A Triptik for Navigating Ohio’s New Forms and Procedures for Schools

1
A Triptik for Navigating Ohios New Forms and
Procedures for Schools

• Presented by
• Sally Demmler
• Deborah McGraw
• Hamilton County Educational Service Center

2
Destination

• To become familiar with new ETR and IEP forms
• To determine what information should be included
  in each section.
• To learn about resources available to help in
  navigating rules and procedures
• To learn the rules to remain in compliance with
  ODE/OEC guidelines
• Arrival
• In 2 hours
• It will be fast paced!!!
• Please hold your questions

3
Map Key

• Green new sections of forms
• Whole to part and part to Whole
• Caution Be sure to include
• Wrong Way Common compliance errors
• Roadside Assistance Tools and where to get
  them. Available at www.OMNIE.org

4
What Tools Direct us and Give Us Roadside
Assistance ?

• Federal Register- IDEIA (2004)
• Ohios Operating Standards (2008)
• FAPE (3301-51-02)
• Child Find (3301-51-03)
• Confidentiality (3301-51-04)
• Procedural Safeguards (3301-51-05)
• Evaluation (3301-51-06)
• IEP (3301-51-07)
• Non Public (3301-51-08)
• Delivery of Services (3301-51-09)
• Preschool (3301-51-11)
• Ohios Whose IDEA is it? (2008)

5
4. Annotated Guides Forms (Spring 09)

• Evaluation Team Report PR-06
• IEP PR-07
• Service Plans PR-09
• NEW Optional Forms

Annotated Guide
Forms
Must be used 9/1/09
Adobe Version 9
Static or Dynamic Formats
6

• 5. Dynamic Guidance Document www.edresourcesohio.o
  rg
• (updated quarterly) 800 pgs
• 6. Q A document

7
Sorting through the Information
Evaluation
IEP
Non Public
Preschool
8
PR-01 Prior Written Notice
ProcSafe
PR01
PR05
Revised 6/09
Or do not attend IEP meeting
Notify before/after- if parents dont agree with
category changes
Consent for PR-04 Evaluation
Revocation of Consent
www.edresourcesohio.org In Guidance Document
9
Initial Evaluation Flow Chart
8/24/09
At www.omnie.org
10
Parent Referral to Evaluate

• District has 30 days of receipt of oral/written
  request to
• Explain referral process to parents
• Provide copy of Procedural Safeguards (Whose IDEA
  is This?)
• Provide Prior Written Notice (PR-01) agreeing
  or refusing to conduct an evaluation
• If agree to evaluate give Request for Permission
  to Evaluate (PR-05)
• If doesnt agree to evaluate give PR-01 stating
  this and the information used to make that
  decision

From 5.3 Guidance Document
11
District Referral to Evaluate

• Contacts the parents and explains the referral
  process
• Develops an evaluation plan with the parents
  input
• Provides the parents with a copy of procedural
  safeguards, Whose IDEA Is This?
• Provides the parents with the Prior Written
  Notice to Parents PR-01 form stating that the
  school district is proposing to conduct an
  initial evaluation
• Requests permission to evaluate the child and
  provides the parents with a Parent Consent for
  Evaluation PR-05 form.
• The Parent Consent for Evaluation PR-05 and
  Prior Written Notice PR-01 forms can be provided
  at the same time as a copy of Whose IDEA Is This?

From 5.3 Guidance Document
12
Joint Custody

• Both parents have educational decision-making
  authority, only one parent must consent before
  the initial evaluation initial provision of
  services or change of placement to occur.
• If the custody papers give one parent the
  authority to make educational decisions, the
  parent with that authority must provide the
  consent.
• If the parents disagree and are threatening legal
  action or revocation of consent, ODE/OEC
  recommends that the district
• Contact the judge that wrote the divorce decree
• Explain that the joint custody for educational
  decision making is interfering with the provision
  of services for the child and
• Seek the judges assistance in resolving the
  parents disagreement.
• ODE/OEC recommends these steps be taken when
  legal action or revocation of consent is being
  proposed, since disagreements between the parents
  could result in one parent providing informed
  consent to evaluate or serve the child and the
  other parent revoking consent. If a parent
  revokes consent, the district cannot take the
  parent to a due process hearing to obtain a
  ruling that services may be provided.

From 5.3 (Evaluation) and 5.4 (Services) Guidance
Document
13
PR-06 Evaluation Team Report ETR Tools
Annotated Guide
Form
www.edresourcesohio.org - with Required Forms
14
School Aged Planning Form
www.edresourcesohio.org PR-06 ETR
15
Evaluation Planning Form

• Suspected Disability the category(s) of
  suspected disability as defined in the Operating
  Standards
• Team members name and position
• Team chairperson may or may not be the district
  representative. The DR may or not be included in
  the team for planning. Thus signature for DR may
  be left blank or changed to team chairperson
• Date Planning does NOT require a face to face
  meeting but must include the entire teams input
  before the evaluation begins

16
Type of Evaluation

• Initial
• The district or parents first suspect a
  disability
• A child has been evaluated previously and found
  not eligible for special education services and
  is evaluated again at a later date
• A child transitions from Help Me Grow (HMG) to
  preschool special education
• A child moves into the district from out of
  state
• The parents have revoked consent and want the
  child once again to receive special education and
  related services and
• A child has exited special education and is
  evaluated again at a later date.
• Reevaluation
• If ETR or IEP have expired because the child has
  moved frequently been incarcerated been truant
  or been placed in a residential facility.

