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Preparing For Annual Reviews. April 10, 2013. Agenda. The Process Letters of Notification IEP Development Progress Monitoring Summary/PWN Special Reviews vs Annual Reviews Transition Planning. Letters of Notification. Letter of Notification. - PowerPoint PPT Presentation
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Preparing For Annual Reviews
April 10, 2013
AgendaThe Process
Letters of Notification IEP DevelopmentProgress MonitoringSummary/PWNSpecial Reviews vs Annual
ReviewsTransition Planning
Letters of Notification
Letter of Notification IEP meeting notifications must include
the purpose, time, and location of the meeting and who will be in attendance. This is why an email asking the parent to attend a meeting doesn’t suffice (even if they attend).
Letter of Notification So there has to be documentation that a formal invite that
included all of the above was provided.
Which one shows that proper notification was provided: “Email” “Email with invitation attached?”
Does this make sense? One notification method that says “phone.” What if the parent does not attend and one of the two
notifications were “phone?”
Even if the parent attends, the meeting could be determined null and void if proper notification wasn’t provided.
The IEP Process
The following slides were adapted from a presentation conducted by the SC Department of Education, Office of Exceptional Children.
Four Goals for Meeting the Needs of Students with Disabilities
1. Provide access to the general education curriculum
2. Provide involvement and participation in the general education environment
3. Implement individualized interventions4. Show progress in the educational standards
of the general education curriculum to the greatest extent possible
IEP Section IStudent Information
The percent of time the student spends in the regular education environment auto populates from Placement History.
IEP Section IStudent Information
“Date of IEP Meeting” reflects: Date of Initial IEP meeting or; Date of Annual Review
“Date of Special Review” changes whenever additional meetings are held throughout the school year
Remember that the IEP Initiation Date is either the first day of the following school year (If Not Birthday IEP) or reflects a change during the school term and you MUST provide PWN to explain the reason for the change
IEP Section IParent/Guardian Information
This section of the IEP is updated through Power School
Check frequently to ensure that Parent/Guardian Information is current and accurate
IEP Section II“The Foundation”
This is the basis from which all other Individualized Education Program (IEP) components are developed
IEP Section IIAcademic and Functional Strengths and Needs
Describing Academic and Functional Strengths and Needs provides an overview of factors that impact performance and the development of services and programs designed to meet the student’s unique learning needs
IEP Section IIAcademic and Functional Strengths and Needs
Example
Questions
What is Josephina’s area of weakness? What is Josephina’s area of strength? What type of Present Levels of Academic Achievement and
Functional Performance might be developed? Might Josephina require any instructional accommodations?
IEP Section IIAcademic and Functional Behavior
If a Functional Behavioral Assessment is warranted, this must take place as part of an evaluation or reevaluation of the student unless it is the practice of the district to conduct a Functional Behavioral Assessment for any student to include students without disabilities.
IEP Section IIPresent Levels of Academic Achievement and Functional Performance (PLAAFP)
The (PLAAFP) Identifies Educational Need Serves as a baseline or starting point Is directly connected to goals and services
IEP Section IIPresent Levels of Academic Achievement and Functional Performance (PLAAFP) Example
Recalling Josephina’s description of Academic and Functional Strengths and Needs, does the PLAAFP address all areas identified?
