Iep implementation l.jpg
This presentation is the property of its rightful owner.
Sponsored Links
1 / 34

IEP Implementation PowerPoint PPT Presentation


  • 100 Views
  • Uploaded on
  • Presentation posted in: General

IEP Implementation. TETN- RF Training Event # 31741 November 20, 2008. Reminders:. The deadline for the initial entry of data for RF Tracker was November 15, 2008 Continue to enter enrollments and withdrawals as the year progresses

Download Presentation

IEP Implementation

An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -

Presentation Transcript


Iep implementation l.jpg

IEP Implementation

TETN- RF Training

Event # 31741

November 20, 2008


Slide2 l.jpg

Reminders:

  • The deadline for the initial entry of data for RF Tracker was November 15, 2008

  • Continue to enter enrollments and withdrawals as the year progresses

  • Maintain a system that tracks student changes that occur during the year (i.e., changes in instructional arrangement, disability, related services, etc.)

  • Changes will need to be entered into RF Tracker at the end of year or upon the student’s withdrawal from the LEA


Individualized education program implementation l.jpg

Individualized Education Program Implementation

How is this investigatory topic reviewed during the monitoring visit?

What are some of the common findings of noncompliance?


What makes serving rf students challenging l.jpg

What makes serving RF students challenging?

Different types of residential facilities

  • State schools

  • Group homes

  • Therapeutic foster homes

  • Children’s homes

  • Nursing homes

  • Detention facilities

  • Correctional facilities (including jails)

  • Residential treatment facilities

  • Psychiatric hospitals


What is rf monitoring looking for l.jpg

What is RF Monitoring Looking For?

The overall issue is to determine whether RF students’ IEPs have been implemented as developed by the ARD committee.


Slide6 l.jpg

Subtopic #1: Parental Consent for Services & Current IEP

For students that have received initial evaluations and determined to be eligible for special education services, is there evidence that parental consent for services was obtained before the initial provision of services to the students?

  • Not RF staff or caseworkers


Slide7 l.jpg

OR

For RF students previously determined to be eligible for special education and related services, is there evidence that their most recent IEPs are still in effect (i.e., developed within the last calendar year)?


What will rf monitoring look for l.jpg

What Will RF Monitoring Look For?

  • Documentation of parental consent for the initial provision of services

  • Verification that IEPs of students previously determined eligible were developed within one calendar year


Common findings of rf monitoring l.jpg

Common Findings of RF Monitoring

  • No parental consent for services

  • RF staff sign as parent

  • Previous IEP was developed more than a year ago and is no longer “in effect”


Subtopic 2 timely implementation of iep l.jpg

Subtopic #2: Timely Implementation of IEP

For students who transferred into the LEA, is there evidence that their IEPs were implemented as soon as possible after adoption/development?


For those rfs where students come and go quickly l.jpg

For those RFs where students come and go quickly---

Don’t I have to have

an ARD before I serve

the student?

How do I get all these transfer

students “ARD-ed in” quickly?

I need a surrogate parent and

one has not been assigned yet!


34 cfr 300 323 g to facilitate the transition for a child with a disability l.jpg

34 CFR §300.323(g)To facilitate the transition for a child with a disability:

  • The new LEA in which the child enrolls must take reasonable steps to promptly obtain the child’s record from the previous LEA

    • IEP and supporting documents

    • Any other records relating to the provision of special education or related services to the child

  • The previous LEA in which the child was enrolled must take reasonable steps to promptly respond to such requests


Student with a disability who transfers within the state l.jpg

Student with a disability who transfers within the State

34 CFR §300.323(e)

LEA must verify that the student:

  • Is a student with disability;

  • Transferred within the same academic year; and

  • Had an IEP in effect before the transfer.


Slide14 l.jpg

  • New LEA must provide the student with a FAPE—

    • including services comparable to those in the previous IEP;

    • In consultation with the parents;

      Until


Slide15 l.jpg

The LEA—

  • Adopts the previously held IEP;

    OR

  • Develops, adopts, and implements a new IEP.

    • Within 30 days


Slide16 l.jpg

What needs to happen if new LEA is not going to provide services comparable to those in the previous IEP?

  • An ARD committee meeting must be held as soon as possible to develop a new IEP

  • New evaluation data and appropriate justification must support the decision to provide a program that is significantly different from the student’s previous IEP


What will rf monitoring look for17 l.jpg

What Will RF Monitoring Look For?