From 6.2 Guidance Document
17
Assessment Areas

• The team decides what information is needed to
  determine whether or not the child is a SWD that
  qualifies under IDEA
• Team decides if
• The information has already been collected is
  current (not over a year)

• - If further testing (vs. data) needed to
  match ETR form - refers to
  testing, data and information
• Person responsible first and last name and
  position if that person isnt the one doing the
  evaluation revise the planning form

18
Signatures on Planning

• LEP and racial/cultural bias taken into
  consideration (to show an accurate assessment of
  the childs knowledge and skills)
• Date date each team member signs (will vary if
  not a face-to-face meeting)
• Set your date for the ETR meeting at the planning
  meeting

19
Things to Consider
AG Pg. 18-20 Examples for screening, evaluation,
progress monitoring, environmental assessment,
intervention planning
20
Preschool Planning Form-Domains Assessed

• All of these developmental domains are to be
  assessed using at least one method of evaluation
• Adaptive Behavior
• Cognition
• Communication
• Hearing
• Vision
• Sensory/Motor Function
• Social and emotional Development
• Behavioral Functioning

Only available in the Static forms
21
Preschool Planning Form-Types of Assessment

• All 4 in the area of suspected disability
• Interview
• Observations
• Standardized Norm Referenced
• Criterion References or Curriculum Based
  assessments

22
Preschool Planning Grid
23
Speech and Language Example
24
Cautions

• Be sure you planning tool matches the actual
  assessment tools in the ETR
• Be sure there is evidence of a TEAM effort
• When planning early for a Reevaluation the 60
  day timeline from parent consent to evaluation
  does Not apply. However be sure that you only do
  what the parent has given signed consent to do.

25
ETR Evaluation Team Report PR 06
Cover Page
www.edresourcesohio.org PR-06 ETR
26
Childs Information

• Grade or Grades child will be for duration of IEP

27
Parent Information

• Enter Parents information

28
Dates

• Last ETR
• If move in and cant get -write N/A

• Referral Date
• Date received request for evaluation
• Date for reevaluation is the date the team fills
  out the planning form
• Date Parent Consent Received
• This dates begins the 60 day timeline for
  initial evals.- Document date of receipt if
  different than date signed
• Timelines
• After request is received, the district has 30
  days to determine if they suspect a disability or
  not and provide parents with PWN
• ETR must occur within 60 days of date district
  received parent consent
• ETR must occur within 90 days from date of
  referral
• Whichever is shorter

29
ETR Form Status

• As each section is completed and the box checked
  at the end, checks appear on the front for a
  quick check of process status

30
Instructions

• Provides an overview of the entire form
• Select school aged or preschool planning form

31
Part 1 Individual Evaluators Assessment
32
Individual Evaluators Assessment

• Page for each person doing an assessment
• Areas of Assessment
• vision, hearing, gross motor, academic skills,
  speech and language development, social-emotional
  functioning, behavior, cognitive ability,
  adaptive behavior, secondary transition skills,
  etc.

33
Evaluation Methods and Strategies

• Indicate the method(s) used
• Preschool - the following must be evident in the
  area of suspected disability
• observations in more than 1 setting,
• interview,
• criterion reference AND
• norm referenced evaluation

34
Assessment Information

• Summary of Assessment
• Clear and understandable description of
  performance and results compared to reason for
  referral
• Any conditions/limitations that may have
  influenced the validity of the results
• Be sure there are multiple measures from multiple
  individuals
• Educational Needs
• Including academic weakness, speech and language
  skills, etc
• Preschool precursor skills, and needs to access
  the curriculum
• Describe the childs strengths

35
Be sure to.

• If use test scores INTERPRET them in lay terms
  and passes the stranger test
• State the deficit (i.e. moderate expressive
  language delays)
• Do NOT predetermine services, you are just
  identifying deficits and skill levels not
  qualification of a service (i.e. Do NOT put
  qualifies for S/L services) (Q A Pg. 2)
• How these needs impact the childs progress in
  the general curriculum (adverse effect)
• Be sure to list your credentials (speech and
  language pathologist, MA-CCC-SLP,)

36
Part 2 Team Summary Page
www.edresourcesohio.org PR-06 ETR
37
Interventions Summary

• Completed by the TEAM
• All but last 2 areas (Educational Needs and
  Implications for Instruction) can be done ahead
  of time prior to meeting
• Interventions summary (prior to referral or as
  part of the evaluation) including the length,
  intensity, frequency and duration, assessment
  method used to monitor progress, and analysis of
  data collected. Charts can be attached

38
Reason for Evaluation/ Parent Info

• Reason for Evaluation
• From PR-04 Referral for Evaluation, or the PR-04
  can be stapled to the ETR
• Summary of information provided by the parents
• Include information from PR-04
• May contain results of checklists, interviews,
  outside evaluations provided to the team
• Information provided by parents at the team
  meeting is also included here

