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Rolling Out the New IEP for Psychologists

Rolling Out the New IEP for Psychologists

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Rolling Out the New IEP for Psychologists

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  1. Rolling Out the New IEPfor Psychologists 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. Child’s Information • Name populates throughout the pages • If 14 yrs. – Transition Pages appear • If Ward of State – Surrogate parent field appears

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

  5. 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.

  6. 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

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

  8. 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

  9. 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)

  10. 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

  11. Questions to Consider ?

  12. 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

  13. 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

  14. 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-Proposed course of high school study based on realistic post secondary goals • What the student’s postsecondary goal is • Any related service needs that impede the student to get to their goal

  15. 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…

  16. ? • 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

  17. 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

  18. 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

  19. 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

  20. 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

  21. 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

  22. Section 7: Specially Designed Services • Why Reformat? • Confusing when had goals with 20 min, 20 min (20 vs. 40 minutes) • Writing goals just to add services • Must be connected to PLOP/needs • Synthesize services on this page by: • provider, • location, • and service • Provider title and name (Medicaid requirements) • If provider changes no meeting required

  23. Determining Services Once qualifies as a SWD: • Autism • Cognitive Disability • Deaf blindness • Deaf • Hearing Impaired • Emotional Disturbance Multiple disabilities Orthopedic Impairment Other Health Impaired Specific Learning Disability Speech and Language Traumatic Brain Injury Visual Impairment 14. Developmental Delay • Team determines what specialized instruction/services the student needs for FAPE • Related service can stand alone as special education

  24. Section 7: Specially Designed Services • Specially Designed Instruction – BE SPECIFIC!! • What is the specially designed instruction? • To how many? (individual, small group, large group) • What goals for that service? • Who Provides? (Name AND Title) • Where? • Once qualify for 1 of 13+ –team determines what services student needs for FAPE • Related service can stand alone as special education

  25. Related Services • 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 • Can have a range – shouldn’t always be the minimum

  26. 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.

  27. Accommodations/Modifications • Accommodations: • Be Specific (i.e. “ extended time when over 2 pages”, scribe for written work when over 4 pages”) • Do NOT need to specify frequency or duration of accommodations • Modifications: • Altering the content (decreasing amount or complexity)

  28. Support for School Personnel • Support for School Personnel: • Training, aide, resource materials, equipment, consultation with other professionals… • Specify who is getting and who is giving the training • Services to Support Medical Needs: • Medical services child needs to receive FAPE

  29. 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

  30. 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

  31. Section 10: General Factors ? • If you put “no” it will guide you to go back and consider • ESY: • The determination must be made even if the parents do not specifically request it

  32. 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

  33. ESY • 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 • If ESY is provided, the IEP must contain: • Type of ESY services, location, frequency and duration of services • Beginning date and anticipated end date • Which goals/objectives will be addressed

  34. Section 11: Least Restrictive Environment ? • Do NOT use EMIS codes (i.e. 21% day special ed outside classroom) • Don’t use: “functioning below peers, in comfort of resource room, taking longer than regular ed, where he doesn’t feel self conscious…” • Must justify/give a rationale for why the child needs services outside the regular ed. environment • (i.e. due to need for limited distractions, • intensive teaching, repetition, • frequent feedback) 3/11/09 AG – Pg 27 “ and justify the choice in the field that appears”

  35. Tell WHY won’t participate without accommodations • Is excused from consequences? If yes list the areas excused • Allowable accommodations on ODE website 3/11/09 AG Pg. 28 See Appendix H in Ohio Statewide Testing Program Rule Book; Pg. 29 1st paragraph district wide or state-wide testing “with accommodations or modified assessment”

  36. Section 13: Participants • Mark all types of meetings that were done • Required participants have an * • If they have an * and don’t attend – they need written excusal (for whole or part) • Can change the text in the position field • If they don’t attend the ENTIRE meeting they sign in the Not in Attendance area • Date = date they provide information or date signed after IEP meeting

  37. Section 14: Signatures • Parent signature is required for Initial IEP and change of placement • If the parents don’t consent for initial, or revoke consent – the child exits from special ed. and is no longer entitled to FAPE • Document that the student was invited after age 16.

  38. Section 14: Signatures – Cont.

  39. 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)