Strengthening Compliant, Results- Driven IEPs (IEP 101) - PowerPoint PPT Presentation


PPT – Strengthening Compliant, Results- Driven IEPs (IEP 101) PowerPoint presentation | free to download - id: 666487-NmE2O


The Adobe Flash plugin is needed to view this content

Get the plugin now

View by Category
About This Presentation

Strengthening Compliant, Results- Driven IEPs (IEP 101)


Strengthening Compliant, Results- Driven IEPs (IEP 101) 2013-2014 * * Narration; These are things that have always been required. The IEP team must consider factors ... – PowerPoint PPT presentation

Number of Views:13
Avg rating:3.0/5.0
Date added: 14 February 2020
Slides: 99
Provided by: ISM46
Learn more at:


Write a Comment
User Comments (0)
Transcript and Presenter's Notes

Title: Strengthening Compliant, Results- Driven IEPs (IEP 101)

Strengthening Compliant, Results- Driven IEPs
(IEP 101)
State Support Team, Region 6
  • Presented By
  • Julie Bertling (
  • Caryn Timmerman (

Starts with IDEA
  • Access to, participation and progress in general
    education curriculum
  • access-participation in the knowledge and skills
    that make up the general curriculum
  • general education curriculum-the full range of
    courses, activities, lessons, and materials
    routinely used by the general population of a
  • 007.07A6

Ties to General Education
  • Promotes a focus on high expectations rather than
    academic deficits.
  • Utilizes standards to identify specific content
    critical to progress in the general ed.
  • Promotes a single educational system that is
    inclusive through common language and curriculum.
  • Ensures greater consistency across schools and

Closing the Achievement Gap
  • Compliance with the IDEA should lead to improved
    instructional practices that supports desired
    outcomes for all learners.
  • Office of Special Education Programs (OSEP)
    Announces New Effort to Strengthen Accountability
    for Students with disabilities (March 2012)

Results-Driven IEPs
  • Discuss at your table how an IEP is
    results-driven ?
  • Discuss what components of the IEP you think are
    the most important.
  • What are your top two most important IEP
    components and why?
  • 5 minutes

The IEP Form - Interaction
  • Demographic Data
  • Amendments
  • Future Planning
  • Special Instructional Factors
  • Profile
  • Postsecondary Transition
  • Postsecondary Transition Services
  • Measurable Annual Goals
  • Description of Specially Designed Services
  • Transportation
  • Nonacademic and Extracurricular Services
  • General Factors
  • Least Restrictive Environment
  • State and District Wide Testing
  • Meeting Participants
  • Signatures

Standards-Based IEPs
  • A standards-based IEP contains goals based on
    the academic content standards and the
    age-appropriate grade-level benchmarks and
  • Goals serve as roadmaps, identifying the
    necessary learning that a child needs to achieve
    the grade-level benchmarks and indicators.

Standards Based IEPs
  • Ask
  • What skill does the child require to master the
    content of the curriculum?
  • Not
  • What curriculum content does the child need to

Learners on LI Continuum
  • The range of physical and cognitive capabilities
    of our students is varied.
  • Therefore we need to vary our materials,
    instructional strategies and environments
    throughout our planning and implementation.

What are Extended Standards?
  • Extended or alternate standards are allowable to
    provide access, participation and progress in the
    general curriculum.
  • aligned with a States content standards,
  • reduced in depth and breadth from the general
  • promote access to the general curriculum, and
  • reflect professional judgment of the highest
    level of performance possible.

What are Extended Standards?
  • These extended standards are not statements of
    what students already know or can do, but are
    statements of what students CAN learn and will be
    able to do after instruction.

Academic Content Standards
Extended Standards
Curriculum Instruction and Practices
Alternate Assessment
Extended Standards Complexity
  • Three levels of complexity addressed for each
    extended standard.
  • range from most complex to least complex

Most Complex
Least Complex
RL.K2.1a Ask and answer who, what, where, when or how questions to demonstrate understanding of text. RL.K2.1b Ask and answer who, what, where or when questions to demonstrate understanding of text. RL.K2.1c Answer who or what questions to demonstrate understanding of text.
IEP Goals and Objectives
  • Guide to student access, participation and
    progress within instructional activities.