IEP Section III Accommodations to the General Curriculum
Accommodations : Do not reduce learning expectations Provide access by enabling the student to participate more
fully in instruction and assessment Permit the student to better demonstrate skills Must be part of daily instruction Should never be introduced for the first time when a student is
participating in state-wide or district assessments
IEP Section III Modifications in the General Curriculum
Modifications: Change learning expectations Must be clearly described
IEP Section III Supplementary Services
Supplementary Services: Aids services and supports that can be provided in general
education, education-related settings and in extracurricular and nonacademic settings
Supplementary Services: Might include parent training, providing the student with a
one-on-one assistant, or providing staff with professional development to assist in meeting the unique needs of the student
IEP Section IVIEP Goals and Objectives
Annual Goals must: Directly link to the Academic and Functional Strengths and Needs,
PLAAFP and when applicable, the Transition needs of the student
Annual Goals tell us: What we expect the student to learn or be able to do in 1 year; and How we will know when the student has learned or demonstrated
that he can do it
IEP Section IVIEP Goals and Objectives
The essential characteristics of IEP Goals are that they must be measurable and be measured
If an IEP Goal is not measurable it violates the IDEA and may result in the denial of a Free Appropriate Public Education (FAPE)
If a Goal is not measured that violates the IDEA and may result in the denial of FAPE
Bateman & Herr, 2006
IEP Section IVIEP Goals and Objectives
Every Measurable Goal Must: Allow a clear yes or no determination of whether or
not it has been achieved Pass the “stranger test” (IEP Team Members can
agree if the goal has been achieved)
IEP Section IVIEP Goals and Objectives
Objectives/Benchmarks “Spell out” what the student will need to do
to complete the annual goal. Are the same skill in each benchmark with
degree of proficiency to which the student performs the skill changing from benchmark to benchmark
Measurable Annual GoalsCritical Components
Behavior – clearly identifies the performance being monitored; “Jeremy will read aloud”
Condition – describes what must be present for the student to demonstrate the skill or behavior at the expected level of performance; “when presented with a passage from the 2nd grade curriculum”
Level of Proficiency – how many, how often, to what standards the behavior must occur; “48 words per minute with less than 2 errors”
Measurement – as measured by; “as measured by weekly one minute oral reading fluency probes”
Timeframe –may be included; “In 36 weeks”; “by the end of the 2012-2013 school year”
IEP Section IVIEP Goal Example
In 36 weeks, when presented with a passage from the 2nd grade reading text, Jeremy will read aloud from 38 to 48 words per minute with less than 2 errors as measured by weekly one minute oral reading fluency probes.
Location of ServicesSpecial Education ClassroomVirtual Special Education Classroom
Not “virtual classroom”
IEP Section IVIEP Goal and Objectives
Remember, for any student that participates in the SC-Alt (Alternate Assessment), the IEP team must develop goals AND objectives for any area of need identified in the PLAAFP.
IEP Section VTime
Special Education and Related Services must be denoted in MINUTES
Subtract the total MINUTES in special education and related services from the total amount of minutes in the school week
IEP Section VRelated Services
Related Services are: Supportive services provided to students with disabilities to assist
them in benefiting from Special Education Like the need for special education, determined on an individual
basis as part of the IEP process Connected to other parts of the IEP to include, Functional Strengths
and Needs and the PLAAFP Accompanied by measurable annual goals that are denoted in
section IV IEP Goals and Objectives
IEP Section VRelated Services
The IDEA regulations contain a list of related services IEP teams can consider and they include: Audiology, Counseling Services (including rehabilitation
counseling), Early Identification and Assessment of disabilities in children, Interpreting Services, Medical Services, Occupational Therapy, Orientation and Mobility Services, Parent Counseling and Training, Physical Therapy, Psychological Services, Recreation, School Health Services and School Nurse Services, Social Work Services in Schools, Speech-language pathology services and Transportation
IEP Section VIParticipation in Statewide Testing
Consideration for the use of Accommodations and/or Modifications for Statewide Testing should: Be based on individual
student need and; When selected, must
be clearly reflected in IEP Section III – Accommodations to the General Curriculum
IEP Section VIIISpecial Factors The Team Must Consider In The Development of the IEP
IEP Section IXLeast Restrictive Environment (LRE)
LRE Considerations The team must
document the extent, if any, that the student WILL NOT participate with non-exceptional students in the general education classroom
IEP Section IXReporting to Parents
The IDEA requires every IEP to include a description of how the child’s progress toward annual goals will be measured and when periodic reports will be provided.
