95% of his assignments on time by the end of the year, what percentage does he turn in now?
Accommodations • Why does he need oral administration of assessments? • How do you know he needs to have notes provided to him? • The answer IS NOT because he came in with that.
Accommodations • So what should the PLPs say about accommodations? • NOT – he needs to have the accommodation because .. . . . . That’s a team decision. • He continues to struggle with his reading comprehension, however, when the passage is read to him, he’s able to demonstrate mastery with his other subjects.
Highlighter test • Start with the AG and highlight the ending measure (where do you want him to end) • Turn to PLP/Findings and highlight the baseline data (where is he starting) • Start with the accommodations (what does he need) • Turn to PLP/Findings and highlight the weakness that creates the need for the accommodation (why does he need it)
The $64,000 Question • How do you know… • he needs oral admin or • she needs 50 minutes of reading a day or • she needs OT weekly or • he will be able to read 87 wpm by the end of the IEP or • he needs to improve the percentage of assignments he turns in
… because in the Present Levels, it says… • EVERY QUESTION about ANYTHING related to the IEP should be answered with the above quote. • Test me . . . . .
Solutions • District staff will be spot checking randomly-pulled IEPs • Communication will begin with you and your regional coordinator • School-level staff should review all IEPs to ensure compliance • Complete IEP review tool • An opportunity to correct problems will be provided
Solutions • Next communication will be with school leader • Lack of compliance/correction will result in possible sanctions for the school
Corrections • Discuss issues with your regional coordinator • If the issue is procedural, you may just need to correct it • Send a corrected Meeting Notice • Send a corrected PWN • Complete the section left blank (but discussed at the meeting) on the IEP and send a corrected copy to the parent
If the issue is service-related, you will need to have a special review to discuss a possible denial of FAPE and determine the need for compensatory services. • If there was a denial of FAPE, the team will need to develop a plan to deliver the compensatory services that will include another IEP meeting at the conclusion of the provision of compensatory services to review progress.
Possible denial of FAPE • Where is the student now? • Based on his typical rate of progress, where does the team think he would have been if he had received the services as described in his IEP? • What will it take to get him back to that point?
Compensatory Services • Amount needed • Person providing • Location • Measure of progress • Documentation of provision of services • IEP meeting to discuss progress data and conclusion of compensatory services
CPR Purpose • To help schools develop a written process for the different aspects of their special education programs before it gets too late. • Specifically pinpoint areas where other schools have struggled.
CPR • Evidence • Proof • Indications • Confirmation
Examples of Evidence • Log of service provision • Documentation of accommodations • Log of indirect service provision • School’s Policies & Procedures • IEP Review Tool • Excent Reports • Comparable services forms
Cliché • Documentation: • “If it’s not written, it didn’t happen!”
Agreement to Amend • Parent agrees to amend IEP without a meeting • Discuss changes to be made and complete Agreement to Amend an IEP form • Make the agreed upon changes in the IEP in Excent; this will be listed as a Special Review with the same date as the Agreement to Amend form so this changes the IEP Implementation date • Notify all team members of the changes • Send parent a copy of the IEP with the changes • Remember you cannot amend an IEP without a meeting for an annual review
Direct and Indirect services • Direct services - usually refer to hands-on, face-to-face interactions between the teacher and student • Indirect services - may involve teaching, consulting with, and/or directly supervising other personnel (including paraprofessionals and parents) so that they can carry out appropriate activities.
Indirect services are not provided directly to a child. Instead, a special education teacher or related service professional provides these services to others who are working directly with a child.
Indirect services could include activities such as staff consultation with a regular education teacher on situations resulting from a child’s disability, modifying curriculum or environment for a child, observing a child, monitoring a child’s progress in a specific area, or monitoring equipment or assistive technology used by a child.