putnam county educational service center iep compliance training 2015 tim calvelage & karen maag...

Putnam County Educational Service Center IEP Compliance Training

2015Tim Calvelage & Karen Maag

EMIS - Julie Selhorst

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Table of Contents

Front Page-Slides 1-2 EMIS – Slides 3-4 PR-O1- Slides 5-6 IEP Time Line and Effective Dates -Slides 7-8 IEP Graduates, Summary of Performance & EMIS – Slide 9 Amendments – Slide 10 Other Information- Slide 11 Section 1 Future Planning- Slides 12-14 Section 2 Special Instructional Factors- Slide 15 Section 3 Profile- Slides 16-20 Section 4 & 5 Transition- Slides 21-32 Section 6 Present Levels, Goals, and Objectives- Slides 33-39 Progress Reporting- Slide 40 Section 7 Specially Designed Services- Slides 41-52 Section 8, 9, 10- Slides 53-56 Section 11 LRE- Slide 57 Section 12 Testing- Slide 58 Third Grade Reading Guarantee- Slide 63 Section 13 & 14 Signatures- Slide 64 ESC Teacher Information- Slide 65 Resources- Slide 662

EMIS – Education Management Information System

Special Education Events Reported in EMIS are used to Determine…

Special Education Funding State Weighted Funding

– Every day of enrollment is funded in new funding formula– No longer funded by “October Count Week” which was first full week of October

Federal Funding – “October” Child Count - As of Oct. 31– Formerly known as “December” Child Count

Special Education Compliance & Accountability– Office of Exceptional Children (OEC) uses Special Ed. Events reported in EMIS for compliance monitoring– Dates reported in EMIS must match actual dates on IEP & ETR forms– During on-site data monitoring, OEC compares EMIS data to actual IEP & ETR documents. If inaccuracies exist, OEC will make a finding of

non-compliance with IDEA.– Special Education Profile - OEC annually develops a Special Education Profile displaying each district’s performance on State Performance

Plan indicators. EMIS is the data source for many indicators.

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Change

NIEP – Special Ed Services Provided without IEP in Place

For students previously identified with a disability, this Event allows Special Education funding to flow based on when services started, not necessary when IEP is in place.

Example Scenario: On 9-10-2015 student moves into district and starts to receive special education services

upon enrollment

Adoption Meeting held 9-10-2015, team adopted ETR but decided not to adopt IEP.

New IEP written at IEP meeting held on 10-8-2015. Events reported in EMIS as follows:

– NIEP 9-10-2015, NIEP Non-compliance code 10– TETR 9-10-2015– RIEP 10-8-2015

The NIEP event in this case will generate the special education funding from the date the student began to receive special education services until the IEP is in place.

NIEP also used if IEP expires before new IEP is effective. NIEP Event Date is date prior IEP expired, Non-compliance code 11. Will allow funding to flow until new IEP in place. When RIEP is reported, still need to enter non-compliance reason (code 01-09) as to why this IEP was not done within compliant timelines.

To help you determine if/when a NIEP needs reported for funding, please contact Julie at ESC.4

NEW

PR-O1 It’s still a Requirement- Why & How??

Sent after EVERY IEP meeting…even if everyone is in agreement with all that occurred

Sent after the IEP meeting and BEFORE implementation of the new IEP

Prior = prior to implementation of services, not prior to meeting

Must be given after each IIEP,RIEP,TIEP and AIEP events.

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It is a summary of the discussion held at the IEP Meeting, it is not a summary of the contents of the IEP.

- Questions that were asked, answers that were given

- Services that were talked about but never made it into the IEP

- Services that were in the draft IEP but were taken out of the final document.

See the Prior Written Notice Question and Answer Document dated 3-7-2014. Please note Questions 1, 5, 14, 16 and 20.

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PR-O1 Continued

IEP Time Line & Effective Dates

IEP MEETING DATE•Hold IEP Meeting no later than 364 days from prior year’s Meeting Date. (One year, less one day.)

•Districts must allow time for parents to receive the PR-O1 if parent does not attend the meeting.

•Our recommendation is to hold IEP meeting at least a few days prior to when it’s due. Example: If last IEP Meeting Date was 5-12-2014, hold this year’s Meeting on or before 5-02-2015, but no later than 5-11-15.