39
Summary of Observations

• Summary of Observations is only required for SLD
  and Preschool
• There is no requirement to do an observation for
  a child suspected as ED, however the team may
  feel they need this to determine supports and
  services needed. (Q A Pg. 4)
• Child must be observed in a learning environment
  including regular ed. setting.
• Can be done prior to referral or as part of
  referral
• Data should quantify the performance in terms of
  frequency, duration, intensity or quality

40
Medical Information

• Medical information that has an impact on the
  educational needs of the child or necessary to
  ensure the health/safety of the child
• May record medications, explanation of medical
  procedures, instructions for school personnel to
  follow if (i.e. seizure, diabetes)

41
Summary of Assessment Results

• Concise summary of key findings from all
  assessments, that led to the conclusions of the
  team
• Not as detailed as what was in part 1 (individual
  evaluators)
• Include teacher input to help show adverse
  effect
• Include the childs strengths
• Charts and graphs can be inserted or attached,
  however the parts of the report that are needed
  by the team to make an eligibility determination
  must be summarized in the form. (AG Pg.6)

42
Educational Needs/Implications for Instruction

• Done as team at meeting
• Summary of educational needs What does this
  mean?
• For preschool focus on how the child will
  access the general preschool curriculum, as well
  as interactions with peers/adults
• Describe the strengths of the child
• Progress Monitoring how the childs needs have
  an impact on the progress in the general ed.
  curriculum which will lead to the development
  of goals and identification of needed services

43
Part 3 SLD
www.edresourcesohio.org PR-06 ETR
44
Required Notification

• If the child participated in RTI, were parents
  notified of
• Amount and nature of data collected, and support
  services provided?
• Strategies to increase rate of learning
• Parents right to request an evaluation

45
Identified Areas

• For SLD
• Identify which areas the team determined that the
  child is not achieving adequately for the childs
  age or Academic Content Standards.

46
Response To Intervention

• Either this section (B) or (C) must be completed
• If the team used a RTI process they should
  summarize the results in this section
• Include how the interventions were delivered with
  fidelity
• Focus on the analysis of the data which
  provides evidence to support the decision that
  the gap can not be closed with out specialized
  instruction

47
Strengths and Weaknesses

• If the team conducted an evaluation process to
  determine patterns of strengths and weaknesses
  (not RTI) they would summarize the results here.
• Multiple sources of data and information should
  support the need for specialized instruction
• One or more areas should be checked in Section A

48
Exclusionary Factors
If any are left unchecked can Not be SWD

• Place a check mark in all the boxes that are NOT
  the primary reason for the childs academic
  deficiencies.
• If any of the boxes are left unchecked, the
  box(es) not checked identify factors that are the
  primary reason for the childs academic
  deficiencies and
• the child can NOT be determined to be a child
  with a specific learning disability under IDEA.
• If all boxes are checked the child may have a
  SLD

49
Not Due to Lack of Instruction

• Document the data used to show the child was
  provided appropriate instruction, by qualified
  personnel, AND
• Summarize the results of any assessments (i.e.
  curriculum based measurement, formative
  short-cycle assessment) used to monitor the
  childs progress during instruction and how they
  were shared with the parents.

50
Observation

• If information on observation has been reported
  in part 2 it does NOT need to be repeated note
  information is found in 2 Team Summary
• Child should be observed in the childs learning
  environment (either prior to referral or as part
  of referral process) and the performance should
  be quantified in terms of frequency, duration,
  intensity or quality
• Preschool or home bound observe in an
  environment appropriate for a child of that age

51
Medical Findings

• Any medical information not already provided in
  Part 2 Team Summary that would impact the childs
  eligibility or be in the range of supports needed
  to be successful educationally

52
SLD Time Extensions

• Federal law does NOT allow for waiving of the
  timelines except if the team suspects SLD
• If they suspect SLD, the team can extend the
  timeline to make an eligibility through the RTI
  process
• The extension must be mutually agreed upon in
  writing - and there must be a specific date when
  you are done (i.e. extending the timeline until
  ___).
• If another disability category is chosen in the
  end, thats ok
• If the parent asks to wait to gather outside
  information the district can not waive the
  timeline unless SLD is suspected.
• If medical information is needed, go ahead with
  the meeting, determine that the child isnt
  eligible pending further information

53
Part 4 Eligibility
www.edresourcesohio.org PR-06 ETR
54
Eligibility Determination

• The primary reason for the deficiencies is NOT
  due to
• Lack of instruction i.e. absent, moved
  frequently (can still have a disability but tell
  how the child responds to interventions and high
  quality instruction in their current setting)
• Limited English Proficiency
• Eligible for specific disability category AND
• Need requires specially designed instruction (the
  disability has an adverse impact on the childs
  educational performance)

55
Eligibility Continued

• Identify the category of special education that
  the child is eligible for (i.e. 13 DD)
• Write only ONE category
• Do NOT list the related services the student is
  eligible for
• special education and related service is a
  phrase that means that the child is eligible for
  special education and in this context, it is NOT
  speaking about related services per se. (AG Pg.
  12)

56
Eligibility

• Be careful NOT to predetermine services or
  placement- based on who is invited to the team
  meetings.
• There is a court case in our circuit (6th
  circuit) who ruled against a district because
  they did not have a regular education teacher at
  an initial IEP meeting when the initial IEP and
  placement were being discussed.  The reason the
  district did not have this teacher present was
  that the child was severely autistic and no one,
  including the parents, were even considering
  placement in a regular education classroom.  Be
  that as it may, the court concluded that the
  district predetermined placement by not having
  the regular education teacher present at the
  meeting and therefore determining before the
  meeting that the child would not be in regular
  education which is a violation of IDEA.