Sections of the IEP
  • All sections are critical components in writing a
    compliant, results-driven IEP.
  • The IEP is a written statement between the parent
    and the district that specifies the specially
    designed instruction, related services,
    accommodations, modifications and supports that a
    school will provide for a student with a

Sections of the IEP
  • Section 1 Address the students and familys
    preferences and interests in the Future Planning
  • Section 2 Special Instructional Factors

Sections of the IEP
  • Section 2 Special Instructional Factors
  • Behavior
  • Limited English Proficiency
  • Visual Impairments
  • Communication
  • Deaf or Hard of Hearing
  • Assistive Technology Services and Devices
  • Physical Education

Sections of the IEP
  • Section 3 Profile. Provide meaningful
    information about the students strengths,
    interests, assessment data and the concerns of
    the parent in the Profile Section
  • Section 4 Postsecondary Transition
  • Section 5 Postsecondary Transition
  • Services

Sections of the IEP
  • Section 6
  • Develop Present Levels of Academic Achievement
    and Functional Performance (PLOP)-
  • Identify needs that require specially designed
  • Identify measurable goals, including academic and
    functional goals-
  • Measurable benchmarks or measurable short-term
  • Student Progress

Sections of the IEP
  • Section 7 Identify Services
  • Service(s)
  • Initiation Date
  • Expected Duration
  • Frequency

Sections of the IEP
  • Section 8- Transportation as a Related Service
  • Section 9- Nonacademic and extracurricular
  • Section 10- General Factors

Sections of the IEP
  • Section 11 Determine least restrictive
    environment determine where services will be
  • Section 12 Statewide and District Wide Testing
  • Section 13 Meeting Participants
  • Section 14 Signatures

Technical Assistance Examples
  • The intention of the examples that will be
    presented today is to provide a format
    demonstrating the interrelationship between
    critical components in the IEP.
  • Peer Review Process Handout

  • BIG PICTURE information found in the profile
    should focus on impact on ability to access
  • Should be brief. However, make sure all points
    in IEP Compliance Checklist are addressed.
  • If you put something in the Profile, it doesnt
    need to be duplicated later in the PLOP.

The Profile
  • Interests
  • Learning Styles
  • Strengths Weaknesses
  • Needs in the ETR NOT addressed in the IEP
  • Special Instructional Factors that are noteworthy
  • Needs considering typical child development
  • Medical and Safety Information
  • Information about all developmental areas

Profile - Interaction

Childs Profile
  • Now its your turn!
  • What are evidence sources for the Profile?
  • Review IEP
    Compliance Handout, p. 2
  • Peer Review

Postsecondary Transition
  • See IEP Compliance Checklist, pgs. 3-8
  • Check on SST 6 website for training dates
  • SST Contact Person
  • Bill Nellis (

(No Transcript)
Present Levels of Performance - PLOP
  • Academic achievement and functional performance.
  • Provide the foundation and support for developing
    goals, objectives and determining services.
  • Provide supporting detailed data/evidence that
    clearly establishes a baseline data related to
    the area of needs to set targets.
  • Identify students needs and align the
    corresponding goal to the content standards.
  • Compare to same grade level and age level
    nondisabled peers (typical peers).
  • Provide specific levels of academic and
    functional performance in the area of need within
    the general curriculum.

