1032012

Thanks for joining us for the webinar Individualized Education Plans (IEPs)

Required Elements

The handouts can be viewed and printed by visiting the PaTTAN website training calendar

wwwpattannet Click on todayrsquos date and the name of this webinar

1

Individualized Education Plans (IEPs) Required Elements

October 16 2012 PaTTAN Webinar

Ann Hinkson-Hermmann Diane Funsten

Pennsylvania Training and Technical Assistance Network

1

1032012

PaTTANrsquos Mission

The mission of the Pennsylvania Training and Technical Assistance

Network (PaTTAN) is to support the efforts and initiatives of the Bureau of

Special Education and to build the capacity of local educational agencies to serve students who receive special

education services

3

PDErsquos Commitment to Least Restrictive Environment (LRE)

Our goal for each child is to ensure Individualized Education Program (IEP)

teams begin with the general education setting with the use of Supplementary Aids and Services

before considering a more restrictive environment

4

2

1032012

Objectives

The goals of this webinar are to facilitate your understanding of

1 The purpose of an IEP 2 The required contents and forms used in IEP development 3 The required composition of an IEP team 4 How the sections of the IEP connect to each other 4 Resources to aid in the development of IEPs

5

IEP PURPOSE

6

3

1032012

The IEP is both a

document and a process

7

Purpose of an IEP

bull ldquoto ensure that all children with disabilities have available to them a free appropriate public education that emphasizes special education and related services designed to meet their unique needs and prepare them for further education employment and independent livingrdquo

IDEA 2004

8

4

1032012

The IEP shouldhellip

1 State the services the local education agency (LEA) will provide for the child

2 Set reasonable learning goals for the child that they can accomplish in one year

9

Who develops the IEP

bull IEP Team Composition Must include the parent a special education teacher and a generaleducation teacher LEA representative andsomeone to interpret evaluation results Other key team members are decided upon based upon the individualstudentrsquos needs

bull The IEP Teamrsquos Task The team meets reviews information about the student and designsthe educational program to meet the studentrsquos needs based upon the studentrsquos disability

10

5

1032012

When must the IEP be developed

After completion of Evaluation or Reevaluation Report bull The IEP must be developed within 30 calendar

days

bull The IEP must be implemented as soon as possible or within 10 school days

11

IEP FORMS

12

6

1032012

Invitation to Participate in the IEP Team Other Meeting

bull Options ndash Discuss evaluationreevaluation and develop IEP ndash Discuss current IEP to review and revise it as

needed ndash Other meeting (review of existing evaluation data

for reevaluation discuss student progress etc)

bull Student must be invited if discussing transition services

bull LEA must provide interpreteraccommodations bull LEA must notify parents to ensure participation 13

Parental Consent to Excuse Members from Attending the IEP Team Meeting

Any IEP team member may be excused bull If area of curriculumservice not being

discussedmodified (Attendance not necessary) ndash Parent agrees in writing

bull If area is being discussedmodified (Excusal) ndash Parent gives written consent ndash Member submits written report to parentIEP team

14

7

1032012

Individualized Education Program (IEP)

Written statement of the educational program designed to meet childrsquos individual needs

bull Demographics bull Program Modifications and Specially Designedbull Special Considerations Instructionbull Present Levels

bull Related Services bull Transition Services bull Supports for School bull Participation in

PersonnelStatewideLocal bull Extended School Year Assessments bull Educational Placement bull GoalsObjectives bull PennData Reporting bull Progress Monitoring 15

IEP Dates

bull Team Meeting Date

bull Implementation Date

bull Anticipated Duration of ServicesPrograms

16

8

1032012

IEP NewAnnual ReviewRevisionReevaluation

bull New IEPAnnual Review ndash IEP in effect for one calendar year minus 1 day

bull Revisions ndash Can occur without IEP team meeting ndash Revisions section documents HOW the agreed upon revisions

occurred (when who what) ndash Implementation Date not changed

bull Reevaluation ndash New IEP must be developed within 30 calendar after RR

bull New MeetingImplementationDuration Dates

17

Notice of Recommended Educational PlacementPrior Written Notice When to Issue

Type of action taken Proposes initial provision of special education and related services (For this action the school may

not proceed without your written consent in Section 8 of this document) Refusal to initiate an evaluation (Must issue Procedural Safeguards Notice) Proposes to change the identification evaluation or educational placement of the child or the

provision of a free appropriate public education (FAPE) Refusal to change the identification evaluation or educational placement of the child or the

provision of a free appropriate public education (FAPE) Change of placement for disciplinary reasons (Must issue Procedural Safeguards Notice) Due process hearing or an expedited due process hearing initiated by schooldistrict Graduation from high school Exiting special education Exiting high school due to exceeding the age eligibility for a free appropriate public education (FAPE) Refusal to change the identification evaluation or a free appropriate public education (FAPE) Extended School Year (ESY) services Response to request for an independent educational evaluation (IEE) at public expense Other

18

9

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NOREPPWN Parental Consent

bull ParentGuardianSurrogate signsreturns it within 10 calendar days

bull If form NOT completed and parent consent is NOT required the school will proceed as proposed after 10 calendar days

bull Consent options ndash Request meeting ndash Approve actionrecommendation ndash Do not approve actionrecommendation (Request mediation or due

process hearing)

bull Child will remain in the current programplacement only if parents request due process hearing or mediation through the Office for Dispute Resolution ndash If not LEA will implement the actionrecommendation(s)

19

NOREPPWN Revocation of Services

bull NOREP used to document parental revocation

bull Required prior to termination of services bull Cessation of all special ed services bull LEAs may not use mediation or due process

to override the parentsrsquo revocation of consent

QampA wwwpattannet LegalmdashPA Laws and Regulations Parent Revocation of Consent for Special Education

Programs and Services 20

10

1032012

Summary of Academic Achievement and Functional Performance

For students exiting HS bull Assist the student in identifying supports in

postsecondary settingsworkplacecommunity bull Help student better understand the impact of

hisher disability

21

Standards Aligned IEPs

Access to General Education Curriculum bull Legal bases for developing standards-aligned IEPs

ndash NCLB Child with disability must receive reasonable adaptationsaccommodations necessary to measure academic achievement relative to state academic standards

ndash IDEA IEP must include goals designed to meet childrsquos needs to enable child to be involved in and make progress in general education curriculum

22

11

1032012

SA IEPs Access to GEC

Must ensure access to general ed curriculum bull Appropriate standards-based instructional goals bull Research-based

ndash instructional methodspractices ndash materialsmedia ndash supportsaccommodations ndash assessment toolsprocedures

COMING SOON Standards Aligned IEPs Major Points and Misconceptions

November 15 2012 330 PM ndash 430 PM 23

CONNECTING THE PARTS OF THE IEP

24

12

1032012

Like a good book the crucial elements of the IEP should tell a story so that the team can develop a plan to meet the childrsquos educational needs

25

IEPs

6 Determine Placement

5 After considering the above write a measurable annual goal which includes progress monitoring

4 Identify specially designed instruction

3 Identify post-school goals if the student is 14 years or older

2 Identify and prioritize student needs (academic and functional skills)

1 Review Present Levels of Academic Achievement and Functional Performance

26

13

1032012

1 Review Present Levels of Academic Achievement and Functional Performance

bull Give a clear snapshot of the studentrsquos current performance

bull Foundation for the remainder of the IEP

bull Data driven academics functional skills and transitionvocational skills

bull Interpret ndash assessment data and other relevant information

bull Build upon studentrsquos strengths and parent input

27

Present Levels should not be

bull A listing of data without any interpretation bull Lengthy narratives regarding performance in

every class bull Irrelevant datainformation bull Written in a manner that is not

understandable or parent friendly bull Fragmented with details that are unconnected

28

14

1032012

2 Identify and prioritize student needs (academic and functional skills)

bull Identify needs based upon the information in the Present Levels ndash Leads to developing measurable annual goals ndash Leads to developing post-school transition goals ndash Leads to developing specially designed instruction

29

3 Identify post-school goals if the student is 14 years or older

bull Statements that reflect what the student plans to do after high school in the areas of ndash Post-secondary educationtraining

ndash Employment

ndash Independent living (if appropriate)

30

15

1032012

4 Identify specially designed instruction

bull Address the unique needs of the student that result from the studentrsquos disability

bull Ensure access of the student to the general curriculum so that the student can progress in general education ndash Supplementary aids and services ndash Adaptationsmodifications

31

5 After considering the above write a measurable annual goal which includes progress monitoring

bull Meet the studentrsquos needs that result from the studentrsquos disability to enable the child to be involved in and make progress in the general education curriculum

bull Meet each of the childrsquos other educational needs that result from the studentrsquos disability

32

16

1032012

6 Determine Placement

bull Questions for the group to consider regarding placement

bull Type of Support ndash Amount of services ndash Type of services ndash Location of services

33

6 Determine Placement

bull To the maximum extent appropriate children with disabilities are educated with children who are nondisabled and special classes separate schooling or other removal of children with disabilities from the regular educational environment occurs only if the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily

IDEA

34

17

1032012

6 Determine Placement

bull Explanation of the extent if any to which the student will not participate with students without disabilities in the regular education class AND

bull Explanation of the extent if any to which the student will not participate with students without disabilities in the regular education curriculum

35

6 Determine Placement

bull Type of Support ndash Amount of services ndash Type of services ndash Location of services

36

18

1032012

IEPs

6 Determine Placement

5 After considering the above write a measurable annual goal which includes progress monitoring

4 Identify specially designed instruction

3 Identify post-school goals if the student is 14 years or older

2 Identify and prioritize student needs (academic and functional skills)

1 Review Present Levels of Academic Achievement and Functional Performance

37

IEP RESOURCES wwwpattannet

38

19

1032012

PaTTAN Resources

bull Parent Guide

bull Resolution Meetings bull Revocation bull PennDataLRE

39

PaTTAN Resources

bull Process Timelines bull ESY bull SAAFP bull Standards Aligned

IEPs

40

20

1032012

Chapter 14 Questions and Answers

41

Upcoming Webinars IEP Series

bull Standards Aligned Individualized Education Programs (IEPs) Major Points and Misconceptions ndash November 15 2012 330 PM ndash 430 PM

bull Navigating the Resources on the PaTTAN Website ndash December 5 2012 330 PM ndash 430 PM

bull Individualized Education Programs (IEPs) with a Focus on Consideration of Assistive Technology ndash February 20 2013 330 PM ndash 430 PM

42

21

1032012

Upcoming Webinars IEP Series

bull Individualized Education Programs (IEPs) for Students with Reading and Writing Disabilities ndash March 21 2013 330 PM ndash 430 PM

bull Addressing Behavior in the Individualized Education Program (IEP) ndash April 10 2013 330 PM ndash 430 PM

bull Individualized Education Programs (IEPs) for Students with Math Deficits ndash May 15 2012 330 PM ndash 430 PM

43

Contact Information wwwpattannet

Ann Hinkson-Herrmann AHinkson-Herrmannpattannet

Commonwealth of Pennsylvania Tom Corbett Governor Diane Funsten

dfunstenpattannet Pennsylvania Department of Education Ronald JTomalis Secretary

Carolyn C Dumaresq Ed D Deputy Secretary Office of Elementary and Secondary Education

John JTommasini Director Bureau of Special Education

Patricia HozellaAssistant Director Bureau of Special Education

44

22

1032012

Objectives

The goals of this webinar are to facilitate your understanding of

1 The purpose of an IEP 2 The required contents and forms used in IEP development 3 The required composition of an IEP team 4 How the sections of the IEP connect to each other 4 Resources to aid in the development of IEPs

5

IEP PURPOSE

6

3

1032012

The IEP is both a

document and a process

7

Purpose of an IEP

bull ldquoto ensure that all children with disabilities have available to them a free appropriate public education that emphasizes special education and related services designed to meet their unique needs and prepare them for further education employment and independent livingrdquo

IDEA 2004

8

4

1032012

The IEP shouldhellip

1 State the services the local education agency (LEA) will provide for the child

2 Set reasonable learning goals for the child that they can accomplish in one year

9

Who develops the IEP

bull IEP Team Composition Must include the parent a special education teacher and a generaleducation teacher LEA representative andsomeone to interpret evaluation results Other key team members are decided upon based upon the individualstudentrsquos needs

bull The IEP Teamrsquos Task The team meets reviews information about the student and designsthe educational program to meet the studentrsquos needs based upon the studentrsquos disability

10

5

1032012

When must the IEP be developed

After completion of Evaluation or Reevaluation Report bull The IEP must be developed within 30 calendar

days

bull The IEP must be implemented as soon as possible or within 10 school days

11

IEP FORMS

12

6

1032012

Invitation to Participate in the IEP Team Other Meeting

bull Options ndash Discuss evaluationreevaluation and develop IEP ndash Discuss current IEP to review and revise it as

needed ndash Other meeting (review of existing evaluation data

for reevaluation discuss student progress etc)

bull Student must be invited if discussing transition services

bull LEA must provide interpreteraccommodations bull LEA must notify parents to ensure participation 13

Parental Consent to Excuse Members from Attending the IEP Team Meeting

Any IEP team member may be excused bull If area of curriculumservice not being

discussedmodified (Attendance not necessary) ndash Parent agrees in writing

bull If area is being discussedmodified (Excusal) ndash Parent gives written consent ndash Member submits written report to parentIEP team

14

7

1032012

Individualized Education Program (IEP)

Written statement of the educational program designed to meet childrsquos individual needs

bull Demographics bull Program Modifications and Specially Designedbull Special Considerations Instructionbull Present Levels

bull Related Services bull Transition Services bull Supports for School bull Participation in

