Rolling Out the New IEP

1. Rolling Out the New IEP State Support Team Region 13 Sue Bitsko, Susan Burns, Gretchen Estreicher, Deb McGraw, and Patrick Wong

2. PR-07 IEPIEP Tools Annotated Guide Forms

3. What is your IEP IQ? Cover Page

4. IEP Effective dates should be… • Starting the day of the meeting and ending 1 year from that date (i.e. 4/15/09-4/15/10) • Starting either the day of the meeting or whenever the start, and ending one year from that date. (i.e. 4/16/09 - 4/16/10) • Starting either the day of the meeting or whenever the start, and ending one day less than from the date (i.e. 4/15/09-4/14/10)

5. If a student has parents who are divorced and share custody, Whose name goes on the Parent Information section? • Both parents – add a box • Both parents – on the same line • The parent -where the student primarily lives

6. Child’s Information • Name populates throughout the pages • If 14 yrs. – Transition Pages appear • If Ward of State – Surrogate parent field appears

7. Parent Information • Can add • additional boxes for parents that live at different addresses

8. Meeting Information • Initial= • Never Identified as SWD • Exited as SWD after evaluation • Move in from out of state and district evaluates • Review Other Than Annual Review: • if less than 1 yr.

9. IEP Timelines • ETR completion date: • Is the date of the meeting -when it was completed and signed • Next ETR: • No more than 3 years, or when transition to kindergarten • IEP start date: • First full week of school • Effective Dates • No more than 364 days

10. Other Information • New Field – Document information not anywhere else, or information you want “up front” • Document attempts for parent involvement in IEP • ESY justification

11. IEP Form Status • After you check the box at the bottom of each section – this will populate • Nice way to check what still needs to be completed

12. Amendments • Can be accomplished in several ways: • May agree to convene entire team • Agree NOT to convene entire team- need written excusals for those not attending (can have face to face meeting or phone conference, email) • Can Document 3 ways: • Revise Entire IEP – need to send PWN • Make changes in body of IEP (highlight, underline, hand written), summarize changes in amendments part of IEP • Make changes on paper and attach (must include all elements)

13. Section 1: Future Planning

14. Future Planning… • Should include parent input • Should include parent and student input • Should not duplicate what was put in the transition section

15. Section 1: Future Planning ? • Based on a discussion with the child and family about the child’s future • Younger children – focus is on the education component, Older children- focus is postsecondary education goals and outcomes • 14+ there needs to be a specific goal for post high school that is somewhat realistic • Can not go to Due Process over this section

16. Questions to Consider ?

17. Section 2: Special Instructional Factors

18. If you checked “yes” for a Special Instructional Factor • There should be a goal for what ever was checked • There should be a goal or service for what was checked • There doesn’t need to be anything else.

19. Section 2: Special Instructional Factors ? • All Items marked “Yes” must be addressed in the IEP • If “yes” to visually impaired – will get the Section 15 • If “yes” the information should be summarized in Section 3 Profile and strategies and supports will be part of the IEP

20. Section 3: Profile

21. Which one of these does NOT belong in the Profile • The student needs an Epipen. • The family speaks Spanish as their primary method of communication. • The student reads 30 wpm on fifth grade text. • Strengths and interests

22. Section 3: Profile • Information that is NOT connected to a goal • Include parents’ concerns, strengths and interests of child, results of state and district wide tests , recent evaluations… • Behaviors, LEP, Communication…(Special Instructional Factors) • Discuss academic, developmental and functional needs of the child • Include needs identified in ETR but not addressed in this IEP and tell why • How disability affects progress in general curriculum • Do not need to repeat if the information is in other sections

23. Section 4: Postsecondary Transition

24. If a student is currently 13 years old, but will turn 14 in 5 months you … • Should include the Transition 14 years and older section. • Should not include the 14 years and older section • Should only include the 14 years and older section if the student probably will graduate with their class (18 yrs).