EFFECTIVE DATES•IEP’s should be written for full 12 months and become effective as of IEP Meeting Date if parent attends meeting.

•If parent is not at meeting and PR-01 is sent home with IEP, the “Effective Start Date” should be adjusted on the IEP and EMIS form to the date the parents are expected to receive the PR-O1.

•Dates on IEP and EMIS Form must match! ADOPTIONSPay close attention to Meeting Dates and Effective Dates on IEPs that your district adopted. When adopting IEPs, you are bound by the original meeting date and effective dates on that IEP. Next meeting needs to be held within 364 days of the original IEP meeting date, not from the date your district adopted it.

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Example: Parent attends Review IEP meeting Last year’s IEP Meeting Date 5-11-2014 This year’s Meeting Date 5-01-2015 Handed PR-O1 to parent at conclusion of meeting on 5-01-2015 IEP Effective START Date: 5-01-2015 IEP Effective END Date: 4-30-2015

Example: Parent does NOT attend Review IEP meeting Last year’s IEP Meeting Date 5-11-2014 This year’s Meeting Date 5-01-2015 PR-O1 & IEP mailed/sent home with student on 5-01-2015 Change IEP effective START date to 5-6-2015 on IEP & EMIS form (5 days later or a

reasonable amount of time for parents to receive forms. ) IEP Meeting Date and Effective END Date do NOT change.

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EXAMPLES - IEP Time Line & Effective Date for Review IEP Meeting (does not apply to Initial IEPs)

IEP Graduates, Summary of Performance & EMIS

IF IEP due within 2 months of graduation AND if no changes need made to existing IEP for remaining days left in school year:

– At IEP meeting, document the above statement in the Other Information Section on Page 1 of current IEP.

– Team re-signs and re-dates Section 13. – Obtain signature on the Change of Placement line on Section 14– Prepare PR-01 to summarize IEP meeting and graduation. – Prepare Summary of Performance.– Record meeting date as a RIEP Event on EMIS Form. Meeting Date and Begin Date are date of

meeting, End date should be Graduation Date. (FIEP has been removed.)– If plans change, and student returns to school the following school year as a grade 23 student, a

new IEP meeting will need to be held at the beginning of the school year.

If you are unsure if the student will graduate and the IEP meeting is due, you should prepare a new IEP to be effective for a full 12 months and report this as an RIEP event.

As a reminder, the Summary of Performance is a summary of academic achievement and functional performance including recommendations on how to meet student’s postsecondary goals. This form is available in SpS.

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CHANGE

May be done as a telephone conference without a face-to-face meeting. Document as applicable.

Have all IEP team members initial in participant box.

Make changes throughout IEP and list on front page the sections that were amended.

Change of placement may be done through the Amendment process as long as parent signs the “change of placement” Section 14 of the IEP.

If LRE, Secondary Planning Element, Testing Requirements or Graduation Requirement change with the Amendment, complete EMIS Form AIEP Event. (Meeting date and Begin date are date of Meeting, End date is date original IEP expires.)

Must complete a PR-O1 to summarize change. Provide parents a copy of the complete IEP with Amendments and PR-01.

Amendments

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Section: Other Information

Must include the following statement:“The district continues to participate in the Medicaid to schools program.” The Medicaid letter and form are on our website and needs signed by students new to the district.

This section includes additional information that the school district finds to be useful

DO NOT LIST THE CHILD’S DISABILITYFor Example: Brief Educational History- (previous school attended if any, transfer student)

Language other than English is spoken in the home and includes information regarding that language

Medications the child is taking- (Do not list the actual name of the drug)

If a behavior plan is in place May list the attempts to contact the parents to attend IEP meeting

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Important

Section 1: Future Planning

This is the 1st step in transition planning Statement or short paragraph that summarizes child’s skills and interests

in relation to goals for education and employment after high school. Must be based on a discussion with child and the child’s family about the

approaching school year and child’s life after graduation from high school The parents would like to see………... The

students would like…………

What is this evidenced by? Conversation? Question/Answer Form?