PersonnelStatewideLocal bull Extended School Year Assessments bull Educational Placement bull GoalsObjectives bull PennData Reporting bull Progress Monitoring 15

IEP Dates

bull Team Meeting Date

bull Implementation Date

bull Anticipated Duration of ServicesPrograms

16

8

1032012

IEP NewAnnual ReviewRevisionReevaluation

bull New IEPAnnual Review ndash IEP in effect for one calendar year minus 1 day

bull Revisions ndash Can occur without IEP team meeting ndash Revisions section documents HOW the agreed upon revisions

occurred (when who what) ndash Implementation Date not changed

bull Reevaluation ndash New IEP must be developed within 30 calendar after RR

bull New MeetingImplementationDuration Dates

17

Notice of Recommended Educational PlacementPrior Written Notice When to Issue

Type of action taken Proposes initial provision of special education and related services (For this action the school may

not proceed without your written consent in Section 8 of this document) Refusal to initiate an evaluation (Must issue Procedural Safeguards Notice) Proposes to change the identification evaluation or educational placement of the child or the

provision of a free appropriate public education (FAPE) Refusal to change the identification evaluation or educational placement of the child or the

provision of a free appropriate public education (FAPE) Change of placement for disciplinary reasons (Must issue Procedural Safeguards Notice) Due process hearing or an expedited due process hearing initiated by schooldistrict Graduation from high school Exiting special education Exiting high school due to exceeding the age eligibility for a free appropriate public education (FAPE) Refusal to change the identification evaluation or a free appropriate public education (FAPE) Extended School Year (ESY) services Response to request for an independent educational evaluation (IEE) at public expense Other

18

9

1032012

NOREPPWN Parental Consent

bull ParentGuardianSurrogate signsreturns it within 10 calendar days

bull If form NOT completed and parent consent is NOT required the school will proceed as proposed after 10 calendar days

bull Consent options ndash Request meeting ndash Approve actionrecommendation ndash Do not approve actionrecommendation (Request mediation or due

process hearing)

bull Child will remain in the current programplacement only if parents request due process hearing or mediation through the Office for Dispute Resolution ndash If not LEA will implement the actionrecommendation(s)

19

NOREPPWN Revocation of Services

bull NOREP used to document parental revocation

bull Required prior to termination of services bull Cessation of all special ed services bull LEAs may not use mediation or due process

to override the parentsrsquo revocation of consent

QampA wwwpattannet LegalmdashPA Laws and Regulations Parent Revocation of Consent for Special Education

Programs and Services 20

10

1032012

Summary of Academic Achievement and Functional Performance

For students exiting HS bull Assist the student in identifying supports in

postsecondary settingsworkplacecommunity bull Help student better understand the impact of

hisher disability

21

Standards Aligned IEPs

Access to General Education Curriculum bull Legal bases for developing standards-aligned IEPs

ndash NCLB Child with disability must receive reasonable adaptationsaccommodations necessary to measure academic achievement relative to state academic standards

ndash IDEA IEP must include goals designed to meet childrsquos needs to enable child to be involved in and make progress in general education curriculum

22

11

1032012

SA IEPs Access to GEC

Must ensure access to general ed curriculum bull Appropriate standards-based instructional goals bull Research-based

ndash instructional methodspractices ndash materialsmedia ndash supportsaccommodations ndash assessment toolsprocedures

COMING SOON Standards Aligned IEPs Major Points and Misconceptions

November 15 2012 330 PM ndash 430 PM 23

CONNECTING THE PARTS OF THE IEP

24

12

1032012

Like a good book the crucial elements of the IEP should tell a story so that the team can develop a plan to meet the childrsquos educational needs

25

IEPs

6 Determine Placement

5 After considering the above write a measurable annual goal which includes progress monitoring

4 Identify specially designed instruction

3 Identify post-school goals if the student is 14 years or older

2 Identify and prioritize student needs (academic and functional skills)

1 Review Present Levels of Academic Achievement and Functional Performance

26

13

1032012

1 Review Present Levels of Academic Achievement and Functional Performance

bull Give a clear snapshot of the studentrsquos current performance

bull Foundation for the remainder of the IEP

bull Data driven academics functional skills and transitionvocational skills

bull Interpret ndash assessment data and other relevant information

bull Build upon studentrsquos strengths and parent input

27

Present Levels should not be

bull A listing of data without any interpretation bull Lengthy narratives regarding performance in

every class bull Irrelevant datainformation bull Written in a manner that is not

understandable or parent friendly bull Fragmented with details that are unconnected

28

14

1032012

2 Identify and prioritize student needs (academic and functional skills)

bull Identify needs based upon the information in the Present Levels ndash Leads to developing measurable annual goals ndash Leads to developing post-school transition goals ndash Leads to developing specially designed instruction

29

3 Identify post-school goals if the student is 14 years or older

bull Statements that reflect what the student plans to do after high school in the areas of ndash Post-secondary educationtraining

ndash Employment

ndash Independent living (if appropriate)

30

15

1032012

4 Identify specially designed instruction

bull Address the unique needs of the student that result from the studentrsquos disability

bull Ensure access of the student to the general curriculum so that the student can progress in general education ndash Supplementary aids and services ndash Adaptationsmodifications

31

5 After considering the above write a measurable annual goal which includes progress monitoring

bull Meet the studentrsquos needs that result from the studentrsquos disability to enable the child to be involved in and make progress in the general education curriculum

bull Meet each of the childrsquos other educational needs that result from the studentrsquos disability

32

16

1032012

6 Determine Placement

bull Questions for the group to consider regarding placement

bull Type of Support ndash Amount of services ndash Type of services ndash Location of services

33

6 Determine Placement

bull To the maximum extent appropriate children with disabilities are educated with children who are nondisabled and special classes separate schooling or other removal of children with disabilities from the regular educational environment occurs only if the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily

IDEA

34

17

1032012

6 Determine Placement

bull Explanation of the extent if any to which the student will not participate with students without disabilities in the regular education class AND

bull Explanation of the extent if any to which the student will not participate with students without disabilities in the regular education curriculum

35

6 Determine Placement

bull Type of Support ndash Amount of services ndash Type of services ndash Location of services

36

18

1032012

IEPs

6 Determine Placement

5 After considering the above write a measurable annual goal which includes progress monitoring

4 Identify specially designed instruction

3 Identify post-school goals if the student is 14 years or older

2 Identify and prioritize student needs (academic and functional skills)

1 Review Present Levels of Academic Achievement and Functional Performance

37

IEP RESOURCES wwwpattannet

38

19

1032012

PaTTAN Resources

bull Parent Guide

bull Resolution Meetings bull Revocation bull PennDataLRE

39

PaTTAN Resources

bull Process Timelines bull ESY bull SAAFP bull Standards Aligned

IEPs

40

20

1032012

Chapter 14 Questions and Answers

41

Upcoming Webinars IEP Series

bull Standards Aligned Individualized Education Programs (IEPs) Major Points and Misconceptions ndash November 15 2012 330 PM ndash 430 PM

bull Navigating the Resources on the PaTTAN Website ndash December 5 2012 330 PM ndash 430 PM

bull Individualized Education Programs (IEPs) with a Focus on Consideration of Assistive Technology ndash February 20 2013 330 PM ndash 430 PM

42

21

1032012

Upcoming Webinars IEP Series

bull Individualized Education Programs (IEPs) for Students with Reading and Writing Disabilities ndash March 21 2013 330 PM ndash 430 PM

bull Addressing Behavior in the Individualized Education Program (IEP) ndash April 10 2013 330 PM ndash 430 PM

bull Individualized Education Programs (IEPs) for Students with Math Deficits ndash May 15 2012 330 PM ndash 430 PM

43

Contact Information wwwpattannet

Ann Hinkson-Herrmann AHinkson-Herrmannpattannet

Commonwealth of Pennsylvania Tom Corbett Governor Diane Funsten

dfunstenpattannet Pennsylvania Department of Education Ronald JTomalis Secretary

Carolyn C Dumaresq Ed D Deputy Secretary Office of Elementary and Secondary Education

John JTommasini Director Bureau of Special Education

Patricia HozellaAssistant Director Bureau of Special Education

44

22

1032012

The IEP is both a

document and a process

7

Purpose of an IEP

bull ldquoto ensure that all children with disabilities have available to them a free appropriate public education that emphasizes special education and related services designed to meet their unique needs and prepare them for further education employment and independent livingrdquo

IDEA 2004

8

4

1032012

The IEP shouldhellip

1 State the services the local education agency (LEA) will provide for the child

2 Set reasonable learning goals for the child that they can accomplish in one year

9

Who develops the IEP

bull IEP Team Composition Must include the parent a special education teacher and a generaleducation teacher LEA representative andsomeone to interpret evaluation results Other key team members are decided upon based upon the individualstudentrsquos needs

bull The IEP Teamrsquos Task The team meets reviews information about the student and designsthe educational program to meet the studentrsquos needs based upon the studentrsquos disability

10

5

1032012

When must the IEP be developed

After completion of Evaluation or Reevaluation Report bull The IEP must be developed within 30 calendar

days

bull The IEP must be implemented as soon as possible or within 10 school days

11

IEP FORMS

12

6

1032012

Invitation to Participate in the IEP Team Other Meeting

bull Options ndash Discuss evaluationreevaluation and develop IEP ndash Discuss current IEP to review and revise it as

needed ndash Other meeting (review of existing evaluation data

for reevaluation discuss student progress etc)

bull Student must be invited if discussing transition services

bull LEA must provide interpreteraccommodations bull LEA must notify parents to ensure participation 13

Parental Consent to Excuse Members from Attending the IEP Team Meeting

Any IEP team member may be excused bull If area of curriculumservice not being

discussedmodified (Attendance not necessary) ndash Parent agrees in writing

bull If area is being discussedmodified (Excusal) ndash Parent gives written consent ndash Member submits written report to parentIEP team

14

7

1032012

Individualized Education Program (IEP)

Written statement of the educational program designed to meet childrsquos individual needs

bull Demographics bull Program Modifications and Specially Designedbull Special Considerations Instructionbull Present Levels

bull Related Services bull Transition Services bull Supports for School bull Participation in

PersonnelStatewideLocal bull Extended School Year Assessments bull Educational Placement bull GoalsObjectives bull PennData Reporting bull Progress Monitoring 15

IEP Dates

bull Team Meeting Date

bull Implementation Date

bull Anticipated Duration of ServicesPrograms

16

8

1032012

IEP NewAnnual ReviewRevisionReevaluation

bull New IEPAnnual Review ndash IEP in effect for one calendar year minus 1 day

bull Revisions ndash Can occur without IEP team meeting ndash Revisions section documents HOW the agreed upon revisions

occurred (when who what) ndash Implementation Date not changed

bull Reevaluation ndash New IEP must be developed within 30 calendar after RR

bull New MeetingImplementationDuration Dates

17

Notice of Recommended Educational PlacementPrior Written Notice When to Issue

Type of action taken Proposes initial provision of special education and related services (For this action the school may

not proceed without your written consent in Section 8 of this document) Refusal to initiate an evaluation (Must issue Procedural Safeguards Notice) Proposes to change the identification evaluation or educational placement of the child or the

provision of a free appropriate public education (FAPE) Refusal to change the identification evaluation or educational placement of the child or the

provision of a free appropriate public education (FAPE) Change of placement for disciplinary reasons (Must issue Procedural Safeguards Notice) Due process hearing or an expedited due process hearing initiated by schooldistrict Graduation from high school Exiting special education Exiting high school due to exceeding the age eligibility for a free appropriate public education (FAPE) Refusal to change the identification evaluation or a free appropriate public education (FAPE) Extended School Year (ESY) services Response to request for an independent educational evaluation (IEE) at public expense Other

18

9

1032012

NOREPPWN Parental Consent

bull ParentGuardianSurrogate signsreturns it within 10 calendar days

bull If form NOT completed and parent consent is NOT required the school will proceed as proposed after 10 calendar days

bull Consent options ndash Request meeting ndash Approve actionrecommendation ndash Do not approve actionrecommendation (Request mediation or due

process hearing)

bull Child will remain in the current programplacement only if parents request due process hearing or mediation through the Office for Dispute Resolution ndash If not LEA will implement the actionrecommendation(s)

19

NOREPPWN Revocation of Services

bull NOREP used to document parental revocation

bull Required prior to termination of services bull Cessation of all special ed services bull LEAs may not use mediation or due process

to override the parentsrsquo revocation of consent

QampA wwwpattannet LegalmdashPA Laws and Regulations Parent Revocation of Consent for Special Education

Programs and Services 20

10

1032012

Summary of Academic Achievement and Functional Performance

For students exiting HS bull Assist the student in identifying supports in

postsecondary settingsworkplacecommunity bull Help student better understand the impact of

hisher disability

21

Standards Aligned IEPs

Access to General Education Curriculum bull Legal bases for developing standards-aligned IEPs

ndash NCLB Child with disability must receive reasonable adaptationsaccommodations necessary to measure academic achievement relative to state academic standards

ndash IDEA IEP must include goals designed to meet childrsquos needs to enable child to be involved in and make progress in general education curriculum

22

11

1032012

SA IEPs Access to GEC

Must ensure access to general ed curriculum bull Appropriate standards-based instructional goals bull Research-based

ndash instructional methodspractices ndash materialsmedia ndash supportsaccommodations ndash assessment toolsprocedures

COMING SOON Standards Aligned IEPs Major Points and Misconceptions

November 15 2012 330 PM ndash 430 PM 23

CONNECTING THE PARTS OF THE IEP

24

12

1032012

Like a good book the crucial elements of the IEP should tell a story so that the team can develop a plan to meet the childrsquos educational needs