If your district chooses to send reports home, determine how often they will be sent and be sure to adhere to this timeline
Many districts report on progress for students with disabilities at the same time they report progress for general education students (quarterly).
IEP Section XTeam Members
Summary and PWN
Meeting Summary Required per District Policy
Not meant to be a transcription Purpose is to capture the gist/flow of an IEP meeting Purpose is to discuss requests/disagreements Every parental request needs to have closure
Parent asked for a in-home teaching assistance. The team discussed and determined that based on present level data, the child is able to receive FAPE through the proposed services of virtual services.
Common mistakes noted: Wrong date of the meeting Not noting proper meeting membership
Tips for Taking Notes – See Handout
PWNs Let’s talk about what these questions mean:
As a result of the IEP/Staffing meeting, the IEP/Staffing Team proposes or refuses to.
Explanation of why the school district/agency proposes or refuses to take this action.
Description of each evaluation procedure, assessment, record, or report the school district used in deciding to propose or refuse the action.
Description of any other choices that the IEP team considered and the reasons why those choices were rejected.
Description of any other reasons why the school district proposed or refused the action.
PWNs The parent MUST have a copy of the PWN prior to implementing the IEP.
If the parents attends the meeting and does not leave with a copy of the PWN, the IEP cannot be implemented until after the PWN has been sent.
If parents did not attend, the IEP cannot be implemented until after the PWN has been sent to the parents.
What does this mean? Give the PWN at the meeting (along with the IEP) Wait 5 – 7 days after the meeting to initiate the proposed FAPE
Initiation date must reflect this on the cover page of the IEP) Cannot extend past the expiration date of the IEP to “wait” to give the PWN.
Progress Monitoring
Progress Monitoring Using the PM report in Excent Documenting progress towards each
annual goal Provided to parents on the schedule
dictated in IEP At least as often as gen ed, but not less
than every 9 weeks
Purpose“When the cook tastes the soup, that formative; when the guests taste the soup,
that’s summative.”Robert Stake
“As the cook, or teacher, we need to stop and taste the soup before we move forward with instruction. We need to design instruction so students can press the reset button and go back to learn what they missed the first time. We can use many techniques to assess student achievement and understanding.”
If you wait until the end of the year to monitor progress, you have run out of time to change instruction.
Collecting progress monitoring data drives/guides instruction.
Examples Updates of baseline data from PLPs
CBMs Data sheets for time on task, assignments
completed Discipline referrals
Description of progress (more than “progressing”)
Answer the question “Where is Robbie now?”
Special Review vs Annual Review
Special Review vs. Annual Review
Special Review Can be done with an
agreement to amend an IEP (with your LEA’s prior approval)
Only update certain areas of present levels
Something needs to be changed (updated) for EVERY special review (most likely in the PLOP)
Annual Review Updated 100% of
the present levels with CURRENT present level data
Questions? Your school’s special education
coordinator Your school’s regional coordinator
CFPCS, YLA, SCS, YPA Mariann Carter [email protected] 803-960-9686
District Staff:Robert [email protected]
Beckie [email protected]
Vamshi [email protected]
Transition Planning and the IEP
Who does this apply for?
Regulations Transition services. Beginning not later than the first IEP to
be in effect when the child turns 13, or younger if determined appropriate by the IEP Team, and updated annually, there after, the IEP must include—
(1) Appropriate measurable postsecondary goals based upon age appropriate transition assessments related to training, education, employment, and, where appropriate, independent living skills; and(2) The transition services (including courses of study) needed to assist the child in reaching those goals.
What does this mean: the annual review for a child who is 12 years old and older.
