A Triptik for Navigating Ohio s New Forms and Procedures for Schools

1. A Triptik for Navigating Ohio�s New Forms and Procedures for Schools Presented by: Sally Demmler Deborah McGraw Hamilton County Educational Service Center

2. Destination To become familiar with new ETR and IEP forms To determine what information should be included in each section. To learn about resources available to help in navigating rules and procedures To learn the rules � to remain in compliance with ODE/OEC guidelines Arrival In 2 hours It will be fast paced!!! Please hold your questions

3. Map Key Green = new sections of forms Whole to part and part to Whole Caution = Be sure to include Wrong Way = Common compliance errors Roadside Assistance = Tools and where to get them. Available at www.OMNIE.org

4. What Tools Direct us and Give Us Roadside Assistance ? Federal Register- IDEIA (2004) Ohio�s Operating Standards (2008) FAPE (3301-51-02) Child Find (3301-51-03) Confidentiality (3301-51-04) Procedural Safeguards (3301-51-05) Evaluation (3301-51-06) IEP (3301-51-07) Non Public (3301-51-08) Delivery of Services (3301-51-09) Preschool (3301-51-11) Ohio�s Whose IDEA is it? (2008)

5. 4. Annotated Guides & Forms (Spring 09)

6. 5. Dynamic Guidance Document www.edresourcesohio.org (updated quarterly) 800+ pgs 6. Q & A document

7. Sorting through the Information

8. PR-01 Prior Written Notice Before we get into the ETR form the district must follow some procedures � such as providing PWN and Procedural Safeguards (Whose IDEA is it?). This always seem to be an area of confusion �so ODE has a new tool of when to provide these documents. Before we get into the ETR form the district must follow some procedures � such as providing PWN and Procedural Safeguards (Whose IDEA is it?). This always seem to be an area of confusion �so ODE has a new tool of when to provide these documents.

9. Initial Evaluation Flow Chart

10. Parent Referral to Evaluate District has 30 days of receipt of oral/written request to: Explain referral process to parents Provide copy of Procedural Safeguards (Whose IDEA is This?) Provide Prior Written Notice (PR-01) � agreeing or refusing to conduct an evaluation If agree to evaluate� give Request for Permission to Evaluate (PR-05) If doesn�t agree to evaluate � give PR-01 stating this and the information used to make that decision

11. District Referral to Evaluate Contacts the parents and explains the referral process; Develops an evaluation plan with the parents� input; Provides the parents with a copy of procedural safeguards, Whose IDEA Is This?; Provides the parents with the Prior Written Notice to Parents PR-01 form stating that the school district is proposing to conduct an initial evaluation; Requests permission to evaluate the child and provides the parents with a Parent Consent for Evaluation PR-05 form. * The Parent Consent for Evaluation PR-05 and Prior Written Notice PR-01 forms can be provided at the same time as a copy of Whose IDEA Is This?

12. Joint Custody Both parents have educational decision-making authority, only one parent must consent before the initial evaluation; initial provision of services; or change of placement to occur. If the custody papers give one parent the authority to make educational decisions, the parent with that authority must provide the consent. If the parents disagree and are threatening legal action or revocation of consent, ODE/OEC recommends that the district: Contact the judge that wrote the divorce decree; Explain that the joint custody for educational decision making is interfering with the provision of services for the child; and Seek the judge�s assistance in resolving the parents� disagreement. ODE/OEC recommends these steps be taken when legal action or revocation of consent is being proposed, since disagreements between the parents could result in one parent providing informed consent to evaluate or serve the child and the other parent revoking consent. If a parent revokes consent, the district cannot take the parent to a due process hearing to obtain a ruling that services may be provided.

13. PR-06 Evaluation Team Report ETR Tools

14. School Aged Planning Form

15. Evaluation Planning Form Suspected Disability: the category(s) of suspected disability as defined in the Operating Standards Team members: name and position Team chairperson may or may not be the district representative. The DR may or not be included in the team for planning. Thus signature for DR may be left blank or changed to team chairperson Date: Planning does NOT require a face to face meeting but must include the entire team�s input before the evaluation begins

16. Type of Evaluation Initial The district or parents first suspect a disability; A child has been evaluated previously and found not eligible for special education services and is evaluated again at a later date; A child transitions from Help Me Grow (HMG) to preschool special education; A child moves into the district from out of state; The parents have revoked consent and want the child once again to receive special education and related services; and A child has exited special education and is evaluated again at a later date. Reevaluation If ETR or IEP have expired because the child has: moved frequently; been incarcerated; been truant; or been placed in a residential facility.

17. 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) Be careful in selecting what you want to evaluate, select and use what you select. Do not do a consent form so far in advance that you prior selected assessments that you do not need or that are not appropriate when the time comes. For example, sending a consent form in September when the evaluation won�t be done until April. You need to plan the assessments as a team activity. Do not assume that having an SLP assessment is sufficient and only have parent and SLP meet and plan. This is out of compliance. Also note that a psychologist is not needed in every evaluation if there are no concerns about social, emotional, behavior or intelligence issues.Be careful in selecting what you want to evaluate, select and use what you select. Do not do a consent form so far in advance that you prior selected assessments that you do not need or that are not appropriate when the time comes. For example, sending a consent form in September when the evaluation won�t be done until April. You need to plan the assessments as a team activity. Do not assume that having an SLP assessment is sufficient and only have parent and SLP meet and plan. This is out of compliance. Also note that a psychologist is not needed in every evaluation if there are no concerns about social, emotional, behavior or intelligence issues.