  • 34 C.F.R. 300.320(a)(1)(i)
  • OAC 3301-51-07(H)(1)(b) page 126

Present Level Example - Interaction
  • K.D. cannot decode words quickly or automatically
    and relies heavily on her sight word vocabulary.
    K.D. can read 100/220 of the Dolch sight
  • words. She can read sight words and comprehends
    stories that are written at a second grade
    readability level as measured by the Fry
    Readability Test.
  • K.D. showed a growth rate of 1.5 words per week
    on the Dolch sight words during the last school
    year. Students are expected to demonstrate fluent
    oral reading, using sight words and decoding
    skills by the end of third grade. Fifth graders
    are expected to use word origins to determine the
    meaning of unknown words and phrases. K.D.s
    reliance on sight words affects her comprehension
    of written text in all academic content areas.
  • PLOP Slide Handout
  • IEP Compliance Checklist, pg. 9

Present Levels of Performance What Causes
Compliance Errors
  • Lack of sufficient data and information
  • Quantitative (numerical) and/or
  • Qualitative (Can do cannot do) and
  • Typical peer data (Should be able to do).
  • Data is not current or time referenced.
  • PLOP is not linked to needs or goals.
  • PLOP does not indicate how the disability has an
    impact in making progress in the general
    education curriculum.

  • Peer Review Process
  • Use Highlighters and
  • IEP Compliance Checklist

Measurable Annual Goals and Measurable
Short-Term Objectives
  • Address the students needs that result from the
    disability and are aligned with the present
    levels of performance.
  • The annual goals need to address the childs
    unique needs resulting from the disability and
    enable the child to be involved in and make
    progress in the general curriculum.
  • The annual goals must meet the academic,
    developmental and functional needs of the child
    and must provide linkage to the content
  • The annual goals and short-term objectives should
    be supported by baseline data in the PLOP using
    the same unit of measurement, e.g., if WPM was
    used in the PLOP for fluency then this should be
    used in the goal.
  • Use an action word
  • 34 C.F.R. 300.320(a)(2)(i)
  • O.A.C. 3301-51-07(H)(1)(c)

Annual Goals and Short-Term Objectives
  • Set expectations for levels of academic and
    functional achievement in one year. Achieving
    these goals and objectives will enable the
    student to make progress in the general education
  • The IEP must state how the goals and objectives
    will be measured.
  • Can the goals and objectives be measured and
    replicated by someone who does not know the

The Six Components of a Measurable Goal
  • Who?
  • Does what?
  • To What Level or Degree?
  • Under What Conditions?
  • In what length of time?
  • How will progress be measured?

Component One
  • Who?
  • Relates to the student.

Component Two
  • Does What?
  • Observable behavior describing what the student
    will do to achieve the goal/objective.
  • Action words.

Component Three
  • To What Level or Degree?
  • This relates to criteria and mastery of the goal.
  • Criteria states how many times the behavior must
    be observed for the goal to be considered
  • Mastery states the level of achievement required.

Component Four
  • Under What Conditions?
  • Conditions that describe the situation, setting,
    or given material that will need to be in place
    for the goal to be completed.

Component Five
  • In What Length of Time?
  • This is the time frame in which the goal is

Component Six
  • How will progress be measured?
  • Method for Measuring the Childs Progress towards
    the Annual Goal- must have data.
  • Method and frequency of reporting progress.

Annual Goals and Short-Term Objectives
  • Appropriate application of different types of
  • Accuracy refers to number of times a behavior or
    skill occurs.
  • Duration refers to length of time and event.
  • Rate refers to number of times within timed
  • Cumulative counts refer to number of times.
    without a time reference.
  • Measurable Verbs Handout

Use Your Skills - Interaction
  • 1. Given a writing prompt, David will write a
    three-paragraph essay and score a minimum of 56
    on the Correct Word Sequence Grade 8
    Assessment, for three out of four prompts.
  • 2.David will verify and interpret results using
    precise mathematical language, notation and
    representations, including numerical tables and
    equations and formulas, charts, graphs and
    diagrams, as evidenced by increasing to 90
    accuracy using probes every two weeks.
  • 3. When given 20 new words selected from
    classroom curriculum based materials once every
    two week period, David will demonstrate increased
    vocabulary acquisition skills by using the words
    in a contextually correct sentence with 90
    accuracy in four out of five assessed trials.

