Rolling Out the New IEP for OT/PT’s

1. Rolling Out the New IEPfor OT/PT’s State Support Team Region 13 Sue Bitsko, Susan Burns, Gretchen Estreicher, Deb McGraw, and Patrick Wong

2. 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…

3. PR-07 IEPIEP Tools Annotated Guide Forms

4. What is your IEP IQ? Cover Page

5. 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)

6. 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

7. Child’s Information • Name populates throughout the pages • If 14 yrs. – Transition Pages appear • If Ward of State – Surrogate parent field appears

8. Parent Information • Can add • additional boxes for parents that live at different addresses

9. 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.

10. 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

11. 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)

12. 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

13. Amendments • 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)

14. 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

15. Questions to Consider ?

16. 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

17. Section 3: Profile

18. 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

19. 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

20. 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

21. 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…

22. ? • 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

23. 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

24. 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

25. 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

26. 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

27. 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)

28. 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

29. 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

30. Section 7: Description of Specially Designed Services

31. 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

32. 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”.

33. 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

34. 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

35. 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?

36. 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

37. 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.

38. 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)

39. 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

40. 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

41. 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

42. 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

43. 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

44. ESY • 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

45. ESY • 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

46. Section 11: Least Restrictive Environment

47. 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

48. 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”

49. 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”

50. Section 13: Meeting Participants