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Section 1: Future Planning

Remember the acronym PINS (Preferences, Interests, Needs and Strengths)

What preferences and interests does the child have? What are his/her strengths? How can these interests, strengths, and needs be supported and incorporated

into the child’s educational program? How can these skills be improved and used in the child’s educational program? What does the child want to do after high school in terms of working, living, and

learning? What would the parents like to see their child be able to do as and adult.

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Section 1: Future Planning Samples

In a conversation with Tim, he would like to graduate from high school with his diploma, have developed employability skills as well as the functional skills which he will need to live independently. Tim and his parents would like for him to learn how to drive a car and earn his drivers license. They would also like him to obtain an ability-based job and become an independent and productive member of his community.

Karen and her mother want her to graduate and go to college in the medical field. She will work competitively and live independently upon graduation and completion of college. During Karen’s Senior year of high school, she should pass all of her courses toward graduation and narrow her career choice so she can find colleges that offer her area of study. She should also take the ACT again to try and improve her score.

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Section 2: Special Instructional Factors

If you check YES in one of these areas, you MUST:

address it in the profile, AND

address it in a goal or in the service area

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Section 3: Profile

Provide a “big-picture” of the child and MUST pass the “stranger test” Summarize strengths and weaknesses Include background information about the child Include concerns of parents for education of the child Include child’s interests, relevant medical and safety information Include needs that have been identified in the ETR and that the team has determined will

NOT be addressed during the duration of this IEP Include results of any state or district assessments, i.e. reading diagnostic assessments,

OAA, OGT If applicable, address the reading improvement monitoring plan (RIMP) DO NOT put entire ETR in Profile Avoid broad statements, i.e. well below grade level, appropriate Include information if checked a “yes” in special factors section How does the disability affect progress in the general curriculum? Follow the graphic organizer provided on the next slide.

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Profile“BIG

Picture”

PastProvide a brief

educational history of the child. Include

relevant medical and

safety information as

appropriate

Provide a summary of

the strengths and

weaknesses as identified in the recent

ETR , and other evaluations

Identify the child’s

interests, future plans, and

concerns of the parents

Summarize any special factors

that were identified in

Section 2 such as

Behavior, communication

etc.

Provide a statement of

how the disability

impacts the student’s

progress and participation in

the general curriculum

(diagnostics, NGA or OGT

results)

Describe educational

strategies and services that are provided.“The student learns best

when given…

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2

3

4

5

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Ohio New State Tests ACCOMMODATIONS: (Under section 3)

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Remember to include information and data in the profile to support the need for special accommodations on the Ohio’s New State Tests.

The important ones that need evidence to support the need for the accommodation include: The presentation accommodation of text to speech/human reader

The response accommodations of Calculator and Scribe

Text to speech/human reader

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If the student is eligible for this accommodation the IEP team must document that the students disability severely limits or prevents him/her from accessing printed texts, even after repeated attempts to teach the student to do so (e.g., student is unable to decode printed text).

The IEP must include objective evidence from multiple sources that indicate that the student’s ability to decode texts is severely limited or prevented.

Sources of evidence can include; state and district assessments and one or more locally administered diagnostic assessment.

Include title of examiner, date of test, score and summary of results

Calculator and Scribe

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If the student is given the accommodation to use a calculator they must have a disability that severely limits or prevents their ability to perform basic calculations even after varied and repeated attempts to teach them to do so.

The students inability to perform calculations must be documented in evaluation summaries from locally administered diagnostic assessments.

A student can be provided a scribe when they have a physical disability that severely limits or prevents the student’s motor process of writing through keyboarding, or from expressing written language even after repeated attempts to teach them to do so.

The student’s inability to do so must also be documented in evaluation summaries and the student routinely uses a scribe for written assignments.

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The Transition Plan

Post-Secondary Education

EmploymentIndependent Living

The Transition Statement (Type the statement below) Due to recent changes in state law, all components of the age 14 statement can be found in the box below and in section 5 of the IEP.

Measurable goals-Post-

Secondary-Employment-Independent

Living(as

appropriate)

Summarize Age Appropriate Transition

Assessments for ALL three areas.

