Elementary Special Education Reminders & IEP Development

1. Elementary Special EducationReminders & IEP Development August 23, 2011

2. Setting up the IEP meeting • Check files to determine date of current IEP and set up dates for subsequent IEP meeting(s). Must meet on or before IEP due date • Check with School Staff to see availability of dates near the IEP due date: Look at the type of service page of the IEP and contact all of the related service personnel (e.g., Speech Therapist, OT, PT, etc.). • Document on Parent Contact Sheet: • Document the various dates offered to the parent, as well as the times offered for the IEP meeting. Document the parent agreed to the date and time. Let the parent know you will send a Notification of Meeting with a Draft copy of the IEP several days prior to the formal subsequent IEP meeting.

3. When IEPs Must Be In Effect? • Move-In Students: • Review IEP received from previous district. If there is something on the IEP that may be different than the services we provide and we are not in agreement to implementing the IEP as written or the parent is also in disagreement with the previous IEP, then we MUST conduct an IEP meeting within 10 School Days to amend the IEP. • If we are in agreement to previous district’s IEP, and we have contacted the parent who states they are also in agreement with previous IEP, then document on parent contact, AND send Written Notice. No meeting is required

4. If Additional Information Is Necessary • If additional information or new evaluations are necessary before a final placement decision can be made, an Interim IEP [good for 30 calendar days] may be written to ensure continued services. All procedures remain the same (e.g., Parent Contact for meeting date, Notification of Meeting, draft Interim IEP sent home, formal meeting, Written Notice). • When evaluations are complete or other information is received, then develop the subsequent IEP based on the current data gathered within 30 days of the Interim IEP date.

5. No Current IEP • Parent states the student was on an IEP at the previous district, but there is no IEP. Please contact the previous district to confirm the student was on an IEP. Request the district fax you the current IEP and current testing. (Note: Some parents confuse the term “special” with PE, Music, Art) • No parent signature is required under IDEA to release confidential information from “public” school to “public” school. • ANY outside agency or private school REQUIRES parent signature for release of confidential information

6. If a student has a primary disability of the following sensory deficit, please contact: • Anne Parrett for students who are Blind or Visually Impaired • Diana Weed for elementary students who are Deaf or Hearing Impaired • Rita Vickery for pre-k or elementary students who are in need of an interpreter or assistive technology equipment to amplify their hearing.

7. Additional Assistance • Jenny Cody: Coordinator of Special Education (TA IIs) • Bobette Moisant: Technology Consultant (SEAS) • Susan McHugh: Speech Language Pathologist Consultant/Facilitator • Karen Ruth Jackson: Child Find School Psychologist at Special Services • Megan Moore: Special Education Program Specialist • Patricia “Patty” Lane: Transition Consultant (mainly works with secondary, but provides outside agency resource information to disseminate to parents: e.g., DDSD). I

8. Debbie Biechler Memorial Cimarron Chisholm Clegern Clyde Howell Orvis Risner Russell Dougherty Will Rogers Dr. Deborah Schovanec North Cheyenne Sequoyah Centennial Cross Timbers Ida Freeman John Ross Northern Hills Questions about what to do? Vertical Consultants • Deborah Hooper • Santa Fe • Central • Summit • Angie Debo • Charles Haskell • Sunset • Washington Irving • West Field

9. Review IEP Paperwork in File • Check Demographic Data in SEAS (MUST match paperwork:Make sure Name of Student is complete including Middle name. Address and phone numbers are updated. Correct building site name, site code; and TOR has your name on the line if you are the IEP Teacher of Record • 2) Primary and Secondary Disability Codes coincide with current paperwork in file: The Primary Disability Code is the Category of disability. The Secondary is the related service. Make sure MEEGS (last page with signatures) matches the Primary Code is SEAS. Please NOTE: Primary and Secondary Codes can not match (e.g., Primary Code 7 and Secondary Code 7 can NOT be entered). A child who is ED (7) can not get funding for counseling (7) since this related service is already weighted in the formula. You can have a student with Primary Code of 7 and a Secondary Code of 8 (means a student Primary Disability is ED with a Related Service of OT).

