IEP (PR-07) Forms 2009

1. IEP (PR-07) Forms 2009 State Support Team Region 5 800-776-8298 Karen Kanotz Karen.Kanotz@sstr5.org Melanie Carfolo Melanie.Carfolo@sstr5.org

2. WHY? • Align with IDEA 2004 • Requirements for Secondary Transition Planning • Standards based IEP’s • 2% Modified Assessments • Medicaid Reimbursement

3. WHEN? Beginning of 09/10 school year

4. IEP PR-07 document formats • Available in electronic format • Found on www.edresourcesohio.org • Dynamic pdf file • Static pdf file • ESIS or other electronic vendors

5. Annotations document • Goes hand in hand with forms • Great descriptors about each section of the new form

6. A QUICK GLANCE • Take 5 minutes • Discuss the similarities and differences between the forms • Content/compliance requirements • Physical characteristics

7. IEP COVER PAGESTUDENT INFORMATION

10. OTHER INFORMATION • Anything that would be pertinent to clarify parental-type issues. • Language spoken in the home. • Logging of attempts for parent involvement. • Optional form available from ODE (OP-09) • Does not replace required documents PR-01 Prior written notice or PR-02 parent invitation • Can write “N/A” if applicable.

12. Initial IEP • See Page 4 of Annotated IEP Form. • Timelines: • 30, 90, 120 days. • Transition between Part C to B.

13. Annual Review • See Page 4 of IEP Annotations. • 12 months since previous review meeting date. • 365 days -1

14. “Review other than Annual Review” and “Amendment” • See Pages 4 & 5 of Annotations. • May add multiple dates if more than one review is done. • Note the required members and the responsibility for excusal of participation • May occur through various methods

17. See Page 6 of IEP Annotations. • Districts should have procedures for the excusal process • optional form for written excusal (Handout OP-05)

18. Section 1 Future Planning • No difference in the process • Child’s skills and interests in relation to child’s education and employment goals.

19. Section 2 Special Instructional Factors • check yes/no based on the student’s needs • Determined and summarized in the evaluation team report, progress reports and other information provided by student’s parents and school • Moved to front sections of IEP • If marked yes in any area, information will be detailed in section 3, Profile and embedded within other sections of the IEP

21. 3. PROFILE In “old’ form this was a pieceof the Present Level of Performance. • Summarize strengths • How does disability affect the progress in general education curriculum • General information re: performance on state/district assessments • Secondary Transition age--Information related to adult living, working and learning • Preschool age--developmental strengths and opportunities in identified areas of development

22. 4. Post Secondary Transition • Statement of transition • Ages 14 and older (younger if appropriate) • Based on data from age appropriate transition assessments related to the transition needs of the child

23. Age Appropriate Transition Assessments(NSTTAC Indicator 13 FAQ) This is: “an ongoing process of collecting data; based on student’s needs, preferences and interests; related to demands of current and future working, educational, living, personal and social environments.”

24. Examples of Age Appropriate Transition Assessments (from NSTTAC Indicator 13 FAQ www.nsttac.org) • academic & aptitude evaluations • parent and student transition surveys • reviews of the records of students grades & IEP progress reports • career interest inventories • adaptive behavior/daily living skills assessments • formalized functional & vocational evaluations • ELSA documents • Other--Indicator 13 Checklist

25. 5. Postsecondary transition services Measurable Goal: • Define and project the appropriate postsecondary goals that address • Education and training, • Employment • Independent living skills (as needed) • Goal or goals that may be completed after the child graduates from high school.