Post-Secondary education,

Employment, and Independent Living

Include Course of Study

List of Transition

Services which will be provided

Who is responsible and

when the service will

occur

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2

3

4

5

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Sections 4 and 5: The Transition Plan

Remember, starting at age 14, the transition plan drives the IEP

The student must always be invited when transition is discussed

Schools are responsible for providing the educational programs & transition services stated in the IEP

Remember to check the student’s DOB. The Transition Plan must be completed if he/she would turn 14 during the life of this IEP.

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Section 4: Postsecondary Transition - Statement

In the first box on section 4, type the below statement:

Due to recent changes in state law, all components of the age 14 statement can be found in the box below and in section 5 of the IEP.

.

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Section 4: Postsecondary Transition - Age Appropriate Transition Assessments

Must have a documented assessments for ALL 3 transition areas:

Education, Employment, and Independent Living Include type of assessment conducted, the person or agency conducting the

assessment, date which the assessment was given, and summary of the results

Informal assessments- progress on current coursework including grades Formal assessments Education Assessments – diagnostics, OGT, IQ, New State Tests, Aptitude

Test, CBA Independent Living Assessments - Adaptive Behavior, ADL, Social Skills Employment - Interest Inventories, Observations in Work Experiences,

Temperament Inventories TRANSITION SERVICES provided during previous IEP Must be

summarized with detailed results

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Section 4: Postsecondary Transition - Age Appropriate Transition Assessments

AATA must address : PINS (preferences, interests, needs, and strengths)

Additional items to consider: What skill levels are required for the child’s future intentions and how do the child’s current

levels compare? Does the child have the stamina, dexterity, coordination, and other skills needed to meet the

physical demands of the postsecondary environments of future plans? How do the child’s current behavior skills compare with those expected in the child’s

postsecondary environments? Can the child solve everyday problems and make decisions as expected in the postsecondary

environment including independent living and employment situations? Is the child able to self-advocate and effectively communicate needs in the postsecondary

environment? Does the child need to become more independent by gradually removing any school

accommodations currently in place?

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Section 4: Postsecondary Transition- Age Appropriate Transition Assessment resources

Don’t forget to check out this new resource for assessment materials.

AATA Library www.ohioAATAlibrary.org

Quick Book Of Transition Assessments

http://www.tslp.org/docs/QuickbookIEPChecklistFinal091407.pdf

http://www.nsttac.org/products_and_resources/tag.aspx

Another new resource that includes OCIS

Ohio Employment First website: http://www.ohioemploymentfirst.org/

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Section 4: Postsecondary Transition- Age Appropriate Transition Assessments - Sample

In conversation with Tom on 9-28-12, he would like to be a Chemist and is interested in pursuing a vocational school and/or the courses that would help him prepare for a career in this field. Tom is currently taking and passing Biology with a C. He scored a 400 (Proficient ) on his Science OGT.

On 9-30-12, Tom completed an Interest Profile on the Ohio Career Information System. The results indicated Tom's highest interest area to be in the area of investigative with a score of 20. His other interest scores include: artistic-7, enterprising-4, conventional-2, social-1, realistic-1. In the interest area of investigative, Tom would like to work with ideas and thinking more than the physical activity. He would also like to be able to search for facts and figure out problems mentally rather than to persuade or lead people. According to these results, Tom's interest area of investigative matches his occupation interest of being a Chemist.

Tom’s parents report that his independent living skills are quite adequate. His mom reports that he can prepare his own meals and snacks, uses a credit card and is responsible enough to keep expenses within the budget his parents have established, uses the cell phone responsibly by not going over his allotted minutes, and is able to shop independently to purchase clothes and other personal items.

Education

Independent Living

Employment

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Section 5: Postsecondary Transition Services - Postsecondary Education & Training

Transition Plan must be in place for a child who will be 14 or older during the time the IEP is in effect.

REQUIRED that the child be invited to the IEP meetings where transition will be discussed. Appropriate sections on the invitation MUST be checked.

Postsecondary transition planning requires making plans over the span of the child’s high school years into the first few years beyond graduation.