57
Basis for Eligibility Determination

• Provide a justification for the eligibility
  determination describing
• how the child meets the eligibility criteria and
• how the disability affects progress in the
  general ed. curriculum
• It should not repeat the Team Summary, Section 2,
  but instead directly connect the performance and
  needs to the eligibility category

58
Developmental Delay

• Consider eligibility in the 13 categories first
• 1. Autism 8. Cognitive Disability
• 2. Deaf-blindness 9. Deafness
• 3. Emotional Disturbance 10. Hearing Impairment
• 4. Multiple Disabilities 11. Orthopedic
  Impairment
• 5. Other Health Impairment 12. Specific
  Learning Disability
• 6. Traumatic Brain Injury 13. Visual Impairment
• 7. Speech or Language Impairment
• If the child qualifies in one of the RED areas
  the term Developmental Delay (14th category) may
  be used without additional evaluations.
• Developmental Delay may be used if
• The child is 3-5 years of age
• The 13 other categories were considered first
• There is evidence of delay in physical,
  cognitive, communication , social-emotional or
  adaptive development.
• The delay is substantiated by 2.0 standard
  deviation below the mean in 1 areas or 1.5
  standard deviation below the mean in 1 areas of
  development.
• If the delay is not substantiated through the
  standard deviation requirements above,the team
  should explain the preponderance of evidence as
  to how the child qualifies

59
Eligibility Decisions
Determine if child is a preschool child with a
disability under one of the disability categories
used for ages 3 through 21

• Autism
• Cognitive disability
• Deaf-blindness
• Deafness
• Emotional disturbance
• Hearing impairment
• Multiple disabilities

• Orthopedic impairment
• Other health impairment
• Specific learning impairment
• Speech or language impairment
• Traumatic brain injury
• Visual impairment

• II.
• Child meets the criteria for
• Cognitive disability
• Emotional disturbance OR
• Speech or language impairment

III. Child does not meet the criteria
I. Child meets the criteria
Child demonstrates a developmental delay as
defined by Rules 3301-51-01 and 3301-51-11
The disability category is used
Team decides to use the disability category of
developmental delay
The disability category of developmental
delay is used
60
Preschool Age Considerations

• A child who will be 3 yrs. By Dec. 1st, can begin
  earlier than their 3rd birthday at the start of
  the school year.
• A child who is 5 at the district entry date, may
  be served in preschool or kindergarten (note that
  the content standards are different for each and
  thus have different implications)
• A child who will be 6 yrs. By Dec. 1st, should
  have considered kindergarten
• If a child is 6 years by the district entry date,
  they are NO longer a preschooler

From AG Pg. 14
61
Part 5 Signatures

• Team members attendance can be waived if the
  district and parent agree in writing and the
  provider gives written input- prior to the
  meeting (Same procedure for IEP) (Q A Pg. 4)
• The practitioner who conducts the evaluation
  signs the form, and if a person whose license
  stipulates supervision, a qualified supervisor
  must also sign the form. (Q A Pg. 3)

www.edresourcesohio.org PR-06 ETR
62
Dates

• Date must be within
• 60 days from receiving parental consent and
• within 90 days from referral,
• whichever is shorter

63
Evaluation Team Signatures

• Date signed
• All team members who did not attend but had input
  sign the report AFTER the meeting
• Signify if they agree or disagree

64
Statement of Disagreement

• If disagree must attach a written statement to
  the ETR
• If there is a tie the district representative
  is the tie breaker and must document why the
  decision was made on a PR-01 (QA Pg. 2)

65
Out of State Move in

• The new school district must convene an IEP team
  and determine whether or not it will accept the
  child's out-of-state ETR
• The district may ACCEPT the out-of-state ETR if
  it has all of the required components of an Ohio
  ETR and the district agrees with the conclusions
  of the ETR.
• If the district does accept the out-of-state ETR,
  it is, in effect, adopting the out-of-state ETR
  as its own.
• The next ETR the district completes for the child
  will be a reevaluation on the 3 yr. anniversary
  date.
• A PR-01 should be sent to the parents stating
  that they are accepting the out of state ETR (Q
  A ODE/OEC Pg. 1)
• If the district DOES NOT ACCEPT the out-of-state
  ETR
• The district completes a new (initial)
  evaluation.
• While the district is completing this evaluation,
  it must provide the child with the supports and
  services described in the child's out-of-state
  IEP or provide the child with comparable
  services.
• A new IEP can not be completed until the ETR is
  completed.