Letters of Notification
Letter of Notification Purpose of the meting must include this
is a secondary reason:
To discuss transition service needs or to develop a transition plan
IEP Section ITransition
Check Yes for any student that: will reach the age of thirteen during the active dates of the
IEP; or is age 13 to 21 during the active dates of the IEP
The student must be invited to the first transition meeting as well as to all subsequent IEP meetings and “to discuss transition services” must be checked on the
Letter of Notification
IEP Section IStudent Interests and Preferences
Global statement describing the “student’s” interests and preferences
Interests and Preferences can be derived from: Formal and informal (documented) interviews Formal and informal interest inventories NOT just a copy/paste from the previous IEP
IEP Section IStudent Interests and Preferences
Example
IEP Section IPost Secondary Goal(s)
A Post Secondary Goal is: Articulation of what the student would like to achieve after
high school phrased in the form of a measurable goal Based on age-appropriate transition assessment Based on student’s strengths, preferences and interests Written for both education or training and employment When appropriate, written for independent living Education or Training must be separate from
Employment
IEP Section IPost Secondary Goal(s)
Post Secondary Goals are:
“Measurable”
Based on an outcome and not an activity or process Do not use action verbs like “seeks”, “pursues”,
“continues”, “learns” and “applies” as these terms are processes and not outcomes
IEP Section IPost Secondary Goal(s)“Helpful Formula”
IEP Section IPost Secondary Goal(s)
Example
Non-Example
IEP Section ISC Career Cluster
School can use up to sixteen clusters for reporting purposes but may modify these clusters (for example, Arts and Humanities in place of Arts, Audio-Video Technology, and Communications).
ONLY put a cluster (cluster combination) that your school offers)
The sixteen state clusters are the same as the sixteen federal clusters
Defined Program Grades 9-12 Regulation No.: R43-234 http://www.careertech.org/career-clusters/glance/careerclusters.htm
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IEP Section ICourse of Study
For any student who is, or who will reach the age of transition, the Course of Study provides a description that is:
Driven by the student’s interest and;
Linked to the selected SC Career Cluster
The only options in our District: Standard Course of Study towards a HS diploma Modified/Functional Course of Study towards a district attendance credential Standard Middle School Focus Modified/Functional Middle School Focus
IEP Section ICourse of Study
Example
Non Example
IEP Section ITransition Services
If any Transition Service is selected there must be a corresponding goal.
It is possible for one goal or goal and objectives to support multiple Transition Services
At a minimum, “Instruction” is checked. Let’s talk about “development of Employment and Post School Objectives when we talk about transition assessment.
IEP Section IDiploma/Certificate
If District Attendance Credential, the IEP team must ensure that the parent(s) and the student understands that this is not a State High School Diploma
When Regular State High School Diploma is selected, the Anticipated Date of Graduation can be updated by the IEP team as appropriate
We do not offer: Occupational credential, State Certificate, or N/A for GED Program
IEP Section IAge of Majority
Be sure to inform any student that will, or has reached age of majority, of his or her rights under IDEA.
This must be completed not later than one year before the child reaches the age of majority under the state law. This notification form is on SharePoint
IEP Section IIAcademic and Functional Strengths and Needs
This needs to include the area of “transition” too.
Do you have any post-secondary goal concerns? Unreasonable, unattainable, might struggle
IEP Section IIPresent Levels of Academic Achievement and Functional Performance (PLAAFP)
Where is your data supporting the Post Secondary Goal Statement?
Answer this question: How do you know Clay wants to be a public relations director after high school? The data must be within one year of the annual review.
IEP Section IVIEP Goals and Objectives
EVERY GOAL must be either marked: Instruction AND Transition Related Service AND Transition Or ALL THREE
How can an annual goal about writing a 5 paragraph essay . . . . . Be a transition goal?
IEP Section VTime
Do you have any annual goals regarding post-secondary goal/employment obtainment?
Questions? Your school’s special education
coordinator Your school’s regional coordinator
CFPCS, YLA, SCS, YPA Mariann Carter [email protected] 803-960-9686
District Staff:Robert [email protected]
Beckie [email protected]
Vamshi [email protected]