Elementary Special Education

Reminders &

IEP Development

August 23, 2011

Setting up the IEP meeting

1) Check files to determine date of current IEP and set up dates for subsequent IEP meeting(s). Must meet on or before IEP due date

Check with School Staff to see availability of dates near the IEP due date: Look at the type of service page of the IEP and contact all of the related service personnel (e.g., Speech Therapist, OT, PT, etc.).

Document on Parent Contact Sheet:Document the various dates offered to the parent, as well as the times

offered for the IEP meeting. Document the parent agreed to the date and time. Let the parent know you will send a Notification of Meeting with a Draft copy of the IEP several days prior to the formal subsequent IEP meeting.

Move-In Students:

• Review IEP received from previous district. If there is something on the IEP that may be different than the services we provide and we are not in agreement to implementing the IEP as written or the parent is also in disagreement with the previous IEP, then we MUST conduct an IEP meeting within 10 School Days to amend the IEP. •If we are in agreement to previous district’s IEP, and we have contacted the parent who states they are also in agreement with previous IEP, then document on parent contact, AND send Written Notice. No meeting is required

When IEPs Must Be In Effect?

If Additional Information Is Necessary

• If additional information or new evaluations are necessary before a final placement decision can be made, an Interim IEP [good for 30 calendar days] may be written to ensure continued services. All procedures remain the same (e.g., Parent Contact for meeting date, Notification of Meeting, draft Interim IEP sent home, formal meeting, Written Notice).

• When evaluations are complete or other information is received, then develop the subsequent IEP based on the current data gathered within 30 days of the Interim IEP date.

No Current IEP• Parent states the student was on an IEP at the

previous district, but there is no IEP. Please contact the previous district to confirm the student was on an IEP. Request the district fax you the current IEP and current testing. (Note: Some parents confuse the term “special” with PE, Music, Art)

• No parent signature is required under IDEA to release confidential information from “public” school to “public” school.

• ANY outside agency or private school REQUIRES parent signature for release of confidential information

If a student has a primary disability of the following sensory deficit, please contact:

•Anne Parrett for students who are Blind or Visually Impaired•Diana Weed for elementary students who are Deaf or Hearing Impaired•Rita Vickery for pre-k or elementary students who are in need of an interpreter or assistive technology equipment to amplify their hearing.

Additional Assistance• Jenny Cody: Coordinator of Special Education (TA IIs)• Bobette Moisant: Technology Consultant (SEAS)• Susan McHugh: Speech Language Pathologist

Consultant/Facilitator• Karen Ruth Jackson: Child Find School Psychologist at

Special Services• Megan Moore: Special Education Program Specialist• Patricia “Patty” Lane: Transition Consultant (mainly works

with secondary, but provides outside agency resource information to disseminate to parents: e.g., DDSD).

I

Vertical Consultants• Debbie Biechler

• Memorial

• Cimarron

• Chisholm

• Clegern

• Clyde Howell

• Orvis Risner

• Russell Dougherty

• Will Rogers

• Dr. Deborah Schovanec• North• Cheyenne• Sequoyah• Centennial• Cross Timbers• Ida Freeman• John Ross• Northern Hills

• Deborah Hooper• Santa Fe• Central• Summit• Angie Debo• Charles Haskell• Sunset• Washington Irving• West Field

Questions about what to do?

Review IEP Paperwork in File1) Check Demographic Data in SEAS (MUST match

paperwork: Make sure Name of Student is complete including Middle name. Address and phone numbers are updated. Correct building site name, site code; and TOR has your name on the line if you are the IEP Teacher of Record

• 2) Primary and Secondary Disability Codes coincide with current paperwork in file: The Primary Disability Code is the Category of disability. The Secondary is the related service. Make sure MEEGS (last page with signatures) matches the Primary Code is SEAS. Please NOTE: Primary and Secondary Codes can not match (e.g., Primary Code 7 and Secondary Code 7 can NOT be entered). A child who is ED (7) can not get funding for counseling (7) since this related service is already weighted in the formula. You can have a student with Primary Code of 7 and a Secondary Code of 8 (means a student Primary Disability is ED with a Related Service of OT).