18. 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 If you set your ETR meeting ahead of time, you can allow a timing that is mutually agreeable with the parents and required team members. Please be proactive about not cutting yourself to the last available day; because we know �snow� happens! Or hurricanes, or power outages or a need for another assessment not preplanned for. If it is not a meeting there must be documentation that planning took place and all members provided input into the planning process. � could gather information from team members then send to them for their signatureIf you set your ETR meeting ahead of time, you can allow a timing that is mutually agreeable with the parents and required team members. Please be proactive about not cutting yourself to the last available day; because we know �snow� happens! Or hurricanes, or power outages or a need for another assessment not preplanned for. If it is not a meeting there must be documentation that planning took place and all members provided input into the planning process. � could gather information from team members then send to them for their signature

19. Things to Consider

20. Preschool Planning Form-Domains Assessed

21. Preschool Planning Form-Types of Assessment

22. Preschool Planning Grid

23. Speech and Language Example

24. Cautions� Be sure you planning tool matches the actual assessment tools in the ETR Be sure there is evidence of a TEAM effort When planning early for a Reevaluation � the 60 day timeline from parent consent to evaluation does Not apply. However be sure that you only do what the parent has given signed consent to do.

25. ETR: Evaluation Team Report � PR 06 ADD LOUPE OF COVER PAGEADD LOUPE OF COVER PAGE

26. Child�s Information Grade or Grades child will be for duration of IEP

27. Parent Information Enter Parent�s information Parents information, use two boxes if needed. This does not have a drop down add button option.Parents information, use two boxes if needed. This does not have a drop down add button option.

28. Dates: Last ETR: If move in and can�t get -write N/A Referral date: Verbal requests are acceptable as a request for evaluation. It is NOT required to be written. Parent can ask for an administrative review or go to due process if they are not in agreement with the decision of the team.Referral date: Verbal requests are acceptable as a request for evaluation. It is NOT required to be written. Parent can ask for an administrative review or go to due process if they are not in agreement with the decision of the team.

29. 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

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

31. Part 1: Individual Evaluator�s Assessment

32. 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�.

33. Evaluation Methods and Strategies Indicate the method(s) used Preschool - the following must be evident in the area of suspected disability: observations in more than 1 setting, interview, criterion reference AND norm referenced evaluation Make sure there is documentation with data collected.Make sure there is documentation with data collected.

34. 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 Be sure there are multiple measures from multiple individuals Educational Needs: Including academic weakness, speech and language skills, etc� Preschool: precursor skills, and needs to access the curriculum Describe the child�s strengths

35. Be sure to�. If use test scores � INTERPRET them in lay terms and passes the �stranger test� State the deficit (i.e. �moderate expressive language delays�) Do NOT predetermine services, you are just identifying deficits and skill levels not �qualification� of a service (i.e. Do NOT put �qualifies for S/L services�) (Q &A Pg. 2) How these needs impact the child�s progress in the general curriculum (adverse effect) Be sure to list your credentials (speech and language pathologist, MA-CCC-SLP,�)

36. Part 2: Team Summary Page

37. 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 Intervention fidelity, how well the intervention was done in comparison to what was assigned, should be included.Intervention fidelity, how well the intervention was done in comparison to what was assigned, should be included.

38. 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

39. Summary of Observations Summary of Observations is only required for SLD and Preschool There is no requirement to do an observation for a child suspected as ED, however the team may feel they need this to determine supports and services needed. (Q & A Pg. 4) 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 Summary of observations are also if a student has been out of school for medical or disciplinary reasons.Summary of observations are also if a student has been out of school for medical or disciplinary reasons.

40. 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)

41. 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) Include teacher input to help show �adverse effect� Include the child�s strengths Charts and graphs can be inserted or attached, however the parts of the report that are needed by the team to make an eligibility determination � must be summarized in the form. (AG Pg.6)

42. 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 What does this mean� synthesize all the information into how this will be reflected in the IEP. What instructional methods work and how that will be included in the IEP, especially progress monitoring.What does this mean� synthesize all the information into how this will be reflected in the IEP. What instructional methods work and how that will be included in the IEP, especially progress monitoring.

43. Part 3: SLD

44. 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

45. 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.

46. 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

47. 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 or more areas should be checked in Section A

48. Exclusionary Factors Place a check mark in all the boxes that are NOT the primary reason for the child�s academic deficiencies. If any of the boxes are left unchecked, the box(es) not checked identify factors that are the primary reason for the child�s academic deficiencies and the child can NOT be determined to be a child with a specific learning disability under IDEA. If all boxes are checked � the child may have a SLD So if the deficiencies are the result of one of those boxes, check the box. If the deficiencies are not primarily these exclusionary factors, move to the next section.So if the deficiencies are the result of one of those boxes, check the box. If the deficiencies are not primarily these exclusionary factors, move to the next section.

49. Not Due to Lack of Instruction Document the data used to show the child was provided appropriate instruction, by qualified personnel, AND Summarize the results of any assessments (i.e. curriculum based measurement, formative short-cycle assessment) used to monitor the child�s progress during instruction and how they were shared with the parents.