25

IEPs

6 Determine Placement

5 After considering the above write a measurable annual goal which includes progress monitoring

4 Identify specially designed instruction

3 Identify post-school goals if the student is 14 years or older

2 Identify and prioritize student needs (academic and functional skills)

1 Review Present Levels of Academic Achievement and Functional Performance

26

13

1032012

1 Review Present Levels of Academic Achievement and Functional Performance

bull Give a clear snapshot of the studentrsquos current performance

bull Foundation for the remainder of the IEP

bull Data driven academics functional skills and transitionvocational skills

bull Interpret ndash assessment data and other relevant information

bull Build upon studentrsquos strengths and parent input

27

Present Levels should not be

bull A listing of data without any interpretation bull Lengthy narratives regarding performance in

every class bull Irrelevant datainformation bull Written in a manner that is not

understandable or parent friendly bull Fragmented with details that are unconnected

28

14

1032012

2 Identify and prioritize student needs (academic and functional skills)

bull Identify needs based upon the information in the Present Levels ndash Leads to developing measurable annual goals ndash Leads to developing post-school transition goals ndash Leads to developing specially designed instruction

29

3 Identify post-school goals if the student is 14 years or older

bull Statements that reflect what the student plans to do after high school in the areas of ndash Post-secondary educationtraining

ndash Employment

ndash Independent living (if appropriate)

30

15

1032012

4 Identify specially designed instruction

bull Address the unique needs of the student that result from the studentrsquos disability

bull Ensure access of the student to the general curriculum so that the student can progress in general education ndash Supplementary aids and services ndash Adaptationsmodifications

31

5 After considering the above write a measurable annual goal which includes progress monitoring

bull Meet the studentrsquos needs that result from the studentrsquos disability to enable the child to be involved in and make progress in the general education curriculum

bull Meet each of the childrsquos other educational needs that result from the studentrsquos disability

32

16

1032012

6 Determine Placement

bull Questions for the group to consider regarding placement

bull Type of Support ndash Amount of services ndash Type of services ndash Location of services

33

6 Determine Placement

bull To the maximum extent appropriate children with disabilities are educated with children who are nondisabled and special classes separate schooling or other removal of children with disabilities from the regular educational environment occurs only if the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily

IDEA

34

17

1032012

6 Determine Placement

bull Explanation of the extent if any to which the student will not participate with students without disabilities in the regular education class AND

bull Explanation of the extent if any to which the student will not participate with students without disabilities in the regular education curriculum

35

6 Determine Placement

bull Type of Support ndash Amount of services ndash Type of services ndash Location of services

36

18

1032012

IEPs

6 Determine Placement

5 After considering the above write a measurable annual goal which includes progress monitoring

4 Identify specially designed instruction

3 Identify post-school goals if the student is 14 years or older

2 Identify and prioritize student needs (academic and functional skills)

1 Review Present Levels of Academic Achievement and Functional Performance

37

IEP RESOURCES wwwpattannet

38

19

1032012

PaTTAN Resources

bull Parent Guide

bull Resolution Meetings bull Revocation bull PennDataLRE

39

PaTTAN Resources

bull Process Timelines bull ESY bull SAAFP bull Standards Aligned

IEPs

40

20

1032012

Chapter 14 Questions and Answers

41

Upcoming Webinars IEP Series

bull Standards Aligned Individualized Education Programs (IEPs) Major Points and Misconceptions ndash November 15 2012 330 PM ndash 430 PM

bull Navigating the Resources on the PaTTAN Website ndash December 5 2012 330 PM ndash 430 PM

bull Individualized Education Programs (IEPs) with a Focus on Consideration of Assistive Technology ndash February 20 2013 330 PM ndash 430 PM

42

21

1032012

Upcoming Webinars IEP Series

bull Individualized Education Programs (IEPs) for Students with Reading and Writing Disabilities ndash March 21 2013 330 PM ndash 430 PM

bull Addressing Behavior in the Individualized Education Program (IEP) ndash April 10 2013 330 PM ndash 430 PM

bull Individualized Education Programs (IEPs) for Students with Math Deficits ndash May 15 2012 330 PM ndash 430 PM

43

Contact Information wwwpattannet

Ann Hinkson-Herrmann AHinkson-Herrmannpattannet

Commonwealth of Pennsylvania Tom Corbett Governor Diane Funsten

dfunstenpattannet Pennsylvania Department of Education Ronald JTomalis Secretary

Carolyn C Dumaresq Ed D Deputy Secretary Office of Elementary and Secondary Education

John JTommasini Director Bureau of Special Education

Patricia HozellaAssistant Director Bureau of Special Education

44

22

1032012

The IEP shouldhellip

1 State the services the local education agency (LEA) will provide for the child

2 Set reasonable learning goals for the child that they can accomplish in one year

9

Who develops the IEP

bull IEP Team Composition Must include the parent a special education teacher and a generaleducation teacher LEA representative andsomeone to interpret evaluation results Other key team members are decided upon based upon the individualstudentrsquos needs

bull The IEP Teamrsquos Task The team meets reviews information about the student and designsthe educational program to meet the studentrsquos needs based upon the studentrsquos disability

10

5

1032012

When must the IEP be developed

After completion of Evaluation or Reevaluation Report bull The IEP must be developed within 30 calendar

days

bull The IEP must be implemented as soon as possible or within 10 school days

11

IEP FORMS

12

6

1032012

Invitation to Participate in the IEP Team Other Meeting

bull Options ndash Discuss evaluationreevaluation and develop IEP ndash Discuss current IEP to review and revise it as

needed ndash Other meeting (review of existing evaluation data

for reevaluation discuss student progress etc)

bull Student must be invited if discussing transition services

bull LEA must provide interpreteraccommodations bull LEA must notify parents to ensure participation 13

Parental Consent to Excuse Members from Attending the IEP Team Meeting

Any IEP team member may be excused bull If area of curriculumservice not being

discussedmodified (Attendance not necessary) ndash Parent agrees in writing

bull If area is being discussedmodified (Excusal) ndash Parent gives written consent ndash Member submits written report to parentIEP team

14

7

1032012

Individualized Education Program (IEP)

Written statement of the educational program designed to meet childrsquos individual needs

bull Demographics bull Program Modifications and Specially Designedbull Special Considerations Instructionbull Present Levels

bull Related Services bull Transition Services bull Supports for School bull Participation in

PersonnelStatewideLocal bull Extended School Year Assessments bull Educational Placement bull GoalsObjectives bull PennData Reporting bull Progress Monitoring 15

IEP Dates

bull Team Meeting Date

bull Implementation Date

bull Anticipated Duration of ServicesPrograms

16

8

1032012

IEP NewAnnual ReviewRevisionReevaluation

bull New IEPAnnual Review ndash IEP in effect for one calendar year minus 1 day

bull Revisions ndash Can occur without IEP team meeting ndash Revisions section documents HOW the agreed upon revisions

occurred (when who what) ndash Implementation Date not changed

bull Reevaluation ndash New IEP must be developed within 30 calendar after RR

bull New MeetingImplementationDuration Dates

17

Notice of Recommended Educational PlacementPrior Written Notice When to Issue

Type of action taken Proposes initial provision of special education and related services (For this action the school may

not proceed without your written consent in Section 8 of this document) Refusal to initiate an evaluation (Must issue Procedural Safeguards Notice) Proposes to change the identification evaluation or educational placement of the child or the

provision of a free appropriate public education (FAPE) Refusal to change the identification evaluation or educational placement of the child or the

provision of a free appropriate public education (FAPE) Change of placement for disciplinary reasons (Must issue Procedural Safeguards Notice) Due process hearing or an expedited due process hearing initiated by schooldistrict Graduation from high school Exiting special education Exiting high school due to exceeding the age eligibility for a free appropriate public education (FAPE) Refusal to change the identification evaluation or a free appropriate public education (FAPE) Extended School Year (ESY) services Response to request for an independent educational evaluation (IEE) at public expense Other

18

9

1032012

NOREPPWN Parental Consent

bull ParentGuardianSurrogate signsreturns it within 10 calendar days

bull If form NOT completed and parent consent is NOT required the school will proceed as proposed after 10 calendar days

bull Consent options ndash Request meeting ndash Approve actionrecommendation ndash Do not approve actionrecommendation (Request mediation or due

process hearing)

bull Child will remain in the current programplacement only if parents request due process hearing or mediation through the Office for Dispute Resolution ndash If not LEA will implement the actionrecommendation(s)

19

NOREPPWN Revocation of Services

bull NOREP used to document parental revocation

bull Required prior to termination of services bull Cessation of all special ed services bull LEAs may not use mediation or due process

to override the parentsrsquo revocation of consent

QampA wwwpattannet LegalmdashPA Laws and Regulations Parent Revocation of Consent for Special Education

Programs and Services 20

10

1032012

Summary of Academic Achievement and Functional Performance

For students exiting HS bull Assist the student in identifying supports in

postsecondary settingsworkplacecommunity bull Help student better understand the impact of

hisher disability

21

Standards Aligned IEPs

Access to General Education Curriculum bull Legal bases for developing standards-aligned IEPs

ndash NCLB Child with disability must receive reasonable adaptationsaccommodations necessary to measure academic achievement relative to state academic standards

ndash IDEA IEP must include goals designed to meet childrsquos needs to enable child to be involved in and make progress in general education curriculum

22

11

1032012

SA IEPs Access to GEC

Must ensure access to general ed curriculum bull Appropriate standards-based instructional goals bull Research-based

ndash instructional methodspractices ndash materialsmedia ndash supportsaccommodations ndash assessment toolsprocedures

COMING SOON Standards Aligned IEPs Major Points and Misconceptions

November 15 2012 330 PM ndash 430 PM 23

CONNECTING THE PARTS OF THE IEP

24

12

1032012

Like a good book the crucial elements of the IEP should tell a story so that the team can develop a plan to meet the childrsquos educational needs

25

IEPs

6 Determine Placement

5 After considering the above write a measurable annual goal which includes progress monitoring

4 Identify specially designed instruction

3 Identify post-school goals if the student is 14 years or older

2 Identify and prioritize student needs (academic and functional skills)

1 Review Present Levels of Academic Achievement and Functional Performance

26

13

1032012

1 Review Present Levels of Academic Achievement and Functional Performance

bull Give a clear snapshot of the studentrsquos current performance

bull Foundation for the remainder of the IEP

bull Data driven academics functional skills and transitionvocational skills

bull Interpret ndash assessment data and other relevant information

bull Build upon studentrsquos strengths and parent input

27

Present Levels should not be

bull A listing of data without any interpretation bull Lengthy narratives regarding performance in

every class bull Irrelevant datainformation bull Written in a manner that is not

understandable or parent friendly bull Fragmented with details that are unconnected

28

14

1032012

2 Identify and prioritize student needs (academic and functional skills)

bull Identify needs based upon the information in the Present Levels ndash Leads to developing measurable annual goals ndash Leads to developing post-school transition goals ndash Leads to developing specially designed instruction

29

3 Identify post-school goals if the student is 14 years or older

bull Statements that reflect what the student plans to do after high school in the areas of ndash Post-secondary educationtraining

ndash Employment

ndash Independent living (if appropriate)

30

15

1032012

4 Identify specially designed instruction

bull Address the unique needs of the student that result from the studentrsquos disability

bull Ensure access of the student to the general curriculum so that the student can progress in general education ndash Supplementary aids and services ndash Adaptationsmodifications

31

5 After considering the above write a measurable annual goal which includes progress monitoring

bull Meet the studentrsquos needs that result from the studentrsquos disability to enable the child to be involved in and make progress in the general education curriculum

bull Meet each of the childrsquos other educational needs that result from the studentrsquos disability

32

16

1032012

6 Determine Placement

bull Questions for the group to consider regarding placement

bull Type of Support ndash Amount of services ndash Type of services ndash Location of services

33

6 Determine Placement

bull To the maximum extent appropriate children with disabilities are educated with children who are nondisabled and special classes separate schooling or other removal of children with disabilities from the regular educational environment occurs only if the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily

IDEA

34

17

1032012

6 Determine Placement

bull Explanation of the extent if any to which the student will not participate with students without disabilities in the regular education class AND

bull Explanation of the extent if any to which the student will not participate with students without disabilities in the regular education curriculum

35

6 Determine Placement

bull Type of Support ndash Amount of services ndash Type of services ndash Location of services

36

18

1032012

IEPs

6 Determine Placement

5 After considering the above write a measurable annual goal which includes progress monitoring

4 Identify specially designed instruction

3 Identify post-school goals if the student is 14 years or older

2 Identify and prioritize student needs (academic and functional skills)

1 Review Present Levels of Academic Achievement and Functional Performance

37

IEP RESOURCES wwwpattannet

38

19

1032012

PaTTAN Resources

bull Parent Guide

bull Resolution Meetings bull Revocation bull PennDataLRE

39

PaTTAN Resources

bull Process Timelines bull ESY bull SAAFP bull Standards Aligned

IEPs

40

20

1032012

Chapter 14 Questions and Answers

41

Upcoming Webinars IEP Series

bull Standards Aligned Individualized Education Programs (IEPs) Major Points and Misconceptions ndash November 15 2012 330 PM ndash 430 PM

bull Navigating the Resources on the PaTTAN Website ndash December 5 2012 330 PM ndash 430 PM

bull Individualized Education Programs (IEPs) with a Focus on Consideration of Assistive Technology ndash February 20 2013 330 PM ndash 430 PM

42

21

1032012

Upcoming Webinars IEP Series

bull Individualized Education Programs (IEPs) for Students with Reading and Writing Disabilities ndash March 21 2013 330 PM ndash 430 PM

bull Addressing Behavior in the Individualized Education Program (IEP) ndash April 10 2013 330 PM ndash 430 PM

bull Individualized Education Programs (IEPs) for Students with Math Deficits ndash May 15 2012 330 PM ndash 430 PM

