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Rolling Out the New IEP for OT/PT’s. State Support Team Region 13 Sue Bitsko, Susan Burns, Gretchen Estreicher, Deb McGraw, and Patrick Wong. Who’s on your IEP team?. Special Educator Speech Primary = Must be the SLP Regular Educator (even for preschool) Parent District Representative

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rolling out the new iep for ot pt s

Rolling Out the New IEPfor OT/PT’s

State Support Team Region 13

Sue Bitsko, Susan Burns,

Gretchen Estreicher, Deb McGraw, and Patrick Wong

who s on your iep team
Who’s on your IEP team?
  • Special Educator
    • Speech Primary = Must be the SLP
  • Regular Educator (even for preschool)
  • Parent
  • District Representative
    • Principal, Pupil Personnel Director/District Representative,
    • Whomever they designate (requires: knowledge of general ed curriculum, can provide/supervise specially designed instruction, and can commit district resources )

These “magic 4” must have prior written excusals by the parent

Optional Others: other related service providers, child, individual aide, etc…

pr 07 iep iep tools
PR-07 IEPIEP Tools

Annotated Guide


iep effective dates should be
IEP Effective dates should be…
  • Starting the day of the meeting and ending 1 year from that date (i.e. 4/15/09-4/15/10)
  • Starting either the day of the meeting or whenever the start, and ending one year from that date. (i.e. 4/16/09 - 4/16/10)
  • Starting either the day of the meeting or whenever the start, and ending one day less than from the date (i.e. 4/15/09-4/14/10)
If a student has parents who are divorced and share custody, Whose name goes on the Parent Information section?
  • Both parents – add a box
  • Both parents – on the same line
  • The parent -where the student primarily lives
child s information
Child’s Information
  • Name populates throughout the pages
  • If 14 yrs. – Transition Pages appear
  • If Ward of State – Surrogate parent field appears
parent information
Parent Information
  • Can add
  • additional boxes for parents that live at different addresses
meeting information
Meeting Information
  • Initial=
    • Never Identified as SWD
    • Exited as SWD after evaluation
    • Move in from out of state and district evaluates
  • Review Other Than Annual Review:
    • if less than 1 yr.
iep timelines
IEP Timelines
  • ETR completion date:
    • Is the date of the meeting -when it was completed and signed
  • Next ETR:
    • No more than 3 years, or when transition to kindergarten
  • IEP start date:
    • First full week of school
  • Effective Dates
    • No more than 364 days
other information
Other Information
  • New Field – Document information not anywhere else, or information you want “up front”
  • Document attempts for parent involvement in IEP
  • ESY justification
  • Document related services dismissals (Best Practice)
iep form status
IEP Form Status
  • After you check the box at the bottom of each section – this will populate
  • Nice way to check what still needs to be completed
  • Can be accomplished in several ways:
    • May agree to convene entire team
    • Agree NOT to convene entire team- need written excusals for those not attending (can have face to face meeting or phone conference, email)
  • Can Document 3 ways:
    • Revise Entire IEP – need to send PWN
    • Make changes in body of IEP (highlight, underline, hand written), summarize changes in amendments part of IEP
    • Make changes on paper and attach (must include all elements)
section 1 future planning
Section 1: Future Planning


  • Based on a discussion with the child and family about the child’s future
  • Younger children – focus is on the education component, Older children- focus is postsecondary education goals and outcomes
  • 14+ there needs to be a specific goal for post high school that is somewhat realistic
  • Can not go to Due Process over this section
section 2 special instructional factors
Section 2: Special Instructional Factors


