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The New State Mandated IEP

The New State Mandated IEP. Everything you need to know before the Annual Review March 16, 2011. Why the State developed a model IEP?. Findings. Expectation. IEPs varied greatly from district to district across the state Many IEPs did not include required information.

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The New State Mandated IEP

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  1. The New State Mandated IEP Everything you need to know before the Annual Review March 16, 2011

  2. Why the State developed a model IEP? Findings Expectation • IEPs varied greatly from district to district across the state • Many IEPs did not include required information • Student’s IEPs will be more appropriately developed • School districts are more likely to meet compliance requirements

  3. Standardized Forms - IEPs • The State’s IEP form must be used for all IEPs developed for use in the 2011-2012 school year. • The IEP form may not be modified to otherwise change its appearance or content.

  4. “A rose by any other name is still a rose” • The West Hempstead School District’s Special Education Programs and Services have not changed. • We will still be offering the full continuum of special education services K-12

  5. What’s Different The look: • It is now printed out in landscape The order: • The IEP is written in the order that the CSE should proceed The programs: • Resource Room, Consultant Teacher, Integrated Co-teaching, and Special Class

  6. How will the district’s inclusion model appear on the new IEP? • Inclusion will now be written under Supplemental Aides and Services as “additional instructional personnel in a general education setting (Inclusion). • For secondary level it will be specified by subject.

  7. How will the new IEP indicate that my child receives the support of an aide? • The support of an aide (shared or according to behavior intervention plan) will be noted under supplemental aides and services. • It will also be noted under management needs.

  8. Where will I find any related services my child receives? • Related services are still listed following the program recommendations. • You will no longer see a ratio in that section. Related services will be indicated either in group or individual.

  9. What if my child receives assistive technology? • The assistive technology section still exists on the new IEP. It will indicate categories of devices rather than specifically name the type of device. • For example: communication device rather than “dynavox”.

  10. Standardized Forms - IEPs The Present Levels of Performance and Individual Needs section must include: • the strengths of the student and • the concerns of the parent(s) for enhancing the education of the child.

  11. Present Levels of Performance • Evaluation results • Present levels of performance for each need area: • Current Functioning • Strengths of the student • Needs of the student

  12. Present Levels Continued • Effect of student’s needs on his/her involvement and progress in the general curriculum (or appropriate activities for preschool students) • Student needs relating to special factors (special considerations)

  13. Standardized Forms - IEPs • The IEP must indicate the evaluation results considered. • For students turning 15 and annually thereafter, the section must include information from the age appropriate transition assessment that is being considered.

  14. Standardized Forms - IEPs • Form was developed to present committee recommendations in the same sequence as the development of IEP recommendations should occur. • Present levels of performance (and for adolescent students, post-secondary goals and transition needs) • Identification of goals • Special education services, accommodations, modification, etc. to assist the student in reaching goals • Document decisions of committee to provide such services to maximum extent appropriate in regular classes and settings with nondisabled peers • Identification of least restrictive placement where the IEP can be implemented.

  15. Standardized Forms -IEPs The sample IEP includes an area for reporting a statement of “student strengths, preferences and interests”. • Present levels must include documentation that the committee considered “special factors” and, if any are present, that a device, service-intervention, accommodation or other program modification needed for the student to receive FAPE is indicated on the IEP under the applicable section. • ESY students – the Committee must check-off whether the student will receive the same special education program/services or list those the student will receive.

  16. Considerations for All Students • Results of the student’s performance on any general state or district-wide assessment programs. • Student strengths. • Concerns of the parents. • Academic , developmental and functional needs. • Special Considerations.

  17. Student’s Needs Relating to Special Factors This section includes: • behavior management needs • limited English proficiency • blind or visually impaired • communication needs • need for assistive technology.

  18. Questions & Answers • SEFORMS@mail.nysed.gov • Thank you

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