Rolling out the New Forms

1. Rolling out the New Forms State Support Team 13 Sue Bitsko, Susan Burns, Gretchen Estreicher, Deb McGraw, Patrick Wong

2. Behavior Expectations Matrix

3. Top Ten Reasons for this IEP/ETR training • Sounded like a good idea • We Love being asked questions we can’t answer • We wanted our own special education March Madness • Because none of us had anything else to do • We love being the messenger that things have changed …again • You needed one more thing on your plate • We had requests from some of you to sit and listen for a whole day • You wanted to listen to Steve Winwood’s song • ODE made us • Ohio’s forms did not conform and we needed to be in compliance

4. So Just Roll With it…..

5. Outcomes for Today • Familiarize participants with new ETR and IEP forms. • Participants will identify components of the new ETR and IEP forms recently clarified by OEC. • Participants will review resources available from OEC and SST #13

6. Today’s Toolkit

7. Directions to Task Force Site • Go to www.hcesc.org • Click on “What we do” 3. Click on CRES 4. Click on Task Force- “Click here” User Name: taskforce1 Password: task123

8. Task Force Website

9. www.edresourcesohio.org

10. EdReourcesohio.org & Adobe 9 • Fill-able form • Dynamic document • Printable • Name and dates populate • Check boxes to get various sections (i.e. transition, visually impaired) • Check boxes when sections are completed

11. PR-06 Evaluation Team Report ETR Tools Forms Annotated Guide

12. PR-01 Prior Written Notice

13. Initial Evaluation Flow Chart

14. ActivityGetting into the ETR Annotated Guide

15. Assignments • Tables 1-4 Cover page • Tables 5-9 Part 1: Individual Evaluators Assessment • Tables 10-14 Part 2: Team Summary • Tables15-18 Part 3: SLD • Tables 19-23 Part 4: Eligibility • Tables 24-27 School Aged Planning Form

16. What do you already KNOW about the new ETR form section you are assigned? • List these items in the KNOW column of your worksheet. 5 Minutes

17. What did you LEARN about the new ETR?What do you still want to KNOW about the ETR? • Each table will be given a section to learn about. Use the Annotations to facilitate your learning. • List the items you learned in the LEARN section of the ETR worksheet. • List the items you still WANT to learn about the ETR on the worksheet. 15 minutes

18. Share outSchool Aged Planning FormWhat did you learn?

19. School Aged Planning Form

20. Preschool Planning Form

21. Evaluation Planning Form • Suspected Disability: the category(s) of suspected disability as defined in the Operating Standards • Team members: name and position • Planning does NOT require a face to face meeting but must include the entire team’s input before the evaluation begins

22. Type of Evaluation • Initial: • Never identified as a SWD • Was a SWD but exited after an evaluation • Move in from out of state – district wants to evaluate • Reevaluation • Already identified as a SWD, even if last evaluation is expired • Move in from out of state and district accepted the out of state evaluation and serving the child under their out of state IEP or wrote a new IEP

23. Assessment Areas • The team decides what information is needed to determine whether or not the child is a SWD that qualifies under IDEA • Team decides if: • The information has already been collected & is current (not over a year) • If further information is needed • Person responsible: first and last name

24. Signatures on Planning • LEP and racial/cultural bias – taken into consideration (to show an accurate assessment of the child’s knowledge and skills) • Date = date each team member signs (will vary if not a face-to-face meeting) • Set your date for the ETR meeting at the planning meeting

25. Share outCover PageWhat did you learn?

26. ETR: Evaluation Team Report Cover Page

27. Child’s Information • Grade or Grades child will be for duration of IEP

28. Parent Information • Enter Parent’s information

29. Type of Evaluation • Timelines: • ETR must occur within 60 days of date district received parent consent • ETR must occur within 90 days from date of referral • Whichever is shorter • Last ETR: • If move in and can’t get write N/A • Referral Date: • Date received request for evaluation • After request is received the district has 30 days to determine if they suspect a disability or not and provide parents with PWN

30. ETR Form Status • As each section is completed and the box checked at the end, checks appear on the front for a quick check of process status

31. Instructions • Provides an overview of the entire form • Select school aged or preschool planning form

32. Share outPart 1: Individual Evaluator’s Assessment What did you learn?

33. Part 1: Individual Evaluator’s Assessment

34. Individual Evaluator’s Assessment • Page for each person doing an assessment • Areas of Assessment: • vision, hearing, gross motor, academic skills, speech and language development, social-emotional functioning, behavior, cognitive ability, adaptive behavior, secondary transition skills, etc….

35. Evaluation Methods and Strategies • Indicate the method(s) used

36. Assessment Information • Summary of Assessment: • Clear and understandable description of performance and results compared to reason for referral • Any conditions/limitations that may have influenced the validity of the results • Educational Needs: • Including academic weakness, speech and language skills, etc… • Preschool: precursor skills, and needs to access the curriculum • Should tie directly to the implications for instruction and progress monitoring and provide direction for the IEP • Describe the child’s strengths • Implications for Instruction: • How these needs impact the child’s progress in the general curriculum

37. Share outPart 2: Team Summary PageWhat did you learn?

38. Part 2: Team Summary Page

39. Interventions Summary • Completed by the team • All but last 2 areas (Educational Needs and Implications for Instruction) can be done ahead of time prior to meeting • Interventions summary (prior to referral or as part of the evaluation) including the length, intensity, frequency and duration, assessment method used to monitor progress, and analysis of data collected. Charts can be attached

40. Reason for Evaluation/ Parent Info • Reason for Evaluation: • From PR-04 Referral for Evaluation, or the PR-04 can be stapled to the ETR • Summary of information provided by the parents • Include information from PR-04 • May contain results of checklists, interviews, outside evaluations provided to the team • Information provided by parents at the team meeting is also included here

41. Summary of Observations • Summary of Observations is only required for SLD and Preschool • Child must be observed in a learning environment including regular ed. setting. • Can be done prior to referral or as part of referral • Data should quantify the performance in terms of frequency, duration, intensity or quality

42. Medical Information • Medical information that has an impact on the educational needs of the child or necessary to ensure the health/safety of the child • May record medications, explanation of medical procedures, instructions for school personnel to follow if … (i.e. seizure, diabetes)

43. Summary of Assessment Results • Concise summary of key findings – from all assessments, that led to the conclusions of the team • Not as detailed as what was in part 1 (individual evaluators)

44. Educational Needs/Implications for Instruction • Done as team at meeting • Summary of educational needs – “What does this mean?” • For preschool – focus on how the child will access the general preschool curriculum, as well as interactions with peers/adults • Describe the strengths of the child • Progress Monitoring: how the child’s needs have an impact on the progress in the general ed. curriculum – which will lead to the development of goals and identification of needed services

45. Share outPart 3: SLDWhat did you learn?

46. Part 3: SLD

47. Required Notification • If the child participated in RTI, were parents notified of: • Amount and nature of data collected, and support services provided? • Strategies to increase rate of learning • Parents right to request an evaluation

48. Identified Areas • For SLD • Identify which areas the team determined that the child is not achieving adequately for the child’s age or Academic Content Standards.

49. Response To Intervention • Either this section (B) or (C) must be completed • If the team used a RTI process they should summarize the results in this section • Include how the interventions were delivered with fidelity • Focus on the analysis of the data – which provides evidence to support the decision that the gap can not be closed with out specialized instruction

50. Strengths and Weaknesses • If the team conducted an evaluation process to determine patterns of strengths and weaknesses (not RTI) they would summarize the results here. • Multiple sources of data and information should support the need for specialized instruction • One ore more areas should be checked in Section A