Transition plan is a multi-year plan. IEP team MUST review the postsecondary transition plan each year and

make revisions

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Section 5: Postsecondary goals, services and courses of study

Goals must be stated in measurable terms, focusing on what the student is going to accomplish after high school

Based on AATA, Updated at least annually, and can be changed at any time as assessments are up dated

Remember… Transition services are what the LEA will do to help the student reach his or her post school goals. The LEA is responsible for the transition services not the transition goals

Linkages to other agencies can be provided if appropriate, For example:

OOD/BVR, DD services, Youth employment programs, University/college disability services, Social Security, The agency participation form is on our website.

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Postsecondary Education and Training* See this reference for examples of Measurable Postsecondary

Goals:http://putnam.noacsc.org/uploads/forms/Special%20Education%20Forms/Postsecondary

%20Goals-Education%20Training.pdf

* Courses: Identify the course of study that the child needs for instruction during the school day such as college preparation, career technical, Ohio core courses.

*See this reference for examples of Transition Services/activitieshttp://putnam.noacsc.org/uploads/forms/Special%20Education%20Forms/Transition

%20Services.pdf

*Number of Annual Goal- Which goal does this area link back to on the IEP?

*Projected Begin Date- When does the transition activity start?

*Projected End Date- May use “single occurrence” or “school year”

*Person/agency responsible- List by title, DO NOT put parent or student30


Employment* See this reference for examples of Measurable Postsecondary

Employment Goals:http://putnam.noacsc.org/uploads/forms/Special%20Education%20Forms/Postsecondary%20Goals-Employment.pdf

What type of employment (competitive, supportive, sheltered)


* See this reference for examples of Transition Service/Activities:

http://www.nsttac.org/tm_materials/m83employmenttransitionservices.aspx

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Section 5: Postsecondary Transition Services- Postsecondary Education & Training

Independent Living* See this reference for examples of Measurable Postsecondary Independent

Living Goals:http://putnam.noacsc.org/uploads/forms/Special%20Education%20Forms/Postsecondary%20Goals-

Independent%20Living.pdf

What type of living arrangements? (supervised group home living, independent living, supervised apartment living)


* See this reference for examples of Transition Service/Activities: http://www.nsttac.org/tm_materials/m84independentlivingtransition.aspx

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Section 6: Measureable Annual Goals- Writing the Present Level of Performance

1. When writing a PLOP for Review IEPs, start by making a statement of the student’s progress on the current goal for this area.

2. Then identify the new skill that the student needs to master to improve his/her progress in the stated goal area.

3. Next, present quantifiable measurable baseline data for this particular skill. This data can be obtained from curriculum-based assessments, ongoing progress monitoring, district wide or classroom assessments etc..

4. Then state how this performance compares to same age peers and or the grade level standards.

5. State how this skill deficit affects the student’s access, involvement and progress in the general education curriculum.

6. Finally, identify the instructional strategies and accommodations that have been helpful or needed for this student to be successful.

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PLOP(Present Level Of

Performance)

For review IEP’s

What is the child’s progress on the current goal for this

area?

Present quantifiable measurable

baseline data for this skill

using assessments and progress

monitoring tools

Identify the SKILL the child needs in order to master or

make progress the curriculum.(only 1 skill)

State how this compares to his same age peers and the grade

level standards.How does this affect

involvement and progress in

the general education

curriculum?

What are the strategies and accommodations that have

been successful or needed?

1

2

3

4

5

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Writing measurable annual goals

1. Start by stating the conditions. “ When given… This can be

a particular situation or setting (circle time, academic assist period, small group, during timed readings,work based employment setting, playground).

Required Material ( auditory/visual/verbal/written prompt, graphic organizer, teacher notes, a stated topic, a list of 5th grade vocabulary words)

2. State who… The student…

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Writing Measurable Annual goals continued

3. State what the student will do using measurable verbs (answer, chart, compare, create, complete, compose,

decode, describe, explain, greet, label, match, paraphrase, read, organize, solve, self correct, spell, type, etc.)

4 Then state the criteria (This is how many times the behavior must

be observed and measured before it’s considered mastered) 80% accuracy in 4/5 trials.

5. In what length of time ( By the end of the IEP, end of the 3rd

quarter)

6. Indicate how it will be measured.

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Goals And

Objectives

WhoThis is the Student

To what level of degree.