43

Contact Information wwwpattannet

Ann Hinkson-Herrmann AHinkson-Herrmannpattannet

Commonwealth of Pennsylvania Tom Corbett Governor Diane Funsten

dfunstenpattannet Pennsylvania Department of Education Ronald JTomalis Secretary

Carolyn C Dumaresq Ed D Deputy Secretary Office of Elementary and Secondary Education

John JTommasini Director Bureau of Special Education

Patricia HozellaAssistant Director Bureau of Special Education

44

22

1032012

When must the IEP be developed

After completion of Evaluation or Reevaluation Report bull The IEP must be developed within 30 calendar

days

bull The IEP must be implemented as soon as possible or within 10 school days

11

IEP FORMS

12

6

1032012

Invitation to Participate in the IEP Team Other Meeting

bull Options ndash Discuss evaluationreevaluation and develop IEP ndash Discuss current IEP to review and revise it as

needed ndash Other meeting (review of existing evaluation data

for reevaluation discuss student progress etc)

bull Student must be invited if discussing transition services

bull LEA must provide interpreteraccommodations bull LEA must notify parents to ensure participation 13

Parental Consent to Excuse Members from Attending the IEP Team Meeting

Any IEP team member may be excused bull If area of curriculumservice not being

discussedmodified (Attendance not necessary) ndash Parent agrees in writing

bull If area is being discussedmodified (Excusal) ndash Parent gives written consent ndash Member submits written report to parentIEP team

14

7

1032012

Individualized Education Program (IEP)

Written statement of the educational program designed to meet childrsquos individual needs

bull Demographics bull Program Modifications and Specially Designedbull Special Considerations Instructionbull Present Levels

bull Related Services bull Transition Services bull Supports for School bull Participation in

PersonnelStatewideLocal bull Extended School Year Assessments bull Educational Placement bull GoalsObjectives bull PennData Reporting bull Progress Monitoring 15

IEP Dates

bull Team Meeting Date

bull Implementation Date

bull Anticipated Duration of ServicesPrograms

16

8

1032012

IEP NewAnnual ReviewRevisionReevaluation

bull New IEPAnnual Review ndash IEP in effect for one calendar year minus 1 day

bull Revisions ndash Can occur without IEP team meeting ndash Revisions section documents HOW the agreed upon revisions

occurred (when who what) ndash Implementation Date not changed

bull Reevaluation ndash New IEP must be developed within 30 calendar after RR

bull New MeetingImplementationDuration Dates

17

Notice of Recommended Educational PlacementPrior Written Notice When to Issue

Type of action taken Proposes initial provision of special education and related services (For this action the school may

not proceed without your written consent in Section 8 of this document) Refusal to initiate an evaluation (Must issue Procedural Safeguards Notice) Proposes to change the identification evaluation or educational placement of the child or the

provision of a free appropriate public education (FAPE) Refusal to change the identification evaluation or educational placement of the child or the

provision of a free appropriate public education (FAPE) Change of placement for disciplinary reasons (Must issue Procedural Safeguards Notice) Due process hearing or an expedited due process hearing initiated by schooldistrict Graduation from high school Exiting special education Exiting high school due to exceeding the age eligibility for a free appropriate public education (FAPE) Refusal to change the identification evaluation or a free appropriate public education (FAPE) Extended School Year (ESY) services Response to request for an independent educational evaluation (IEE) at public expense Other

18

9

1032012

NOREPPWN Parental Consent

bull ParentGuardianSurrogate signsreturns it within 10 calendar days

bull If form NOT completed and parent consent is NOT required the school will proceed as proposed after 10 calendar days

bull Consent options ndash Request meeting ndash Approve actionrecommendation ndash Do not approve actionrecommendation (Request mediation or due

process hearing)

bull Child will remain in the current programplacement only if parents request due process hearing or mediation through the Office for Dispute Resolution ndash If not LEA will implement the actionrecommendation(s)

19

NOREPPWN Revocation of Services

bull NOREP used to document parental revocation

bull Required prior to termination of services bull Cessation of all special ed services bull LEAs may not use mediation or due process

to override the parentsrsquo revocation of consent

QampA wwwpattannet LegalmdashPA Laws and Regulations Parent Revocation of Consent for Special Education

Programs and Services 20

10

1032012

Summary of Academic Achievement and Functional Performance

For students exiting HS bull Assist the student in identifying supports in

postsecondary settingsworkplacecommunity bull Help student better understand the impact of

hisher disability

21

Standards Aligned IEPs

Access to General Education Curriculum bull Legal bases for developing standards-aligned IEPs

ndash NCLB Child with disability must receive reasonable adaptationsaccommodations necessary to measure academic achievement relative to state academic standards

ndash IDEA IEP must include goals designed to meet childrsquos needs to enable child to be involved in and make progress in general education curriculum

22

11

1032012

SA IEPs Access to GEC

Must ensure access to general ed curriculum bull Appropriate standards-based instructional goals bull Research-based

ndash instructional methodspractices ndash materialsmedia ndash supportsaccommodations ndash assessment toolsprocedures

COMING SOON Standards Aligned IEPs Major Points and Misconceptions

November 15 2012 330 PM ndash 430 PM 23

CONNECTING THE PARTS OF THE IEP

24

12

1032012

Like a good book the crucial elements of the IEP should tell a story so that the team can develop a plan to meet the childrsquos educational needs

25

IEPs

6 Determine Placement

5 After considering the above write a measurable annual goal which includes progress monitoring

4 Identify specially designed instruction

3 Identify post-school goals if the student is 14 years or older

2 Identify and prioritize student needs (academic and functional skills)

1 Review Present Levels of Academic Achievement and Functional Performance

26

13

1032012

1 Review Present Levels of Academic Achievement and Functional Performance

bull Give a clear snapshot of the studentrsquos current performance

bull Foundation for the remainder of the IEP

bull Data driven academics functional skills and transitionvocational skills

bull Interpret ndash assessment data and other relevant information

bull Build upon studentrsquos strengths and parent input

27

Present Levels should not be

bull A listing of data without any interpretation bull Lengthy narratives regarding performance in

every class bull Irrelevant datainformation bull Written in a manner that is not

understandable or parent friendly bull Fragmented with details that are unconnected

28

14

1032012

2 Identify and prioritize student needs (academic and functional skills)

bull Identify needs based upon the information in the Present Levels ndash Leads to developing measurable annual goals ndash Leads to developing post-school transition goals ndash Leads to developing specially designed instruction

29

3 Identify post-school goals if the student is 14 years or older

bull Statements that reflect what the student plans to do after high school in the areas of ndash Post-secondary educationtraining

ndash Employment

ndash Independent living (if appropriate)

30

15

1032012

4 Identify specially designed instruction

bull Address the unique needs of the student that result from the studentrsquos disability

bull Ensure access of the student to the general curriculum so that the student can progress in general education ndash Supplementary aids and services ndash Adaptationsmodifications

31

5 After considering the above write a measurable annual goal which includes progress monitoring

bull Meet the studentrsquos needs that result from the studentrsquos disability to enable the child to be involved in and make progress in the general education curriculum

bull Meet each of the childrsquos other educational needs that result from the studentrsquos disability

32

16

1032012

6 Determine Placement

bull Questions for the group to consider regarding placement

bull Type of Support ndash Amount of services ndash Type of services ndash Location of services

33

6 Determine Placement

bull To the maximum extent appropriate children with disabilities are educated with children who are nondisabled and special classes separate schooling or other removal of children with disabilities from the regular educational environment occurs only if the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily

IDEA

34

17

1032012

6 Determine Placement

bull Explanation of the extent if any to which the student will not participate with students without disabilities in the regular education class AND

bull Explanation of the extent if any to which the student will not participate with students without disabilities in the regular education curriculum

35

6 Determine Placement

bull Type of Support ndash Amount of services ndash Type of services ndash Location of services

36

18

1032012

IEPs

6 Determine Placement

5 After considering the above write a measurable annual goal which includes progress monitoring

4 Identify specially designed instruction

3 Identify post-school goals if the student is 14 years or older

2 Identify and prioritize student needs (academic and functional skills)

1 Review Present Levels of Academic Achievement and Functional Performance

37

IEP RESOURCES wwwpattannet

38

19

1032012

PaTTAN Resources

bull Parent Guide

bull Resolution Meetings bull Revocation bull PennDataLRE

39

PaTTAN Resources

bull Process Timelines bull ESY bull SAAFP bull Standards Aligned

IEPs

40

20

1032012

Chapter 14 Questions and Answers

41

Upcoming Webinars IEP Series

bull Standards Aligned Individualized Education Programs (IEPs) Major Points and Misconceptions ndash November 15 2012 330 PM ndash 430 PM

bull Navigating the Resources on the PaTTAN Website ndash December 5 2012 330 PM ndash 430 PM

bull Individualized Education Programs (IEPs) with a Focus on Consideration of Assistive Technology ndash February 20 2013 330 PM ndash 430 PM

42

21

1032012

Upcoming Webinars IEP Series

bull Individualized Education Programs (IEPs) for Students with Reading and Writing Disabilities ndash March 21 2013 330 PM ndash 430 PM

bull Addressing Behavior in the Individualized Education Program (IEP) ndash April 10 2013 330 PM ndash 430 PM

bull Individualized Education Programs (IEPs) for Students with Math Deficits ndash May 15 2012 330 PM ndash 430 PM

43

Contact Information wwwpattannet

Ann Hinkson-Herrmann AHinkson-Herrmannpattannet

Commonwealth of Pennsylvania Tom Corbett Governor Diane Funsten

dfunstenpattannet Pennsylvania Department of Education Ronald JTomalis Secretary

Carolyn C Dumaresq Ed D Deputy Secretary Office of Elementary and Secondary Education

John JTommasini Director Bureau of Special Education

Patricia HozellaAssistant Director Bureau of Special Education

44

22

1032012

Invitation to Participate in the IEP Team Other Meeting

bull Options ndash Discuss evaluationreevaluation and develop IEP ndash Discuss current IEP to review and revise it as

needed ndash Other meeting (review of existing evaluation data

for reevaluation discuss student progress etc)

bull Student must be invited if discussing transition services

bull LEA must provide interpreteraccommodations bull LEA must notify parents to ensure participation 13

Parental Consent to Excuse Members from Attending the IEP Team Meeting

Any IEP team member may be excused bull If area of curriculumservice not being

discussedmodified (Attendance not necessary) ndash Parent agrees in writing

bull If area is being discussedmodified (Excusal) ndash Parent gives written consent ndash Member submits written report to parentIEP team

14

7

1032012

Individualized Education Program (IEP)

Written statement of the educational program designed to meet childrsquos individual needs

bull Demographics bull Program Modifications and Specially Designedbull Special Considerations Instructionbull Present Levels

bull Related Services bull Transition Services bull Supports for School bull Participation in

PersonnelStatewideLocal bull Extended School Year Assessments bull Educational Placement bull GoalsObjectives bull PennData Reporting bull Progress Monitoring 15

IEP Dates

bull Team Meeting Date

bull Implementation Date

bull Anticipated Duration of ServicesPrograms

16

8

1032012

IEP NewAnnual ReviewRevisionReevaluation

bull New IEPAnnual Review ndash IEP in effect for one calendar year minus 1 day

bull Revisions ndash Can occur without IEP team meeting ndash Revisions section documents HOW the agreed upon revisions

occurred (when who what) ndash Implementation Date not changed

bull Reevaluation ndash New IEP must be developed within 30 calendar after RR

bull New MeetingImplementationDuration Dates

17

Notice of Recommended Educational PlacementPrior Written Notice When to Issue

Type of action taken Proposes initial provision of special education and related services (For this action the school may

not proceed without your written consent in Section 8 of this document) Refusal to initiate an evaluation (Must issue Procedural Safeguards Notice) Proposes to change the identification evaluation or educational placement of the child or the

provision of a free appropriate public education (FAPE) Refusal to change the identification evaluation or educational placement of the child or the

provision of a free appropriate public education (FAPE) Change of placement for disciplinary reasons (Must issue Procedural Safeguards Notice) Due process hearing or an expedited due process hearing initiated by schooldistrict Graduation from high school Exiting special education Exiting high school due to exceeding the age eligibility for a free appropriate public education (FAPE) Refusal to change the identification evaluation or a free appropriate public education (FAPE) Extended School Year (ESY) services Response to request for an independent educational evaluation (IEE) at public expense Other

18

9

1032012

NOREPPWN Parental Consent

bull ParentGuardianSurrogate signsreturns it within 10 calendar days

bull If form NOT completed and parent consent is NOT required the school will proceed as proposed after 10 calendar days

bull Consent options ndash Request meeting ndash Approve actionrecommendation ndash Do not approve actionrecommendation (Request mediation or due

process hearing)

bull Child will remain in the current programplacement only if parents request due process hearing or mediation through the Office for Dispute Resolution ndash If not LEA will implement the actionrecommendation(s)

19

NOREPPWN Revocation of Services

bull NOREP used to document parental revocation

bull Required prior to termination of services bull Cessation of all special ed services bull LEAs may not use mediation or due process

to override the parentsrsquo revocation of consent

QampA wwwpattannet LegalmdashPA Laws and Regulations Parent Revocation of Consent for Special Education

Programs and Services 20

10

1032012

Summary of Academic Achievement and Functional Performance

For students exiting HS bull Assist the student in identifying supports in

postsecondary settingsworkplacecommunity bull Help student better understand the impact of

hisher disability

21

Standards Aligned IEPs

Access to General Education Curriculum bull Legal bases for developing standards-aligned IEPs

ndash NCLB Child with disability must receive reasonable adaptationsaccommodations necessary to measure academic achievement relative to state academic standards

ndash IDEA IEP must include goals designed to meet childrsquos needs to enable child to be involved in and make progress in general education curriculum

