The IEP Process: Everything you need to know …and more

1. The IEP Process: Everything you need to know …and more School Year 2012 - 2013 Presenters: Michelle Parrish & Vicki Arbour

2. Introductions • Focus for Session - Content Expectations • Wrap up Agenda

3. Review each component of Monroe’s IEP • Practice writing PLAAFP statement • Practice writing IEP goals and objectives • Practice LRE component of IEP • Practice State Assessment component of IEP Training Purpose

4. To understand the IEP development process • To understand the design and content requirements of the IEP process • To be able to implement with fidelity Training Outcomes

5. Do you feel you have enough information to effectively participate in the IEP process? • If not, what other resources are necessary? Training Assessment

6. Technical training will be held on October 2, 2012 in the (PC) computer lab in the area of Excent and Medicaid…this training today will focus on the content and process of the IEP development. Technical Training

7. IEP Meeting Process

8. Meeting Invitation Timeline: • Meeting invitation 30 days prior to annual IEP review date • Arrange IEP meeting, at minimum, 2 weeks prior to annual IEP review date First Step

9. The Invitation: • Contact team for possible IEP meeting dates • Call parents to arrange IEP meeting • Find a meeting location • Note on Meeting Invitation 2 methods of contact • Send written meeting invitation to parent(s) & team members • Prepare “draft” components of IEP for Meeting Second Step

10. At the start of the meeting: • DO NOT forget to introduce all participants • State the purpose of today’s meeting is to review the student Individual Education Plan • Move to the signature page with the Excusal, if appropriate Third Step

11. Conclusion of the meeting: • Secure the signature of the designee on the Notice page • Signature with date should coincide with IEP date Fourth Step

12. Signatures

13. Purpose To meet requirements document: • required participants • consent to release Medicaid information • excusal of IEP participants Signatures

14. Key Points The following are required participants and must be included on the student’s IEP invitation: • District’s (representative) designee, • General education teacher, • Special education teacher, • Ancillary staff when appropriate • MET representative, when appropriate • Parent(s)/Guardian must be invited and/or student when appropriate. Signatures

15. Helpful Hints • Provide parents with a general overview of Medicaid • Request parent consent to release student information in order to bill Medicaid • For more information: (MCISD web page under Quick Links-Medicaid)http://www.misd.k12.mi.us/departments/specialed/servicesprograms/medicaidservices/ Medicaid

16. Key Points IEP participants excusals: • Must excuse absent participants that appear on the meeting invitation • Parent signature required for excusal, if parent is in attendance • Parent is not required to be excused for the IEP meeting Signature (excusal)

17. Top of Form Top of Form

18. Purpose • To provide information used for guiding timelines, assessment, service determinations, public reporting, and eligibility Top of Form

19. Form Update: Initiation and duration fields remain clear until populated. Top of Form Page

21. Key Point Student ineligible for special education services and programs: • Complete Top of Form page • Check “ineligible” with stated reason • Do not go on to Present Level page Top of Form Page

22. PLAAFP

23. Purpose • To provide big-picture overview of needs specific to academic achievement and functional performance • To accurately describe students current performance in areas affected by disability Present Level of Performance

24. Blank space between Header (PLAAFP) and Baseline Data, Impact and Resulting Needs How to Use: • General Information: Joey is a 4th grade student who meets the eligibility criteria under Other Health Impairment (OHI) in the area of ADHD. How Not to Use: • An explanation of baseline data, impact & resulting needs. Present Level

25. Blank Space Be Specific

26. Helpful Hints for Completing the PLAAFP Page • All sections of the student profile is required under Federal Regulations to be completed • Any format is allowable: narrative or bulleted • Provide relevant information for students strengths and interests. This ties in with supplemental aids and transition planning. Saying Joey has a cute smile is not specific enough. • Parent Input Section: Provide direct quote when possible or note when parent is not available for comment. • Achievement results are always to be current, meaning within one year. Present Level

27. Helpful Hints for Completing the PLAAFP Page(cont.) Content (required components) For each area of need, show evidence of: • Baseline data • A narrative summary describing the data-it’s not enough to just give a score • A statement of how the disability impacts involvement and progress in the general education curriculum; or participation in appropriate activities for preschool students Present Level

28. Key Point Each area of need must be addressed in at least one other section of the IEP: • Supplementary Aids and Services • Secondary Transition Services • Goals and Objectives • Programs and Services Present Level of Performance

