Rolling Out the New IEP for Psychologists

1. Rolling Out the New IEPfor Psychologists State Support Team Region 13 Sue Bitsko, Susan Burns, Gretchen Estreicher, Deb McGraw, and Patrick Wong

2. PR-07 IEPIEP Tools Annotated Guide Forms

3. Child’s Information • Name populates throughout the pages • If 14 yrs. – Transition Pages appear • If Ward of State – Surrogate parent field appears

4. Parent Information • Can add • additional boxes for parents that live at different addresses

5. Meeting Information • Initial= • Never Identified as SWD • Exited as SWD after evaluation • Move in from out of state and district evaluates • Review Other Than Annual Review: • if less than 1 yr.

6. IEP Timelines • ETR completion date: • Is the date of the meeting -when it was completed and signed • Next ETR: • No more than 3 years, or when transition to kindergarten • IEP start date: • First full week of school • Effective Dates • No more than 364 days

7. Other Information • New Field – Document information not anywhere else, or information you want “up front” • Document attempts for parent involvement in IEP • ESY justification

8. IEP Form Status • After you check the box at the bottom of each section – this will populate • Nice way to check what still needs to be completed

9. Amendments • Can be accomplished in several ways: • May agree to convene entire team • Agree NOT to convene entire team- need written excusals for those not attending (can have face to face meeting or phone conference, email) • Can Document 3 ways: • Revise Entire IEP – need to send PWN • Make changes in body of IEP (highlight, underline, hand written), summarize changes in amendments part of IEP • Make changes on paper and attach (must include all elements)

10. Section 1: Future Planning ? • Based on a discussion with the child and family about the child’s future • Younger children – focus is on the education component, Older children- focus is postsecondary education goals and outcomes • 14+ there needs to be a specific goal for post high school that is somewhat realistic • Can not go to Due Process over this section

11. Questions to Consider ?

12. Section 2: Special Instructional Factors ? • All Items marked “Yes” must be addressed in the IEP • If “yes” to visually impaired – will get the Section 15 • If “yes” the information should be summarized in Section 3 Profile and strategies and supports will be part of the IEP

13. Section 3: Profile • Information that is NOT connected to a goal • Include parents’ concerns, strengths and interests of child, results of state and district wide tests , recent evaluations… • Behaviors, LEP, Communication…(Special Instructional Factors) • Discuss academic, developmental and functional needs of the child • Include needs identified in ETR but not addressed in this IEP and tell why • How disability affects progress in general curriculum • Do not need to repeat if the information is in other sections

14. Section 4: Postsecondary Transition 14+ Years • If you check the box on the front page as being 14+ - you’ll get Section 4 • Current courses of study-Proposed course of high school study based on realistic post secondary goals • What the student’s postsecondary goal is • Any related service needs that impede the student to get to their goal

15. Section 4: Postsecondary – 16+ years • Course of study • Strengths • What they need to learn based on their postsecondary goal (education/training, employment, independent living) • Assessments:how they will behave at work (attendance, job shadows, time-on-task), interest inventories, vocational evaluations, career surveys…

16. ? • Goals must be based on transition assessments • Written in 3rd person “Sally will… upon completion of high school”. • District is NOT responsible for ensuring goals are completed after student leaves IEP coverage – but there should be a good faith effort documented by the district

17. Section 5: Postsecondary Services Cont. • Can say “no need for goal as there is no need for specially designed instruction outside the regular education curriculum” – based on transition assessments

18. Section 6: Measurable Annual Goals • Area = ACS or communication, behavior…. • Present levels • Academic, functional (hygiene, community based instruction, safety…), post secondary transition • Include information about strategies and interventions and their results • Use clear and concrete terminology

19. Section 6: Measurable Annual Goal- Cont. • Goals should be prioritized • Accomplished in 12 months • Aligned to Academic Content Standards • Must be a direct relationship between the ETR, PLOP and goals • Must contain: condition, clearly defined behavior, • criteria for mastery

20. Section 6: Measurable Annual Goal- Cont. • Objectives (steps towards goal) or • Benchmarks (able to do by a specific time) • These are your plan for reaching the annual goals and the means of reporting progress • Must be a direct relationship between the Goal and the objective/benchmarks • Should include condition, clearly defined behavior and performance criteria

21. Section 6: Measurable Annual Goal – Cont. • How the progress will be reported and how often • Check all the boxes that apply • Must be at least concurrent with issuing of report cards and periodic reports for typical students

22. Section 7: Specially Designed Services • Why Reformat? • Confusing when had goals with 20 min, 20 min (20 vs. 40 minutes) • Writing goals just to add services • Must be connected to PLOP/needs • Synthesize services on this page by: • provider, • location, • and service • Provider title and name (Medicaid requirements) • If provider changes no meeting required

23. Determining Services Once qualifies as a SWD: • Autism • Cognitive Disability • Deaf blindness • Deaf • Hearing Impaired • Emotional Disturbance Multiple disabilities Orthopedic Impairment Other Health Impaired Specific Learning Disability Speech and Language Traumatic Brain Injury Visual Impairment 14. Developmental Delay • Team determines what specialized instruction/services the student needs for FAPE • Related service can stand alone as special education