22

11

1032012

SA IEPs Access to GEC

Must ensure access to general ed curriculum bull Appropriate standards-based instructional goals bull Research-based

ndash instructional methodspractices ndash materialsmedia ndash supportsaccommodations ndash assessment toolsprocedures

COMING SOON Standards Aligned IEPs Major Points and Misconceptions

November 15 2012 330 PM ndash 430 PM 23

CONNECTING THE PARTS OF THE IEP

24

12

1032012

Like a good book the crucial elements of the IEP should tell a story so that the team can develop a plan to meet the childrsquos educational needs

25

IEPs

6 Determine Placement

5 After considering the above write a measurable annual goal which includes progress monitoring

4 Identify specially designed instruction

3 Identify post-school goals if the student is 14 years or older

2 Identify and prioritize student needs (academic and functional skills)

1 Review Present Levels of Academic Achievement and Functional Performance

26

13

1032012

1 Review Present Levels of Academic Achievement and Functional Performance

bull Give a clear snapshot of the studentrsquos current performance

bull Foundation for the remainder of the IEP

bull Data driven academics functional skills and transitionvocational skills

bull Interpret ndash assessment data and other relevant information

bull Build upon studentrsquos strengths and parent input

27

Present Levels should not be

bull A listing of data without any interpretation bull Lengthy narratives regarding performance in

every class bull Irrelevant datainformation bull Written in a manner that is not

understandable or parent friendly bull Fragmented with details that are unconnected

28

14

1032012

2 Identify and prioritize student needs (academic and functional skills)

bull Identify needs based upon the information in the Present Levels ndash Leads to developing measurable annual goals ndash Leads to developing post-school transition goals ndash Leads to developing specially designed instruction

29

3 Identify post-school goals if the student is 14 years or older

bull Statements that reflect what the student plans to do after high school in the areas of ndash Post-secondary educationtraining

ndash Employment

ndash Independent living (if appropriate)

30

15

1032012

4 Identify specially designed instruction

bull Address the unique needs of the student that result from the studentrsquos disability

bull Ensure access of the student to the general curriculum so that the student can progress in general education ndash Supplementary aids and services ndash Adaptationsmodifications

31

5 After considering the above write a measurable annual goal which includes progress monitoring

bull Meet the studentrsquos needs that result from the studentrsquos disability to enable the child to be involved in and make progress in the general education curriculum

bull Meet each of the childrsquos other educational needs that result from the studentrsquos disability

32

16

1032012

6 Determine Placement

bull Questions for the group to consider regarding placement

bull Type of Support ndash Amount of services ndash Type of services ndash Location of services

33

6 Determine Placement

bull To the maximum extent appropriate children with disabilities are educated with children who are nondisabled and special classes separate schooling or other removal of children with disabilities from the regular educational environment occurs only if the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily

IDEA

34

17

1032012

6 Determine Placement

bull Explanation of the extent if any to which the student will not participate with students without disabilities in the regular education class AND

bull Explanation of the extent if any to which the student will not participate with students without disabilities in the regular education curriculum

35

6 Determine Placement

bull Type of Support ndash Amount of services ndash Type of services ndash Location of services

36

18

1032012

IEPs

6 Determine Placement

5 After considering the above write a measurable annual goal which includes progress monitoring

4 Identify specially designed instruction

3 Identify post-school goals if the student is 14 years or older

2 Identify and prioritize student needs (academic and functional skills)

1 Review Present Levels of Academic Achievement and Functional Performance

37

IEP RESOURCES wwwpattannet

38

19

1032012

PaTTAN Resources

bull Parent Guide

bull Resolution Meetings bull Revocation bull PennDataLRE

39

PaTTAN Resources

bull Process Timelines bull ESY bull SAAFP bull Standards Aligned

IEPs

40

20

1032012

Chapter 14 Questions and Answers

41

Upcoming Webinars IEP Series

bull Standards Aligned Individualized Education Programs (IEPs) Major Points and Misconceptions ndash November 15 2012 330 PM ndash 430 PM

bull Navigating the Resources on the PaTTAN Website ndash December 5 2012 330 PM ndash 430 PM

bull Individualized Education Programs (IEPs) with a Focus on Consideration of Assistive Technology ndash February 20 2013 330 PM ndash 430 PM

42

21

1032012

Upcoming Webinars IEP Series

bull Individualized Education Programs (IEPs) for Students with Reading and Writing Disabilities ndash March 21 2013 330 PM ndash 430 PM

bull Addressing Behavior in the Individualized Education Program (IEP) ndash April 10 2013 330 PM ndash 430 PM

bull Individualized Education Programs (IEPs) for Students with Math Deficits ndash May 15 2012 330 PM ndash 430 PM

43

Contact Information wwwpattannet

Ann Hinkson-Herrmann AHinkson-Herrmannpattannet

Commonwealth of Pennsylvania Tom Corbett Governor Diane Funsten

dfunstenpattannet Pennsylvania Department of Education Ronald JTomalis Secretary

Carolyn C Dumaresq Ed D Deputy Secretary Office of Elementary and Secondary Education

John JTommasini Director Bureau of Special Education

Patricia HozellaAssistant Director Bureau of Special Education

44

22

1032012

Individualized Education Program (IEP)

Written statement of the educational program designed to meet childrsquos individual needs

bull Demographics bull Program Modifications and Specially Designedbull Special Considerations Instructionbull Present Levels

bull Related Services bull Transition Services bull Supports for School bull Participation in

PersonnelStatewideLocal bull Extended School Year Assessments bull Educational Placement bull GoalsObjectives bull PennData Reporting bull Progress Monitoring 15

IEP Dates

bull Team Meeting Date

bull Implementation Date

bull Anticipated Duration of ServicesPrograms

16

8

1032012

IEP NewAnnual ReviewRevisionReevaluation

bull New IEPAnnual Review ndash IEP in effect for one calendar year minus 1 day

bull Revisions ndash Can occur without IEP team meeting ndash Revisions section documents HOW the agreed upon revisions

occurred (when who what) ndash Implementation Date not changed

bull Reevaluation ndash New IEP must be developed within 30 calendar after RR

bull New MeetingImplementationDuration Dates

17

Notice of Recommended Educational PlacementPrior Written Notice When to Issue

Type of action taken Proposes initial provision of special education and related services (For this action the school may

not proceed without your written consent in Section 8 of this document) Refusal to initiate an evaluation (Must issue Procedural Safeguards Notice) Proposes to change the identification evaluation or educational placement of the child or the

provision of a free appropriate public education (FAPE) Refusal to change the identification evaluation or educational placement of the child or the

provision of a free appropriate public education (FAPE) Change of placement for disciplinary reasons (Must issue Procedural Safeguards Notice) Due process hearing or an expedited due process hearing initiated by schooldistrict Graduation from high school Exiting special education Exiting high school due to exceeding the age eligibility for a free appropriate public education (FAPE) Refusal to change the identification evaluation or a free appropriate public education (FAPE) Extended School Year (ESY) services Response to request for an independent educational evaluation (IEE) at public expense Other

18

9

1032012

NOREPPWN Parental Consent

bull ParentGuardianSurrogate signsreturns it within 10 calendar days

bull If form NOT completed and parent consent is NOT required the school will proceed as proposed after 10 calendar days

bull Consent options ndash Request meeting ndash Approve actionrecommendation ndash Do not approve actionrecommendation (Request mediation or due

process hearing)

bull Child will remain in the current programplacement only if parents request due process hearing or mediation through the Office for Dispute Resolution ndash If not LEA will implement the actionrecommendation(s)

19

NOREPPWN Revocation of Services

bull NOREP used to document parental revocation

bull Required prior to termination of services bull Cessation of all special ed services bull LEAs may not use mediation or due process

to override the parentsrsquo revocation of consent

QampA wwwpattannet LegalmdashPA Laws and Regulations Parent Revocation of Consent for Special Education

Programs and Services 20

10

1032012

Summary of Academic Achievement and Functional Performance

For students exiting HS bull Assist the student in identifying supports in

postsecondary settingsworkplacecommunity bull Help student better understand the impact of

hisher disability

21

Standards Aligned IEPs

Access to General Education Curriculum bull Legal bases for developing standards-aligned IEPs

ndash NCLB Child with disability must receive reasonable adaptationsaccommodations necessary to measure academic achievement relative to state academic standards

ndash IDEA IEP must include goals designed to meet childrsquos needs to enable child to be involved in and make progress in general education curriculum

22

11

1032012

SA IEPs Access to GEC

Must ensure access to general ed curriculum bull Appropriate standards-based instructional goals bull Research-based

ndash instructional methodspractices ndash materialsmedia ndash supportsaccommodations ndash assessment toolsprocedures

COMING SOON Standards Aligned IEPs Major Points and Misconceptions

November 15 2012 330 PM ndash 430 PM 23

CONNECTING THE PARTS OF THE IEP

24

12

1032012

Like a good book the crucial elements of the IEP should tell a story so that the team can develop a plan to meet the childrsquos educational needs

25

IEPs

6 Determine Placement

5 After considering the above write a measurable annual goal which includes progress monitoring

4 Identify specially designed instruction

3 Identify post-school goals if the student is 14 years or older

2 Identify and prioritize student needs (academic and functional skills)

1 Review Present Levels of Academic Achievement and Functional Performance

26

13

1032012

1 Review Present Levels of Academic Achievement and Functional Performance

bull Give a clear snapshot of the studentrsquos current performance

bull Foundation for the remainder of the IEP

bull Data driven academics functional skills and transitionvocational skills

bull Interpret ndash assessment data and other relevant information

bull Build upon studentrsquos strengths and parent input

27

Present Levels should not be

bull A listing of data without any interpretation bull Lengthy narratives regarding performance in

every class bull Irrelevant datainformation bull Written in a manner that is not

understandable or parent friendly bull Fragmented with details that are unconnected

28

14

1032012

2 Identify and prioritize student needs (academic and functional skills)

bull Identify needs based upon the information in the Present Levels ndash Leads to developing measurable annual goals ndash Leads to developing post-school transition goals ndash Leads to developing specially designed instruction

29

3 Identify post-school goals if the student is 14 years or older

bull Statements that reflect what the student plans to do after high school in the areas of ndash Post-secondary educationtraining

ndash Employment

ndash Independent living (if appropriate)

30

15

1032012

4 Identify specially designed instruction

bull Address the unique needs of the student that result from the studentrsquos disability

bull Ensure access of the student to the general curriculum so that the student can progress in general education ndash Supplementary aids and services ndash Adaptationsmodifications

31

5 After considering the above write a measurable annual goal which includes progress monitoring

bull Meet the studentrsquos needs that result from the studentrsquos disability to enable the child to be involved in and make progress in the general education curriculum

bull Meet each of the childrsquos other educational needs that result from the studentrsquos disability

32

16

1032012

6 Determine Placement

bull Questions for the group to consider regarding placement

bull Type of Support ndash Amount of services ndash Type of services ndash Location of services

33

6 Determine Placement

bull To the maximum extent appropriate children with disabilities are educated with children who are nondisabled and special classes separate schooling or other removal of children with disabilities from the regular educational environment occurs only if the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily

IDEA

34

17

1032012

6 Determine Placement

bull Explanation of the extent if any to which the student will not participate with students without disabilities in the regular education class AND

bull Explanation of the extent if any to which the student will not participate with students without disabilities in the regular education curriculum

35

6 Determine Placement

bull Type of Support ndash Amount of services ndash Type of services ndash Location of services

36

18

1032012

IEPs

6 Determine Placement

5 After considering the above write a measurable annual goal which includes progress monitoring

4 Identify specially designed instruction

3 Identify post-school goals if the student is 14 years or older

2 Identify and prioritize student needs (academic and functional skills)

1 Review Present Levels of Academic Achievement and Functional Performance

37

IEP RESOURCES wwwpattannet

38

19

1032012

PaTTAN Resources

bull Parent Guide

bull Resolution Meetings bull Revocation bull PennDataLRE

39

PaTTAN Resources

bull Process Timelines bull ESY bull SAAFP bull Standards Aligned

IEPs

40

20

1032012

Chapter 14 Questions and Answers

41

Upcoming Webinars IEP Series

bull Standards Aligned Individualized Education Programs (IEPs) Major Points and Misconceptions ndash November 15 2012 330 PM ndash 430 PM

bull Navigating the Resources on the PaTTAN Website ndash December 5 2012 330 PM ndash 430 PM

bull Individualized Education Programs (IEPs) with a Focus on Consideration of Assistive Technology ndash February 20 2013 330 PM ndash 430 PM

42

21

1032012

Upcoming Webinars IEP Series

bull Individualized Education Programs (IEPs) for Students with Reading and Writing Disabilities ndash March 21 2013 330 PM ndash 430 PM

bull Addressing Behavior in the Individualized Education Program (IEP) ndash April 10 2013 330 PM ndash 430 PM

bull Individualized Education Programs (IEPs) for Students with Math Deficits ndash May 15 2012 330 PM ndash 430 PM

43

Contact Information wwwpattannet

Ann Hinkson-Herrmann AHinkson-Herrmannpattannet

Commonwealth of Pennsylvania Tom Corbett Governor Diane Funsten

dfunstenpattannet Pennsylvania Department of Education Ronald JTomalis Secretary

Carolyn C Dumaresq Ed D Deputy Secretary Office of Elementary and Secondary Education