29. Attendance • Checklists • Educational Development Plan (EDP) • Observational data • Report Cards/Grades • Assignments • Informal assessment results • Formal test results • Criterion referenced tests • Standardized tests • Completion of work • Work samples • Portfolio contributions • Behavioral expectations • Discipline/Behavior Record • Anecdotal written records • Grade level performance on Core Content Expectations • Authentic assessments • Progress reports • Achievements tests • Community-related input • Parent input • Personal Curriculum (PC) • Previous IEP • Goals and objectives • Reported progress Present Level Data Sources

30. Practice - PLAAFP

31. Transition

32. Purpose • To positively influence the likelihood of graduation and promote successful outcomes for students through planning and preparation for adult life Secondary Transition Considerations

33. Key Points Required to be Indicated on Transition Page for students 16 or older during their IEP year. • 1. Was the student invited to the IEP Team Meeting? • 2. Was the student’s post-secondary vision and goals • A. identified • B. updated annually and • C. Measurable? • 3. Did the IEP identify the current student’s • A. Academic achievement • B. Functional performance and • C. Transition related needs? • 4. Did the IEP identify transition services, including courses of study , aligned with the post-secondary vision/goals? • 5. Was prior consent to invite an agency obtain or indicated N/A at this time? • 6. Did the IEP identify at least one IEP goal that aligns with the post-secondary vision? Secondary Transition Considerations

34. Goals and Objectives

35. Purpose • To ensure all student have access to and instruction in, grade level content, improved academic interventions, and support appropriately aligned assessments Goals and Objectives

36. Specific Measurable Action words Realistic and relevant Time limited SMART Goal Guidance

37. The goals should be what we expect of regular students.  The IEP goals explain how your child gets from "here" to "there". Goal Component Checklist

38. The direction we want to go (increase or decrease) • The problem we are addressing  • The present level  • The amount of change, by the end of this IEP year • The methodology needed The 5 Components

39. 1. Direction of change • 2. Deficit or excess • 3. Present level of performance • 4. Expected annual ending level of performance and • 5. Resources needed to accomplish the expected level of performance Annual Goal Help Tips (same as 5 Components)

40. Helpful Hints • Write for meaningfulness, measurability and the ability to be monitored for progress • Goals • Are measurable • Attainable within one year • Short-term objectives • Include more than one short-term objective • Acts as an intermediate step between present level and goal • To be achievable within shorter time, e.g., month, marking period, semester Goals and Objectives

41. Johnny will: • 1. Increase • 2. In-seat on-task behavior • 3. From 0% of the time currently to • 4. 50% of the time by the end of this year • 5. By training the teacher in positive behavior interventions that give reinforcement to in-seat, on tasks behavior and do not unintentionally reinforce Johnny by giving attention to out-of-seat behavior. Example - Component Goal Writing

42. The IEP would then specify the short term objectives in terms of the task or performance expected conditions under which the performance is expected the standard by which it will be measured, how the performance will be documented and how the results will be reported to the parents. Short-term Objective

43. Practice – Goals & Objectives

44. Least Restrictive Environment

45. Purpose • Supplementary Aids and Services • To support access to instruction to enable the student to be educated with students who are not disables • Special Education Services and Programs • To identify the special education Services and Programs necessary to meet the needs of the student and ensure progress Least Restrictive Environment

46. Helpful Hints for Supplemental Aids and Services Section: • Consider strengths that can be build upon, • e.g., A student that does not like to talk with adults, don’t indicate that student will self-advocate for themselves. • e.g., A student that is good with organizational skills would probably be good at keeping track of a calculator to use on an everyday basis. • Never list “As Needed” as a condition • Examples of conditions are, but not limited to the following: daily quizzes, essay tests, written assignments that are multi-pages; always connect back to the data. Least Restrictive Environment

47. Helpful Hints for Services and Programs Section: • Service and Initiation/Duration Sections – All services and programs will begin on the implementation date of the IEP and continue for the duration of the IEP, unless otherwise indicated differently under the duration column. • When completing an end-of-year IEP, it is extremely important to document yourself as the provider for a one year duration. • When documenting a program change, use a separate line, i.e., resource room to cross-categorical room. • When documenting ESY, use a separate line. • Time and Frequency • When opening this hyper-link, fully complete the larger “box” that is discussed with parents and visible on the IEP and complete the 3 smaller boxes for count purposes: minutes, days per week, and weeks per month. • Never use a “Zero” as part of a range of time • If a school is on trimesters it is appropriate to state, 2 out of 3 trimesters Least Restrictive Environment

48. Practice – LRE Page

49. Assessments

50. Purpose To meet required assessment standards of the Michigan Educational Assessment System (MEAS) which includes: • Michigan Merit Exam (MME), • Michigan Educational Assessment Program (MEAP), • Alternate Achievement-Modified Achievement Standards (AA-MAS), • MI-Access, • English Language Proficiency Assessment (ELPA) State and District Assessment