Annual Goals and Short-Term Objectives What
Causes Compliance Errors?
  • Using increase, decrease or improve without
    a baseline and target.
  • Using grade scores like A or B, 75 or 90.
  • Stand alone percentages (80) may not be
  • Inappropriate measurement or not compatible to
    baseline measurement in PLOP.
  • Too many variables and/or incompatible variables
    are included in the goal (kitchen sink
  • Goal or conditions surrounding goal are vague.

Annual Goals and Short-Term Objectives
Ineffective Use of Percentage and Compliance
  • Ineffective use of percentage
  • Behavior does not lend itself to measurement by
  • Vague statements of measurement using percentages
    that are not clear to all parties.
  • 80 is often attached indiscriminately to goals
    and objectives without regard to the

Positive Examples
  • Look at your IEP
  • Make sure any student identifying information is
  • Evaluate your annual measurable goals
  • IEP Compliance Handout, pg. 10
  • Peer Review Process

Summary of Specially Designed Instruction and
Related Services
  • Lists all the types of supports and services that
    may be provided to children with disabilities to
    support their acquisition of the goals listed in
    the IEP.
  • Also lists the supports and services for the
  • the beginning and end dates
  • the amount of time
  • the provider and location
  • the accommodations
  • any supports for school personnel needed to
    provide the services.

Specially Designed Services
  • You need a new set of boxes if there are any
    changes in
  • the specially designed instruction
  • provider
  • location (resource room, general ed classroom..)
  • amount of time or frequency
  • DETERMINED BY NEED (not all identical)

A. Specially Designed Instruction
What is the knowledge/ skills you have that are
  • What is the specially designed instruction?
  • Describe what the instruction is,
  • How it is to be delivered
  • What group size (i.e. individual, small group),
  • Type of service (i.e. direct only)
  • Conditions (i.e. using__ grade)

Specially Designed Instruction- Example
  • Decoding Intervention Specialist
  • Direct instruction (with a multisensory approach)
    in basic reading skills, to include
  • Phonics,
  • Vocabulary,
  • Analysis of the structure of words,
  • Contextual analysis to determine the meaning of
    new words, and
  • Guided repeated oral reading practice.

T. J - ODE
Specially Designed Instruction- Example
  • Intervention in the area of reading to include
  • Modeling,
  • Corrective feedback,
  • Repeated practice, and
  • Comprehension skills development
  • (Decoding Intervention Specialist and Reg. Ed.)

T. J - ODE
What are the components of Specially Designed
SST 13
(No Transcript)
Service What Causes Compliance Errors?
  • Service is written as a place, person, disability
  • Service is written as an accommodation or
  • Service is written as and/or.
  • Service is written as needed or at the
  • Service lacks a description or is vague.
  • Services is written as consultation.
  • Multiple services that are not clearly defined by
    description, provider, frequency and LRE for the
    same goal.

Frequency What is Needed?
  • Each service will need a frequency that is
    specific and appropriate to that particular
    service to implement the goal(s) and
  • Frequency needs to be stated in terms that
    indicate both
  • Amount of time (e.g., minutes, hours) and
  • Frequency of the service (e.g., daily, weekly,
  • Frequency needs to be stated in a manner that is
    clear to all parties- No Ranges!!!

Frequency What Causes Compliance Errors?
  • Ranges that create variable times are not clear
    to all parties (e.g., 30 to 60 minutes, three to
    four times a week, three to five periods a week).
  • When the conditions are not clear (e.g., as
    needed, when needed, as requested, at the
  • Combining frequencies for different services
    (e.g., 60 minutes of small group and/or
    one-on-one instruction, 30 minutes of direct
    speech and language services and consultation).

Related Services
  • A statement of the special education and related
    services and supplementary aids and services,
    based on peer-reviewed research to the extent
    practicable, to be provided to the child, or on
    behalf of the child, and a statement of the
    program modifications or supports for school
    personnel that will be provided to enable the
  • (i) To advance appropriately toward attaining
    the annual goals
  • (ii) To be involved in and make progress in the
    general education curriculum in accordance with
    paragraph (a)(1) of this section, and to
    participate in extracurricular and other
    nonacademic activities and
  • (iii) To be educated and participate with other
    children with disabilities and nondisabled
    children in the activities described in this
    section 34 C.F.R. 300.320(a)(4).

