Week 3

1. Week 3 The IEP Process

2. Unfinished Business from last week • Written notice upon completion of Eligibility Document • Eligibility Categories http://nsdweb/specialeducation/Shared%20Documents/Forms/AllItems.aspx • What about a culturally and linguistically diverse learner? • What about SLD (Specific Learning Disability)? • http://idahotc.com/specific-learning-disability/Documents.aspx

3. Where do I find help now?? • http://orientationtospecialeducation.weebly.com/links.html

4. The IEP Process Documents Required • Meeting Invitation • IEP team member excusal form (630) • IEP Document • Consent for Placement in Special Education if initial placement

5. The IEP Process The annual review of the IEP must be held prior to the 1 year annual review date. Do not go beyond the 1 year date The initial IEP is written at the Eligibility meeting

6. Invitation Provide reasonable notice (10 days) Document 3 attempts using 3 different methods to invite parents to the meeting Consider other methods such as phone conference for involving parents in the meeting.

7. Required Members • General Education Teacher • Special Education Teacher • Administrator • Related Service Provider/s • Parent/Adult Student

8. How and when progress will be reported: Must state “Written” Progress Notes will be sent home… Must be at least quarterly for secondary students and each trimester for elementary students

9. Present Level of Performance • Base line data for each IEP goal • Measured using the same assessment type used to measure progress in the goal • Explains how the lack of the skill affects progress in General Education • What typical peers can do

10. General Education Content Standards • Idaho Core Standards • http://www.sde.idaho.gov/site/common/mathCore/ • http://www.sde.idaho.gov/site/common/ELAcore/ccss.htm • ERR Standards http://idahotc.com/alternate-assessment/ExtendedStandards.aspx • Pre-School Standards E-Guidelines linked to Common Core http://idahotc.com/Portals/13/Docs/EguidelinesAligned%20to%20CommonCore_Final.pdf Idaho E-Guidelines • http://www.healthandwelfare.idaho.gov/Portals/0/Children/IELeGuidelines/whnjs.htm

11. IEP Goals • Must have baseline data in the PLOP • Must be measured using same assessment type used in PLOP • Measurable • Data taken weekly

13. Service Grid The IEP team determines the type and amount of special education and related services required to make progress toward IEP goals.

14. Optional Statement of Service Delivery • Occupational Therapy will be provided to support written language goals. • (Academics) may be provided by the trained para proffessional under the supervision of the special education teacher. • Behavioral instruction, monitoring, and support outlined on service grid may be provided by special education staff or contracted therapist, and may include the methodologies of Positive Behavioral Supports, Psychosocial Rehabilitation Services or behavior intervention.

15. Example Service Grid

16. Health Plan The School Nurse will complete the health plan if needed. The health plan is placed in the memo box under “Optional Statement of Service Delivery.” (The health plan should be located after other statements.) If nursing or Personal Care Service is required it should also be listed in the service grid.

17. Special Transportation Special Transportation is an IEP team decision. If Special Transportation is required, it should also be listed on the Service Grid

18. Extended School Year Route #1 to ESY • To determine ESY you will need to: • Collect data in the fall after summer break and compare the data to skills prior to summer break. • Collect data before and after Christmas Break • Collect data before and after Spring Break

19. ESY Continued Route #2 to ESY • Documentation of Emerging Skills • Worked all year and just now making progress Route #3 to ESY • Acquisition of life skill that aides independence Description of why the above skills are critical Specify which goals and objectives should be part of ESY Work with team to determine need for ESY by Mid April

21. Accommodations List accommodations required to participate in the general education environment. Accommodations: Allow the student to obtain the same benefit, achieve the same results as their gen. ed. peers Adaptations: Not required to produce the same result or level of achievment

22. State and District Wide Testing ISAT, IRI, SBAC, ISAT ALT Can not list testing accommodations the student does not require in the general education classroom. Can only list approved accommodations Criteria for ISAT ALT is located in the memo box below the Behavior questions

23. Example of Accommodations

24. Behavior

25. Least Restrictive Environment • General Education Classroom – Indicate how much time the student will spend outside the gen. ed. classroom (use minutes from the service grid) • General Education Curriculum – Will supplemental curriculum be used? Will an alternate curriculum be used?

26. LRE Examples

27. Written Notice • Clearly state the decisions of the team • Provide a brief summary of the meeting notes (refer to the meeting notes to write the written notice) • This is the legal document informing parents of decisions made by the team

29. Consent for Initial Placement in special Education

30. Paperwork • Signed copies to Becky Priest Checklists http://orientationtospecialeducation.weebly.com/documents.html • Finalize all Documents in TERA

31. Meeting Notes If needed have school secretary or other personnel take notes at the meeting

32. IEP Amendments and Exit