From 6.4 Guidance Document, Q A Pg. 1
66
In State Move in

• Receiving district holds an IEP team meeting
  within 2/3 weeks of childs enrollment to
• Review the IEP and determine whether it can be
  implemented as written
• Whether alterations are needed which can be
  done through the amendment process
• Determine if the ETR is up to date/valid, and
  whether it will accept the old districts ETR or
  do a new ETR
• (Most of the team members can be excused and the
  meeting may be a telephone conversation)

Q A by ODE/OEC June 09 Pg. 1
67
Adding a Related Service

• PR-01
• Planning form for Related Service area (SLP, OT)
• Parent Consent PR-05
• Page of Part 1 of ETR Attach to back of ETR
• A full reevaluation is NOT required when adding a
  service
• If the need for the related service is so severe
  that it impacts the other goals and objectives,
  then you may need to redo the ETR back page and
  summarize in the general summary portion
• No parent signature is required for this add on
  related service ETR.
• IEP can be amended with the amendment process
• 3 year reevaluation timelines follow from
  original ETR
• The assessment for the related service is
  reviewed and revised on the same date as the
  current ETR.

From 6.5 Guidance Document
68
Deleting a Related Service

• A full ETR is NOT required
• Review data and documentation that shows the
  student has met all the goals, and there are no
  additional future goals that require the related
  services support.
• Create a New IEP or amend the IEP without the
  related service (parents given a copy within 30
  days).
• On upcoming IEP indicate the dismissal and why
  has met all goals and objectives an needs no
  additional goals and objectives in Other or
  Profile (best practice)
• Provide PR-01 only if parents do not agree with
  the removal of service (parents may enter
  conflict resolution if they choose).
• As long as the new IEP excluding the related
  service does not also include a change of
  placement the parents have not agreed to, the
  district may implement the new IEP without the
  related service, even if the parents disagree

From 6.4 Guidance Document
69
Dismissing from Primary Handicapping Condition
Speech Primary

• PR-01 Proposal to Dismiss/Change of
  Identification
• Invite Parent to ETR Planning Meeting (PR-02)
  hold meeting
• Parent consent for Evaluation if new assessment
  is needed (PR-05)
• Invite Parent to ETR Meeting (PR-02)
• Hold ETR meeting (PR-06) and Document
• Has met all goals and objectives and needs no
  additional goals and objectives, or
• Reasons for dismissal (unwilling/unmotivated and
  efforts to address these factors have not been
  successful, extenuating circumstances such as
  dental/medical/social (ASHA)
• is no longer a SWD (no longer adverse affect)
• Provide parent with PR-01
• If Parent disagrees again provide PR-01 Parent
  does not agree with dismissal from speech and
  language service
• The correct way to exit a child from special
  education is to do the reevaluation, determine
  that the child is no longer eligible for
  services, document this on the ETR, and provide
  the parent with a PR-01 form. If
• the district would like to record this fact on
  the last IEP, that is fine, but it is not
  required. Districts should not be changing out
  pages or writing new IEPs in this scenario. (IEP
  AG Pg. 39)

70
Reevaluation

• 3 Ways to do (waive, review, new full)
• New optional form to Waive
• If the parents
• disagree with the reevaluation after it is
  completed,
• OR
• the reevaluation results in a change in the
  child's disability category,
• the evaluation team again provides the Prior
  Written Notice to Parents PR-01 form.

From 6.5 Guidance Document
71
Things to Watch out for..

• Failure to provide parents with proper
  notification (PR-01) when the district proposes
  or refuses to initiate changes in the students
  identification, evaluation or placement
• Failure to include information/data provided by
  parents in the MFE and/or IEP
• Failure to properly complete all sections of the
  IEP or MFE
• Failure to provide parents with a copy of their
  procedural safeguards (i.e., Whose IDEA Is This?)

72
PR-07 IEP Tools
Form
Annotated Guide
www.edresourcesohio.org with Required Forms
73
Childs Information

• Name populates throughout the pages
• If 14 yrs. Transition Pages appear
• If in a private school that name should be here
  NOT the DOS

• If Ward of State Surrogate parent field
  appears
• A foster child
• A ward of the state or
• In the custody of a public child welfare agency.
• The district must first consult any judicial
  decree and follow the decree
• If a child will be placed in foster care, a
  surrogate parent will probably need to be
  appointed.

From 5.6 Guidance Document
74
Parent Information

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

75
Meeting Information

• Date when team met
• 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.
• When a child moves in from out of state and the
  district accepts the out-of-state ETR

76
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
• implemented during regular school term unless
  noted

77
Things to Watch out for..

• Failure to have an IEP in place at the start of
  the school year
• IEP Start Date Should be as soon as possible
  after holding meeting however, nothing in law
  prohibits delaying implementation of a revised
  IEP. (if dont could be FAPE violation) (7.1
  Guidance Document).

78
Other Information

• New Field Document information not anywhere
  else, or information you want up front

• Document
• Attempts for parent involvement in IEP
• ESY justification
• Related services dismissals (Best Practice)

79
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

80
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 date
  of the phone call is the date amended)
• 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)

81
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 (after
  high school) education goals and outcomes it
  allows the child to be actively involved early
  in developing the IEP, allowing them to take an
  increasing role in and ownership of the plan and
  preparation for the plan for the future.
• Can not go to Due Process over this section

82
Roadside Assistance (Resources)

• Questions to Consider

?
83
Be sure to.