  • All Items marked “Yes” must be addressed in the IEP
  • If “yes” to visually impaired – will get the Section 15
  • If “yes” the information should be summarized in Section 3 Profile and strategies and supports will be part of the IEP
which one of these does not belong in the profile
Which one of these does NOT belong in the Profile
  • The student walks with a walker.
  • The family speaks Spanish as their primary method of communication.
  • The student can form 15 of the 26 letters.
  • Strengths and interests
section 3 profile1
Section 3: Profile
  • Information that is NOT connected to a goal
  • Include parents’ concerns, strengths and interests of child, results of state and district wide tests, recent evaluations…
  • Behaviors, LEP, Communication…(Special Instructional Factors)
  • Discuss academic, developmental and functional needs of the child
  • Include needs identified in ETR but not addressed in this IEP and tell why
  • How disability affects progress in general curriculum
  • Do not need to repeat if the information is in other sections
section 4 postsecondary transition 14 years
Section 4: Postsecondary Transition 14+ Years
  • If you check the box on the front page as being 14+ - you’ll get Section 4
  • Current courses of study-Proposed course of high school study based on realistic post secondary goals
  • What the student’s postsecondary goal is
  • Any related service needs that impede the student to get to their goal
section 4 postsecondary 16 years
Section 4: Postsecondary – 16+ years
  • Course of study
  • Strengths
  • What they need to learn based on their postsecondary goal (education/training, employment, independent living)
  • Assessments: how they will behave at work (attendance, job shadows, time-on-task), interest inventories, vocational evaluations, career surveys…


  • Goals must be based on transition assessments
  • Written in 3rd person “Sally will… upon completion of high school”.
  • District is NOT responsible for ensuring goals are completed after student leaves IEP coverage – but there should be a good faith effort documented by the district
section 5 postsecondary services cont
Section 5: Postsecondary Services Cont.
  • Can say “no need for goal as there is no need for specially designed instruction outside the regular education curriculum” – based on transition assessments
section 6 measurable annual goals plop
Section 6: Measurable Annual Goals: PLOP
  • Area = ACS or communication, behavior….
  • Present levels of Performance:
    • Academic, functional (hygiene, community based instruction, safety…), post secondary transition
    • How the disability impacts progress in general ed. curriculum
    • Where the student should be (compared to typical peers)
    • What is the gap between the students current achievement and grade level standards.
    • Use clear and concrete terminology
    • PLOP must be linked to ETR, needs and goals
plop what causes compliance errors
PLOP – What causes compliance errors?
  • Lack of sufficient data and information
    • Quantitative (numerical) and/or
    • Qualitative (can do – cannot do)
    • Typical peer data (should be able to…)
  • Data is not current or time referenced
  • PLOP is not linked to goals or needs
  • PLOP does not indicate how the disability has an impact in making progress in the general education curriculum
section 6 measurable annual goal cont
Section 6: Measurable Annual Goal- Cont.
  • Goals should be prioritized and accomplished in 12 months
  • Aligned to Academic Content Standards/ Standards Based IEP
  • Must be a direct relationship between the ETR, PLOP and goals
  • Must contain: condition, clearly defined behavior, criteria for mastery
  • Specify how the team will determine that the student has met the goals – clear picture
  • Stranger test
annual goal objectives what causes compliance errors
Annual Goal/Objectives – What causes compliance errors?
  • Using “increase”, “decrease” or “improve without a baseline and target
  • Using grade scores (A, B, 75 or 90)
  • Inappropriate measurement or not compatible to baseline measurement in PLOP
  • Too many variables (kitchen sink approach)
section 6 measurable annual goal cont1
Section 6: Measurable Annual Goal- Cont.
  • Objectives (steps towards goal) or
  • Benchmarks (able to do by a specific time)
  • These are your plan for reaching the annual goals and the means of reporting progress – if not achieving – Revise them.
  • Must be a direct relationship between the Goal and the objective/benchmarks
  • Should include condition, clearly defined behavior and performance criteria
section 6 measurable annual goal reporting
Section 6: Measurable Annual Goal – Reporting
  • How the progress will be reported and how often
  • Check all the boxes that apply
  • Must be at least concurrent with issuing of report cards and periodic reports for typical students

In the Specially Designed Services section, If an OT saw a student in a on an individual basis, and in the classroom and provided consultative services they would…