Includes criteria stated in

accuracy and trials

Will do What.

An observable behavior

describing what he/she will do.

Conditions.This is the

given statement.

When given…

In what length of time

By the end of the school year

How will it be measured

The method used for

measuring progress.

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3

4

5

6

Criteria and Mastery

Although not law, best practice includes both accuracy and trials. (i.e. 80% on 3/5 opportunities)

Unless stated, the implication is without error or 100% performance. (100% on 3/5 opportunities)

This same criteria should be what is reported for progress reports (PLOP-Goal-Progress). (percentage on _/5 opportunities)

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Objectives

A smaller, more manageable learning task that a child must master as a step toward achieving an annual goal

Objectives break the annual goal into discrete components

May be sequential steps or implemented simultaneously

Should include condition, clearly defined behavior and performance criteria- measurable information

MUST be written the same way as goal

Step

Step

Step

Step

Step Step Step

Goal

Goal

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Progress Reporting- Must Do!

• Must be completed consistently with district policy.• Must report progress in measurable terms at least

quarterly for all goals.• Students who are served in an inclusion setting you

should link with regular education teachers to report progress data.

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Section 7: Specially Designed Services

Purpose:

To provide anyone who is involved in the education of a student with a disability, an all inclusive

list of the supports and services that will be provided to that student during the life of that IEP.

• These supports and services are necessary for the child to access and progress in the general education curriculum to the best of his/her ability.

• There should be data available to support the fact that the services are necessary and beneficial.

• These supports and services are linked to the needs, goals, and objectives of the child.

• Everything the child will be receiving is identified in this section of the IEP. It is attainable and understandable by all.

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Adapting as appropriate to the needs of an eligible child. It describes the content, methodology or delivery of instruction to address the unique needs of the child.

Anyone should be able to walk into the classroom and know what the student’s specially designed instruction is.

The parent should be able to understand what it is, and how it is different from the instruction in the typical general education classroom?

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What is Specially Designed Instruction?

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Components of Specially Designed Instruction

Type of ServiceDescribe the specially designed instruction

received by the student

This tells how the instruction is

delivered.

This must include the methodology that is

used to help the student acquire, remember and

retrieve the information taughtIf being taught in a small group explain

why.(to present material at instructional level,

to provide more practice

feedback and re-teaching.)

Provider Title

This is the “who”

The person or people

providing the instruction

Goal Addresse

dThis is the “what”Identify what

goal this instructionapplies to

Location of

servicesThis is the “where”.

The physical location where the instruction

is delivered

Amount of Time

and Frequenc

yTells when the instruction is

provided

1

2

3

4

5

Examples of Specially Designed Instruction

• Direct instruction or Small group instruction using…• Systematic Phonics Instruction• Modeling and Corrective Feedback• Repeated Practice • Analysis of word structure- Prefix, Suffix, Root Word, Compound Words• Comprehension Skill Development- Vocabulary• Review Grade Level Word List• Contextual analysis to determine the meaning of new words• Guided repeated oral reading practice• Chunking• Priming• Unit Mapping• Prioritizing• Paraphrasing• Visualizing• Scaffold Instruction• Pre-reading• Errorless teaching strategies

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http://putnam.noacsc.org/interventiondatabase/For more ideas check out this resource.

Additional examples

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Direct instruction where information can be segmented into smaller parts and task difficulty can be controlled through prompts and cues.

Small group instruction where teacher can provide additional repetition, drill and practice.

Systematic reading instruction where accurate word recognition, decoding, and letter awareness can be taught in a structured setting.

Direct instruction in math where strategy training, corrective feedback and verbal rehearsal can be provided.

Section 7: Related Services

Each related service is placed in its own box, with its own description of what it will entail instructionally.

Must clearly state amount of time, provider, location, and frequency.

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Section 7: Assistive Technology

AT Devices: Expanded to include the following:“Any item, piece of equipment or product …that is used to increase, maintain, or improve the functional capabilities of a child with a disability.” Can include supports for seating and positioning, ADL’s, Mobility, Visual aids, Assistive listening, Augmentative communication, Adaptations to reading material, Adapted modes to produce written text, and adaptations for computer access “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.

