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Rolling Out the New IEP for Psychologists

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New Field Document information not anywhere else, or information you want 'up front' ... Written in 3rd person 'Sally will... upon completion of high school' ... – PowerPoint PPT presentation

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Title: Rolling Out the New IEP for Psychologists


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

2
PR-07 IEP IEP Tools
Annotated Guide
Forms
3
Childs 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 childs 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 - youll get Section 4
  • Current courses of study-Proposed course of high
    school study based on realistic post secondary
    goals
  • What the students 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 shouldnt 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 wont 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 doesnt 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)
  • Dont use functioning below peers, in comfort
    of resource room, taking longer than regular ed,
    where he doesnt 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 wont 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 dont attend they need
    written excusal (for whole or part)
  • Can change the text in the position field
  • If they dont 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 dont 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
Services Plan PR-09
Annotated Guide
Forms
Available at www.edresourcesohio.org
40
Nonpublic Placement
  • If a district places a SWD in a nonpublic school,
    the child is entitled to FAPE, and must have an
    IEP written by the district which is implemented
    by the non public school.
  • If a parent unilaterally places a SWD in a non
    public school, the child is NOT entitled to FAPE.
    They would receive a Services Plan for the
    services the child receive. (Part B funds)

41
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)
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