Eligibility Determination

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Eligibility Determination
T H E I E P P R O C E S S
IEP Development
Placement
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• Implementation Timeline
• School districts should use revised forms and
  notices for each initial, reevaluation and annual
  review during the 2000-2001 school year.

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Step 2
Writing theIndividualized Education Program
(IEP).
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Three Core Concepts of IDEA-97 in Relationship to
the IEP

• 1.involvement and progress of each child with a
  disability in the general curriculum
• 2. the involvement of parents and students
  together with general and special educators in
  making decisions
• 3. the preparation of students with disabilities
  for employment and other post-school activities

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IEP development is a student driven process.

• The IEP should describe how
• the student learns,
• the student best demonstrates that
• learning,
• the school staff and student will work
• together to help the student learn
• better.

• The IEP should serve as a vehicle for
  improving the educational experience and results
  for a student with disabilities.

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The IEP should . . .

• be useful and understandable to parents and
  educators
• set high expectations for the student
• guide the special education services for the next
  IEP period
• concentrate on offsetting or reducing the needs
  resulting from the students disability

IEP
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• The IEP should
• be written
• to fit the student.
• The IEP under no circumstances should be
  written to fit a particular placement.

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Each Team meeting is unique.

• The Team process will be affected by
• the differences among the individuals attending
  each meeting.
• the differences among the types of evaluation
  data being considered.
• and by multiple other factors.
• All of these differences should be
• expected and encouraged, as there is
• no single correct way to serve a student
• or to write an IEP.

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Steps to follow

• watch the video
• study the IEP Process Guide
• review IEP Forms and Notices - including the
  directions
• do a side by side walk through the documents
• plan to train, train, train

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CKL 1
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Completing the Process

• Each Team must consider all IEP sections.
• No section should be skipped.
• If a Team determines that no information is
  needed in a section, the IEP should indicate that
  decision in written form.
• (in some cases by checking a box on the form)
• The IEP form was created in a question format
  that leads Team members through the process.

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An Integrated Planning Approach to Adult Living

• IEP 1
• IEP 2
• IEP 3
• IEP 4
• IEP 5
• IEP 8

The Team discusses transition elements on these
IEP pages.
For students age 14
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IEP 1
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FOCUS ON ASSESSMENT INFORMATION
Key Evaluation Results Summary
IEP 1
Present Levels of Educational Performance (PLEP)
IEP 2 IEP 3
Current Performance Levels
IEP 4
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IEP 2
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IEP 3
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Areas of Concern for Students with Significant
Disabilities

• If the disability(ies) is so severe that the
  student currently has limited access to the
  general curriculum, use The Resource Guide for
  the MCAS Alternate Assessment as an aid to
  writing a PLEP for IEP 2.

This document is not a replacement for the
Massachusetts Curriculum Frameworks.
Available in the Fall 2000
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Areas of concern for the PreK Student

• If the disability(ies) affects progress in the
  general curriculum, write a PLEP for IEP 2 as the
  curriculum frameworks standards begin at the PreK
  level.
• If the disability(ies) affects participation in
  age appropriate activities or other educational
  needs, write a PLEP for IEP 3

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Areas of concern for the eligible students whose
behavior affects their learning or the learning
of others

• If the behavior affects
• progress in the general
• curriculum, write a
• PLEP for IEP 2.
• If the behavior affects, other educational needs
  write a PLEP for IEP 3
• Be pro-active. Complete a Functional
  Behavioral Assessment (FBA) during an initial or
  a reevaluation.

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IEP 4
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(No Transcript)
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PR 1
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IEP 5
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IEP 6
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IEP 7
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IEP 8
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ADM 1
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Step 3
Making a decision on placement of the student in
an educational environment.
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Remember...

• IDEA-97 presumes that the first placement option
  is the general education classroom.
• IDEA-97 requires that students do not get placed
  outside of the general education classroom unless
  their disability requires another setting.
• IDEA-97 does not allow the Team to remove a
  student from the classroom solely because of
  needed program modifications.

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PL 1
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PL 2
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Teams must do the right thing.

• The key elements of the IEP process
• assessing in all areas related to the suspected
  disability(ies)
• considering access to the general curriculum
• considering how the disability affects the
  student learning
• developing goals and objectives that make the
  biggest difference for the student
• and ultimately choosing a placement in the least
  restrictive environment.

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Needed Action

• Team members need training on key features of
  the Massachusetts IEP Process.
• special educators
• general educators
• parents
• students

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ELIGIBILITY DETERMINATION
T
H
Eligibility/Initial Reevaluation Determination
(ED 1)

Administrative Data Sheet (ADM 1)
E
Extended Evaluation (EE 1 2)
Notice of Proposed School District Action (N 1)
Evaluation Consent Form (N 1A)
Notice of School District Refusal to Act (N 2)
I
Meeting Invitation (N 3)
Attendance Sheet (N 3A)
E
IEP DEVELOPMENT
P
Administrative Data Sheet (ADM 1)
Individual Education Program (IEP 1-8)
P
Progress Report (PR 1)
Amendment (IEP-A 1-2)
R
Meeting Invitation (N 3)
Attendance Sheet (N 3A)
O
Notice of Proposed School District Action (N 1)
Notice of School District Refusal to Act (N 2)
C
PLACEMENT
E
S
)
Team Determination of Type of Placement (PL 1)


Administrative Placement Information (PL 2)
S
Meeting Invitation (N 3)
Attendance Sheet (N 3A)
Notice of Proposed School District Action (N 1)
Notice of School District Refusal to Act (N 2)
You will find this quick reference in IEP Forms
and Notices.
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• School districts are recommended to
  personalize these suggested notices to fit the
  needs of their school districts.

However, notices must conform with Federal
Regulation 300.503.
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N 1
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N 1
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N 1A
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Regulations for student transition to PreK

• 603 CMR 28.04 (a)(2)
• When a child is being assessed to determine
  eligibility for services at age three(3), an
  observation of the childs interactions in the
  childs natural environment or early intervention
  program is strongly encouraged.
• For children who are receiving early intervention
  services, school districts are encouraged to use
  current and appropriate assessments from early
  intervention teams, whenever possible, to avoid
  duplicate testing.

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EE 1
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• Important Details from State Regulation
• 603 CMR 28.05(2)(b)
• is not considered a placement
• is used only with parental consent
• when evaluation information
• is inconclusive
• is not to be used to extend original
• evaluation timelines
• should not be used to deny programs or services
  determined necessary by the Team
• the evaluation may extend from one to eight
  school weeks but no longer than eight school
  weeks.

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N 2
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N 2
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N 3
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N 3 A
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There is more to come . . .
Read all about it!
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