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Section 7: Accommodations

Provide access to the course content but does not alter the amount or complexity of information taught. It levels the playing field so students with disabilities can access and make progress in the general curriculum.

Accommodations are changes in the way materials are presented, how the student responds, or to timing and scheduling.

Examples of presentation accommodations: Text to speech or human reader, enlarged print, directions repeated orally, receive nonverbal cues from teacher in area of performance or behavior.

Examples of response accommodations: Calculator, speech to text, scribe, use of word prediction software

When giving extended time be specific and state how much. If a accommodation is provided only for a specific area the area should be specified in the

accommodation i.e. extended time on classroom assessments. Some accommodations may be acceptable for classroom instruction but not for statewide

testing.

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Extended time when over 4 pages, not to exceed 2 hrs. 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 materials 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

IEP MUST specify when, where, how and under what conditions accommodations will occur. Review the following examples

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Section 7: Modifications

Child is being taught something different, or being taught the same information but with the complexity of the material significantly altered from that being taught to the child’s same age and grade level peers.

Includes eliminating expectations for what children at the same grade level are expected to know, do, and understand.

Typically provided to students with CD, TBI, or MD disability State who is responsible for making the modifications and

where they are provided. IS NOT adjusting the grading scale.

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Accommodations vs. Modifications

ACCOMMODATIONS do not reduce learning expectations. They provide access.

MODIFICATIONS refer to practices that change, lower, or reduce learning expectations.

Examples of modifications include:

Requiring a child to learn less material (i.e. fewer objectives, shorter units or lessons, fewer pages or problems).

Reducing assignments and assessments so a child only needs to complete the easiest problems or items.

Revising assignments or assessments to make them easier (i.e., crossing out half of the response choices on a multiple-choice test so that a child only has to pick from two options instead of four).

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Section 7: Support for School Personnel and Services to Support Medical Needs

Support for School Personnel Support to staff who may need assistance in implementing IEP Supports can include aide, training, resource materials,

equipment, consultation, one-on-one aide

Service to Support Medical Needs Any medical services that may be needed during the school

day i.e. medications, feeding tube, breathing therapy Goals Addressed box may be left blank if medical services are

not tied to a specific goal

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Section 8: Transportation as a Related Service

Special Transportation would be for those children who are unable to physically board a bus, who cannot safely find or stand at a bus stop, and whose behavior would cause safety concerns for driver or other children present (i.e. wheelchair lifts, restraints, etc.)

Special Transportation is not for those students who are bused from their home school to one of the ESC Classrooms

If you mark yes on either of the first two questions, you must circle special transportation on EMIS form.53

Section 9: Nonacademic and Extracurricular Activities

For most students you would state………The child will have the same opportunity as their nondisabled peers to participate in any extracurricular activities.

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Section 10: General Factors

Review each of the general factors to make sure they were covered in the IEP.

If checked “NO” in any of the areas, the team needs to return to the appropriate section and add the needed information.

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Extended School Year Services

3301-51-02

(a) Each school district must ensure that extended school year services are available as necessary to provide FAPE, consistent with this rule.

(b) Extended school year services must be provided only if a child’s IEP team determines, on an individual basis, in accordance with rule 3301-51-07 of the Administrative Code, that the services are necessary for the provision of FAPE to the child. Additionally, the school district shall consider the following when determining if extended school year services should be provided:

(i) Whether extended school year services are necessary to prevent significant regression of skills or knowledge retained by the child so as to seriously impede the child’s progress toward the child’s educational goals; and

(ii) Whether extended school years services are necessary to avoid something more than adequately recoupable regression.

(c) In implementing the requirements of this rule, a school district shall not:

(i) Limit extended school year services to particular categories of disability; or

(ii) Unilaterally limit the type, amount or duration of those services.

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Section 11: Least Restrictive Environment LRE refers to the environment where the child will receive instruction during the school day.

It is the responsibility of each school district to ensure that children with

disabilities are educated with children who are not disabled.

Consider these factors when determining if a child with disabilities should be removed from the

regular education environment What supplementary aids and services were considered? What supplementary aids and services were rejected? Explain why the supplementary aids and services will or will not enable the child to make progress on the

goals and objectives (if applicable) in the regular education classroom. Can the child receive FAPE if placed in the regular education class? Why? Why not? What potentially beneficial effects and/or harmful effects might be expected for the child with disabilities

and other children in the regular education class if the child with disabilities is placed in the class with supplementary aids and services?