John JTommasini Director Bureau of Special Education

Patricia HozellaAssistant Director Bureau of Special Education

44

22

1032012

IEP NewAnnual ReviewRevisionReevaluation

bull New IEPAnnual Review ndash IEP in effect for one calendar year minus 1 day

bull Revisions ndash Can occur without IEP team meeting ndash Revisions section documents HOW the agreed upon revisions

occurred (when who what) ndash Implementation Date not changed

bull Reevaluation ndash New IEP must be developed within 30 calendar after RR

bull New MeetingImplementationDuration Dates

17

Notice of Recommended Educational PlacementPrior Written Notice When to Issue

Type of action taken Proposes initial provision of special education and related services (For this action the school may

not proceed without your written consent in Section 8 of this document) Refusal to initiate an evaluation (Must issue Procedural Safeguards Notice) Proposes to change the identification evaluation or educational placement of the child or the

provision of a free appropriate public education (FAPE) Refusal to change the identification evaluation or educational placement of the child or the

provision of a free appropriate public education (FAPE) Change of placement for disciplinary reasons (Must issue Procedural Safeguards Notice) Due process hearing or an expedited due process hearing initiated by schooldistrict Graduation from high school Exiting special education Exiting high school due to exceeding the age eligibility for a free appropriate public education (FAPE) Refusal to change the identification evaluation or a free appropriate public education (FAPE) Extended School Year (ESY) services Response to request for an independent educational evaluation (IEE) at public expense Other

18

9

1032012

NOREPPWN Parental Consent

bull ParentGuardianSurrogate signsreturns it within 10 calendar days

bull If form NOT completed and parent consent is NOT required the school will proceed as proposed after 10 calendar days

bull Consent options ndash Request meeting ndash Approve actionrecommendation ndash Do not approve actionrecommendation (Request mediation or due

process hearing)

bull Child will remain in the current programplacement only if parents request due process hearing or mediation through the Office for Dispute Resolution ndash If not LEA will implement the actionrecommendation(s)

19

NOREPPWN Revocation of Services

bull NOREP used to document parental revocation

bull Required prior to termination of services bull Cessation of all special ed services bull LEAs may not use mediation or due process

to override the parentsrsquo revocation of consent

QampA wwwpattannet LegalmdashPA Laws and Regulations Parent Revocation of Consent for Special Education

Programs and Services 20

10

1032012

Summary of Academic Achievement and Functional Performance

For students exiting HS bull Assist the student in identifying supports in

postsecondary settingsworkplacecommunity bull Help student better understand the impact of

hisher disability

21

Standards Aligned IEPs

Access to General Education Curriculum bull Legal bases for developing standards-aligned IEPs

ndash NCLB Child with disability must receive reasonable adaptationsaccommodations necessary to measure academic achievement relative to state academic standards

ndash IDEA IEP must include goals designed to meet childrsquos needs to enable child to be involved in and make progress in general education curriculum

22

11

1032012

SA IEPs Access to GEC

Must ensure access to general ed curriculum bull Appropriate standards-based instructional goals bull Research-based

ndash instructional methodspractices ndash materialsmedia ndash supportsaccommodations ndash assessment toolsprocedures

COMING SOON Standards Aligned IEPs Major Points and Misconceptions

November 15 2012 330 PM ndash 430 PM 23

CONNECTING THE PARTS OF THE IEP

24

12

1032012

Like a good book the crucial elements of the IEP should tell a story so that the team can develop a plan to meet the childrsquos educational needs

25

IEPs

6 Determine Placement

5 After considering the above write a measurable annual goal which includes progress monitoring

4 Identify specially designed instruction

3 Identify post-school goals if the student is 14 years or older

2 Identify and prioritize student needs (academic and functional skills)

1 Review Present Levels of Academic Achievement and Functional Performance

26

13

1032012

1 Review Present Levels of Academic Achievement and Functional Performance

bull Give a clear snapshot of the studentrsquos current performance

bull Foundation for the remainder of the IEP

bull Data driven academics functional skills and transitionvocational skills

bull Interpret ndash assessment data and other relevant information

bull Build upon studentrsquos strengths and parent input

27

Present Levels should not be

bull A listing of data without any interpretation bull Lengthy narratives regarding performance in

every class bull Irrelevant datainformation bull Written in a manner that is not

understandable or parent friendly bull Fragmented with details that are unconnected

28

14

1032012

2 Identify and prioritize student needs (academic and functional skills)

bull Identify needs based upon the information in the Present Levels ndash Leads to developing measurable annual goals ndash Leads to developing post-school transition goals ndash Leads to developing specially designed instruction

29

3 Identify post-school goals if the student is 14 years or older

bull Statements that reflect what the student plans to do after high school in the areas of ndash Post-secondary educationtraining

ndash Employment

ndash Independent living (if appropriate)

30

15

1032012

4 Identify specially designed instruction

bull Address the unique needs of the student that result from the studentrsquos disability

bull Ensure access of the student to the general curriculum so that the student can progress in general education ndash Supplementary aids and services ndash Adaptationsmodifications

31

5 After considering the above write a measurable annual goal which includes progress monitoring

bull Meet the studentrsquos needs that result from the studentrsquos disability to enable the child to be involved in and make progress in the general education curriculum

bull Meet each of the childrsquos other educational needs that result from the studentrsquos disability

32

16

1032012

6 Determine Placement

bull Questions for the group to consider regarding placement

bull Type of Support ndash Amount of services ndash Type of services ndash Location of services

33

6 Determine Placement

bull To the maximum extent appropriate children with disabilities are educated with children who are nondisabled and special classes separate schooling or other removal of children with disabilities from the regular educational environment occurs only if the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily

IDEA

34

17

1032012

6 Determine Placement

bull Explanation of the extent if any to which the student will not participate with students without disabilities in the regular education class AND

bull Explanation of the extent if any to which the student will not participate with students without disabilities in the regular education curriculum

35

6 Determine Placement

bull Type of Support ndash Amount of services ndash Type of services ndash Location of services

36

18

1032012

IEPs

6 Determine Placement

5 After considering the above write a measurable annual goal which includes progress monitoring

4 Identify specially designed instruction

3 Identify post-school goals if the student is 14 years or older

2 Identify and prioritize student needs (academic and functional skills)

1 Review Present Levels of Academic Achievement and Functional Performance

37

IEP RESOURCES wwwpattannet

38

19

1032012

PaTTAN Resources

bull Parent Guide

bull Resolution Meetings bull Revocation bull PennDataLRE

39

PaTTAN Resources

bull Process Timelines bull ESY bull SAAFP bull Standards Aligned

IEPs

40

20

1032012

Chapter 14 Questions and Answers

41

Upcoming Webinars IEP Series

bull Standards Aligned Individualized Education Programs (IEPs) Major Points and Misconceptions ndash November 15 2012 330 PM ndash 430 PM

bull Navigating the Resources on the PaTTAN Website ndash December 5 2012 330 PM ndash 430 PM

bull Individualized Education Programs (IEPs) with a Focus on Consideration of Assistive Technology ndash February 20 2013 330 PM ndash 430 PM

42

21

1032012

Upcoming Webinars IEP Series

bull Individualized Education Programs (IEPs) for Students with Reading and Writing Disabilities ndash March 21 2013 330 PM ndash 430 PM

bull Addressing Behavior in the Individualized Education Program (IEP) ndash April 10 2013 330 PM ndash 430 PM

bull Individualized Education Programs (IEPs) for Students with Math Deficits ndash May 15 2012 330 PM ndash 430 PM

43

Contact Information wwwpattannet

Ann Hinkson-Herrmann AHinkson-Herrmannpattannet

Commonwealth of Pennsylvania Tom Corbett Governor Diane Funsten

dfunstenpattannet Pennsylvania Department of Education Ronald JTomalis Secretary

Carolyn C Dumaresq Ed D Deputy Secretary Office of Elementary and Secondary Education

John JTommasini Director Bureau of Special Education

Patricia HozellaAssistant Director Bureau of Special Education

44

22

1032012

NOREPPWN Parental Consent

bull ParentGuardianSurrogate signsreturns it within 10 calendar days

bull If form NOT completed and parent consent is NOT required the school will proceed as proposed after 10 calendar days

bull Consent options ndash Request meeting ndash Approve actionrecommendation ndash Do not approve actionrecommendation (Request mediation or due

process hearing)

bull Child will remain in the current programplacement only if parents request due process hearing or mediation through the Office for Dispute Resolution ndash If not LEA will implement the actionrecommendation(s)

19

NOREPPWN Revocation of Services

bull NOREP used to document parental revocation

bull Required prior to termination of services bull Cessation of all special ed services bull LEAs may not use mediation or due process

to override the parentsrsquo revocation of consent

QampA wwwpattannet LegalmdashPA Laws and Regulations Parent Revocation of Consent for Special Education

Programs and Services 20

10

1032012

Summary of Academic Achievement and Functional Performance

For students exiting HS bull Assist the student in identifying supports in

postsecondary settingsworkplacecommunity bull Help student better understand the impact of

hisher disability

21

Standards Aligned IEPs

Access to General Education Curriculum bull Legal bases for developing standards-aligned IEPs

ndash NCLB Child with disability must receive reasonable adaptationsaccommodations necessary to measure academic achievement relative to state academic standards

ndash IDEA IEP must include goals designed to meet childrsquos needs to enable child to be involved in and make progress in general education curriculum

22

11

1032012

SA IEPs Access to GEC

Must ensure access to general ed curriculum bull Appropriate standards-based instructional goals bull Research-based

ndash instructional methodspractices ndash materialsmedia ndash supportsaccommodations ndash assessment toolsprocedures

COMING SOON Standards Aligned IEPs Major Points and Misconceptions

November 15 2012 330 PM ndash 430 PM 23

CONNECTING THE PARTS OF THE IEP

24

12

1032012

Like a good book the crucial elements of the IEP should tell a story so that the team can develop a plan to meet the childrsquos educational needs

25

IEPs

6 Determine Placement

5 After considering the above write a measurable annual goal which includes progress monitoring

4 Identify specially designed instruction

3 Identify post-school goals if the student is 14 years or older

2 Identify and prioritize student needs (academic and functional skills)

1 Review Present Levels of Academic Achievement and Functional Performance

26

13

1032012

1 Review Present Levels of Academic Achievement and Functional Performance

bull Give a clear snapshot of the studentrsquos current performance

bull Foundation for the remainder of the IEP

bull Data driven academics functional skills and transitionvocational skills

bull Interpret ndash assessment data and other relevant information

bull Build upon studentrsquos strengths and parent input

27

Present Levels should not be

bull A listing of data without any interpretation bull Lengthy narratives regarding performance in

every class bull Irrelevant datainformation bull Written in a manner that is not

understandable or parent friendly bull Fragmented with details that are unconnected

28

14

1032012

2 Identify and prioritize student needs (academic and functional skills)

bull Identify needs based upon the information in the Present Levels ndash Leads to developing measurable annual goals ndash Leads to developing post-school transition goals ndash Leads to developing specially designed instruction

29

3 Identify post-school goals if the student is 14 years or older

bull Statements that reflect what the student plans to do after high school in the areas of ndash Post-secondary educationtraining

ndash Employment

ndash Independent living (if appropriate)

30

15

1032012

4 Identify specially designed instruction

bull Address the unique needs of the student that result from the studentrsquos disability

bull Ensure access of the student to the general curriculum so that the student can progress in general education ndash Supplementary aids and services ndash Adaptationsmodifications

31

5 After considering the above write a measurable annual goal which includes progress monitoring

bull Meet the studentrsquos needs that result from the studentrsquos disability to enable the child to be involved in and make progress in the general education curriculum

bull Meet each of the childrsquos other educational needs that result from the studentrsquos disability

32

16

1032012

6 Determine Placement

bull Questions for the group to consider regarding placement

bull Type of Support ndash Amount of services ndash Type of services ndash Location of services

33

6 Determine Placement

bull To the maximum extent appropriate children with disabilities are educated with children who are nondisabled and special classes separate schooling or other removal of children with disabilities from the regular educational environment occurs only if the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily

IDEA

34

17

1032012

6 Determine Placement

bull Explanation of the extent if any to which the student will not participate with students without disabilities in the regular education class AND

bull Explanation of the extent if any to which the student will not participate with students without disabilities in the regular education curriculum

35

6 Determine Placement

bull Type of Support ndash Amount of services ndash Type of services ndash Location of services

36

18

1032012

IEPs

6 Determine Placement

5 After considering the above write a measurable annual goal which includes progress monitoring

4 Identify specially designed instruction

3 Identify post-school goals if the student is 14 years or older

2 Identify and prioritize student needs (academic and functional skills)

1 Review Present Levels of Academic Achievement and Functional Performance

37

IEP RESOURCES wwwpattannet

38

19

1032012

PaTTAN Resources

bull Parent Guide

bull Resolution Meetings bull Revocation bull PennDataLRE

39

PaTTAN Resources

bull Process Timelines bull ESY bull SAAFP bull Standards Aligned

IEPs

40

20

1032012

Chapter 14 Questions and Answers

41

Upcoming Webinars IEP Series

bull Standards Aligned Individualized Education Programs (IEPs) Major Points and Misconceptions ndash November 15 2012 330 PM ndash 430 PM

bull Navigating the Resources on the PaTTAN Website ndash December 5 2012 330 PM ndash 430 PM

bull Individualized Education Programs (IEPs) with a Focus on Consideration of Assistive Technology ndash February 20 2013 330 PM ndash 430 PM

42

21

1032012

Upcoming Webinars IEP Series

bull Individualized Education Programs (IEPs) for Students with Reading and Writing Disabilities ndash March 21 2013 330 PM ndash 430 PM

bull Addressing Behavior in the Individualized Education Program (IEP) ndash April 10 2013 330 PM ndash 430 PM

bull Individualized Education Programs (IEPs) for Students with Math Deficits ndash May 15 2012 330 PM ndash 430 PM