50. Observation If information on observation has been reported in part 2 it does NOT need to be repeated � note information is found in 2 Team Summary Child should be observed in the child�s learning environment (either prior to referral or as part of referral process) and the performance should be quantified in terms of frequency, duration, intensity or quality Preschool or home bound � observe in an environment appropriate for a child of that age

51. Medical Findings Any medical information not already provided in Part 2 Team Summary that would impact the child�s eligibility or be in the range of supports needed to be successful educationally

52. SLD Time Extensions Federal law does NOT allow for waiving of the timelines � except if the team suspects SLD If they suspect SLD, the team can extend the timeline to make an eligibility through the RTI process The extension must be mutually agreed upon in writing - and there must be a specific date when you are done (i.e. extending the timeline until ___). If another disability category is chosen in the end, that�s ok If the parent asks to wait to gather outside information � the district can not waive the timeline unless SLD is suspected. If medical information is needed, go ahead with the meeting, determine that the child isn�t eligible � pending further information

53. Part 4: Eligibility

54. Eligibility Determination The primary reason for the deficiencies is NOT due to: Lack of instruction� i.e. absent, moved frequently (can still have a disability but tell how the child responds to interventions and high quality instruction in their current setting) Limited English Proficiency Eligible for specific disability category AND Need requires specially designed instruction (the disability has an adverse impact on the child�s educational performance)

55. Eligibility Continued Identify the category of special education that the child is eligible for (i.e. 13 + DD) Write only ONE category Do NOT list the related services the student is eligible for: �special education and related service� is a phrase that means that the child is eligible for special education and in this context, it is NOT speaking about related services per se. (AG Pg. 12)

56. Eligibility Be careful NOT to predetermine services or placement- based on who is invited to the team meetings. There is a court case in our circuit (6th circuit) who ruled against a district because they did not have a regular education teacher at an initial IEP meeting when the initial IEP and placement were being discussed.� The reason the district did not have this teacher present was that the child was severely autistic and no one, including the parents, were even considering placement in a regular education classroom.� Be that as it may, the court concluded that the district predetermined placement by not having the regular education teacher present at the meeting and therefore determining before the meeting that the child would not be in regular education which is a violation of IDEA.

57. Basis for Eligibility Determination Provide a justification for the eligibility determination describing : how the child meets the eligibility criteria and how the disability affects progress in the general ed. curriculum It should not repeat the Team Summary, Section 2, but instead directly connect the performance and needs to the eligibility category

58. Developmental Delay Consider eligibility in the 13 categories first: 1. Autism 8. Cognitive Disability 2. Deaf-blindness 9. Deafness 3. Emotional Disturbance 10. Hearing Impairment 4. Multiple Disabilities 11. Orthopedic Impairment 5. Other Health Impairment 12. Specific Learning Disability 6. Traumatic Brain Injury 13. Visual Impairment 7. Speech or Language Impairment If the child qualifies in one of the RED areas � the term Developmental Delay (14th category) may be used without additional evaluations. Developmental Delay may be used if: The child is 3-5 years of age The 13 other categories were considered first There is evidence of delay in physical, cognitive, communication , social-emotional or adaptive development. The delay is substantiated by 2.0 standard deviation below the mean in 1 areas or 1.5 standard deviation below the mean in 1+ areas of development. If the delay is not substantiated through the standard deviation requirements above,the team should explain the preponderance of evidence as to how the child qualifies

59. Eligibility Decisions HO 5: PSE Eligibility Rules 8/08 HO 6: Topic 11.1 Eligibility Guidelines Another way to look at the process- steps 1, 2 ,3HO 5: PSE Eligibility Rules 8/08 HO 6: Topic 11.1 Eligibility Guidelines Another way to look at the process- steps 1, 2 ,3

60. Preschool Age Considerations A child who will be 3 yrs. By Dec. 1st, can begin earlier than their 3rd birthday � at the start of the school year. A child who is 5 at the district entry date, may be served in preschool or kindergarten (note that the content standards are different for each and thus have different implications) A child who will be 6 yrs. By Dec. 1st, should have considered kindergarten If a child is 6 years by the district entry date, they are NO longer a preschooler

61. Part 5: Signatures

62. Dates Date must be within: 60 days from receiving parental consent and within 90 days from referral, whichever is shorter

63. Evaluation Team Signatures Date signed All team members who did not attend but had input sign the report AFTER the meeting Signify if they agree or disagree

64. Statement of Disagreement If disagree � must attach a written statement to the ETR If there is a tie � the district representative is the �tie breaker� and must document why the decision was made on a PR-01 (Q&A Pg. 2)

65. Out of State Move in The new school district must convene an IEP team and determine whether or not it will accept the child's out-of-state ETR The district may ACCEPT the out-of-state ETR if it has all of the required components of an Ohio ETR and the district agrees with the conclusions of the ETR. If the district does accept the out-of-state ETR, it is, in effect, adopting the out-of-state ETR as its own. The next ETR the district completes for the child will be a reevaluation � on the 3 yr. anniversary date. A PR-01 should be sent to the parents stating that they are accepting the out of state ETR (Q & A ODE/OEC Pg. 1) If the district DOES NOT ACCEPT the out-of-state ETR: The district completes a new (initial) evaluation. While the district is completing this evaluation, it must provide the child with the supports and services described in the child's out-of-state IEP or provide the child with comparable services. A new IEP can not be completed until the ETR is completed.