  • Put two boxes of services one describing the direct (pull out and classroom) and one for consultative
  • Put three boxes, one for each service
  • Put one box describing all the services
If a student only needs a certain service occasionally (i.e. assessing seating and access needs for each class) you should…
  • Write the service and put “as needed”
  • Write the service and give specific frequency, duration and location of the service.
  • Write the service and put “when the student needs supports”.
section 7 specially designed services
Section 7: Specially Designed Services
  • Why Reformat?
    • Confusing when had goals with 20 min, 20 min (20 vs. 40 minutes)
    • Writing goals just to add services
    • Must be connected to PLOP/needs
  • Synthesize services on this page by:
    • provider,
    • location,
    • and service
  • Provider title and name (Medicaid requirements)
    • If provider changes no meeting required
determining services
Determining Services

Once qualifies as a SWD:

  • Autism
  • Cognitive Disability
  • Deaf blindness
  • Deaf
  • Hearing Impaired
  • Emotional Disturbance

Multiple disabilities

Orthopedic Impairment

Other Health Impaired

Specific Learning Disability

Speech and Language

Traumatic Brain Injury

Visual Impairment

14. Developmental Delay

  • Team determines what specialized instruction/services the student needs for FAPE
  • Related service can stand alone as special education
section 7 specially designed services1
Section 7: Specially Designed Services
  • Specially Designed Instruction – BE SPECIFIC!!
    • What is the specially designed instruction?
    • To how many? (individual, small group, large group)
    • What goals for that service?
    • Who Provides? (Name AND Title)
    • Where?

Related Services

  • Be specific as to what you are going to do, where, how frequently, etc…
  • If providing multiple services/
  • environments you must make a new box- so it is clear
  • Can have a range – shouldn’t always be the minimum
assistive technology services
Assistive Technology Services
  • AT Devices:
    • “Any item, piece of equipment or product …that is used to increase, maintain, or improve the functional capabilities of a child with a disability.”
    • “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.
accommodations modifications
  • Accommodations:
    • Be Specific (i.e. “ extended time when over 2 pages”, scribe for written work when over 4 pages”)
    • Do NOT need to specify frequency or duration of accommodations
  • Modifications:
    • Altering the content (decreasing amount or complexity)
support for school personnel
Support for School Personnel
  • Support for School Personnel:
    • Training, aide, resource materials, equipment, consultation with other professionals… (i.e. how to implement sensory diet, program for standing, how to transfer safely…)
    • Specify who is getting and who is giving the training
  • Services to Support Medical Needs:
    • Medical services child needs to receive FAPE
service what causes compliance errors
Service - What causes compliance errors?
  • Service is written as
    • a place
    • A person
    • A disability category
    • “And/or”
    • “as needed”
  • Lacks a description or is too vague
section 8 transportation
Section 8: Transportation
  • Always has been a requirement
  • If child needs transportation to access FAPE
  • If the child can ride the regular yellow bus with no supports – they won’t need transportation as a related service
section 9 nonacademic extracurricular
Section 9: Nonacademic/Extracurricular
  • Always has been a requirement
  • Document opportunities to participate in non-academic activities
  • If parent doesn’t want participation, specify “parent and child do not wish to participate”
  • If parent does want participation – you must provide whatever supports the child needs to participate fully
  • If it is in the IEP – it must happen as it is FAPE
section 10 general factors
Section 10: General Factors


  • If you put “no” it will guide you to go back and consider
  • ESY:
    • The determination must be made even if the parents do not specifically request it
  • Consider:
    • Regression, recoupment, emerging critical skills
    • If unlikely to maintain skills relevant to IEP goals
    • Extent mastered a skill at the point when educational programming will be interrupted
    • Extent to which the skills are crucial to meet the IEP goals of independence
    • Whether the disability is severe
  • Need reliable sources of information:
    • Progress on goals in consecutive IEPS
    • Progress reports before and after interruptions
    • Reports by parents of negative changes in adaptive behaviors or in other skill areas
    • Medical or other agency reports – exacerbated during breaks
    • Observations and opinions by parents, educators, and others
    • Results of assessments
  • ESY can NOT be based on :
    • Desire for respite care
    • Desire for summer recreation
    • Desire for other services that, while they may provide educational benefit, are not required to ensure FAPE
  • If ESY is provided, the IEP must contain:
    • Type of ESY services, location, frequency and duration of services
    • Beginning date and anticipated end date
    • Which goals/objectives will be addressed
what would be a good reason for a swd to receive services outside the regular ed classroom
What would be a good reason for a SWD to receive services outside the regular ed. classroom?
  • He needs a modified curriculum.
  • He disrupts the group.
  • He needs more opportunities for repetition and practice with immediate feedback, than are available in the general ed. classroom
section 11 least restrictive environment1
Section 11: Least Restrictive Environment