25. Section 4: Postsecondary Transition 14+ Years • If you check the box on the front page as being 14+ - you’ll get Section 4 • Current courses of study • What the student’s postsecondary goal is • Proposed course of high school study based on realistic post secondary goals • Any related service needs that impede the student to get to their goal

26. Section 4: Postsecondary – 16+ years • Course of study • Strengths • What they need to learn based on their postsecondary goal (education/training, employment, independent living) • Assessments: how they will behave at work (attendance, job shadows, time-on-task), interest inventories, vocational evaluations, career surveys…

27. ? • 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

28. Section 5: Postsecondary Transition Services

29. In the Transition section- Age appropriate transition assessments would probably include.. • OGT information • Work Study information, job performance information • Interest inventories, absence information • All of the above

30. When writing postsecondary goals you should… • Write in measureable terms • Write in measureable terms, in Third person (i.e. ___ will…) • Write goals without data, knowing that you will be gathering this information

31. Section 5: Postsecondary Services Cont. • Can say “no need for goal as there is no need for specially designed instruction outside the regular education curriculum” – based on transition assessments

32. Section 6: Measurable Annual Goals

33. In the Goal section … • The area would be a content standard area such as science, math, ELA… • The area would be a skill such as reading, writing, communication… or content standard area • The area could be all of the above.

34. Section 6: Measurable Annual Goals • Area = ACS or communication, behavior…. • Present levels • Academic, functional (hygiene, community based instruction, safety…), post secondary transition • Include information about strategies and interventions and their results • Use clear and concrete terminology

35. Section 6: Measurable Annual Goal- Cont. • Goals should be prioritized • Accomplished in 12 months • Aligned to Academic Content Standards • Must be a direct relationship between the ETR, PLOP and goals • Must contain: condition, clearly defined behavior, • criteria for mastery

36. Section 6: Measurable Annual Goal- Cont. • Objectives (steps towards goal) or • Benchmarks (able to do by a specific time) • These are your plan for reaching the annual goals and the means of reporting progress • Must be a direct relationship between the Goal and the objective/benchmarks • Should include condition, clearly defined behavior and performance criteria

37. Section 6: Measurable Annual Goal – Cont. • How the progress will be reported and how often • Check all the boxes that apply • Must be at least concurrent with issuing of report cards and periodic reports for typical students

38. Section 7: Description of Specially Designed Services

39. In the Specially Designed Services section, If an SLP saw a student in a pull out group, and in the classroom and provided consultative services they would… • Put two boxes of services one describing the direct (pull out and classroom) and one for consultative • Put three boxes, one for each service • Put one box describing all the services

40. If a student only needs a certain service occasionally you should… • Write the service and put “as needed” • Write the service and give specific frequency, duration and location of the service. • Write the service and put “when the student needs supports”.

41. Section 7: Specially Designed Services • Adapting the content or methodology or delivery of instruction to access the General Ed. Curriculum • This area shows a synthesis of services- it pulls all the goals together that a person is responsible for.

42. Be specific as to what you are going to do, where, how frequently, etc… • If providing multiple services/ • environments you must make a new box- so it is clear

43. Section 7: Specially Designed Services – Cont. • Accommodations: • Providing access to , but NOT altering the amount or complexity • Do NOT need to specify frequency or duration of accommodations • Modifications: • Altering the content (decreasing amount or complexity)

44. Section 7: Specially Designed Services – Cont. • Support for School Personnel: • Training, aide, resource materials, equipment, consultation with other professionals… • Services to Support Medical Needs: • Medical services child needs to receive FAPE

45. Section 8: Transportation as a Related Service

46. If the student chooses to participate in football and practice ends after the buses have left… • A special bus is required to take the SWD home. • The student is transported by parent – like everyone else. • The coach will take him home

47. Section 8: Transportation • Always has been a requirement • If child needs transportation to access FAPE • If the child can ride the regular yellow bus with no supports – they won’t need transportation as a related service

48. Section 9: Nonacademic/Extracurricular • Always has been a requirement • Document opportunities to participate in non-academic activities • If parent doesn’t want participation, specify “parent and child do not wish to participate” • If parent does want participation – you must provide whatever supports the child needs to participate fully • If it is in the IEP – it must happen as it is FAPE

49. Section 10: General Factors

50. When does a district need to provide ESY? • When they have sufficient funds. • When the disability category is MD or Autism. • The skills will be lost and not readily recovered. • If the child does not reach their IEP goals.