66. In State Move in Receiving district holds an IEP team meeting within 2/3 weeks of child�s enrollment to Review the IEP and determine whether it can be implemented as written Whether alterations are needed � which can be done through the amendment process Determine if the ETR is up to date/valid, and whether it will accept the old district�s ETR or do a new ETR (Most of the team members can be excused and the meeting may be a telephone conversation)

67. Adding a Related Service PR-01 Planning form for Related Service area (SLP, OT) Parent Consent PR-05 Page of Part 1 of ETR & Attach to back of ETR A full reevaluation is NOT required when adding a service If the need for the related service is so severe that it impacts the other goals and objectives, then you may need to redo the ETR back page and summarize in the general summary portion No parent signature is required for this �add on related service ETR�. IEP can be amended with the amendment process 3 year reevaluation timelines follow from original ETR The assessment for the related service is reviewed and revised on the same date as the current ETR.

68. Deleting a Related Service A full ETR is NOT required Review data and documentation that shows the student has met all the goals, and there are no additional future goals that require the related services support. Create a New IEP or amend the IEP without the related service � (parents given a copy within 30 days). On upcoming IEP indicate the dismissal and why �has met all goals and objectives an needs no additional goals and objectives� � in Other or Profile (best practice) Provide PR-01 � only if parents do not agree with the removal of service (parents may enter conflict resolution if they choose). As long as the new IEP excluding the related service does not also include a change of placement the parents have not agreed to, the district may implement the new IEP without the related service, even if the parents disagree

69. Dismissing from Primary Handicapping Condition �Speech Primary� PR-01 Proposal to Dismiss/Change of Identification Invite Parent to ETR Planning Meeting (PR-02) � hold meeting Parent consent for Evaluation if new assessment is needed (PR-05) Invite Parent to ETR Meeting (PR-02) � Hold ETR meeting (PR-06) and Document � Has met all goals and objectives and needs no additional goals and objectives, or Reasons for dismissal (unwilling/unmotivated and efforts to address these factors have not been successful, extenuating circumstances such as dental/medical/social� (ASHA) is no longer a SWD (no longer adverse affect) Provide parent with PR-01 If Parent disagrees again provide PR-01 �Parent does not agree with dismissal from speech and language service� The correct way to exit a child from special education is to do the reevaluation, determine that the child is no longer eligible for services, document this on the ETR, and provide the parent with a PR-01 form. If the district would like to record this fact on the last IEP, that is fine, but it is not required. Districts should not be changing out pages or writing new IEPs in this scenario. (IEP AG Pg. 39)

70. Reevaluation 3 Ways to do (waive, review, new full) New optional form to Waive If the parents: disagree with the reevaluation after it is completed, OR the reevaluation results in a change in the child's disability category, the evaluation team again provides the Prior Written Notice to Parents PR-01 form.

71. Things to Watch out for�.. Failure to provide parents with proper notification (PR-01) when the district proposes or refuses to initiate changes in the student�s identification, evaluation or placement Failure to include information/data provided by parents in the MFE and/or IEP Failure to properly complete all sections of the IEP or MFE Failure to provide parents with a copy of their procedural safeguards (i.e., Whose IDEA Is This?)

72. PR-07 IEP Tools

73. Child�s Information A student is a ward of the state when their parent�s rights have been terminated. A surrogate parent is needed for foster children who are not represented by their parents.A student is a ward of the state when their parent�s rights have been terminated. A surrogate parent is needed for foster children who are not represented by their parents.

74. Parent Information

75. Meeting Information Review if less than 12 months and the outcomes are more than what can be well documented in the Amendments section and involve the entire IEP.Review if less than 12 months and the outcomes are more than what can be well documented in the Amendments section and involve the entire IEP.

76. IEP Timelines The IEP must be effective the first day of each school year. REMEMBER: THE EFFECTIVE END DATE IS ONE YEAR MINUS 1 DAY! IF YOU HAVE MADE THIS MISTAKE, SEND A GENERAL LETTER TO PARENTS INDICATING THE ERROR AND ASK IF THEY WANT TO COME IN FOR A MEETING TO CORRECT THIS MISTAKE. MOST WILL NOT AND YOU CAN JUST MAKE THE CORRECTION ON THE IEP. An IEP must be in effect on a child�s 3rd birthday when transitioning from early intervention. Please check the box.The IEP must be effective the first day of each school year. REMEMBER: THE EFFECTIVE END DATE IS ONE YEAR MINUS 1 DAY! IF YOU HAVE MADE THIS MISTAKE, SEND A GENERAL LETTER TO PARENTS INDICATING THE ERROR AND ASK IF THEY WANT TO COME IN FOR A MEETING TO CORRECT THIS MISTAKE. MOST WILL NOT AND YOU CAN JUST MAKE THE CORRECTION ON THE IEP. An IEP must be in effect on a child�s 3rd birthday when transitioning from early intervention. Please check the box.

77. Things to Watch out for�.. Failure to have an IEP in place at the start of the school year IEP Start Date: Should be as soon as possible after holding meeting however, nothing in law prohibits delaying implementation of a revised IEP. (if don�t �could be FAPE violation) (7.1 Guidance Document).