  • Verification of when students entered the RF and enrolled in the LEA and when IEPs were adopted/developed and implemented


Common findings of rf monitoring18 l.jpg

Common Findings of RF Monitoring

  • LEAs are not providing comparable services to those provided by the previous LEA and hold “temporary” ARD committee meetings and develop temporary IEPs that are significantly different from the previous IEPs

  • Previously- provided services are dropped or significantly reduced without new evaluation data and/or appropriate justification

  • Students are placed in instructional arrangements that are very different from their previous instructional arrangements without appropriate justification for the change


Common findings of rf monitoring con t l.jpg

Common Findings of RF Monitoring Con’t.

  • LEAs fail to complete their own evaluations when records are not received from the previous LEA

  • LEAs develop new IEPs that are not supported by new evaluation data

  • LEAs do not develop permanent IEPs within the 30-day timeline


Subtopic 3 class schedules and iep schedules of services correspond l.jpg

Subtopic #3: Class Schedules and IEP Schedules of Services Correspond

Is there evidence that RF students’ individual class schedules correspond with the courses and other services outlined in the schedules of services in their IEPs?


What will rf monitoring look for21 l.jpg

What Will RF Monitoring Look For?

  • Evidence that students’ individual class schedules match the schedules of services in IEPs


Common findings of rf monitoring22 l.jpg

Common Findings of RF Monitoring

  • Class schedules and IEP schedules of services do not match with regard to frequency, location, and duration of services

  • Students’ IEPs specify specific courses, but other courses were substituted without ARD committee approval


Subtopic 4 personnel informed of responsibilities related to iep implementation l.jpg

Subtopic #4: Personnel Informed of Responsibilities Related to IEP Implementation

Is there evidence that appropriate personnel have been provided relevant portions of IEPs for implementation and advised of their responsibilities with regard to implementation?


What will rf monitoring look for24 l.jpg

What Will RF Monitoring Look For?

  • Evidence that appropriate personnel have been provided relevant portions of the IEP for implementation (e.g., goals, modifications/accommodations, BIPs, etc.)

  • Evidence that personnel are aware of their responsibilities with regard to implementation


Common findings of rf monitoring25 l.jpg

Common Findings of RF Monitoring

  • Interviews with teachers and providers reveal that they have not received relevant portions of IEPs

  • No documentation reflecting that teachers and providers received relevant portions of IEPs

  • No documentation of the provision of services and/or the provision of modifications/accommodations outlined in IEPs


Slide26 l.jpg

Subtopic #5: IEP Implemented as WrittenIs there evidence that IEPs are implemented as written, including in settings to which students have been removed for disciplinary reasons?


What will rf monitoring look for27 l.jpg

What Will RF Monitoring Look For?

  • Verification through classroom observations and interviews that IEPs are being implemented as written

  • Documentation that modifications and accommodations are provided

  • Verification that IEPs include goals (and objectives, if needed) for all special education and related services outlined in the IEP

  • Verification that IEPs clearly describe the special education services to be provided


Common findings of rf monitoring28 l.jpg

Common Findings of RF Monitoring

  • Students’ IEPs are not implemented in the disciplinary setting

  • Students are not assigned to the courses outlined in their IEPs

  • No documentation of provision of services

  • Students are regularly pulled out of instruction for RF services and there is no evidence that the lost time is made up


Common findings of rf monitoring con t29 l.jpg

Common Findings of RF Monitoring Con’t.

  • Students are on a self-paced curriculum, and no ARD committee meetings are held to revise the IEPs when students finish a course and are ready to start a new one

  • No documentation that progress reports regarding IEP goals are sent to parents


Common findings of rf monitoring con t30 l.jpg

Common Findings of RF Monitoring Con’t.

  • IEPs do not include measurable goals for all special education and related services

  • IEPs contain vague or inconsistent statements that create problems with implementation (e.g., service to be provided “as needed,” student’s behavior impedes learning but no behavioral interventions or supports are included in the IEP, conflicting statements about student’s instructional arrangement, etc.)


Questions l.jpg

Questions?


Future tetn rf trainings l.jpg

Future TETN RF Trainings

  • December—No training

  • January 28—1:00-3:00

  • February 17—1:00-3:00

  • March 35—10:00-12:00

  • April 15—10:00-12:00

  • May 11—1:00-3:00

  • June 10—10:00-12:00


Slide33 l.jpg

For questions, please contact:

Diana Nelson

Margaret Christen

Judy Struve

[email protected]

(512) 463-5226

(512) 463-3136 (fax)


Slide34 l.jpg

Program Monitoring and Interventions, RF Monitoring Unit wishes all of you

Happy Holidays


  • Login