Developmental Delay• DD: Code 15………………..Age range is

3 to 9 years old

Must also have a SUSPECTED Code entered in SEAS

• Due to the Lindsey Nicole Henry HB 1744 we must document the Primary and the Suspected, (plus the Secondary Disability IF the child has a related service listed on the IEP) on the last page of the MEEGS, and in the DEMOGRAPHIC Screen in SEAS

Child Outcomes Summary Forms: Aged 3* Through 5

Initial IEP must include Outcomes: Preschool Entry Ratings

Just before the child turns6 years old the IEP team Must include Outcomes:Preschool Exit Ratings

Note: A Preschool Exit must also be completed if the child moves away prior to turning 6 yrs. old or is dismissed from IEP.

Does not require a formal IEP Meeting.

However, it is often conducted within a formal

meeting especially the initial entry

Below is an example of the Child Outcomes Summary Entry form to bring to the initial IEP meeting if the child is within the age range of 3, 4 or 5 years old. Child Outcome

rating is not required IF the child’s 6th birthday is within 6 months.

Summary of Relevant Results on the Child Outcome rating

forms• Please document current data in the boxes of the

Child Outcome Forms.

This data supports and justifies the reason the team is determining to what extent the child displaying age-appropriate functioning of a skill:

1 = Not Yet

3 = Emerging

5 = Somewhat

7 = Completely

Rating 1 - 71) Not Yet: Child’s skills and behaviors do not yet include any

immediate foundational skills—functioning much younger.

2) Between Emerging and Not Yet

3) Emerging: Child’s skills and behaviors include immediate foundational skills—functioning like a younger child

4) Between Somewhat and Emerging

5) Somewhat: Child’s functioning is a mix of age appropriate and not appropriate functioning—slightly younger child.

6) Between Completely and Somewhat

7) Completely: Child shows functioning expected for his or her age in all or almost all everyday situations—functioning appropriate for his/her age.

Preschool EntryAlso remember if the child moves to Edmond from another

district already on an IEP….even if the other district completed a Child Outcome Summary Entry form, we have to do another Child Outcome Summary Entry form.

Do not use the “exit” rating from the other district or Sooner Start…to obtain the child’s current “entry” rating. The Edmond/Parent IEP team needs to use any current data and observations to make new ratings for the entry form.

If the student moves to our district and is within 6 months of turning 6 years old then do NOT complete the Child Outcome Entry Form

Preschool ExitComplete on or before child’s 6th Birthday

Note: May complete exit prior to age 6, but within 3 months of the child turning 6 years.

When to complete an Exit Form:

1) Student moved away

2) Student exited off an IEP due to making progress

3) Student exited off an IEP due to parent revoking consent

Timeline from Initial Parent Consent Date to Initial

Eligibility on the Signature Date of the MEEGS

45 School DaysInitial Evaluations

Only

Within 30 calendar days of the date the team signs the eligibility form making the determination that the child needs special education and related services on the last page of the MEEGS…

…Many times the initial eligibility MEEGS meeting is on the same day

as the Initial IEP meeting, but you do have 30 calendar days.

How many days do we have from the initial eligibility determination to the IEP date?

Section 300.323(c)(1): “Initial IEPs; provision of services. Each public agency must ensure that—A meeting to develop an IEP for a child is conducted within 30 days of a determination that the child needs special education and related services.”

Where does the Primary Disability come from?

• MEEGS (OSDE Form 5)Multidisciplinary Evaluation and Eligibility Team/Group Summary

Last Page of the MEEGS: Write out what the team determines is the “suspected disability” under the “Conclusions” for Developmental Delay; otherwise, if older than 9 years old list the Primary Disability.

Primary Disability is Not based on the program the child attends.

Every time the team changes the category we

must update that information in SEAS

IEPMeetings

Get with the Principal, Counselor, General Ed Teacher(s), other IEP members as necessary (Speech,

OT, PT, Consultants, etc.) and set up dates for Subsequent IEP meeting for the whole school year, as

well as any re-evaluations that are due speak to the School Psychologist who serves your building site.