78. Other Information Information you want to know first such as, other languages spoken in the home DO NOT worry if information is here or is in the profileInformation you want to know first such as, other languages spoken in the home DO NOT worry if information is here or is in the profile

79. IEP Form Status

80. Amendments Written excusals are necessary only for the 4 required people: general educator, special educator, district representative, parent and someone knowledgeable about the assessment data. Elements include the ? Section, agreed upon changes, date of amendment, participant and roleWritten excusals are necessary only for the 4 required people: general educator, special educator, district representative, parent and someone knowledgeable about the assessment data. Elements include the ? Section, agreed upon changes, date of amendment, participant and role

81. Section 1: Future Planning This is the old visions section Consider the child�s interests, special skills, job interestThis is the old visions section Consider the child�s interests, special skills, job interest

82. Roadside Assistance (Resources)� Questions to Consider

83. Be sure to�. 14+ there needs to be a specific goal for post high school that is somewhat realistic Include a summary statement about student�s skills and interests in relation to their education/employment goals

84. Section 2: Special Instructional Factors The visually Impaired section is section 15. It will be added after section 12. Communication for the child who is deaf or hearing impaired must be marked here. Children other than these can have communication needs as a part of their disability and those needs will be addressed in the IEP. Family input is critical to considerations of communication mode.The visually Impaired section is section 15. It will be added after section 12. Communication for the child who is deaf or hearing impaired must be marked here. Children other than these can have communication needs as a part of their disability and those needs will be addressed in the IEP. Family input is critical to considerations of communication mode.

85. Does the Child have Communication Needs? Communication needs of deaf/Hearing Impaired must be addressed in IEP Children who are NOT deaf/hearing impaired may also have communication needs as part of their disability which will be addressed in IEP Questions for the IEP Team to Consider: What is the child�s typical mode of communication? ? Is the child understood by others, especially with unfamiliar communication partners? What opportunities exist to foster communication with others? Do the child�s communication skills have an impact on learning? Does the child require assistive devices to assist in the development and use of meaningful language used in direct instruction? What other considerations (e.g., mode of communication used at home) should be addressed? Is an educational interpreter or transliterator needed for the child to participate in and benefit from classroom instruction and/or social interaction? What opportunities exist for direct instruction (without interpreter support) in the child�s language and communication mode?

86. Does the Child have Communication Needs? If hearing impaired � IEP must address: Opportunities for direct communications with peers/professionals in child�s communication mode (i.e. ASL, Interpreter, AT) Opportunities for direct instruction in the child�s communication mode and AT devices and services If the child uses manual communication as their primary mode, consideration for placement in a classroom, where the teacher and other children understand and use this mode. If NOT hearing impaired � consider: Communication needs Observations of daily interactions with a variety of communication partners in a variety of settings. The mode of communication used to receive/provide information and the effectiveness of this mode.

87. Be sure to�. If �yes� there should be summary of the identified needs (i.e. Communication, Assistive Technology) in: Section 3 (Profile) or Section 6 (Measureable goals) and strategies and supports to address these needs incorporated in the child�s IEP. Behavior: Include at least one goal based on these needs in Section 6 (Measurable goals) (AG Pg. 8)

88. Section 3: Profile

89. Section 3: Profile Do not need to repeat if in other sectionsDo not need to repeat if in other sections

90. Be sure to�. Include parents� concerns, strengths and interests of child, results of state and district wide tests, recent evaluations� Include information about Behaviors, LEP, Communication�(Special Instructional Factors) Discuss the academic, developmental and functional needs of the child Include needs identified in ETR but not addressed in this IEP and tell why Include How the disability affects progress in general curriculum

91. Section 4: Postsecondary Transition 14+ Years Patrick Wong will be having specific training on sections 4, 5, and 6 in May. These trainings will be here at CRES and are arranged by county.Patrick Wong will be having specific training on sections 4, 5, and 6 in May. These trainings will be here at CRES and are arranged by county.

92. Be sure to�. Include the current courses of study-Proposed course of high school study based on realistic post secondary goals Include What the student�s postsecondary goal is Include Any related service needs that impede the student to get to their goal

93. Section 4: Postsecondary � 16+ years You need to have something to base the goal on, what they will need to learn to get to where they want toYou need to have something to base the goal on, what they will need to learn to get to where they want to

94. Be sure to�. Include the student�s Course of Study Include the student�s Strengths Include What they need to learn based on their postsecondary goal (education/training, employment, independent living) Include Assessments: how they will behave at work (attendance, job shadows, time-on-task), interest inventories, vocational evaluations, career surveys� (that identify strengths and needs)

95. If needs are met through a regular ed. curriculum � a measurable goal does not need to be written Write measurable goals around education, employment and independent living skills If needs are met through a regular ed. curriculum � a measurable goal does not need to be written Write measurable goals around education, employment and independent living skills

96. Transition Cont. Consider expanded requirements for Ohio CORE diploma standards and implications for graduation CORE coursework should be noted under �courses of study� Districts are NOT held accountable if the result isn�t achieved � but are accountable to developing a plan that moves the child towards the result.

