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Rolling Out the New IEP for Psychologists


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

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

PR-07 IEP IEP Tools
Annotated Guide
Childs Information
  • Name populates throughout the pages
  • If 14 yrs. Transition Pages appear
  • If Ward of State Surrogate parent field

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

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.

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
  • IEP start date
  • First full week of school
  • Effective Dates
  • No more than 364 days

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

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

  • 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)

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

Questions to Consider
Section 2 Special Instructional Factors
  • All Items marked Yes must be addressed in the
  • 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

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
  • Do not need to repeat if the information is in
    other sections

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
  • What the students postsecondary goal is
  • Any related service needs that impede the
    student to get to their goal

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

  • 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

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

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

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
  • criteria for mastery

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

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

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

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

Section 7 Specially Designed Services
  • Specially Designed Instruction BE SPECIFIC!!
  • What is the specially designed instruction?
  • To how many? (individual, small group, large
  • 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

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
  • Can have a range shouldnt always be the

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
  • 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
  • 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.

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

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
  • Services to Support Medical Needs
  • Medical services child needs to receive FAPE

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

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

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

  • Consider
  • Regression, recoupment, emerging critical skills
  • If unlikely to maintain skills relevant to IEP
  • 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

  • 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

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.
  • (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
  • Tell WHY wont participate without
  • 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

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

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

Section 14 Signatures Cont.

Services Plan PR-09
Annotated Guide
Available at
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)

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)