Amendments to Education Regulations: IEP and Related Services

1. and Amendments to the Regulations of the Commissioner of Education effective December 8, 2010 The IEP, etc. Whittney Smith, Ed.D. 1

2. 3 Major Amendments to the Commissioner’s Regulations • Minimum service delivery requirement for speech and language services • Establishment of a variance provision for the maximum number of students receiving integrated co-teaching services • Minimum level of service requirement for instructional services to meet the individual language needs of students with autism

3. Programs / Related Services Notation • Transcript Information • Student Exit Summary will enable when a student reaches 16 • Personnel Assignments

4. Premise is this is the order that the meeting should be conducted • Present levels of performance and individual needs (evaluations, reports, and results) • Academic Achievement, Functional Performance, and Learning Characteristics • Social Development • Physical Development • Management Needs All must include parent concerns

5. Effect of student needs on involvement and progress in the general education curriculum or, for a preschool student, effect of student needs on participation in appropriate activities • Student needs relating to special factors (new section) with 5 sections • Behavioral strategies • LEP • Blind / Visually Impaired • Communication needs • Assistive technology (home?)

6. Measurable postsecondary goals – mandatory age 15 and older • Education / Training • Employment • Independent Living Skills (when appropriate) • Transition Needs

7. Measurable Annual Goals

8. Recommended Special Education Programs and Services Programs • Consultant teacher services • Integrated co-teaching services (can be class specific) • Resource room program • Special class • Travel training • Adapted physical education

9. Recommended Special Education Programs and Services Related Services • Speech / language therapy • Audiology services • Interpreting services • Psychological services • Counseling services • PT / OT • Orientation and mobility services • Parent counseling and training • School health services • School social work 1:1 aide, consultation services, travel training, and sign language interpreter are no longer here

10. Recommended Special Education Programs and Services Supplementary Aids and Services / Program Modifications / Accommodations • 1:1 aide is here now • Consultations are not here (in supports for school personnel) • Travel training is not here (in Programs) • Sign language interpreter is here now

11. Recommended Special Education Programs and Services Assistive Technology Devices and/or Services • Can be low tech (pencil grips, paper stabilizers, etc.) or high tech (voice activated computers, Dynavox, etc.) Supports for School Personnel on Behalf of the Student • Help for teachers to more effectively work with the student • Ex. Consultations

12. Recommended Special Education Programs and Services(programs, related services, supplemental aids and services / program modifications / accommodations, assistive technology, supports for school personnel) End date will still be used but not necessary

13. 12-Month Service and/or Program • Programs and services are together here

14. Testing Accommodations

15. Coordinated Set of Transition Activities (8th grade) • Participation in State and District-wide Assessments (this section will come before goals in order to determine if objectives / benchmarks are necessary) • Participation with Students Without Disabilities • Special Transportation • Placement Recommendations (e.g. Home Public School)

16. Chapter 408 • Ensures that each regular education teacher, special education teacher and related service provider, and other service providers who are responsible for the implementation of a student’s individualized education program (IEP) be given a copy of the student’s IEP prior to the implementation of the student’s special education program; • Requires that any copy of a student’s IEP remain confidential and can not be re-disclosed to any other person; and • Requires the chairperson of the Committee on Special Education to designate a professional employee of the school district with knowledge of the student’s disability and education program to, prior to the implementation of the IEP, inform each teacher, assistant and support staff person of his or her responsibility relating to the implementation of the IEP and the specific accommodations, modifications and supports that must be provided for the student in accordance with the IEP.

17. 7 Most Important Sections... • Recommended Classification and Placement Information • Recommended Special Education Programs and Services • Related Services • Program Modifications / Accommodations / Supplementary Aids and Services • Assistive Technology Devices / Services • Testing Accommodations • Standardized Test Results

18. Interpreting Test Results: Use Percentiles and Standard Scores! • Percentiles: “Your child is performing at the 70th percentile. This means that he/she is performing better than 70% of the norm referenced group of peers his/her age.” Standard Scores: • 90 – 110 is the average range • Every 10 above and below = 1 standard deviation