10. Developmental Delay • DD: Code 15………………..Age range is 3 to 9 years old Must also have a SUSPECTED Code entered in SEAS • Due to the Lindsey Nicole Henry HB 1744 we must document the Primary and the Suspected, (plus the Secondary Disability IF the child has a related service listed on the IEP) on the last page of the MEEGS, and in the DEMOGRAPHIC Screen in SEAS

11. Child Outcomes Summary Forms: Aged 3* Through 5 Does not require a formal IEP Meeting. However, it is often conducted within a formal meeting especially the initial entry Initial IEP must include Outcomes: Preschool Entry Ratings Just before the child turns 6 years old the IEP team Must include Outcomes: Preschool Exit Ratings Note: A Preschool Exit must also be completed if the child moves away prior to turning 6 yrs. old or is dismissed from IEP.

12. Below is an example of the Child Outcomes Summary Entry form to bring to the initial IEP meeting if the child is within the age range of 3, 4 or 5 years old. Child Outcome rating is not required IF the child’s 6th birthday is within 6 months.

13. Summary of Relevant Results on the Child Outcome rating forms • Please document current data in the boxes of the Child Outcome Forms. This data supports and justifies the reason the team is determining to what extent the child displaying age-appropriate functioning of a skill: 1 = Not Yet 3 = Emerging 5 = Somewhat 7 = Completely

14. Rating 1 - 7 • Not Yet: Child’s skills and behaviors do not yet include any immediate foundational skills—functioning much younger. • Between Emerging and Not Yet • Emerging: Child’s skills and behaviors include immediate foundational skills—functioning like a younger child • Between Somewhat and Emerging • Somewhat: Child’s functioning is a mix of age appropriate and not appropriate functioning—slightly younger child. • Between Completely and Somewhat • Completely: Child shows functioning expected for his or her age in all or almost all everydaysituations—functioning appropriate for his/her age.

15. Preschool Entry Also remember if the child moves to Edmond from another district already on an IEP….even if the other district completed a Child Outcome Summary Entry form, we have to do another Child Outcome Summary Entry form. Do not use the “exit” rating from the other district or Sooner Start…to obtain the child’s current “entry” rating. The Edmond/Parent IEP team needs to use any current data and observations to make new ratings for the entry form. If the student moves to our district and is within 6 months of turning 6 years old then do NOT complete the Child Outcome Entry Form

16. Preschool Exit Complete on or before child’s 6th Birthday Note: May complete exit prior to age 6, but within 3 months of the child turning 6 years. When to complete an Exit Form: 1) Student moved away 2) Student exited off an IEP due to making progress 3) Student exited off an IEP due to parent revoking consent

17. Timeline from InitialParent Consent Date to Initial Eligibility on the Signature Date of the MEEGS 45 School Days Initial Evaluations Only

18. How many days do we have from the initial eligibility determination to the IEP date? Within 30 calendar daysof the date the team signs the eligibility form making the determination that the child needs special education and related services on the last page of the MEEGS… …Many times the initial eligibility MEEGS meeting is on the same day as the Initial IEP meeting, but you do have 30 calendar days. Section 300.323(c)(1): “Initial IEPs; provision of services. Each public agency must ensure that—A meeting to develop an IEP for a child is conducted within 30 days of a determination that the child needs special education and related services.”

19. MEEGS (OSDE Form 5) Multidisciplinary Evaluation and Eligibility Team/Group Summary Last Page of the MEEGS: Write out what the team determines is the “suspected disability” under the “Conclusions” for Developmental Delay; otherwise, if older than 9 years old list the Primary Disability. Primary Disability is Not based on the program the child attends. Every time the team changes the category we must update that information in SEAS Where does the Primary Disability come from?

20. IEPMeetings

21. IMPORTANT Get with the Principal, Counselor, General Ed Teacher(s), other IEP members as necessary (Speech, OT, PT, Consultants, etc.) and set up dates for Subsequent IEP meeting for the whole school year, as well as any re-evaluations that are due speak to the School Psychologist who serves your building site.

22. Scheduling the IEP Meeting The School District must: • take steps to ensure that one or both parents are present at each IEP Team meeting • notify parents early enough to ensure that they will have an opportunity to attend • schedule an IEP meeting at a mutually agreed on time and place (Document on Record of Parent Contact) all the different optional dates/times; and • Send parents OSDE Form 6 Notification of Meeting IDEA Regulations Section 300.322 Parent Participation

23. If coming from Sooner Start we must document by mailing a separate Notification of Meeting form addressed to Sooner Start staff. Keep copy of this separate Notification in the file. Notification of Meeting Sooner Start serves children birth through 2 years old.

