Forest Hills School District Bridges Parent Training

1. Forest Hills School DistrictBridges Parent Training New ETR and IEP Forms October 26, 2009

2. Federal / State Guidelines • Federal Reauthorization (IDEIA 2004/06) • No Child Left Behind (1/03) • Operating Standards for Ohio’s Schools Serving Students with Disabilities (08) • Model Procedures for the Education of Children with Disabilities (7/09) ~Adopted by FHSD 10/09 • Forms

3. New Changes for 09/10 • New Operating Standards • Procedural Safeguards “Who’s IDEA is This” • New ETR Form (Evaluation Team Report) • New IEP Form (Individual Education Plan) • New Progress Book Format

4. Forest Hills School District • Total Enrollment – 7789 students Students with Disabilities – 860 Students are served in a variety of settings on the continuum, ranging from fully included regular education classrooms to separate facilities

5. Outcomes for Students with Disabilities • 4 year, 2 year Degree Colleges and Grad schools • Technical/Trade schools • Vocational schools • Work Experiences • Adult Services • Supported Work Environments • College Experiences for SWD

6. WHERE ARE WE HEADED?

7. Make a Plan • Identify Individual Student Needs (ETR) • Discuss Future Plans • Design a pathway to success based on the needs of the student and the plans for future (IEP)

8. The New ETR FormEvaluation Team Report Formerly called MFE Multi Factored Evaluation

9. ETR (Evaluation Team Report) • New form • Same Purpose –Process used to gather information to determine if a child is a child with a disability and used to determine educational needs. • Initial Evaluation – when the district of residence suspect a child has a disability • Reevaluation – completed every 3 years to determine if child is still eligible and if services are appropriate

10. An ETR contains a variety of assessment methods and activities • Intervention data • Assessment data • Curriculum Based measures • Work samples • Observations • Reports from outside professionals • Background information from parents

11. If a group of qualified professionals and the parent (IEP team) determines the child is a child with a disability, an IEP is developed.

12. ETR → → IEP • Educational needs are identified that require specialized instruction • Educational needs are prioritized • An educational need that is identified in the ETR as needing to be addressed with specialized instruction will be documented in the IEP with goals and objectives

13. The New IEP Forms 2009/2010

14. General Information The IEP is developed based on the needs determined in the ETR, or Evaluation Team Report. The ETR is completed every 3 years An IEP is written every 12 months, unless a team determines that it is necessary to review Required Team Members at an IEP include the parent, the General Classroom teacher, the Intervention Specialist and a District Representative.

15. Cover Page Demographic information Type of Meeting Timelines Other Information Box - include important information that is not tied to a specific goal or objective, i.e. runner, private therapist contact information, another language spoken at home, if included here don’t repeat in Profile Amendments – changes to the IEP in the course of the year

16. Section 1-3Future Planning, Special Factors, Profile Future Planning – include parent and student interests, employment, postsecondary goals, coursework, student interests, community participation Special Factors- if indicate “Yes” must be addressed in goal/objective (Section 6) or services (Section 7) Child’s Profile- strengths, test results, impact in general curriculum, background information, adaptive, safety concerns, behavior, etc.

17. Sections 4 and 5Postsecondary Transition and Services By age 14 – IEP team must discuss projected high school courses of study, related to post-school plans By age 16 – There must be measurable postsecondary goals in the areas of: Employment Postsecondary education/training Independent living (as appropriate)

18. MEASURABLE Postsecondary Goals • Is it a goal that is measured AFTER graduation or exit from school? (answer yes or no) • Is it based on preferences, interests, strengths and needs? • Has the plan increased in detail through h.s.? • Is it based on data?

19. Section 6Measurable Annual Goals • Goals are based on the needs of the student • Goals relate to grade level content • Goals are the expectation of growth over 1 year • Goals are made up of smaller sub-skills called objectives. • Goals and Objectives are to be measurable and written in observable terms, such as initiate, read, write, answer, request, sort, ask, organize

20. Section 6Measurable Annual Goals Present Level … - include baseline data, performance data stated in clear and concrete terminology that relates to day-to-day instruction, strengths, how progress in general curriculum impacted, why student requires direct instruction Measurable Annual Goal – include condition, behavior, performance criteria based on prioritized critical needs required for the student to receive meaningful benefit from his/her education.

21. Section 6Goals continued Method for measuring progress- enter method in the box (should always have documentation supporting each time you see the student) Measurable objectives- also need to include condition, behavior expected, and criteria. How is the student progressing toward achieving the goal. Method and frequency for reporting progress- check box/es or type in other line

22. Section 7Specially Designed Services • Specially Designed Instruction- What makes it special education? Who will provide it? Where is it provided and why? • Related Services- • Occupational Therapy, Physical Therapy, Speech and Language Therapy, Adapted P.E. • Assistive Technology- • device and/or services that enable student to access the curriculum

23. Section 7Specially Designed Services • Accommodations • supports necessary for accessing education such as books on tape, calculator, extended time, etc. but does not modify curriculum, student outcomes • Modifications- • changes content of curriculum; specifically limited to cognitive impairment (such as DH, TBI, AU, MD).

24. Section 7Specially Designed Services • Support for school personnel • training, aide, equipment, consult with outside professional, etc.; if needed to provide FAPE • Services to support medical needs • such as catheterization, dispensing medication, tube feeding, etc.

25. Section 8Transportation • As related to identified disability • if check yes an accommodation or modification must be indicated; choose from list or add something not on the list • If the student needs a 5 point harness or seat belt, etc. they have to have special transportation on IEP

26. Section 9Nonacademic and extracurricular Describe how the student is participating in extracurricular with nondisabled peers. Examples – chess club, soccer, etc. or statement such as “student can independently participate in any school activity of choice” Does not apply to preschoolers If district sponsored we must provide access If not participating because they choose not to, indicate in the second box, such as “student and parent choose not to participate in any extracurricular activities at this time”

27. Section 10General Factors • Has team considered: • Strengths • Concerns of parent • Results of recent evaluations • Performance on state and district-wide assessments • Academic, developmental, and functional needs • Need for ESY (extended school year services)

28. Section 11Least Restrictive Environment As much as possible, children with disabilities are educated with children who do not have disabilities. A child with a disability is removed from the regular educational environment only when the child’s disability is severe enough that the child cannot be educated in regular classes with the use of supplementary aids and services.

29. Section 12Statewide and District Wide Testing Student can have test accommodations, not modifications Is child to be excused from consequences of not passing OGT? – IEP team decision based on attempts and scores attained. Met participation requirements – Student must attempt the test one more time after the IEP team makes decision to excuse from consequences. Alternately assessed – IEP team decision based on cognitive ability and curriculum being taught

30. Section 13Meeting Participants Participants must be in attendance to sign in top box, doesn’t mean you agree, means you attended; Magic 4 have asterisks and must be excused in advance in writing if not in attendance People not in attendance- if attend part of the meeting or not at all.

31. Section 14Signatures • Parents sign to agree or disagree with IEP and services • Transfer of rights • A student is given all rights to their IEP and services at the age of 18 • Procedural Safeguards Notice • Required to be given to parents once a year • Copy of IEP

32. Section 15Children with Visual Impairments Completed if indicated “yes” on Special Factors, Section 3 Must be completed and attached to IEP if student meets criteria for visually impaired Don’t include if not applicable

33. You make a difference! You are a valuable member of the IEP team! Don’t be afraid to ask questions as we are all wading through these new forms together!