• 14 there needs to be a specific goal for post
  high school that is somewhat realistic
• Include a summary statement about students
  skills and interests in relation to their
  education/employment goals

84
Section 2 Special Instructional Factors
?

• All Items marked Yes must be addressed in the
  IEP (Goals, Services, Profile) regardless of the
  disability category
• If yes to visually impaired will get the
  Section 15

85
Does the Child have Communication Needs?

• Communication needs of deaf/Hearing Impaired must
  be addressed in IEP
• Children who are NOT deaf/hearing impaired may
  also have communication needs as part of their
  disability which will be addressed in IEP
• Questions for the IEP Team to Consider
• What is the childs typical mode of
  communication?
• ? Is the child understood by others, especially
  with unfamiliar communication partners?
• What opportunities exist to foster communication
  with others?
• Do the childs communication skills have an
  impact on learning?
• Does the child require assistive devices to
  assist in the development and use of meaningful
  language
• used in direct instruction?
• What other considerations (e.g., mode of
  communication used at home) should be addressed?
• Is an educational interpreter or transliterator
  needed for the child to participate in and
  benefit from classroom instruction and/or social
  interaction?
• What opportunities exist for direct instruction
  (without interpreter support) in the childs
  language and communication mode?

AG Pg. 8-9
86
Does the Child have Communication Needs?

• If hearing impaired IEP must address
• Opportunities for direct communications with
  peers/professionals in childs communication mode
  (i.e. ASL, Interpreter, AT)
• Opportunities for direct instruction in the
  childs communication mode and AT devices and
  services
• If the child uses manual communication as their
  primary mode, consideration for placement in a
  classroom, where the teacher and other children
  understand and use this mode.
• If NOT hearing impaired consider
• Communication needs
• Observations of daily interactions with a variety
  of communication partners in a variety of
  settings.
• The mode of communication used to receive/provide
  information and the effectiveness of this mode.

AG Pg. 8-9
87
Be sure to.

• If yes there should be summary of the
  identified needs (i.e. Communication, Assistive
  Technology) in
• Section 3 (Profile) or
• Section 6 (Measureable goals)
• and strategies and supports to address these
  needs incorporated in the childs IEP.
• Behavior Include at least one goal based on
  these needs in Section 6 (Measurable goals) (AG
  Pg. 8)

88
Section 3 Profile
89
Section 3 Profile

• Information that is NOT connected to a goal, not
  included in PLOP
• Do not need to repeat if the information is in
  other sections
• Background information (i.e. parents are
  providing private therapy through---)

90
Be sure to.

• Include parents concerns, strengths and
  interests of child, results of state and district
  wide tests, recent evaluations
• Include information about Behaviors, LEP,
  Communication(Special Instructional Factors)
• Discuss the academic, developmental and
  functional needs of the child
• Include needs identified in ETR but not addressed
  in this IEP and tell why
• Include How the disability affects progress in
  general curriculum

91
Section 4 Postsecondary Transition 14 Years

• If you check the box on the front page as being
  14 - youll get Section 4

92
Be sure to.

• Include the current courses of study-Proposed
  course of high school study based on realistic
  post secondary goals
• Include What the students postsecondary goal is
• Include Any related service needs that impede
  the student to get to their goal

93
Section 4 Postsecondary 16 years

• Include age appropriate Transition Assessments
• Examples include work experiences, attendance,
  time on task, interest inventories, vocational
  evaluations, including date/time frame etc - to
  guide the team in developing goals and supports
  for a realizable plan to be successful in
  adulthood.
• Gather information about independence and self
  advocacy (i.e. request needed accommodations,
  solve everyday problems and make consumer
  decisions)

94
Be sure to.

• Include the students Course of Study
• Include the students Strengths
• Include What they need to learn based on their
  postsecondary goal (education/training,
  employment, independent living)
• Include Assessments how they will behave at
  work (attendance, job shadows, time-on-task),
  interest inventories, vocational evaluations,
  career surveys (that identify strengths and
  needs)

95
Section 5 Post Secondary Transition Services
Education and Training Employment
?

• Goal is Post-Secondary when out of school
• List the services, activities, and courses of
  study that support the goal. Indicate which
  annual goal is related to each postsecondary goal

1
2
Postsecondary goals are measurable in a different
sense than annual IEP goals. IDEA requires
transition to be a results-oriented process.
Postsecondary goals are required to specify the
result that is intended and are measurable in
that it can be determined from the result did or
did not occur.
96
Transition Cont.

• Consider expanded requirements for Ohio CORE
  diploma standards and implications for graduation
• CORE coursework should be noted under courses of
  study
• Districts are NOT held accountable if the result
  isnt achieved but are accountable to
  developing a plan that moves the child towards
  the result.