97. Section 5: Postsecondary Services  Independent Living

98. Be sure to�. 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 Work Study can be a transition service. If it includes classroom instruction it may be listed as specially designed instruction with related services

99. Section 6: Measurable Annual Goals  PLOP ACS Academic Content Standards The team can identify that the only service the student needs is a related service (i.e. OT) as long as they meet one of the 13 handicapping categories ****Let�s add more to this talking point ***** ACS Academic Content Standards The team can identify that the only service the student needs is a related service (i.e. OT) as long as they meet one of the 13 handicapping categories ****Let�s add more to this talking point *****

100. Be sure the PLOP �. Tells: How the disability impacts progress in general ed. curriculum Tells: Where the student should be (compared to typical peers) Tells: What is the gap between the students current achievement and grade level standards. Includes baseline data which is clear and understandable Is directly linked to ETR, needs and goals Considers: most recent evaluation (ETR), curriculum based assessments, parents concerns, results of progress monitoring. Addresses: Any instructional factors identified in Section 2 -must be addressed in PLOP

101. Things to Watch out for�..PLOP compliance errors Lack of sufficient data and information Quantitative (numerical) and/or Qualitative (can do � cannot do) Typical peer data (should be able to�) Data is not current or time referenced PLOP is not linked to goals or needs PLOP does not indicate how the disability has an impact in making progress in the general education curriculum

102. Section 6: Measurable Annual Goal-  Goal and Method for Measuring Goals

103. Section 6: Measurable Annual Goal- Objectives/Benchmarks Can add objectives or benchmarksCan add objectives or benchmarks

104. Be sure Goals ... Measureable which Contain: condition, clearly defined behavior, criteria for mastery Action verb Who (student), Will do What (action), how well (criteria), under what conditions (context), where, how often� Observable - Specify how the team will determine that the student has met the goals � clear picture Meet the �Stranger test� Use the same unit of measure as the baseline data (i.e. %tage, __ out of __) (From Compliance monitoring 2008-09 Pg. 13)

105. Things to Watch out for�..Annual Goals/Objectives No direct relationship between the ETR, PLOP, goals and benchmarks. Not Measureable: �increase�, �decrease� �improve without a baseline� �learn�, �comprehend�, �listen�, �understand� Using grade scores (A, B, 75 or 90) Inappropriate measurement or not compatible to baseline measurement in PLOP Too many variables (kitchen sink approach)

106. Section 6: Measurable Annual Goal - Reporting Progress

107. Be sure to�. Report on progress of Goals Report on progress of Objectives/Benchmarks IF student is taking Alternate Assessment (AG Pg. 18) Be specific about the method and frequency of reporting � there should be NO confusion of what will happen, and who will do it Must be at least concurrent with issuing of report cards and periodic reports for typical students (This includes interim reports if given to �all�)

108. Things to Watch out for�Common Compliance Errors If two service providers are working on one goal you must be sure to specify WHO will be providing the data to show progress on the goal and WHAT that data will consist of. Failure to provide written progress reports; Failure to maintain quantifiable data demonstrating progress; Do NOT just indicate: �adequate progress�, �limited progress��.Report in the same format as goals are written (i.e. %tage, __ out of 5, # in an hour�.) Failure to reconvene the IEP team when warranted by changes in the student�s performance, behavior, etc.; Failure to provide a program that is truly individualized to the student�s needs;

109. Section 7: Description of Specially Designed Services

110. Section 7: Specially Designed Services ThIs section is the page needed for MEDICAID reimbursement. It requires the name and role of the service provider. As the IEP you only need to provide the position required. If this child is to be submitted for reimbursement you must have the name. If the provider�s name changes (maternity, a new provider and nothing else is changed) you do NOT have to reconvene the team to change the names.ThIs section is the page needed for MEDICAID reimbursement. It requires the name and role of the service provider. As the IEP you only need to provide the position required. If this child is to be submitted for reimbursement you must have the name. If the provider�s name changes (maternity, a new provider and nothing else is changed) you do NOT have to reconvene the team to change the names.

111. Determining Services Clarified A student can receive a related service ONLY as special ed., If they meet these 3 criteria: 1. Qualifies as a SWD: Autism Cognitive Disability Deaf blindness Deaf Hearing Impaired Emotional Disturbance 2. Child needs only a related service; AND 3. The intensity of the services needed meets the definition of special education (i.e. specially designed instruction to meet the unique needs of a SWD) Services are determined by the team based on the students needs

112. Determining Services Example: If a child with only a speech disability (any disability category) needs additional supports and services beyond speech, the IEP team convenes and adds those services to the existing IEP. Considerations include: Is the child making progress and/or maintaining age/grade level? Do the services needed rise to the level of specialized instruction?

113. Section 7: Specially Designed Services � Primary Service ThIs section is the page needed for MEDICAID reimbursement. It requires the name and role of the service provider. As the IEP you only need to provide the position required. If this child is to be submitted for reimbursement you must have the name. If the provider�s name changes (maternity, a new provider and nothing else is changed) you do NOT have to reconvene the team to change the names.ThIs section is the page needed for MEDICAID reimbursement. It requires the name and role of the service provider. As the IEP you only need to provide the position required. If this child is to be submitted for reimbursement you must have the name. If the provider�s name changes (maternity, a new provider and nothing else is changed) you do NOT have to reconvene the team to change the names.