IMPORTANT

The School District must:

Scheduling the IEP Meeting

take steps to ensure that one or both parents are present at each IEP Team meeting

notify parents early enough to ensure that they will have an opportunity to attend

schedule an IEP meeting at a mutually agreed on time and place (Document on Record of Parent Contact) all the different optional dates/times; and

Send parents OSDE Form 6 Notification of Meeting

IDEA Regulations

Section 300.322

Parent Participation

Notification of MeetingIf coming from Sooner Start we must

document by mailing a separate Notification of Meeting form addressed to Sooner Start staff. Keep copy of this separate Notification in the file.

Sooner Start serves children birth through 2 years old.

Can we conduct a staff meeting without the parent?

YES• IDEA Regulations 2006

Section 300.501(b)(3): “A meeting does not include informal or unscheduled conversations involving agency personnel and conversations on issues such as teaching methodology, lesson plans, or coordination of service provision. A meeting also does not include preparatory activities that public agency personnel engage in to develop a proposal or response to a parent proposal that will be discussed at a later meeting.

What to bring to Staff Meeting:If initial or re-eval, School Psych brings test results/report and together staff give ideas to develop a draft IEP (if eligible). If

subsequent IEP, then bring a draft IEP to the staffing for everyone to review and give input.

Not a Federal Law Requirement

Send Draft IEP Home with Notification of Meeting

Giving the parent a draft copy prior to the IEP meeting will

help facilitate the meeting, plus the parent will have time to

review the proposal of services and goals suggested prior to the

IEP meeting date.

Parent Participation at the Meeting

May we hold the IEP meeting without the parent in attendance?

Section 300.501(c)(3)(4)

Yes, if we are unable to convince the parents to attend.

Document that you offered a telephone conference to include them in the meeting.

If you are unable to convince the parent to attend:Keep detailed records on the Parent Contact sheet of

attempts you made to arrange a mutually agreed-on time and place for the meeting---offering the parent a variety of dates

and times to choose from.

If the parent does not show• Section 300.503Complete OSDE Form 8 “Written Notice to Parents”---

Copy all paperwork completed within the meeting and mail to parents. Include a copy of Parent Rights and Survey (Contact Special Services for additional parent survey).

Send Written Notice to Parents After every meeting

(For example: obtaining consent for evaluation (OSDE form 4), subsequent IEP, amending IEP, etc.)

Excusing a Member from Attending the Meeting

Being “excused”—IDEA Reg Section 300.321 (e)(1)

• Parents and school must agree that the member’s attendance is not necessary

• Parents’ agreement (and the school’s) must be in writing (use Parent Consent OSDE form 4)

When a member of the IEP Team’s area is NOT being modified or discussed, the member may be excused from attending the meeting, in whole or in part, under two conditions:

Yes, if:

May a certain member of the IEP Team be excused if his or her subject area is going to be discussed?

Use Parent Consent (OSDE form 4)

Parents and school consent to excuse the member

Member submits, in writing to the parent and the IEP Team, input into the development of the IEP before the meeting

Excusing a Member from Attending the Meeting

Amending IEP w/out Meeting

If parents and school want to amend or modify the IEP, does the team have to actually, physically, meet?

No, not necessarily, but subject to certain

conditions

Section 300.324 (a)(4)

When can changes be made w/out an IEP meeting?

Pre-requisite: A current Subsequent IEP is already in place

Only when changes are being made to the child's IEP after the annual IEP Team meeting has been held for a school year

Only when parents and school agree not to convene the meeting (document on Record of Parent Contact)

Only if parents and school, instead, develop a written document to amend or modify the child’s current IEP and copies are mailed home, plus given to every school IEP member.

Not allowed for “subsequent” or annual IEP

Example: Add or Delete program modifications or accommodations used in testing

Amending the IEP

• If the Subsequent IEP is already in place and the IEP team meets to amend or modify the IEP at a later date, then have the parent sign OSDE Form 4 Parent Consent prior to making the change. Do not copy off a full IEP again. Give parent copy of front page and the page amended. However, if they request a full copy, please provide 1 copy.

