IEP DEVELOPMENT Administrative Rubric

1. IEP DEVELOPMENT Administrative Rubric Presented by: Jamillah Silver & Denise Simmons

2. Objective • Reduce anxiety, misrepresentation and/or conflict at meetings by providing a comprehensive understanding of the IEP document. • Generate consistency and efficiency when developing a sound legal document. • Provide administrators with a concrete tool to assist with IEP review and to document staff proficiency.

3. Setting up meetings IEP Procedure • Begin process at minimum 5 weeks from the date that the IEP is due. • Staff review the meeting scheduler to check for LEA availability (may consult personally). • Staff confer with other team members for a feasible day to meet at least 1 week from the IEP due date.

4. Setting up meetings IEP Procedure • Staff set up meetings by going to the “meetings” link and schedule the meeting. • Staff will go into invitation link and create an invitation, linking it to the appointment they have just set up.

5. Setting up meetings IEP Procedure • (5 weeks from IEP due date) Staff must finalize the invitation and send it out as the first notice. Staff should also begin drafting IEP. • (3 weeks from IEP due date) Staff are to create a new invitation, linked to the same appointment, finalize and send as 2nd notice. • The IEP should be submitted to admin. For review

6. Setting up meetings IEP Procedure • (2 weeks from IEP due date) Staff are to create a new invitation, linked to the same appointment, finalize and send out as 3rd notice. Administration should have completed their review so that drafts may be sent to the parent as well. • If changes are made to the meeting date, staff are to create a new invitation and that would be considered the 2nd or 3rd notice .

7. Meeting Timeline

9. What do you look for?

12. You receive an IEP 9/27/10 for review with a copy of the invitation attached. The invitation is dated for a meeting on 10/4/10. You look at the student summary page in IEP plus and notice the review by date is 10/6/10. • What could you deduce from these facts? • What are your next action steps?

13. IEP Document

14. Types of IEP’s • Annual Review IEP– must be developed for a student at least once annually. Proposed within 364 days. • Transfer IEP – must be developed for a student who enters the division within 30 calendar days of that student’s registration. • Initial IEP – must be developed within 30 calendar days of the student’s proposal of eligibility • Reevaluation IEP – must be developed within 30 calendar days of the proposal to change a student’s special education category • Revised IEP – can be done as frequently as necessary in order to make any changes to an agreed upon IEP.

15. IEP Document • All Demographics should pull in from e-School Plus. (If missing or incorrect information, check e-school and make changes there.) • Exception, If the grade or disability is not showing on the cover page, please contact your compliance specialist . • Make demographic changes through e-school because any changes made through IEP Plus will be overridden by e-school by midnight . • There is an error in the dates of the placement record of the last IEP. Cover page Note

16. Cover Page

17. Cover Page: Attendees and Excusal Attendees and Excusal Letter: After the meeting is over, return to the cover page and update the attendees. List all attendees at the meeting, and if a staff member was invited, but did not attend, select the “Attended/Excusal Reason.” A copy of the signed excusal form must be attached to the IEP document maintained in the student’s confidential file.

18. IEP Procedure • Free from grammatical and spelling errors. • Strengths should reflect what was reported in the teacher suggestion letters, parent surveys and student questionnaire. Considerations Page Notes

19. Parent Input : • Summarize the parent’s concerns • Information can come from various sources including the suggestion letter, or from discussions with the case manager. • Cite the source and date the information was received. If the student is of transition age, it may be appropriate to summarize the student’s concerns in this section as well. • Consideration of a parental request does not require acceptance or incorporation of that request in the IEP. • Kathleen S. Mehfoud & Reed Smith LLP (2006) Considerations Page Notes

20. Evaluations/Tests: • Summarize the evaluation information used to write the IEP • Possible sources (benchmark assessment PALS, STAR Reading, Access evaluations, Progress data, etc.). • Only include evaluation information that pertains to the student’s educational needs (i.e. if the student does fine in math and was found eligible as SLD because of reading comprehension, focus on reading comprehension). • Team shall encourage parent to share all information and evaluations for team consideration. Ask parents for copies of any evaluations to place in student file. This consideration does not equate to a requirement. • Kathleen S. Mehfoud & Reed Smith LLP (2006) • If results are not included here, they should be reported in the Present Level of Performance. Considerations Page Notes

21. Questions 4-9 • Discuss each factor. If the team determines the factor may require consideration during IEP development, check yes and briefly summarize the team’s discussion. • Every “Yes” response requires a statement. • Every “Yes” response should be reflected in goals and services. Considerations Page Notes

22. Question 10 • If the student does not require ESY services, check “N/A.” • If ESY services may be required, but the team wants to visit it at a later date, check “N/A” and indicate in the text box that the team would like to revisit the provision of ESY services no later than (specify a date). • ESY services must be discussed and finalized no later than the end of February preceding the summer ESY session. • ESY services must be included in the IEP only if the benefits obtained during the school year will be “significantly jeopardized” if services are not provided during the summer. • Kathleen S. Mehfoud & Reed Smith LLP (2006) • (8 VAC 20-81) • (34 CFR 300.106) • “Likely regression is not sufficient to establish a need for ESY services because all students may regress to some degree during the extended breaks. • Kathleen S. Mehfoud & Reed Smith LLP (2006 Considerations Page Notes

23. Question 11Short-Term Objectives: • If the student is being considered for VAAP consideration he/she will require short term objectives and you must check “yes”. • Complete the VAAP participation criteria worksheet. This will be maintained outside of IEP Plus. • If the student qualifies for VAAP, check Yes – use the ASOLs to develop the goals and objectives. • A statement should be included to state the need for extensive, direct instruction and/or intervention in a curriculum based on the Aligned Standards of Learning (ASOL). Considerations Page Notes

24. Question 12Secondary Transition Status: • If the student is or will be 14 or older during the annual IEP cycle, secondary transition MUST be addressed – check “yes”. • If the student will graduate during the annual IEP cycle, select “yes”. Considerations Page Notes

25. Considerations Page

27. Elementary ,* 6th and *7th grade teachers were trained to bypass this page. • Suggest to have a discussion about the child’s diploma status at the elementary levels and record discussion in Written Notice. • SOL and transcript information are completed by High school case managers. *Unless the child is turning 14 • Oftentimes, decisions made at the primary level impact the future of the student’s education. Transition Present Level Page Notes

28. SecondaryTransitionPLOP

29. Free of grammatical and spelling errors • Reflect student’s interests from questionnaire and inventories. • All components complete and include post secondary dates. • 8th grade case managers should consult with a transition specialist about services for the next recommended school year Transition Services Page Notes

30. Transition Services Page

31. Free of grammatical and spelling errors • Reflect student’s interests from questionnaire and inventories • Relates to the transition services. Transition Course of Study Page Notes

32. Transition- Courses of Study