26. Postsecondary Transition Services Courses of Study • Type of courses in which the child receives instruction during the school day • AP courses • Vocational education courses • Prerequisite for entrance to CTC or JVS • College Prep

27. Postsecondary Transition Services Services/Activities • Support the measurable postsecondary goal or goals • If identified as a related service supporting annual goal, list in Section 7 (Services) and not necessary to repeat here

28. Postsecondary Transition Services • Projected Beginning date • If it will be provided for the regular school term (per adopted school calendar), this may be left blank--use caution if leaving blank • Anticipated duration • How often will it be provided • Make sure clearly recorded • Person/Agency responsible • Identify name and title of only school/agency employees • Do not list “parent” or “child” here

29. Postsecondary Transition Services Target date for child to Graduate • Enter month, day and year of expected graduation with a regular high school diploma

30. PLOP--Starting point in process See pages 14-16 of Annotated IEP form.

31. Present Level of Performance will include information regarding: • Child’s classroom performance and the results of academic achievement or functional performance assessments that have been administered. • Baseline Data: • How does the child compare with their same age/grade peers. • This is where you will lay the foundation for Measurable Annual Goals. • Any special instructional factors identified in section 2 MUST be addressed in the PLOP of this section.

32. Measurable annual goals (See Pages 16 & 17 of Annotated IEP Form) • The foundation for each goal is found in the PLOP (where is the child now). • Measurable Annual Goals are more important now than ever! • IDEA 2004 Reauthorization expects • “improve educational results” • “To asses and ensure the effectiveness of education for children who have disabilities.”

33. Measurable annual goal • Myth’s • If it contains a %, it’s acceptable • Timmy will cross the street safely 80% of the time. • If it contains technical language or “words of art” it must be valid. • G will use strategies within the listening process to construct meaning. • If it contains an “action” verb, it is measurable • TJ will write using various forms to communicate for a variety of purposes and audiences. Barbara Bateman, Cynthia Herr

34. Measurable Annual Goals • Use measurable terms that describe what what reasonable expectations can be accomplished within a twelve-month period. • Condition • Clearly Defined Behavior • Performance Criteria • Observable, visible, or countable behavior

35. Monitoring the child’s progress towards the Measurable Annual Goal This is NEW! Progress monitoring is linked to the day-to-day instructional and assessment process. Place the letter of the corresponding method in the box labeled “methods,” or if the method is not one of the listed methods, write that method in this box.

36. Measurable Benchmarks / Objectives • See page 17 & 18 of Annotated IEP Form. • Short term objectives or benchmarks should include the same components as an annual goal: • Condition • Clearly Defined Behavior; AND • Performance Criteria.

37. Reporting Progress to Parents • This is a NEW format, not a new requirement!

39. 7. Description of Specially Designed Services • See Pages 19 - 21 of Annotated IEP Form. • Lists all types of supports and services within this IEP.

40. Related Services • Identify the primary service. • Spell out if consultation or collaboration is an additional service. • Can have multiple related services and multiple types of delivery under each related service.

41. Assistive Technology • Spells out the service that directly assists a child with a disability in the selection, acquisition or use of an assistive technology device. • Operating Standards for SWD Rule 3301-51-01(B)(2) and (3).

42. Accommodations • Access to course content without altering the amount or complexity of the information. • Linked to present level of performance. • Accommodations listed here may exceed, but must also include those given in testing situations.

43. Modifications • Alters the course content that will be taught to the child. • Decreases the amount and/or complexity of the information given.

44. Support for School Personnel • Identify the support that will be provided to school personnel who may need assistance in implementing the child’s IEP. • IEP team must list the following: • the school personnel to receive the support, • the specific support that will be provided, • who will provide the support, AND • where and when the support will take place.

45. Services to Support Medical Needs • Medications • Medical Services provided during the school day. • Does not need to be tied to specific goals dependent upon the type of support needed.

46. Goal(s) Addressed • Record the goal number that is supported by this service listing. • Goal number may be listed under more that one service.

47. Provider • List title and name of person who will be providing each service listed.

48. Location of Services • Where (physical location) will each service take place?

49. Begin / End • Begin: Enter the date the service will begin to be provided to the child. • End: Enter the date the service will stop.

50. Amount of Time • In minutes or hours • The amount of time entered for each type of service will be the TOTAL time that service will be provided.