• Initial and date the specific change on IEP

• Mark on the front page the date the IEP was amended or modified. Complete Written Notice to Parent OSDE form 8 and offer Parent Rights

Need Parent Consent OSDE Form 4

A waterfall of A waterfall of information?information?

The IEP Meeting The IEP Meeting ChecklistChecklist

Record of Access (Sign-in) A copy of Parental Rights and the

Official Parent Survey Form Current Draft and previous Subsequent

IEP to close out previous goals and objective

Parent Consent form (if someone might need to leave meeting or if a re-eval will be discussed or amending IEP)

IEP Papers that are additional: ESY checklist for determination Checklist for Alternate Assessments For students ages 3-5 the Preschool

Outcomes Entry or Exit form

What to take to every meeting?:

Written Notice to Parent

OSDE Form 8

Ensuring Parent Participation

We [the school district] must take whatever action is necessary to ensure that the parent understands the proceedings of the IEP Team meeting and understand their Parent Rights…

…including arranging for an interpreter for parents…

• who are deaf, or • whose native language

is other than English §300.322(c)

Developing the IEP together with parents

The starting point The starting point or baseline from or baseline from which to measure which to measure progress toward progress toward the annual the annual goals…goals…

Present Levels: Current Assessment Data:(may include

results of OCCT/EOIs, RtI Universal Screening and progress monitoring data, Psych Eval, Educational Eval, classroom assessments, transition/interest assessments….anything within a year).

Objective Statements (describing how the disability affect’s the student’s involvement and progress in the general ed curriculum, postsecondary transition, daily living skills, etc. List disability, age, program currently placed, describe academic/behaviors).

Information should be factual and measurable

Present levels should connect with all components throughout IEP (Include related services)

Strengths & Anticipated Effects• List Strengths AND write one statement about the

anticipated effects

EXAMPLE: Strength of the child …attendance and math

Sally’s good attendance will support her growth in learning; providing fidelity to improve her reading skills to assist her in being successful in the general curriculum.

Sally’s strength in math fluency will help her with applied problems

Educational Needs• These areas are to be considered in determining

measurable annual goals and short-term objectives or benchmarks:

• Reading• Math• Behavior• Articulation• Language

Special Factors to Consider

IEP Team must consider special factors associated with:

Must document how this students behavior will be addressed: develop a Positive Behavior Intervention Plan

Section 300.324(a)(2)

In the case of a child whose behavior impedes the child’s learning or that of others, consider the use of positive behavioral interventions and supports, and other strategies to address that behavior

Special Factors to Consider

Language and communication needs of children with Limited English Proficiency (aka, ELL)

Special Factors to Consider

Communication needs of all children, with particular emphasis on children who are deaf or hard of hearing

Contact Diana Weed or Rita Vickery

Special Factors to Consider

Regardless of the child’s disability, the IEP Team must consider:

Whether the child needs assistive technology devices and services

Often times contact a related service provider for consultation

Please consult with OT, PT, Speech, as well as one of the Special Services Consultants regarding AT Devices

• Slant Boards

• Adaptive keyboard (do NOT list specific brand names like Alpha Smart)

• Visual schedule/written schedule

• Sound Field System

• Augmentative communication device

Special Factors to Consider

Instruction in Braille and the use of Braille for children who are blind or visually impaired

Contact: Anne Parrett, Consultant

If any box is checked “YES”

Must explain determinations as to whether services are required in the IEP and how these special factors will be addressed to meet the child’s needs:

List out the type of assistive technology devices, or any other type of items to explain the special factor(s), or write “see attached Behavior Intervention Plan”

Parent Concerns

• Encourage parents to write their concerns down in their own handwriting. This prevents any miscommunication of their concern.

• Make sure to address parent’s concern in writing somewhere on the IEP (either through the goals, or in modifications, or Comment Form, or wherever applicable).

• It is best practice not to leave this area blank. If parent has no concerns, then ask the parent to write down that they have no concerns, as well as that they are pleased with their child’s program placement and progress.