114. Be sure to�. BE SPECIFIC!! With the Type of Service What is the specially designed instruction? To how many? (individual, small group, large group) If multiple types of service, add a new line for each Location: Tell where the service will be provided classroom, therapy room, etc� If multiple locations, add a new line for each Begin: should be as soon as possible after holding meeting however, nothing in law prohibits delaying implementation of a revised IEP. (if don�t �could be FAPE violation) (7.1 Guidance Document). Amount of Time: minutes/hours Can have a range � shouldn�t always be the minimum Frequency: a day, week, month, quarter

116. Assistive Technology Services AT Devices: �Any item, piece of equipment or product �that is used to increase, maintain, or improve the functional capabilities of a child with a disability.� �The term does not include a medical device that is surgically implanted, or the replacement of such device.� AT Services: Any service that directly assists in the selection, acquisition or use of an assistive technology device. The term includes: The evaluation of the needs� Purchasing, leasing, or otherwise providing for the acquisition of assistive technology devices � Selecting, designing, fitting, customizing, repairing, � assistive technology devices; Coordinating and using other therapies, � Training or technical assistance for a child and family� Training or technical assistance for professionals ,employers, or other individuals who provide services to, employ, or are otherwise substantially involved in the major life functions of that child.

117. Accommodations

118. Modifications Modifications= Altering the content (decreasing amount or complexity)- the child is taught something different or the same information with the complexity significantly altered from the child�s same age peers. Although the form indicates frequency is optional, modifications require frequency and duration and must be tied to goals If the modifications are not identical in all areas (goal, provider, location, frequency, duration, begin/end�) you must list in a separate box.

119. Things to Watch out for�.. Conditions and/or criteria that are vague �extended time�- how much, under what circumstances.. (i.e. twice as much for assignments over 2 pages, on additional hour for tests) �scribe�- when needed, all written responses (i.e. for assignments over 3 pages�) Accommodation or modification is not consistent with service and student need Kitchen sink list of accommodations

120. Support for School Personnel/ Medical Needs Support for school personnel � indicate whom will receive the support Medical needs: Not an epipen, that would be in �Other Information� or �Profile�Support for school personnel � indicate whom will receive the support Medical needs: Not an epipen, that would be in �Other Information� or �Profile�

121. Things to Watch out for�..Service compliance errors Service is written as: A place, A person, A disability category, �And/or� Written as �specially designed instruction� � tell WHAT it is �as needed�, �when requested� = unclear conditions Combining locations, frequencies and durations of services (i.e. �30 min. direct speech and language services and consultation�; �small group and/or individual�; �regular and special ed�) Lacks a description or is too vague Location can not be �public school-all areas�- it is too vague LEP services must be provided by the ESL staff (federal mandates) but the ELL plan and the IEP plan could be blended into one

122. Section 8: Transportation

123. Things to Watch out for�Common Compliance Errors You can NOT say you don�t have buses so you can�t transport

124. Section 9: Nonacademic/Extracurricular

125. Be sure to�. Document if the IEP team feels the child NEEDS to participate in extracurricular/nonacademic activities for FAPE Document the ways the child has OPPORTUNITY to participate in nonacademic/extracurricular activities � (�child will be provided the opportunity to participate in these activities as a member of the school community�) If parent does want participation � you must provide whatever SUPPORTS the child needs to participate fully Any supplementary aids and services that will be provided to permit access must be listed on the IEP If a child will not participate in nonacademic/ extracurricular activities you must EXPLAIN. If the team feels an activity is required for FAPE � write �N/A� If the parents/child decides they do not wish to participate- document the reasons why they made this decision

126. Things to Watch out for�Common Compliance Errors You can NOT say you don�t have the funds to provide supports needed to participate in nonacademic/extracurricular activities. You can NOT just say they won�t participate � you must say WHY If the child needs it for FAPE- it MUST happen

127. Section 10: General Factors ****Lets make General Factors one page and ESY another page********Lets make General Factors one page and ESY another page****

128. 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

129. Be sure to�. If ESY is provided, the IEP must contain: Type of ESY services, Location of services, frequency and duration of services, Beginning date and anticipated end date, Which goals/objectives will be addressed Document :Goal numbers (from Section 6 -Measurable Goals) in Section 10 (General Factors) and document the description of services in Section 7 (Services)

130. Things to Watch out for�.. ESY can NOT be based on category of disability, administrative convenience, or funding concerns. 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 Determining ESY should NOT be based on whether the child meets all annual goals � these are predictions. Using progress monitoring teams should make adjustments throughout the year (review and revise the IEP)

131. Section 11: Least Restrictive Environment

132. Section 11: Least Restrictive Environment

133. Be sure to�. JUSTIFY- why a different school JUSTIFY- why need to be pulled out of regular ed The rationale might include: Link to student needs established when services are delivered in settings out than the general ed. curriculum what aids and services were considered and rejected benefits by removing the child vs. providing aides/services in the regular ed environment (i.e. due to need for limited distractions, intensive teaching, repetition, frequent feedback) potential harmful effects to the child or others

134. Things to Watch out for�Common Compliance Errors Do NOT use EMIS codes (i.e. 21% day special ed outside classroom) Failure to state WHY the child is NOT in the general education setting. Don�t use the following as reasons that a student is being taken out of a regular education setting: �functioning below peers�, �in comfort of resource room�, �taking longer than regular ed�, �where he doesn�t feel self conscious��

135. Allowable accommodations can be found If a child is excused from the consequences on taking the test they still must take it one more time. SO, if the student does not appear to be a student who can accept the consequences of taking the assessment, have the discussion with the team before the student takes the test the first time.Allowable accommodations can be found If a child is excused from the consequences on taking the test they still must take it one more time. SO, if the student does not appear to be a student who can accept the consequences of taking the assessment, have the discussion with the team before the student takes the test the first time.