24. Can we conduct a staff meeting without the parent? YES • IDEA Regulations 2006 • Section 300.501(b)(3): “A meeting does not include informal or unscheduled conversations involving agency personnel and conversations on issues such as teaching methodology, lesson plans, or coordination of service provision. A meeting also does not include preparatory activities that public agency personnel engage in to develop a proposal or response to a parent proposal that will be discussed at a later meeting. What to bring to Staff Meeting:If initial or re-eval, School Psych brings test results/report and together staff give ideas to develop a draft IEP (if eligible). If subsequent IEP, then bring a draft IEP to the staffing for everyone to review and give input.

25. Not a Federal Law Requirement Send Draft IEP Home with Notification of Meeting Giving the parent a draft copy prior to the IEP meeting will help facilitate the meeting, plus the parent will have time to review the proposal of services and goals suggested prior to the IEP meeting date.

26. Parent Participation at the Meeting May we hold the IEP meeting without the parent in attendance? Section 300.501(c)(3)(4) Yes,if we are unable to convince the parents to attend. Document that you offered a telephone conference to include them in the meeting. If you are unable to convince the parent to attend:Keep detailed records on the Parent Contact sheet of attempts you made to arrange a mutually agreed-on time and place for the meeting---offering the parent a variety of dates and times to choose from.

27. If the parent does not show • Section 300.503 Complete OSDE Form 8 “Written Notice to Parents”---Copy all paperwork completed within the meeting and mail to parents. Include a copy of Parent Rights and Survey (Contact Special Services for additional parent survey). • Send Written Notice to Parents After every meeting • (For example: obtaining consent for evaluation (OSDE form 4), subsequent IEP, amending IEP, etc.)

28. Excusing a Member from Attending the Meeting Being “excused”—IDEA Reg Section 300.321 (e)(1) When a member of the IEP Team’s area is NOT being modified or discussed, the member may be excused from attending the meeting, in whole or in part, under two conditions: • Parents and school must agree that the member’s attendance is not necessary • Parents’ agreement (and the school’s) must be in writing (use Parent Consent OSDE form 4)

29. Excusing a Member fromAttending the Meeting May a certain member of the IEP Team be excused if his or her subject area is going to be discussed? Yes, if: • Parents and school consent to excuse the member • Member submits, in writing to the parent and the IEP Team, input into the development of the IEP before the meeting Use Parent Consent (OSDE form 4)

30. Amending IEP w/out Meeting Section 300.324 (a)(4) If parents and school want to amend or modify the IEP, does the team have to actually, physically, meet? No, not necessarily, but subject to certain conditions

31. When can changes be made w/out an IEP meeting? Pre-requisite: A current Subsequent IEP is already in place • Only when changes are being made to the child's IEP after the annual IEP Team meeting has been held for a school year • Only when parents and school agreenot to convene the meeting (document on Record of Parent Contact) • Only if parents and school, instead, develop a written document to amend or modify the child’s current IEP and copies are mailed home, plus given to every school IEP member. • Not allowed for “subsequent” or annual IEP Example: Add or Delete program modifications or accommodations used in testing

32. Amending the IEP Need Parent Consent OSDE Form 4 • If the Subsequent IEP is already in place and the IEP team meets to amend or modify the IEP at a later date, then have the parent sign OSDE Form 4 Parent Consent prior to making the change. Do notcopy off a full IEP again. Give parent copy of front page and the page amended. However, if they request a full copy, please provide 1 copy. • Initial and date the specific change on IEP • Mark on the front page the date the IEP was amended or modified. Complete Written Notice to Parent OSDE form 8 and offer Parent Rights

33. A waterfall of information? The IEP Meeting Checklist • Record of Access (Sign-in) • A copy of Parental Rights and the Official Parent Survey Form • Current Draft and previous Subsequent IEP to close out previous goals and objective • Parent Consent form (if someone might need to leave meeting or if a re-eval will be discussed or amending IEP) • IEP Papers that are additional: • ESY checklist for determination • Checklist for Alternate Assessments • For students ages 3-5 the Preschool Outcomes Entry or Exit form What to take to every meeting?: Written Notice to Parent OSDE Form 8

34. Ensuring Parent Participation We [the school district] must take whatever action is necessary to ensure that the parent understands the proceedings of the IEP Team meeting and understand their Parent Rights… …including arranging for an interpreterfor parents… • who are deaf, or • whose native language is other than English §300.322(c)