97
Section 5 Postsecondary Services
Independent Living
3

• Can say no need for goal as there is no need
  for specially designed instruction outside the
  regular education curriculum based on
  transition assessments

98
Be sure to.

• 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
• Work Study can be a transition service. If it
  includes classroom instruction it may be listed
  as specially designed instruction with related
  services

99
Section 6 Measurable Annual Goals PLOP

• Area ACS or communication, behavior.
• Present levels of Performance
• Academic, Functional (hygiene, community based
  instruction, safety), Post secondary
  transition-baseline info
• prioritized needs indicate what isnt priority
  in profile 3
• how the disability affects involvement and
  progress in regular ed. curriculum as compared to
  same age peers.
• progress towards goals in past IEPs (current
  services)
• English language proficiency level

100
Be sure the PLOP .

• Tells How the disability impacts progress in
  general ed. curriculum
• Tells Where the student should be (compared to
  typical peers)
• Tells What is the gap between the students
  current achievement and grade level standards.
• Includes baseline data which is clear and
  understandable
• Is directly linked to ETR, needs and goals
• Considers most recent evaluation (ETR),
  curriculum based assessments, parents concerns,
  results of progress monitoring.
• Addresses Any instructional factors identified
  in Section 2 -must be addressed in PLOP

101
Things to Watch out for..PLOP compliance errors

• Lack of sufficient data and information
• Quantitative (numerical) and/or
• Qualitative (can do cannot do)
• Typical peer data (should be able to)
• Data is not current or time referenced
• PLOP is not linked to goals or needs
• PLOP does not indicate how the disability has an
  impact in making progress in the general
  education curriculum

102
Section 6 Measurable Annual Goal- Goal and
Method for Measuring Goals

• Linked directly to ETR and PLOP
• Can be Accomplished in 12 months
• Are Aligned to Academic Content Standards/
  Standards Based IEP
• Are measureable

103
Section 6 Measurable Annual Goal-
Objectives/Benchmarks

• 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 if
  not achieving Revise them.
• Goals page limit 20

104
Be sure Goals ...

• Measureable which Contain
• condition,
• clearly defined behavior,
• criteria for mastery
• Action verb
• Who (student), Will do What (action), how well
  (criteria), under what conditions (context),
  where, how often
• Observable - Specify how the team will determine
  that the student has met the goals clear
  picture
• Meet the Stranger test
• Use the same unit of measure as the baseline data
  (i.e. tage, __ out of __) (From Compliance
  monitoring 2008-09 Pg. 13)

105
Things to Watch out for..Annual Goals/Objectives

• No direct relationship between the ETR, PLOP,
  goals and benchmarks.
• Not Measureable
• increase, decrease
• improve without a baseline
• learn, comprehend, listen, understand
• Using grade scores (A, B, 75 or 90)
• Inappropriate measurement or not compatible to
  baseline measurement in PLOP
• Too many variables (kitchen sink approach)

106
Section 6 Measurable Annual Goal - Reporting
Progress
Not a method- is a frequency
X
X
Journal entries once weekly, OT to collect data
X

• How the progress (Goals only) will be reported
  AND how often.
• Progress on objectives is not required unless
  taking Alternate Assessment.
• Check ALL the boxes that apply if more than
  one method, write the second methods frequency
  in other BE Specific!!
• If several disciplines are working on a goal
  specify who will be collecting the data (Other)

107
Be sure to.

• Report on progress of Goals
• Report on progress of Objectives/Benchmarks IF
  student is taking Alternate Assessment (AG Pg.
  18)
• Be specific about the method and frequency of
  reporting there should be NO confusion of what
  will happen, and who will do it
• Must be at least concurrent with issuing of
  report cards and periodic reports for typical
  students (This includes interim reports if given
  to all)

108
Things to Watch out forCommon Compliance Errors

• If two service providers are working on one goal
  you must be sure to specify WHO will be providing
  the data to show progress on the goal and WHAT
  that data will consist of.
• Failure to provide written progress reports
• Failure to maintain quantifiable data
  demonstrating progress Do NOT just indicate
  adequate progress, limited progress.Report
  in the same format as goals are written (i.e.
  tage, __ out of 5, in an hour.)
• Failure to reconvene the IEP team when warranted
  by changes in the students performance,
  behavior, etc.
• Failure to provide a program that is truly
  individualized to the students needs

109
Section 7 Description of Specially Designed
Services
110
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

111
Determining Services Clarified

• A student can receive a related service ONLY as
  special ed., If they meet these 3 criteria
• 1. Qualifies as a SWD
• Autism
• Cognitive Disability
• Deaf blindness
• Deaf
• Hearing Impaired
• Emotional Disturbance
• 2. Child needs only a related service AND
• 3. The intensity of the services needed meets the
  definition of special education (i.e. specially
  designed instruction to meet the unique needs of
  a SWD)
• Services are determined by the team based on the
  students needs

• Multiple disabilities
• Orthopedic Impairment
• Other Health Impaired
• Specific Learning Disability
• Speech and Language
• Traumatic Brain Injury
• Visual Impairment
• Developmental Delay

From 7.1 Guidance Document
112
Determining Services

• Example If a child with only a speech disability
  (any disability category) needs additional
  supports and services beyond speech, the IEP team
  convenes and adds those services to the existing
  IEP.
• Considerations include
• Is the child making progress and/or maintaining
  age/grade level?
• Do the services needed rise to the level of
  specialized instruction?