Parent Concerns about specific Parent Concerns about specific academics….academics….

Measurable Benchmarks or Short-term Objectives

Must be addressed in writing

somewhere on the IEP. Who

Will Do What

Under What Conditions

&

How WellMust be at least two objectives/benchmarks per goal

Address through the Goals

Short-Term Objectives/ Benchmarks

• Who: The person who will perform the behavior• Will do what: The specific, measurable, and observable

behavior or skills to be performed, including a verb that tells what the learner will do

• Under what conditions: This may indicate what specific assistance or help will be given to the child to accomplish the skill. Conditions also include settings or circumstances in which the child will perform the skill or additional criteria; and

• How well: The child must successfully perform the skill listed in the objective or benchmark to accomplish the progress criteria, milestones, or steps for meeting the annual goal. This could be expressed in fractions, percentages, frequency rates, CBM scores, or phrases.

Standards-Based IEPs

When utilizing the goal banks in SEAS there are options for selecting from PASS (soon to be “Common Core State Standards/CCSS”), or CARG-A Standards, make sure to edit the goal and objective in order to make them measurable.

IEP—Goals & Objectives PageHow will the extent of progress toward annual goals be measured?

ExamplesData Sheets/Graphs

Curriculum Based Measurements (DIBELS/ AIMSweb)

Observation

Work Product

Inform Parents of progress as often as parents of non-disabled students. Describe How and How Often this will occur.Goal/Objective

Progress Report

Every 9 weeks

Extent of progress toward achieving the annual goals by the end of the year.Progress should be documented numerically using percent, number achieved or other calculation

Parents will be Informed regarding progress of Goals

• As often non-disabled students receive a report card, but some IEP teams may determine a more frequent time frame on progress reports of the goals/benchmarks/short-term obj.

• List specific assessment tool or checklist or data collection or Pre/Post Tests

• Do not use “Report Cards” unlesson a monitor IEP—the progress is reportingthe specific goal not the class grade.• Do not use observation unless you havedata to show to document the observation

Elementary Progress Report1st Quarter

Date

Level

2nd Quarter

Date

Level

3rd Quarter

Date

Level

4th Quarter

Date

Level

ESY

Date

Level

1st Quarter

Date

Level

2nd Quarter

Date

Level

3rd Quarter

Date

Level

4th Quarter

Date

Level

ESY

Date

Level

If we wrote the IEP in the middle of the 2nd and 3rd Quarter, where would we start the next progress report?

Type of Service Type of Service

Type of Service Co-Teaching Consultation Consultation with Monitoring Direct instruction in a Mild Resource Room for……

Math, English and Language Arts

Related Services

• Speech Language Therapy• Occupational Therapy• Physical Therapy• Counseling• Transportation• Audiology

Some students will have no related services. Others will have an evaluation and a determination by the team that a child needs a specific related service.

Do Not include Re-Evaluations as a related service

Continuum of PlacementContinuum of Placement

Continuum of Placement General education full-time (inside the regular

class more than 80% of the instructional day) Special class part-time (inside the regular class

40% to 80% of the day) Special class full-time (inside the regular class

less than 40% of the day)

If Placements are for Preschool Children Ages If Placements are for Preschool Children Ages 3-53-5

Continuum of Placement

• If the student is placed in a Special Education Pre-K Program with no mainstreaming--then use:

B1 Separate Class

• If the student is only coming to school for therapy--then use:

B 5 Service Provider Location

• If a reverse mainstream with related serv in class, then use:

E1 Age 3-5 Regular EC Prog

B

• If a reverse mainstream with pull out related services, then use

E2 Age 3-5 Regular EC Program with related services in other location

Amount of time in General Ed

• Below the Related Service Boxes is the Amount of Time in General Ed Setting

• Make sure to add together the type of service at the top, plus the related services amount of time and frequency to come up with the total amount of time in the general ed setting.