Related Services - Interaction
  • Means transportation and such developmental,
    corrective and other supportive services as are
    required to assist a child with a disability to
    benefit from special education
  • 34 C.F.R. 300.34
  • OAC 3301-51-01(B)(52) page 30

Consultative Services
  • Consultative services where the provider is
    meeting with the teacher can ONLY be included on
    an IEP in the Supports for School Personnel
  • Consultative services can only be included on an
    IEP if there is also a direct service to the
    student. This might include checking in with the
    student, reviewing strategies, etc
  • Be sure to describe what you intend to do so
    it is clear to all.
  • If consultation is the only service needed the
    student should be on a 504 not an IEP.

C. Assistive Technology
Edyburn (2004) Retrieved from https//pantherfile
  • AT services may include
  • Evaluation of AT needs, including a functional
    evaluation in the childs customary environment,
  • Purchasing, leasing, or providing for acquisition
    of AT
  • Selecting, designing, fitting, customizing,
    adapting, applying, maintaining, repairing, or
    replacing AT devices

  • AT services may include
  • Coordinating and using other therapies,
    interventions, or services with AT devices such
    as those associated with existing education and
    rehabilitation plans and programs
  • Training or technical assistance for
    professionals (including individuals providing
    education and rehabilitation services), employers
    or others(s) who provide services to employ, or
    are otherwise, substantially involved in the
    major life functions of that child.

Consideration Questions
  • Team members who are considering AT should
    examine available data and observations about the
    student, and ask whether the student may need
    assistive technology
  • to receive instruction within the least
    restrictive environment (LRE)
  • to meaningfully participate in the general
  • to participate in academic or functional
  • to access textbooks and other educational/print
  • to access auditory information
  • for written communication and/or computer access
  • for expressive communication
  • to participate in state and local assessments

Should AT be considered?
  • A 13-year-old student with learning disabilities
    is able to write assignments. However, because of
    severe spelling and grammar errors, most of his
    written work is unacceptable. What are the
    expectations for this student to correct spelling
    and grammar in all assignments?

Q A Handout
In addition to Section 7 (aligned with Section 3
and/or 6), where else might AT devices and
services be documented in the IEP?
  • AT devices and services may be appropriately
    documented in the IEP in a number of areas
  • Special Considerations (Section 2)
  • Transition Services (Section 4 and 5)
  • Present Levels (Section 6)
  • Annual Goals (Section 6)
  • Program Modifications and Specially Designed
    Instruction (Section 7)
  • Related Services (Section 7)
  • Supports for Personnel (Section 7)
  • Participation in State and Local Assessments
    (Section 12)

10 Assistive Technology Realities
  • 1- Determining when a device is needed for FAPE
    is no easy task.
  • 2- There is no cookbook for including AT in the
  • 3- There are no IDEA exemptions for personal use
  • 4- The difference between medically necessary
    and educationally necessary is clear as mud
  • 5- If it is in the IEP, the school must make sure
    the device is available and functioning properly
    regardless of who paid for it or owns the device
  • 6- If you name a specific brand name device in an
    IEP, that is the device the school is obligated
    to provide
  • 7- Schools cannot limit AT to in-school use, but
    not all devices available to school must go home
  • 8- A computer (or iPad) is not the answer to
    every AT need.
  • 9- There is no magic wizard with all the AT
    expertise and certainly no assistive technology
    credential that makes someone an expert in all
    areas of AT
  • 10- Knowledge is protection against litigation,
    and knowledge helps you do what is right for kids
  • (Diane Golden, Missouri AT Project, Kansas City,

Accommodations What is Needed
  • An Accommodation means making changes in the way
    materials are presented or in the way students
    respond to the materials, as well as changes in
    setting, timing and scheduling, with the
    expectation that the student will reach the
    standard set for all students.
  • Accommodations such as, but not limited to, the
  • Presentation of material
  • Alternate response modes
  • Setting/Timing/Scheduling
  • Conditions/Criteria for implementation and
  • Needs to be consistent with Statewide and
    District wide tests.