IF the child is removed from the regular education classroom for ANY portion of the school day, then an explanation as to why MUST be provided in this section.

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Section 12: Statewide and District Wide Testing

This describes how the SWD will participate in classroom, district wide, and statewide assessment (Now referred to as Next Generation Assessments)

Refer to Ohio Statewide Testing Program Rules Book and PARCC manual for information on allowable accommodations

OGT Excusals- Student no longer needs to take the test one more time after the determination was made by the IEP team

If checked “yes” for the child to be excused from consequences of not passing the OGT, you must check yes in one of the next two boxes.

Enter date of the last time the child will take the test.

Must make the determination for each test. Under details for accommodations, write “Excused from OGT” Continue to include accommodations for classroom and district wide test.

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Statewide testing and Students on IEP’s

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IEP teams may excuse students from the consequences of any end of course testing

This does not excuse them from taking the test for Federal Accountability purposes.

Students must take the test one time.

Therefore…

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If the team decided to excuse the student from the consequence of the test, after the student has participated in one administration, the student no longer needs to take the test one additional time.

If the team determines the student will be exempt from the consequences of the test before they have participated in one administration, the student must take the test one time for Federal Accountability purposes.

Non Participation

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ODE does not recognize the term Opt-out, because a student can not opt out of taking the test

This is about student participation

February 4, 2015 document regarding Student Participation on ODE website.

Does your district have a policy on test participation?

Personal Needs Profile

Completed for ELA and Math PARCC assessments

Similar planning tool for Ohio Science and Social Studies Tests

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Section 12:Third Grade Reading Guarantee

To be eligible to be excused from retention in the third grade, the student should meet one of two

criteria;

1) the student is completing a curriculum that is significantly different from the curriculum completed by other students required to take Grade 3 Reading OAA or

2) the student requires accommodations that are beyond the allowable accommodations as outlined in OAC 3301-13-03(H). If the student meets one of these criteria, the IEP team then decides if the student will be excused from the Third Grade Reading Guarantee retention provision.

If a student’s IEP determines that the student should be exempt from retention, that does not exempt other provisions including:

• Annual reading diagnostic• Reading improvement and monitoring plans; and• Special teacher qualifications for reading teacher.• The data for supporting this exemption must be stated in the profile.

Document in section 12 under the reading section that the child is exempt from retention in the third grade and state the reason for exemption.

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Section 13: Meeting Participants and Section 14: Signatures

If staff who contributed information within the IEP, but are not present at meeting they can sign bottom of section 13. Could be related service providers, aides, other intervention specialist or other regular education teachers.

IEP meeting participants- Required IEP team members (Parent, District Rep, Regular Ed Teacher, IS, student (whenever transition planning is discussed) must sign in the top section

Must use Excusal Form PR-05 (optional) if a required member cannot be present. Section 14 Parent MUST sign on one of the 3 sections

– Initial IEP– Annual Review– Change of Placement

Explain Transfer of Rights before the child’s 17th birthday and MUST have Student and Parent sign

The Procedural Safeguards Notice “Whose Idea Is This?” booklet MUST be given to the parents at least once a year.

Copy of IEP must be given to parents either at the meeting or sent to them after meeting.

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ESC Teacher Information Only

Always give the original copy of IEP and EMIS form to home district and a copy of both to the ESC. EMIS FORM ON TOP

Attach parent Invitation to back of IEP. Send a copy of grade cards quarterly to home school district. At the end of the school year, you are responsible to send to

home district: EMIS form, Original IEP, final progress report, and report card.

As in the past, Julie Selhorst will collect attendance from you and report it to the home school at the end of the year.

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Resources

http://www.education.ohio.gov/topics/specialeducation http://www.ode.state.oh.us http://www.ode.state.oh.us State Support Team Region 1 National Secondary Transition Technical Assistance Center

http://www.nsttac.org/

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putnam county educational service center iep compliance training 2015 tim calvelage & karen maag...

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