136. Be sure to�. If the child receives testing accommodations � they must be provided in ALL testing situations (i.e. classroom tests, district-wide and statewide tests). If the child uses accommodations when taking a test that is �not allowable� on statewide assessments � the district will receive an invalid score for the child

137. Statewide Testing: Excused from Consequences Is excused from consequences? If yes- get drop down boxes to list the areas excused Even if team excuses child from the consequences, NCLB requires the child to attempt to take the test at least once- AFTER the excusal determination has been made (AG Pg 30)

138. Section 13: Meeting Participants

139. Suggestion, approved by Ann Guinan, if a participant attends part of the meeting to share data and collaborates, have the participant note the time they were in attendance at the meeting to indicate their attempt to participate,Suggestion, approved by Ann Guinan, if a participant attends part of the meeting to share data and collaborates, have the participant note the time they were in attendance at the meeting to indicate their attempt to participate,

140. IEP Meeting Participants Required participants have an * If they have an * and don�t attend (for whole or part)� they need written excusal prior to the meeting If there are more people than the signature lines, add a blank page to the IEP for positions, names, signatures and dates (electronically or hard copy)

141. Be sure to�. Date they sign if not in attendance = Date they provide information OR Date signed after IEP meeting

142. Meeting Participants The team must include: Parents Regular education teacher (unless home instruction or in a separate facility with only SWD � unless the student will be returning soon to a regular ed. classroom) Special Education provider District Representative Qualified to provide or supervise provision of specially designed instruction to meet the needs of SWD Knows the general ed. curriculum; and Knows the availability of district resources and can commit those resources Student � Required if they are 14 years or older and transition is being discussed, or as appropriate (PR-02 documents invitation) Others: someone to interpret instructional implications, others with expertise regarding the child

143. Required Member Excusal from Meeting Meeting is NOT dealing with area of provider: Parents and district agree in writing that a member�s attendance is not necessary because the member�s area (curriculum or related service) is not being modified or discussed- prior to the meeting. When a meeting DOES involve change to or discussion of the member�s area: The Parents and district consent in writing to the members excusal; and The member gives input (in writing) into the development of the IEP before the meeting. A district representative may be excused but ODE does NOT recommend this practice

144. Parent Excusal of Team Member Form New Optional Form available at www.edresourcesohio.org

145. SLP Excusal Related Service Provider: Don�t need excusal, as probably aren�t one of the �magic 4� Parent District Representative Special educator Regular educator As a Primary Handicapping Condition: You are the main specially designed services and thus you really can�t meet unless you are there (Reschedule)

146. Section 14: Signatures

147. Section 14: Signatures

148. Revocation of Consent The parents may revoke consent for and remove the child from all special education and related services- must be in writing. Actions the school district takes when consent is revoked: Continue to implement the child�s IEP as written, until the district provides the parents with prior written notice. The notice must include: A summary of all of the supports and services the child will no longer receive; A statement that none of the rights and protections provided to children with disabilities will be provided to the child once the child is exited from special education. Once prior written notice is provided to the parents, the district will no longer implement the child�s IEP and will treat that child as any child without a disability. Note: The parents may NOT revoke consent for only a part of an IEP. If the parents disagree with any part of an IEP, they must follow conflict resolution procedures; i.e., administrative review, mediation, IEP facilitation, complaint or due process hearing. Actions the school district will NOT take when consent is revoked: A three-year reevaluation; An annual IEP meeting; Discipline procedures as outlined in IDEA. The school district is not required to amend the child�s education records because of the revocation of consent.

149. Section 14: Signatures � Cont.

151. Services Plan PR-09

152. 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)

153. Service Plan (PR-09) Components Only Contains: Identifying Information � (Page 1) Measureable Annual Goals- (Section 6) Descriptions of Specially Designed Services (Section 7) Statewide and District wide testing (Section 12) Meeting Participants (Section 13) Signatures (Section 14)

154. Things to Watch out for�Common Compliance Errors Failure to keep accurate/complete records and notes regarding what occurred at meetings. Following timelines to the letter Do not allow parental resistance/ inertia lead to missed deadlines or failure to offer an IEP. If a parent refuses to meet with the IEP team, the team should proceed without the parents. This must only be done after several documented attempts to contact the parent have been made. After a decision is made, the district must send a copy of the IEP and prior written notice (PR-01) to the parent. The PR-01 or letter should include a statement that the team is willing to meet with the parent if the parent wishes to meet. Do not rely on verbal communication when setting the time/date for an IEP meeting. Make sure to document the conversation and send a written invitation confirming the agreed upon time/date.

155. Things to Watch out for�Common Compliance Errors If it is a contentious meeting and if you believe you (or another team member) is getting too emotional, take a break or end the meeting and reschedule for a later date.

156. Resources to Help your Travel

157. OMNIE Guidelineswww.omnie.org

158. Regular and Special Education Procedures for the SLP

159. Guidelines

160. The End� or just the Beginning???