  • You need to indicate
  • Which tests
  • Of what length
  • In what areas
  • Who will provide that service,
  • Where, and
  • How often
  • Be as specific as possible!!

Accommodation- Examples
IEP specifies when, where, how and under what
conditions accommodations will occur..
  • Extended time when over 4 pages, not to exceed 2
  • Read aloud written material which is above first
    grade readability via technology or a person
  • Scribe for written work when over 2 pages
  • Large print (24 font size) for all reading
    material (textbooks and tests)
  • Braille edition of all textbooks and classroom
  • Graphic organizers to mind map before writing
  • Visual schedules for all classes and visual mini
    schedules for tasks within classes
  • Use of slant board for all written work
  • Access to a portable electric spell checker for
    all classes

Considerations When Choosing and Using
  • What kinds of instructional strategies (i.e.
    visual, tactile, auditory, combo) work best for
    the child?
  • What accommodations have worked well and in what
  • What accommodations does the child prefer?
  • What accommodations has the child tried in the
  • What accommodations increase the childs access
    to instruction and assessment?
  • Are there ways to improve the childs use of an
  • Does the child still need an accommodation?
  • How can actual use of accommodations be

Modifications What is Needed
  • Modifications, per the aforementioned reference,
    means changes
  • made to the content that students are expected to
    learn where
  • amount or complexity of materials is
    significantly altered from grade
  • level curriculum expectations.
  • Modifications such as, but not limited to, the
  • Modifications that effect content
  • Delivery of services
  • Selection of key concepts to be taught
  • Modifications to instruction
  • Alteration of evaluation material and criteria
  • Alteration of performance criteria.

Accommodations/Modifications What Causes
Compliance Errors
  • Conditions and/or criteria that are vague to when
    an accommodation occurs (e.g., extended time
    how much, under what circumstances scribe
    when, all written responses)(other e.g, when
    needed, as needed, at the discretion of the
  • Accommodation or modification is not consistent
    with service and student need (e.g., calculator
    for writing goal).

Support for School Personnel
  • Provide support to school personnel who may need
    assistance in implementing the childs IEP
  • The IEP team decides those specific supports or
    training necessary for school personnel to
    provide a free appropriate education to the child
    with a disability

E. Support for School Personnel/ Medical Needs
  • Support for School Personnel
  • CPI Training, 11 aide, resource materials,
    equipment, consultation with other professionals
  • Specify who is getting and who is giving the
    training- where and when
  • Services to Support Medical Needs
  • Medical services child needs to receive FAPE,
  • May or not be tied to goals
  • Individual Health plan vs. on the IEP

Work with Aide
  • If the student needs
  • Practice on concepts,
  • Pre-teaching vocabulary,
  • Redirection during work assignments,
  • Transition assistance, etc
  • Anything that will be delivered by an Aide should
    be documented under Support for School Personnel

Specially Designed Instruction
  • Activity
  • IEP Compliance Handout, pg. 11-15
  • Peer Review Activity

Transportation as a Related Service
  • Section 8 of the IEP form addresses
    transportation as a related service.
  • This section requires the IEP team to consider
    factors related to the needs the child with a
    disability may have that require special

Nonacademic and Extracurricular Activities
  • Section 9 of the IEP addresses the opportunities
    that the student with a disability has to
    participate in nonacademic and extracurricular
  • The form requires a description of the ways the
    student will participate and
  • An explanation is required if the student will
    not have an opportunity to participate.

General Factors and the IEP
  • Section 10 of the IEP form documents the
    consideration of
  • the strengths of the child
  • the concerns of the parent for the child
  • the results of initial or most recent evaluations
    of the child
  • as appropriate, the results of performance on any
    state or district-wide assessment
  • the academic, developmental and functional needs
    of the child and
  • the childs need for extended school year

Extended School Year (ESY)
  • Special education and related services that are
    identified as necessary for the child to meet
    specific goals in the IEP.
  • ESY differs from the regular school year program
    because it is to prevent the loss or regression
    of specific skills that may occur during school
    breaks, such as over the summer.

