IEP Development Process: New State Model Form

1. IEP Development Process: New State Model Form Laurie Jefsen, Kalamazoo RESA Laura LaMore, OSE-EIS Eleanor White, OSE-EIS MAASE Training June 7, 2010

2. Training Packet / Material • Agenda • PowerPoint • Individualized Education Program (IEP) model form (April 2010) • Notice model form - Initial Provision of Programs and Services (April 2010) • Notice model form - Provision of Programs and Services (April 2010) • Quick Reference Guides (8) (April 2010)

3. Purpose for New State Model Form Clear need for an integrated system to: • implement requirements and practices for compliance; AND • focus on results for students

4. Training Goals – “WHAT” not “HOW” • To introduce the new State model forms • To increase understanding of the IEP development process • To assist participants in understanding the design and content requirements of the IEP process in order to implement it with fidelity

5. IEP Development: Alignment Matching two educational components to strengthen the purpose and goals of both. In IEP Development: • Curriculum Assessment • Assessment State Standards • State Standards IEPs • Instruction Outcomes

6. You Get What You Expect MDE, OSE-EIS; Data Source: MICIS Eligibility in MichiganDecember 1, 2008

7. IEP Development: A student-centered, team process requiring data-based decision-making aligned to curriculum that ensures educational benefit and complies with federal regulatory standards. All Students are General Education First Results, through Process Prevention, Not Failure

8. General Form Changes • Format: • Organization - logical flow • Options (present level and goal sections) • Content (i.e., eligibility, factors to consider, curriculum-based instruction) • Removal of Commitment Signature “page”

9. General Form Changes Practice: Access to instruction Alignment with content expectations Notice 9

10. IEP Model Form Section 1: Demographic Information Section 2: Present Level of Academic Achievement and Functional Performance (present level) Section 3: Secondary Transition Considerations Section 4: Goals and Objectives/Benchmarks Section 5: Supplementary Aids and Services Section 6: Assessment-Participation and Provisions Section 7: Special Education Programs and Services Notice to Parent of Intent to Implement (Notice)

11. Section 1: Demographic Information • Purpose To provide information used for guiding timelines, assessment, service determination, public reporting; and eligibility

12. Section 1: Demographic Information • Alignments • Grade • Purpose of Meeting • Parent Contact • Age of Majority • Eligibility

13. Section 1: Demographic Information • Content • Accuracy is critical • Opportunity to check information

14. Section 1: Demographic Information • Changes • Organization • Date Line • Eligibility

16. Section 1: Demographic Information Quick Reference Guide

17. When does the 365 day clock start for an initial IEP? • Evaluation date • IEP team meeting date • Date of offer of a FAPE • Implementation date

18. When does the 365 day clock start for an initial IEP? • Evaluation date • IEP team meeting date • Date of offer of a FAPE • Implementation date

19. How Do You Count 365 Days Toward the Annual IEP that Follows the Initial IEP? • FAPE date to FAPE date • Meeting date to Meeting date • Implementation date to FAPE date • It’s a free sample, you don’t have to count the first one.

20. How Do You Count 365 Days Toward the Annual IEP that Follows the Initial IEP? • FAPE date to FAPE date • Meeting date to Meeting date • Implementation date to FAPE date • It’s a free sample, you don’t have to count the first one.

21. Why is Only One Disability Area Identified for Eligibility? • Once determined eligible, IEP development is driven by need, not disability • Two disability areas did not fit on the form • MI-CIS only captures one disability area

22. Why is Only One Disability Area Identified for Eligibility? • Once determined eligible, IEP development is driven by need, not disability • Two disability areas did not fit on the form • MI-CIS only captures one disability area

23. Section 2: Present Level of Academic Achievementand Functional Performance • 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

24. Section 2: Present Level • Alignment 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

25. Section 2: Present Level • Content For each area of need, show evidence of: • baseline data • a narrative summary describing the data • a statement of how the disability impacts involvement and progress in the general education curriculum; or participation in appropriate activities for preschool students.

26. Data Sources Behavioral expectations Discipline/Behavior Record Anecdotal written records Grade level performance on GLCEs and HSCEs Authentic assessments Progress reports Achievement tests Community-related input Parent input Personal Curriculum (PC) Previous IEP Goals and objectives Reported progress • 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

27. Section 2: Present Level • Changes • Factors to Consider • Format • Three Options

29. Section 2: Present level Quick Reference Guide

30. All of the Following are Required for the Present Level Statement Except: • Area of need • Baseline data • The services and supports to be provided to meet the student’s needs • A description of how the student’s needs affect involvement in the general education curriculum or participation in appropriate preschool activities.

31. All of the Following are Required for the Present Level Statement Except: • Area of need • Baseline data • The services and supports to be provided to meet the student’s needs • A description of how the student’s needs affect involvement in the general education curriculum or participation in appropriate preschool activities.

32. All Factors to Consider Must be “Checked” • True • False

33. Section 3: Secondary Transition Considerations • Purpose To positively influence the likelihood of graduation and promote successful outcomes for students through planning and preparation for adult life

34. Section 3: Secondary Transition Considerations • Alignments • Age of Majority • Present level – Strengths, Needs • Goals • Related Services • Programs

35. Section 3: Secondary Transition Considerations • Content • Required to be in effect not later than the first IEP when the student turns 16 • Recommended, beginning not later than 14 • “to be in effect not later than...” • Make it meaningful

36. Section 3: Secondary Transition Considerations • Changes • Format • Designed to be intuitive • Guide expectations

38. Section 3: Secondary Transition Considerations Quick Reference Guide

39. What Typeof Need would Typically be Identified in the Transition Section of the IEP? • Learning • Planning/ community service

40. What Typeof Need would Typically be Identified in the Transition Section of the IEP? • Learning • Planning/community service

41. Section 4:Goals and Objectives/Benchmarks • Purpose To ensure all students have access to and instruction in, grade level content; improve academic interventions; and support appropriately aligned assessments

42. Section 4:Goals and Objectives/Benchmarks • Alignment • Present level • Secondary Transition • Content expectations • Early Childhood Standards of Quality for Prekindergarten • Grade Level Content Expectations (GLCE) • High School Content Expectations (HSCE) • Supplementary Aids and Services • Programs and Services • Assessment-Participation and Provisions

43. Section 4:Goals and Objectives/Benchmarks • Content • Write for meaningfulness, measurability and the ability to be monitored for progress • Attainable within one year • Include more than one short term, instructional objective

44. Section 4:Goals and Objectives/Benchmarks Short Term Objectives • Content • Acts as intermediate step between present level and goal • To be achievable within shorter time (e.g., month, marking period, semester)

45. Section 4:Goals and Objectives/Benchmarks • Changes • Format • Two Options • Alignment, alignment, alignment • The need for an alternate assessment will be evidenced here; based on modified achievement standards aligned to grade level content

47. Section 4:Goals and Objectives/Benchmarks Quick Reference Guide

48. Even Though Michigan Requires Short-term Objectives/Benchmarks, Goals Themselves Must Be Measurable. • True • False

49. Even Though Michigan Requires Short-term Objectives/Benchmarks, Goals Themselves Must Be Measurable. • True • False

50. Section 5: Supplementary Aids and Services • Purpose - To provide aids and services based on peer reviewed research to the extent practicable - To support access to instruction to enable the student to be educated with students who are not disabled