43

Contact Information wwwpattannet

Ann Hinkson-Herrmann AHinkson-Herrmannpattannet

Commonwealth of Pennsylvania Tom Corbett Governor Diane Funsten

dfunstenpattannet Pennsylvania Department of Education Ronald JTomalis Secretary

Carolyn C Dumaresq Ed D Deputy Secretary Office of Elementary and Secondary Education

John JTommasini Director Bureau of Special Education

Patricia HozellaAssistant Director Bureau of Special Education

44

22

1032012

Summary of Academic Achievement and Functional Performance

For students exiting HS bull Assist the student in identifying supports in

postsecondary settingsworkplacecommunity bull Help student better understand the impact of

hisher disability

21

Standards Aligned IEPs

Access to General Education Curriculum bull Legal bases for developing standards-aligned IEPs

ndash NCLB Child with disability must receive reasonable adaptationsaccommodations necessary to measure academic achievement relative to state academic standards

ndash IDEA IEP must include goals designed to meet childrsquos needs to enable child to be involved in and make progress in general education curriculum

22

11

1032012

SA IEPs Access to GEC

Must ensure access to general ed curriculum bull Appropriate standards-based instructional goals bull Research-based

ndash instructional methodspractices ndash materialsmedia ndash supportsaccommodations ndash assessment toolsprocedures

COMING SOON Standards Aligned IEPs Major Points and Misconceptions

November 15 2012 330 PM ndash 430 PM 23

CONNECTING THE PARTS OF THE IEP

24

12

1032012

Like a good book the crucial elements of the IEP should tell a story so that the team can develop a plan to meet the childrsquos educational needs

25

IEPs

6 Determine Placement

5 After considering the above write a measurable annual goal which includes progress monitoring

4 Identify specially designed instruction

3 Identify post-school goals if the student is 14 years or older

2 Identify and prioritize student needs (academic and functional skills)

1 Review Present Levels of Academic Achievement and Functional Performance

26

13

1032012

1 Review Present Levels of Academic Achievement and Functional Performance

bull Give a clear snapshot of the studentrsquos current performance

bull Foundation for the remainder of the IEP

bull Data driven academics functional skills and transitionvocational skills

bull Interpret ndash assessment data and other relevant information

bull Build upon studentrsquos strengths and parent input

27

Present Levels should not be

bull A listing of data without any interpretation bull Lengthy narratives regarding performance in

every class bull Irrelevant datainformation bull Written in a manner that is not

understandable or parent friendly bull Fragmented with details that are unconnected

28

14

1032012

2 Identify and prioritize student needs (academic and functional skills)

bull Identify needs based upon the information in the Present Levels ndash Leads to developing measurable annual goals ndash Leads to developing post-school transition goals ndash Leads to developing specially designed instruction

29

3 Identify post-school goals if the student is 14 years or older

bull Statements that reflect what the student plans to do after high school in the areas of ndash Post-secondary educationtraining

ndash Employment

ndash Independent living (if appropriate)

30

15

1032012

4 Identify specially designed instruction

bull Address the unique needs of the student that result from the studentrsquos disability

bull Ensure access of the student to the general curriculum so that the student can progress in general education ndash Supplementary aids and services ndash Adaptationsmodifications

31

5 After considering the above write a measurable annual goal which includes progress monitoring

bull Meet the studentrsquos needs that result from the studentrsquos disability to enable the child to be involved in and make progress in the general education curriculum

bull Meet each of the childrsquos other educational needs that result from the studentrsquos disability

32

16

1032012

6 Determine Placement

bull Questions for the group to consider regarding placement

bull Type of Support ndash Amount of services ndash Type of services ndash Location of services

33

6 Determine Placement

bull To the maximum extent appropriate children with disabilities are educated with children who are nondisabled and special classes separate schooling or other removal of children with disabilities from the regular educational environment occurs only if the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily

IDEA

34

17

1032012

6 Determine Placement

bull Explanation of the extent if any to which the student will not participate with students without disabilities in the regular education class AND

bull Explanation of the extent if any to which the student will not participate with students without disabilities in the regular education curriculum

35

6 Determine Placement

bull Type of Support ndash Amount of services ndash Type of services ndash Location of services

36

18

1032012

IEPs

6 Determine Placement

5 After considering the above write a measurable annual goal which includes progress monitoring

4 Identify specially designed instruction

3 Identify post-school goals if the student is 14 years or older

2 Identify and prioritize student needs (academic and functional skills)

1 Review Present Levels of Academic Achievement and Functional Performance

37

IEP RESOURCES wwwpattannet

38

19

1032012

PaTTAN Resources

bull Parent Guide

bull Resolution Meetings bull Revocation bull PennDataLRE

39

PaTTAN Resources

bull Process Timelines bull ESY bull SAAFP bull Standards Aligned

IEPs

40

20

1032012

Chapter 14 Questions and Answers

41

Upcoming Webinars IEP Series

bull Standards Aligned Individualized Education Programs (IEPs) Major Points and Misconceptions ndash November 15 2012 330 PM ndash 430 PM

bull Navigating the Resources on the PaTTAN Website ndash December 5 2012 330 PM ndash 430 PM

bull Individualized Education Programs (IEPs) with a Focus on Consideration of Assistive Technology ndash February 20 2013 330 PM ndash 430 PM

42

21

1032012

Upcoming Webinars IEP Series

bull Individualized Education Programs (IEPs) for Students with Reading and Writing Disabilities ndash March 21 2013 330 PM ndash 430 PM

bull Addressing Behavior in the Individualized Education Program (IEP) ndash April 10 2013 330 PM ndash 430 PM

bull Individualized Education Programs (IEPs) for Students with Math Deficits ndash May 15 2012 330 PM ndash 430 PM

43

Contact Information wwwpattannet

Ann Hinkson-Herrmann AHinkson-Herrmannpattannet

Commonwealth of Pennsylvania Tom Corbett Governor Diane Funsten

dfunstenpattannet Pennsylvania Department of Education Ronald JTomalis Secretary

Carolyn C Dumaresq Ed D Deputy Secretary Office of Elementary and Secondary Education

John JTommasini Director Bureau of Special Education

Patricia HozellaAssistant Director Bureau of Special Education

44

22

1032012

SA IEPs Access to GEC

Must ensure access to general ed curriculum bull Appropriate standards-based instructional goals bull Research-based

ndash instructional methodspractices ndash materialsmedia ndash supportsaccommodations ndash assessment toolsprocedures

COMING SOON Standards Aligned IEPs Major Points and Misconceptions

November 15 2012 330 PM ndash 430 PM 23

CONNECTING THE PARTS OF THE IEP

24

12

1032012

Like a good book the crucial elements of the IEP should tell a story so that the team can develop a plan to meet the childrsquos educational needs

25

IEPs

6 Determine Placement

5 After considering the above write a measurable annual goal which includes progress monitoring

4 Identify specially designed instruction

3 Identify post-school goals if the student is 14 years or older

2 Identify and prioritize student needs (academic and functional skills)

1 Review Present Levels of Academic Achievement and Functional Performance

26

13

1032012

1 Review Present Levels of Academic Achievement and Functional Performance

bull Give a clear snapshot of the studentrsquos current performance

bull Foundation for the remainder of the IEP

bull Data driven academics functional skills and transitionvocational skills

bull Interpret ndash assessment data and other relevant information

bull Build upon studentrsquos strengths and parent input

27

Present Levels should not be

bull A listing of data without any interpretation bull Lengthy narratives regarding performance in

every class bull Irrelevant datainformation bull Written in a manner that is not

understandable or parent friendly bull Fragmented with details that are unconnected

28

14

1032012

2 Identify and prioritize student needs (academic and functional skills)

bull Identify needs based upon the information in the Present Levels ndash Leads to developing measurable annual goals ndash Leads to developing post-school transition goals ndash Leads to developing specially designed instruction

29

3 Identify post-school goals if the student is 14 years or older

bull Statements that reflect what the student plans to do after high school in the areas of ndash Post-secondary educationtraining

ndash Employment

ndash Independent living (if appropriate)

30

15

1032012

4 Identify specially designed instruction

bull Address the unique needs of the student that result from the studentrsquos disability

bull Ensure access of the student to the general curriculum so that the student can progress in general education ndash Supplementary aids and services ndash Adaptationsmodifications

31

5 After considering the above write a measurable annual goal which includes progress monitoring

bull Meet the studentrsquos needs that result from the studentrsquos disability to enable the child to be involved in and make progress in the general education curriculum

bull Meet each of the childrsquos other educational needs that result from the studentrsquos disability

32

16

1032012

6 Determine Placement

bull Questions for the group to consider regarding placement

bull Type of Support ndash Amount of services ndash Type of services ndash Location of services

33

6 Determine Placement

bull To the maximum extent appropriate children with disabilities are educated with children who are nondisabled and special classes separate schooling or other removal of children with disabilities from the regular educational environment occurs only if the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily

IDEA

34

17

1032012

6 Determine Placement

bull Explanation of the extent if any to which the student will not participate with students without disabilities in the regular education class AND

bull Explanation of the extent if any to which the student will not participate with students without disabilities in the regular education curriculum

35

6 Determine Placement

bull Type of Support ndash Amount of services ndash Type of services ndash Location of services

36

18

1032012

IEPs

6 Determine Placement

5 After considering the above write a measurable annual goal which includes progress monitoring

4 Identify specially designed instruction

3 Identify post-school goals if the student is 14 years or older

2 Identify and prioritize student needs (academic and functional skills)

1 Review Present Levels of Academic Achievement and Functional Performance

37

IEP RESOURCES wwwpattannet

38

19

1032012

PaTTAN Resources

bull Parent Guide

bull Resolution Meetings bull Revocation bull PennDataLRE

39

PaTTAN Resources

bull Process Timelines bull ESY bull SAAFP bull Standards Aligned

IEPs

40

20

1032012

Chapter 14 Questions and Answers

41

Upcoming Webinars IEP Series

bull Standards Aligned Individualized Education Programs (IEPs) Major Points and Misconceptions ndash November 15 2012 330 PM ndash 430 PM

bull Navigating the Resources on the PaTTAN Website ndash December 5 2012 330 PM ndash 430 PM

bull Individualized Education Programs (IEPs) with a Focus on Consideration of Assistive Technology ndash February 20 2013 330 PM ndash 430 PM

42

21

1032012

Upcoming Webinars IEP Series

bull Individualized Education Programs (IEPs) for Students with Reading and Writing Disabilities ndash March 21 2013 330 PM ndash 430 PM

bull Addressing Behavior in the Individualized Education Program (IEP) ndash April 10 2013 330 PM ndash 430 PM

bull Individualized Education Programs (IEPs) for Students with Math Deficits ndash May 15 2012 330 PM ndash 430 PM

43

Contact Information wwwpattannet

Ann Hinkson-Herrmann AHinkson-Herrmannpattannet

Commonwealth of Pennsylvania Tom Corbett Governor Diane Funsten

dfunstenpattannet Pennsylvania Department of Education Ronald JTomalis Secretary

Carolyn C Dumaresq Ed D Deputy Secretary Office of Elementary and Secondary Education

John JTommasini Director Bureau of Special Education

Patricia HozellaAssistant Director Bureau of Special Education

44

22

1032012

Like a good book the crucial elements of the IEP should tell a story so that the team can develop a plan to meet the childrsquos educational needs

25

IEPs

6 Determine Placement

5 After considering the above write a measurable annual goal which includes progress monitoring

4 Identify specially designed instruction

3 Identify post-school goals if the student is 14 years or older

2 Identify and prioritize student needs (academic and functional skills)

1 Review Present Levels of Academic Achievement and Functional Performance

26

13

1032012

1 Review Present Levels of Academic Achievement and Functional Performance

bull Give a clear snapshot of the studentrsquos current performance

bull Foundation for the remainder of the IEP

bull Data driven academics functional skills and transitionvocational skills

bull Interpret ndash assessment data and other relevant information

bull Build upon studentrsquos strengths and parent input

27

Present Levels should not be

bull A listing of data without any interpretation bull Lengthy narratives regarding performance in

every class bull Irrelevant datainformation bull Written in a manner that is not

understandable or parent friendly bull Fragmented with details that are unconnected

28

14

1032012

2 Identify and prioritize student needs (academic and functional skills)

bull Identify needs based upon the information in the Present Levels ndash Leads to developing measurable annual goals ndash Leads to developing post-school transition goals ndash Leads to developing specially designed instruction

29

3 Identify post-school goals if the student is 14 years or older

bull Statements that reflect what the student plans to do after high school in the areas of ndash Post-secondary educationtraining

ndash Employment

ndash Independent living (if appropriate)

30

15

1032012

4 Identify specially designed instruction

bull Address the unique needs of the student that result from the studentrsquos disability

bull Ensure access of the student to the general curriculum so that the student can progress in general education ndash Supplementary aids and services ndash Adaptationsmodifications

31

5 After considering the above write a measurable annual goal which includes progress monitoring

bull Meet the studentrsquos needs that result from the studentrsquos disability to enable the child to be involved in and make progress in the general education curriculum

bull Meet each of the childrsquos other educational needs that result from the studentrsquos disability

32

16

1032012

6 Determine Placement

bull Questions for the group to consider regarding placement

bull Type of Support ndash Amount of services ndash Type of services ndash Location of services

33

6 Determine Placement

bull To the maximum extent appropriate children with disabilities are educated with children who are nondisabled and special classes separate schooling or other removal of children with disabilities from the regular educational environment occurs only if the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily

IDEA

34

17

1032012

6 Determine Placement

bull Explanation of the extent if any to which the student will not participate with students without disabilities in the regular education class AND

bull Explanation of the extent if any to which the student will not participate with students without disabilities in the regular education curriculum