  • Do NOT use EMIS codes (i.e. 21% day special ed outside classroom)
  • Don’t use: “functioning below peers, in comfort of resource room, taking longer than regular ed, where he doesn’t feel self conscious…”
  • Must justify/give a rationale for why the child needs services outside the regular ed. environment
  • (i.e. due to need for limited distractions,
  • intensive teaching, repetition,
  • frequent feedback)

3/11/09 AG – Pg 27 “ and justify the choice in the field that appears”


Tell WHY won’t participate without accommodations

  • Is excused from consequences? If yes list the areas excused
  • Allowable accommodations on ODE website

3/11/09 AG Pg. 28 See Appendix H in Ohio Statewide Testing Program Rule Book; Pg. 29 1st paragraph district wide or state-wide testing “with accommodations or modified assessment”

students must be invited to the iep if
Students MUST be invited to the IEP if…
  • They are 14 years or older and transition is being discussed.
  • If appropriate
  • All of the above
if a related service provider attends only part of the meeting
If a related service provider attends only part of the meeting….
  • They sign as a IEP meeting participant.
  • They sign as “people not in attendance who provided information and recommendations”.
  • Don’t sign the IEP.
if an ot pt is providing a related service and can not attend the meeting they
If an OT/PT is providing a related service and can not attend the meeting they…
  • Must provide their information in writing before the meeting and get a parent written excusal.
  • Must get a parent written excusal.
  • Provide their information ahead of time but no excusal is needed.
if a team member is excused from a meeting and sign on a later date they should
If a team member is excused from a meeting and sign on a later date they should…
  • Write the date of the meeting
  • Write the date they submitted their information
  • Write the date they sign it
  • Either #2 or #3

Section 13: Participants

  • Mark all types of meetings that were done
  • Required participants have an *
  • If they have an * and don’t attend – they need written excusal (for whole or part)
  • Can change the text in the position field
  • If they don’t attend the ENTIRE meeting they sign in the Not in Attendance area
  • Date = date they provide information or date signed after IEP meeting
ot pt excusal
OT/PT Excusal
  • Related Service Provider:
    • Don’t need excusal, as probably aren’t one of the “magic 4”
  • As a Primary Handicapping Condition:
    • You are the main specially designed services and thus you really can’t meet unless you are there (Reschedule)
if a parent revokes consent for special education and related services the district
If a parent revokes consent for special education and related services the district …
  • Must continue to offer FAPE, including 3 yr. reevaluation
  • Provides PR-01
  • Does nothing
section 14 signatures1
Section 14: Signatures
  • Parent signature is required for Initial IEP and change of placement
  • If the parents don’t consent for initial, or revoke consent – the child exits from special ed. and is no longer entitled to FAPE
  • Document that the student was invited after age 16.
services plan pr 09
Services Plan PR-09

Annotated Guide


Available at

nonpublic placement
Nonpublic Placement
  • If a district places a SWD in a nonpublic school, the child is entitled to FAPE, and must have an IEP written by the district which is implemented by the non public school.
  • If a parent unilaterally places a SWD in a non public school, the child is NOT entitled to FAPE. They would receive a Services Plan for the services the child receive. (Part B funds)
service plan pr 09 components
Service Plan (PR-09) Components

Only Contains:

  • Identifying Information – (Page 1)
  • Measureable Annual Goals- (Section 6)
  • Descriptions of Specially Designed Services (Section 7)
  • Statewide and District wide testing (Section 12)
  • Meeting Participants (Section 13)
  • Signatures (Section 14)