Q A Pg. 10
113
Section 7 Specially Designed Services Primary
Service
Can say min./month with services delivered on
Fridays (Q A Pg. 7)

• If Speech is the primary handicap enter the
  information here under specially designed
  instruction

114
Be sure to.

• BE SPECIFIC!! With the Type of Service
• What is the specially designed instruction?
• To how many? (individual, small group, large
  group)
• If multiple types of service, add a new line for
  each
• Location Tell where the service will be provided
  classroom, therapy room, etc
• If multiple locations, add a new line for each
• Begin should be as soon as possible after
  holding meeting however, nothing in law prohibits
  delaying implementation of a revised IEP. (if
  dont could be FAPE violation) (7.1 Guidance
  Document).
• Amount of Time minutes/hours
• Can have a range shouldnt always be the
  minimum
• Frequency a day, week, month, quarter

115
Related Services

• Add a new line for each related service (click
  on the )
• New line for each
• type of service (individual, small group, direct
  instruction..)
• different location (classroom, home, resource
  room, community)
• provider
• Be specific as to what you are going to do,
  where, how frequently, etc

116
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.

117
Accommodations

• Accommodations changes in way materials or
  presented or child demonstrates learning. Changes
  in setting, timing, scheduling- with the
  expectation that the child will reach the
  standard set for ALL children.(Examples include
  using a word processor, shortening of
  assignments)
• Linked to PLOP- addressing area of need
• Some accommodations are NOT appropriate for
  statewide testing
• See Allowable Accommodations (ODE website)
• 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

118
Modifications

• Modifications Altering the content (decreasing
  amount or complexity)- the child is taught
  something different or the same information with
  the complexity significantly altered from the
  childs same age peers.
• Although the form indicates frequency is
  optional, modifications require frequency and
  duration and must be tied to goals
• If the modifications are not identical in all
  areas (goal, provider, location, frequency,
  duration, begin/end) you must list in a separate
  box.

119
Things to Watch out for..

• Conditions and/or criteria that are vague
• extended time- how much, under what
  circumstances.. (i.e. twice as much for
  assignments over 2 pages, on additional hour for
  tests)
• scribe- when needed, all written responses
  (i.e. for assignments over 3 pages)
• Accommodation or modification is not consistent
  with service and student need
• Kitchen sink list of accommodations

120
Support for School Personnel/ Medical Needs

• Support for School Personnel
• Training, 1 on 1 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

121
Things to Watch out for..Service compliance
errors

• Service is written as
• A place, A person, A disability category,
  And/or
• Written as specially designed instruction
  tell WHAT it is
• as needed, when requested unclear
  conditions
• Combining locations, frequencies and durations of
  services (i.e. 30 min. direct speech and
  language services and consultation small group
  and/or individual regular and special ed)
• Lacks a description or is too vague
• Location can not be public school-all areas- it
  is too vague
• LEP services must be provided by the ESL staff
  (federal mandates) but the ELL plan and the IEP
  plan could be blended into one

122
Section 8 Transportation

• Dont Need Transportation as a Related Service
  If
• Can ride the regular yellow bus with no supports
• They are Preschooler with Disabilities- (only if
  need special transportation) the childs parents
  are responsible for ensuring that the child
  attends school, just like all the other children
  without disabilities (Q A Pg. 16)
• Need Accommodations or Modifications for
  Transportation?
• Transportation to Provider Services If child
  needs transportation to access FAPE (Examples
  unable to board a bus, safely find and stand at a
  stop, unsafe behaviors)

123
Things to Watch out forCommon Compliance Errors

• You can NOT say you dont have buses so you
  cant transport

124
Section 9 Nonacademic/Extracurricular

• What ways will the child have opportunity to
  participate.. This is a 2 part question
• Extracurricular and nonacademic when the IEP team
  determines that the child NEEDS to participate
  for FAPE
• Voluntary Access to public programs for All (i.e.
  latchkey, clubs, dances, no-cut sports,
  opportunity to try out for cut sports) what
  accommodations are necessary for equal
  opportunity (Office of Civil Rights)

125
Be sure to.

• Document if the IEP team feels the child NEEDS to
  participate in extracurricular/nonacademic
  activities for FAPE
• Document the ways the child has OPPORTUNITY to
  participate in nonacademic/extracurricular
  activities (child will be provided the
  opportunity to participate in these activities as
  a member of the school community)
• If parent does want participation you must
  provide whatever SUPPORTS the child needs to
  participate fully
• Any supplementary aids and services that will be
  provided to permit access must be listed on the
  IEP
• If a child will not participate in nonacademic/
  extracurricular activities you must EXPLAIN.
• If the team feels an activity is required for
  FAPE write N/A
• If the parents/child decides they do not wish to
  participate- document the reasons why they made
  this decision

126
Things to Watch out forCommon Compliance Errors

• You can NOT say you dont have the funds to
  provide supports needed to participate in
  nonacademic/extracurricular activities.
• You can NOT just say they wont participate you
  must say WHY
• If the c