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IEP Development Overview: Making the Shift from Paper to Process Podcast Script

Understand the shift from paper to process in Individualized Education Program (IEP) development, focusing on alignment, purpose, and content requirements. Learn about changes, tips, and tools for a student-centered approach.

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IEP Development Overview: Making the Shift from Paper to Process Podcast Script

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  1. IEP Development Overview: Making the Shift from Paper to ProcessPodcast Script Laura LaMore, Consultant, OSE-EIS Via Podcast April 29, 2010

  2. Welcome • On behalf of Jacque Thompson, Director for the Office of Special Education and Early Intervention Services at the Michigan Department of Education WELCOME! • And thank you for tuning in to the IEP Development Overview Podcast • My name is Laura LaMore and I am a consultant with the OSE-EIS

  3. Overview • This is the first in a series of 9 podcasts designed to walk and talk you through the state model forms for IEP and Notice. • Additionally, the podcast series is the first of several training resources being developed to assist students, families and districts in understanding the purpose and content requirements of the IEP process. • Among the training resources are the QuickReference Guides.

  4. Overview • There are changes from the last version of the state model form – last updated in 2007. • One change is how we want you to think about the IEP process. • But perhaps the greatest change to the process is the removal of Commitment Signatures from the IEP form – Notice, while a part of the IEP process, is a separate activity. If you have not already done so, we recommend that you download the model IEP and Notice forms to view with this podcast.

  5. Overview • Before presenting a description of the sections; we want to provide you with the big picture in terms of purpose.

  6. Setting the Stage • We were faced with the need to build an integrated system that implemented requirements and practices that were compliant; as well as focus on results for students.

  7. Making Connections through Alignment • Curriculum Assessment • Assessment State Standards • State Standards IEPs • Instruction Outcomes

  8. Eligibility in MichiganDecember 1, 2008 When you focus on high expectations you get increased results. MDE, OSE-EIS; Data Source: MICIS

  9. In general, IEP Development is A student-centered, team process requiring data-based decision-making aligned to curriculum that ensures educational benefit and complies with federal regulatory standards. All Students are General Education First Results, through Process Prevention, Not Failure

  10. The Result? • A shift has been made to take us from paper producers to process thinkers. • There are format changes AND practice changes.

  11. The Result? • The IEP model form now presents with: • A logical progression • Options for present level and goal page development • Regulatory content changes (eligibility, factors to consider, emphasis on curriculum-based instruction) • Removal of the Commitment Signature page resulting in the provision of Notice as a separate activity

  12. IEP Model Form Section 1: Demographic Information Section 2: Present Level of Academic Achievement and Functional Performance Section 3: Secondary Transition Considerations Section 4: Goals and Objectives/Benchmarks Section 5: Supplementary Aids and Services Section 6: Assessment-Participation and Provisions Section 7: Special Education Programs and Services

  13. Notice Model Forms • Notice for Provision of Programs and Services –Initial • Notice for Provision of Programs and Services – Reevaluation/Annual Review

  14. Section 1: Demographic Information • Purpose To provide information used for guiding timelines, assessment, service determination, public reporting; and eligibility.

  15. Section 1: Demographic Information Quick Reference Guide

  16. Section 2: Present Level of Academic Achievementand Functional Performance (PLAAFP) • Purpose • To provide big-picture overview of needs specific to academic achievement and functional performance; and to accurately describe current performance in areas affected by disability.

  17. Section 2: PLAAFP Quick Reference Guide

  18. Section 3: Secondary Transition Considerations • Purpose To positively influence the likelihood of graduation and promote successful outcomes through planning and preparation for adult life.

  19. Section 3: Secondary Transition Considerations Quick Reference Guide

  20. Section 4:Goals and Objectives/Benchmarks • Purpose To ensure all students have access to and instruction in, grade level content expectations; to improve academic interventions; and to support appropriately aligned assessments.

  21. Section 4:Goals and Objectives/Benchmarks Quick Reference Guide

  22. Section 5: Supplementary Aids and Services • Purpose To provide aids and services based on peer reviewed research to the greatest extent practicable; and to support access to instruction to enable the student to be educated with students who are not disabled.

  23. Section 5: Supplementary Aids and Services Quick Reference Guide

  24. Section 6: Assessment-Participation and Provisions • Purpose To meet required assessment standards of the Michigan Educational Assessment System (MEAS); which includes: Michigan Merit Exam (MME), Michigan Educational Assessment Program (MEAP), MEAP with Accommodations, MEAP- Access, MI-Access, and English Language Proficiency Assessment (ELPA).

  25. Section 6: Assessment-Participation and Provisions Quick Reference Guide

  26. Section 7: Special Education Programs and Services • Purpose To identify the special education programs and services necessary to meet the needs of the student.

  27. Section 7: Special Education Programs and Services Quick Reference Guide

  28. Notice for Provision of Programs and Services (Notice) Notice to Parent of Intent to Implement Not a “Section”

  29. Notice for Provision of Programs and Services • Purpose To inform; and meet the requirements set forth at § 300.503 specific to: Initial IEPs, Ineligibility, Subsequent offers of a FAPE

  30. Notice for Provision of Programs and Services • No longer “section” or attached to the IEP • The provision of Notice is a separate activity designed to conclude the IEP process • Signature and date of notice is the district offer of a FAPE

  31. Wrap Up/Next Steps • Roll Out “April 30, 2010“ • IEP model form • Notice model form – Initials • Notice model form – Reevaluation/ Annual Review • Podcast (Overview and Notice) • Quick Reference Guides (1-3 and Notice)

  32. Wrap Up / Next Steps • Product development will continue through September 1, 2010 and will include: • Remainder of podcasts • Remainder of the Quick Reference Guides • Webinar • Michigan Special Education One Pager • Training Modules • Tool Kit • IEP Addendum Form • IEP Development Process PowerPoint • Frequently Asked Questions (FAQ) • Regional / Focused Trainings • MAASE Monday - June 7, 2010 Training Day • Institutes of Higher Education (IHE) - September 24, 2010

  33. Contact • OSE-EIS – Main (517) 373-0923 www.michigan.gov/ose-eis • Laura LaMore (517) 335-0448 lamorel@michigan.gov

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