Supplementary Aids and Service

Examples:• Educational Deaf Interpreter• Sound Field System• Color Overlays• Braille writer• Sensory devices (cushion for chair)

Program Modifications

Examples:• Word Banks• Oral Testing• Reduce Reading Level• Extended time on test/assignments (be specific on

time----one hour, two hours, one day, two days, two weeks). Do not write a general statement of extending time

• Calculator

Supports for Personnel

Examples:

Access to adult assistance

Consultation with OT

VI Consultant

Deaf/HI Consultant

Specific Training in Autism

or visual schedules or whatever training is needed for the regular ed teacher to understand the student’s disability

State and Districtwide Assessments

• Accommodations MUST be implemented on a regular basis and listed under the Program Modification portion of the IEP, as well as under the State and Districtwide Assessment portions of the IEP

• If the team thinks a student might need an alternate assessment, then pull out the Criteria Checklist for Alternate Assessments: OAAP Portfolio or the OMAAP.

Must keep the checklist with the IEP in file as back-up documentation of the team’s decision making process.

Criteria Checklist for Alternate Assessments: OAAP or OMAAP

I. OAAP is the Portfolio---an example would be a student with cognitive deficits working on the CARG-A standards.

II. OMAAP is the written test on grade level---an example would be a student who is accessing a Mild Program, yet scored unsatisfactory on last year’s OCCT.

ESY Paperwork

Determination documentation:

12 Factors

ESY Service Page

Highlight Goals/Objectives to be Maintained: Do not highlight all goals

Enrollment form

Complete if Student needs ESY or team is in disagreement about whether or not the student needs ESY

Potential Harmful EffectsExamples:

• Missing out on instructional time

• The label itself

• Becoming dependent on adult support

Reason for RemovalExample: Even with modifications and supplementary aids/services, Johnny was not responding to the interventions implemented in the regular classroom (list specific academics or behavior)

Dates and Signatures

• List date of next IEP, Date of next 3 year• Obtain everyone’s signature• Tip: Highlight all areas that need parent signature

and/or initials so that you don’t miss any:

Parent Initial needed which covers:

1. Parent Rights

2. Translation/Interpreter needed (speak another language)

3. Parent Survey

When the IEP Is Completed…

1) Must give the parent a copy of their child’s IEP, as well as all other educational records at the close of meeting

2) Make a second copy to send to Special Services File Clerk

3) The Originals stay in School File

When copies of records are requested at other times, we mustcomplete the copies within 45 calendar days of a request.

Type Changes into SEAS

1. Once all signatures have been placed on the IEP, then go back into SEAS to make the changes in order to match paper file. Type verbatim from the changes

2. Archive the IEP

3. Type year first, then month, then day, then site---in parenthesis type a summary of what happened in meeting. For example:

2010, October 27 Sunset (Subsequent/Add OT related service)

Inactive Files

• When a student moves or exits from special education services what do we do with the file?

For one year maintain the inactive file at your building or if the student is moving up to the 6th grade/9th grade, then box that file up with the active files to send to the next building.

After one year of holding the inactive file and there is no activity on this student’s records, then send the file to Special Services Center, Attention File Clerk.

Parentally Placed Private School Children

Section 300.137: Equitable services determined  "(a) No individual right to special education and related services.  No parentally-placed private school child with a disabilities has an individual right to receive some or all of the special education and related services that the child would receive if enrolled in a public school. 

Section 300.138: Equitable services provided “(a)(2) Parentally-placed private school children with disabilities may receive a different amount of services than children with disabilities in public schools.”

Section 300.140: Due process complaints and State complaints: (a) Due process not applicable, except for child find.

New State Law: Lindsey Nicole Henry (LNH) regarding Private School Scholarship

Please Provide Parent with Notification of HB 1744 at each subsequent IEP meeting. Have them check “yes” or “no” and initial the Notification. Make copy for parent and place original in file

HB 3393/Revised as HB 1744 Goes into effect August 26, 2011

1) The IEP student MUST have spent the prior school year in attendance at a public school.

2) Parent MUST obtain acceptance for admission to a private school on letterhead that is accredited by OSDE (see website for list of participating private schools)

3) Parents must complete application and send documentation directly to OSDE.

Questions?

Please contact Special Services Center if you have any questions about the information included in this power point