35. Developing the IEP together with parents The starting point or baseline from which to measure progress toward the annual goals… Present Levels: • Current Assessment Data:(may include results of OCCT/EOIs, RtI Universal Screening and progress monitoring data, Psych Eval, Educational Eval, classroom assessments, transition/interest assessments….anything within a year). • Objective Statements(describing how the disability affect’s the student’s involvement and progress in the general ed curriculum, postsecondary transition, daily living skills, etc. List disability, age, program currently placed, describe academic/behaviors). • Information should be factual and measurable • Present levels should connect with all components throughout IEP (Include related services)

36. Strengths & Anticipated Effects • List Strengths AND write one statement about the anticipated effects EXAMPLE: Strength of the child …attendance and math Sally’s good attendance will support her growth in learning; providing fidelity to improve her reading skills to assist her in being successful in the general curriculum. Sally’s strength in math fluency will help her with applied problems

37. Educational Needs • These areas are to be considered in determining measurable annual goals and short-term objectives or benchmarks: • Reading • Math • Behavior • Articulation • Language

38. Special Factors to Consider IEP Team must consider special factors associated with: • Must document how this students behavior will be addressed: develop a Positive Behavior Intervention Plan Section 300.324(a)(2) In the case of a child whose behavior impedes the child’s learning or that of others, consider the use of positive behavioral interventions and supports, and other strategies to address that behavior

39. Special Factors to Consider • Language and communication needs of children with Limited English Proficiency (aka, ELL)

40. Contact Diana Weed or Rita Vickery Special Factors to Consider • Communication needs of all children, with particular emphasis on children who are deaf or hard of hearing

41. Often times contact a related service provider for consultation Special Factors to Consider Regardless of the child’s disability, the IEP Team must consider: • Whether the child needs assistive technology devices and services

42. Please consult with OT, PT, Speech, as well as one of the Special Services Consultants regarding AT Devices • Slant Boards • Adaptive keyboard (do NOT list specific brand names like Alpha Smart) • Visual schedule/written schedule • Sound Field System • Augmentative communication device

43. Special Factors to Consider Contact: Anne Parrett, Consultant • Instruction in Braille and the use of Braille for children who are blind or visually impaired

44. If any box is checked “YES” Mustexplain determinations as to whether services are required in the IEP and how these special factors will be addressed to meet the child’s needs: List out the type of assistive technology devices, or any other type of items to explain the special factor(s), or write “see attached Behavior Intervention Plan”

45. Parent Concerns • Encourage parents to write their concerns down in their own handwriting. This prevents any miscommunication of their concern. • Make sure to address parent’s concern in writing somewhere on the IEP (either through the goals, or in modifications, or Comment Form, or wherever applicable). • It is best practice not to leave this area blank. If parent has no concerns, then ask the parent to write down that they have no concerns, as well as that they are pleased with their child’s program placement and progress.

46. Parent Concerns about specific academics…. Address through the Goals Must be addressed in writing somewhere on the IEP. Measurable Benchmarks or Short-term Objectives Who Will Do What Under What Conditions & How Well Must be at least two objectives/benchmarks per goal

47. Short-Term Objectives/ Benchmarks • Who: The person who will perform the behavior • Will do what: The specific, measurable, and observable behavior or skills to be performed, including a verb that tells what the learner will do • Under what conditions: This may indicate what specific assistance or help will be given to the child to accomplish the skill. Conditions also include settings or circumstances in which the child will perform the skill or additional criteria; and • How well: The child must successfully perform the skill listed in the objective or benchmark to accomplish the progress criteria, milestones, or steps for meeting the annual goal. This could be expressed in fractions, percentages, frequency rates, CBM scores, or phrases.

48. Standards-Based IEPs When utilizing the goal banks in SEAS there are options for selecting from PASS (soon to be “Common Core State Standards/CCSS”), or CARG-A Standards, make sure to edit the goal and objective in order to make them measurable.

49. IEP—Goals & Objectives Page

50. Parents will be Informed regarding progress of Goals • As often non-disabled students receive a report card, but some IEP teams may determine a more frequent time frame on progress reports of the goals/benchmarks/short-term obj. • List specific assessment tool or checklist or data collection or Pre/Post Tests • Do not use “Report Cards” unless • on a monitor IEP—the progress is reporting • the specific goal not the class grade. • Do not use observation unless you have • data to show to document the observation