ESY on the IEP
  • Check the box that the child will receive ESY
  • Then list the goals and objectives/benchmarks
    that require the extended service over the summer
    or holiday breaks.

Least Restrictive Environment
  • The IEP must include
  • An explanation of the extent, if any, to which
    the child will not participate with non-disabled
    children in the regular class
  • Removal from the regular education environment
    shall occur only when the nature or severity of
    the disability is such that education in regular
    classes with the use of supplementary aids and
    services cannot be achieved satisfactorily

Least Restrictive Environment What is Needed?
  • Each service needs an explanation why the child
    will not participate with nondisabled children.
  • Account for the location/setting for each service
    when there are multiple services.
  • If the service occurs in the general education
    setting then the statement General education
    setting is sufficient.

Justifying WHY??
  • You need at least a paragraph or two.
  • You need to say the regular ed setting with
    supplementary aids and service was considered and
    WHY it was ruled out
  • Why the setting you chose is the BEST CHOICE
  • Parents should be able to read the LRE section
    and totally understand WHY their child is being
    educated outside their regular education

Least Restrictive Environment - What causes
compliance errors?
  • Using EMIS codes that create a range e.g.,
    (210013 spec. ed. outside the regular class lt 21
    of the day).
  • Using the disability category as the rationale
    i.e., (ED therefore self-contained).
  • Using pre-set criteria as the rationale e.g.,
    (scored 360 on the O.A.T. in reading as the
  • Failure to state why the child is not in the
    general education setting.

Statewide and District Wide Testing
  • Will the child participate in classroom, district
    wide and statewide assessments with
  • If the answer is yes complete the grid for each
    area where accommodations will be provided.

Statewide and District Wide Testing
  • In testing situations, accommodations are changes
  • format
  • response,
  • environment,
  • timing or scheduling
  • that do not alter in a significant what the test
    measures or comparability of the scores.

Statewide and District Wide Testing
  • Remember
  • There can be no accommodations for state tests
    that are not provided regularly in the classroom

Statewide and District Wide Testing
  • School districts, through the IEP team, may
    excuse a student from the consequences of not
    passing one or more of the Ohio tests for
    graduation (OGT) if
  • The students curriculum is significantly
    different or
  • The student requires accommodations beyond those

Draft IEPs
  • It is OK to share draft copies ahead of time but
    be sure you mark as draft
  • Do NOT predetermine services, LRE, etc..this is a
    team decision
  • Dont blame the IEP software program from making
    the errors (i.e. drop down boxes for content
  • From Most Common Complaints to ODE- OAPSA Meeting

The IEP Other Concerns
  • Section 13 addresses IEP team meeting
  • Section 13 also addresses people not in
    attendance at the IEP team meeting who provided
    information and recommendations

The IEP and Signatures
  • This section addresses the signatures that are
    required for the following
  • To give consent to initiate special education and
    related services for an initial IEP
  • To give consent for a change of placement
  • To indicate attendance/participation at the IEP
    team meeting and
  • To revoke consent for all special education and
    related services.

Prior Written Notice- PR-01
  • Provide after the IEP meeting if Parents do not
    agree or do not attend the meeting.
  • 34 C.F.R. 300.503
  • 3301-51-05(H) page 69

The IEP and Signatures
  • The transfer of rights at majority is on the
    signature page
  • The requirements related to providing a copy of
    the procedural safeguards and a copy of the IEP
    are also on this page.

Other Compliance Errors
  • Poorly developed PLOP.
  • Statements in the IEP that are not clearly
  • Lack of documentation related to parent
  • Lack of individual student data in the Prior
    Written Notice.
  • Lack of data in progress reports.
  • Lack of consistency from PLOP through LRE

Questions and Reflections
  • Does anyone have any questions or information
    that they would like to share?