24. Section 7: Specially Designed Services • Specially Designed Instruction – BE SPECIFIC!! • What is the specially designed instruction? • To how many? (individual, small group, large group) • What goals for that service? • Who Provides? (Name AND Title) • Where? • Once qualify for 1 of 13+ –team determines what services student needs for FAPE • Related service can stand alone as special education

25. Related Services • Be specific as to what you are going to do, where, how frequently, etc… • If providing multiple services/ • environments you must make a new box- so it is clear • Can have a range – shouldn’t always be the minimum

26. Assistive Technology Services • AT Devices: • “Any item, piece of equipment or product …that is used to increase, maintain, or improve the functional capabilities of a child with a disability.” • “The term does not include a medical device that is surgically implanted, or the replacement of such device.” • AT Services: Any service that directly assists in the selection, acquisition or use of an assistive technology device. The term includes: • The evaluation of the needs… • Purchasing, leasing, or otherwise providing for the acquisition of assistive technology devices … • Selecting, designing, fitting, customizing, repairing, … assistive technology devices; • Coordinating and using other therapies, … • Training or technical assistance for a child and family… • Training or technical assistance for professionals ,employers, or other individuals who provide services to, employ, or are otherwise substantially involved in the major life functions of that child.

27. Accommodations/Modifications • Accommodations: • Be Specific (i.e. “ extended time when over 2 pages”, scribe for written work when over 4 pages”) • Do NOT need to specify frequency or duration of accommodations • Modifications: • Altering the content (decreasing amount or complexity)

28. Support for School Personnel • Support for School Personnel: • Training, aide, resource materials, equipment, consultation with other professionals… • Specify who is getting and who is giving the training • Services to Support Medical Needs: • Medical services child needs to receive FAPE

29. Section 8: Transportation • Always has been a requirement • If child needs transportation to access FAPE • If the child can ride the regular yellow bus with no supports – they won’t need transportation as a related service

30. Section 9: Nonacademic/Extracurricular • Always has been a requirement • Document opportunities to participate in non-academic activities • If parent doesn’t want participation, specify “parent and child do not wish to participate” • If parent does want participation – you must provide whatever supports the child needs to participate fully • If it is in the IEP – it must happen as it is FAPE

31. Section 10: General Factors ? • If you put “no” it will guide you to go back and consider • ESY: • The determination must be made even if the parents do not specifically request it

32. ESY • Consider: • Regression, recoupment, emerging critical skills • If unlikely to maintain skills relevant to IEP goals • Extent mastered a skill at the point when educational programming will be interrupted • Extent to which the skills are crucial to meet the IEP goals of independence • Whether the disability is severe • Need reliable sources of information: • Progress on goals in consecutive IEPS • Progress reports before and after interruptions • Reports by parents of negative changes in adaptive behaviors or in other skill areas • Medical or other agency reports – exacerbated during breaks • Observations and opinions by parents, educators, and others • Results of assessments

33. ESY • ESY can NOT be based on : • Desire for respite care • Desire for summer recreation • Desire for other services that, while they may provide educational benefit, are not required to ensure FAPE • If ESY is provided, the IEP must contain: • Type of ESY services, location, frequency and duration of services • Beginning date and anticipated end date • Which goals/objectives will be addressed

34. Section 11: Least Restrictive Environment ? • Do NOT use EMIS codes (i.e. 21% day special ed outside classroom) • Don’t use: “functioning below peers, in comfort of resource room, taking longer than regular ed, where he doesn’t feel self conscious…” • Must justify/give a rationale for why the child needs services outside the regular ed. environment • (i.e. due to need for limited distractions, • intensive teaching, repetition, • frequent feedback) 3/11/09 AG – Pg 27 “ and justify the choice in the field that appears”

35. Tell WHY won’t participate without accommodations • Is excused from consequences? If yes list the areas excused • Allowable accommodations on ODE website 3/11/09 AG Pg. 28 See Appendix H in Ohio Statewide Testing Program Rule Book; Pg. 29 1st paragraph district wide or state-wide testing “with accommodations or modified assessment”

36. Section 13: Participants • Mark all types of meetings that were done • Required participants have an * • If they have an * and don’t attend – they need written excusal (for whole or part) • Can change the text in the position field • If they don’t attend the ENTIRE meeting they sign in the Not in Attendance area • Date = date they provide information or date signed after IEP meeting

37. Section 14: Signatures • Parent signature is required for Initial IEP and change of placement • If the parents don’t consent for initial, or revoke consent – the child exits from special ed. and is no longer entitled to FAPE • Document that the student was invited after age 16.

38. Section 14: Signatures – Cont.

39. Service Plan (PR-09) Components Only Contains: • Identifying Information – (Page 1) • Measureable Annual Goals- (Section 6) • Descriptions of Specially Designed Services (Section 7) • Statewide and District wide testing (Section 12) • Meeting Participants (Section 13) • Signatures (Section 14)