35

6 Determine Placement

bull Type of Support ndash Amount of services ndash Type of services ndash Location of services

36

18

1032012

IEPs

6 Determine Placement

5 After considering the above write a measurable annual goal which includes progress monitoring

4 Identify specially designed instruction

3 Identify post-school goals if the student is 14 years or older

2 Identify and prioritize student needs (academic and functional skills)

1 Review Present Levels of Academic Achievement and Functional Performance

37

IEP RESOURCES wwwpattannet

38

19

1032012

PaTTAN Resources

bull Parent Guide

bull Resolution Meetings bull Revocation bull PennDataLRE

39

PaTTAN Resources

bull Process Timelines bull ESY bull SAAFP bull Standards Aligned

IEPs

40

20

1032012

Chapter 14 Questions and Answers

41

Upcoming Webinars IEP Series

bull Standards Aligned Individualized Education Programs (IEPs) Major Points and Misconceptions ndash November 15 2012 330 PM ndash 430 PM

bull Navigating the Resources on the PaTTAN Website ndash December 5 2012 330 PM ndash 430 PM

bull Individualized Education Programs (IEPs) with a Focus on Consideration of Assistive Technology ndash February 20 2013 330 PM ndash 430 PM

42

21

1032012

Upcoming Webinars IEP Series

bull Individualized Education Programs (IEPs) for Students with Reading and Writing Disabilities ndash March 21 2013 330 PM ndash 430 PM

bull Addressing Behavior in the Individualized Education Program (IEP) ndash April 10 2013 330 PM ndash 430 PM

bull Individualized Education Programs (IEPs) for Students with Math Deficits ndash May 15 2012 330 PM ndash 430 PM

43

Contact Information wwwpattannet

Ann Hinkson-Herrmann AHinkson-Herrmannpattannet

Commonwealth of Pennsylvania Tom Corbett Governor Diane Funsten

dfunstenpattannet Pennsylvania Department of Education Ronald JTomalis Secretary

Carolyn C Dumaresq Ed D Deputy Secretary Office of Elementary and Secondary Education

John JTommasini Director Bureau of Special Education

Patricia HozellaAssistant Director Bureau of Special Education

44

22

1032012

1 Review Present Levels of Academic Achievement and Functional Performance

bull Give a clear snapshot of the studentrsquos current performance

bull Foundation for the remainder of the IEP

bull Data driven academics functional skills and transitionvocational skills

bull Interpret ndash assessment data and other relevant information

bull Build upon studentrsquos strengths and parent input

27

Present Levels should not be

bull A listing of data without any interpretation bull Lengthy narratives regarding performance in

every class bull Irrelevant datainformation bull Written in a manner that is not

understandable or parent friendly bull Fragmented with details that are unconnected

28

14

1032012

2 Identify and prioritize student needs (academic and functional skills)

bull Identify needs based upon the information in the Present Levels ndash Leads to developing measurable annual goals ndash Leads to developing post-school transition goals ndash Leads to developing specially designed instruction

29

3 Identify post-school goals if the student is 14 years or older

bull Statements that reflect what the student plans to do after high school in the areas of ndash Post-secondary educationtraining

ndash Employment

ndash Independent living (if appropriate)

30

15

1032012

4 Identify specially designed instruction

bull Address the unique needs of the student that result from the studentrsquos disability

bull Ensure access of the student to the general curriculum so that the student can progress in general education ndash Supplementary aids and services ndash Adaptationsmodifications

31

5 After considering the above write a measurable annual goal which includes progress monitoring

bull Meet the studentrsquos needs that result from the studentrsquos disability to enable the child to be involved in and make progress in the general education curriculum

bull Meet each of the childrsquos other educational needs that result from the studentrsquos disability

32

16

1032012

6 Determine Placement

bull Questions for the group to consider regarding placement

bull Type of Support ndash Amount of services ndash Type of services ndash Location of services

33

6 Determine Placement

bull To the maximum extent appropriate children with disabilities are educated with children who are nondisabled and special classes separate schooling or other removal of children with disabilities from the regular educational environment occurs only if the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily

IDEA

34

17

1032012

6 Determine Placement

bull Explanation of the extent if any to which the student will not participate with students without disabilities in the regular education class AND

bull Explanation of the extent if any to which the student will not participate with students without disabilities in the regular education curriculum

35

6 Determine Placement

bull Type of Support ndash Amount of services ndash Type of services ndash Location of services

36

18

1032012

IEPs

6 Determine Placement

5 After considering the above write a measurable annual goal which includes progress monitoring

4 Identify specially designed instruction

3 Identify post-school goals if the student is 14 years or older

2 Identify and prioritize student needs (academic and functional skills)

1 Review Present Levels of Academic Achievement and Functional Performance

37

IEP RESOURCES wwwpattannet

38

19

1032012

PaTTAN Resources

bull Parent Guide

bull Resolution Meetings bull Revocation bull PennDataLRE

39

PaTTAN Resources

bull Process Timelines bull ESY bull SAAFP bull Standards Aligned

IEPs

40

20

1032012

Chapter 14 Questions and Answers

41

Upcoming Webinars IEP Series

bull Standards Aligned Individualized Education Programs (IEPs) Major Points and Misconceptions ndash November 15 2012 330 PM ndash 430 PM

bull Navigating the Resources on the PaTTAN Website ndash December 5 2012 330 PM ndash 430 PM

bull Individualized Education Programs (IEPs) with a Focus on Consideration of Assistive Technology ndash February 20 2013 330 PM ndash 430 PM

42

21

1032012

Upcoming Webinars IEP Series

bull Individualized Education Programs (IEPs) for Students with Reading and Writing Disabilities ndash March 21 2013 330 PM ndash 430 PM

bull Addressing Behavior in the Individualized Education Program (IEP) ndash April 10 2013 330 PM ndash 430 PM

bull Individualized Education Programs (IEPs) for Students with Math Deficits ndash May 15 2012 330 PM ndash 430 PM

43

Contact Information wwwpattannet

Ann Hinkson-Herrmann AHinkson-Herrmannpattannet

Commonwealth of Pennsylvania Tom Corbett Governor Diane Funsten

dfunstenpattannet Pennsylvania Department of Education Ronald JTomalis Secretary

Carolyn C Dumaresq Ed D Deputy Secretary Office of Elementary and Secondary Education

John JTommasini Director Bureau of Special Education

Patricia HozellaAssistant Director Bureau of Special Education

44

22

1032012

2 Identify and prioritize student needs (academic and functional skills)

bull Identify needs based upon the information in the Present Levels ndash Leads to developing measurable annual goals ndash Leads to developing post-school transition goals ndash Leads to developing specially designed instruction

29

3 Identify post-school goals if the student is 14 years or older

bull Statements that reflect what the student plans to do after high school in the areas of ndash Post-secondary educationtraining

ndash Employment

ndash Independent living (if appropriate)

30

15

1032012

4 Identify specially designed instruction

bull Address the unique needs of the student that result from the studentrsquos disability

bull Ensure access of the student to the general curriculum so that the student can progress in general education ndash Supplementary aids and services ndash Adaptationsmodifications

31

5 After considering the above write a measurable annual goal which includes progress monitoring

bull Meet the studentrsquos needs that result from the studentrsquos disability to enable the child to be involved in and make progress in the general education curriculum

bull Meet each of the childrsquos other educational needs that result from the studentrsquos disability

32

16

1032012

6 Determine Placement

bull Questions for the group to consider regarding placement

bull Type of Support ndash Amount of services ndash Type of services ndash Location of services

33

6 Determine Placement

bull To the maximum extent appropriate children with disabilities are educated with children who are nondisabled and special classes separate schooling or other removal of children with disabilities from the regular educational environment occurs only if the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily

IDEA

34

17

1032012

6 Determine Placement

bull Explanation of the extent if any to which the student will not participate with students without disabilities in the regular education class AND

bull Explanation of the extent if any to which the student will not participate with students without disabilities in the regular education curriculum

35

6 Determine Placement

bull Type of Support ndash Amount of services ndash Type of services ndash Location of services

36

18

1032012

IEPs

6 Determine Placement

5 After considering the above write a measurable annual goal which includes progress monitoring

4 Identify specially designed instruction

3 Identify post-school goals if the student is 14 years or older

2 Identify and prioritize student needs (academic and functional skills)

1 Review Present Levels of Academic Achievement and Functional Performance

37

IEP RESOURCES wwwpattannet

38

19

1032012

PaTTAN Resources

bull Parent Guide

bull Resolution Meetings bull Revocation bull PennDataLRE

39

PaTTAN Resources

bull Process Timelines bull ESY bull SAAFP bull Standards Aligned

IEPs

40

20

1032012

Chapter 14 Questions and Answers

41

Upcoming Webinars IEP Series

bull Standards Aligned Individualized Education Programs (IEPs) Major Points and Misconceptions ndash November 15 2012 330 PM ndash 430 PM

bull Navigating the Resources on the PaTTAN Website ndash December 5 2012 330 PM ndash 430 PM

bull Individualized Education Programs (IEPs) with a Focus on Consideration of Assistive Technology ndash February 20 2013 330 PM ndash 430 PM

42

21

1032012

Upcoming Webinars IEP Series

bull Individualized Education Programs (IEPs) for Students with Reading and Writing Disabilities ndash March 21 2013 330 PM ndash 430 PM

bull Addressing Behavior in the Individualized Education Program (IEP) ndash April 10 2013 330 PM ndash 430 PM

bull Individualized Education Programs (IEPs) for Students with Math Deficits ndash May 15 2012 330 PM ndash 430 PM

43

Contact Information wwwpattannet

Ann Hinkson-Herrmann AHinkson-Herrmannpattannet

Commonwealth of Pennsylvania Tom Corbett Governor Diane Funsten

dfunstenpattannet Pennsylvania Department of Education Ronald JTomalis Secretary

Carolyn C Dumaresq Ed D Deputy Secretary Office of Elementary and Secondary Education

John JTommasini Director Bureau of Special Education

Patricia HozellaAssistant Director Bureau of Special Education

44

22

1032012

4 Identify specially designed instruction

bull Address the unique needs of the student that result from the studentrsquos disability

bull Ensure access of the student to the general curriculum so that the student can progress in general education ndash Supplementary aids and services ndash Adaptationsmodifications

31

5 After considering the above write a measurable annual goal which includes progress monitoring

bull Meet the studentrsquos needs that result from the studentrsquos disability to enable the child to be involved in and make progress in the general education curriculum

bull Meet each of the childrsquos other educational needs that result from the studentrsquos disability

32

16

1032012

6 Determine Placement

bull Questions for the group to consider regarding placement

bull Type of Support ndash Amount of services ndash Type of services ndash Location of services

33

6 Determine Placement

bull To the maximum extent appropriate children with disabilities are educated with children who are nondisabled and special classes separate schooling or other removal of children with disabilities from the regular educational environment occurs only if the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily

IDEA

34

17

1032012

6 Determine Placement

bull Explanation of the extent if any to which the student will not participate with students without disabilities in the regular education class AND

bull Explanation of the extent if any to which the student will not participate with students without disabilities in the regular education curriculum

35

6 Determine Placement

bull Type of Support ndash Amount of services ndash Type of services ndash Location of services

36

18

1032012

IEPs

6 Determine Placement

5 After considering the above write a measurable annual goal which includes progress monitoring

4 Identify specially designed instruction

3 Identify post-school goals if the student is 14 years or older

2 Identify and prioritize student needs (academic and functional skills)

1 Review Present Levels of Academic Achievement and Functional Performance

37

IEP RESOURCES wwwpattannet

38

19

1032012

PaTTAN Resources

bull Parent Guide

bull Resolution Meetings bull Revocation bull PennDataLRE

39

PaTTAN Resources

bull Process Timelines bull ESY bull SAAFP bull Standards Aligned

IEPs

40

20

1032012

Chapter 14 Questions and Answers

41

Upcoming Webinars IEP Series

bull Standards Aligned Individualized Education Programs (IEPs) Major Points and Misconceptions ndash November 15 2012 330 PM ndash 430 PM

bull Navigating the Resources on the PaTTAN Website ndash December 5 2012 330 PM ndash 430 PM

bull Individualized Education Programs (IEPs) with a Focus on Consideration of Assistive Technology ndash February 20 2013 330 PM ndash 430 PM

42

21

1032012

Upcoming Webinars IEP Series

bull Individualized Education Programs (IEPs) for Students with Reading and Writing Disabilities ndash March 21 2013 330 PM ndash 430 PM

bull Addressing Behavior in the Individualized Education Program (IEP) ndash April 10 2013 330 PM ndash 430 PM

bull Individualized Education Programs (IEPs) for Students with Math Deficits ndash May 15 2012 330 PM ndash 430 PM

43

Contact Information wwwpattannet

Ann Hinkson-Herrmann AHinkson-Herrmannpattannet

Commonwealth of Pennsylvania Tom Corbett Governor Diane Funsten

dfunstenpattannet Pennsylvania Department of Education Ronald JTomalis Secretary

Carolyn C Dumaresq Ed D Deputy Secretary Office of Elementary and Secondary Education

John JTommasini Director Bureau of Special Education

Patricia HozellaAssistant Director Bureau of Special Education

44

22

1032012

6 Determine Placement

bull Questions for the group to consider regarding placement

bull Type of Support ndash Amount of services ndash Type of services ndash Location of services

33

6 Determine Placement

bull To the maximum extent appropriate children with disabilities are educated with children who are nondisabled and special classes separate schooling or other removal of children with disabilities from the regular educational environment occurs only if the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily

IDEA

34

17

1032012

6 Determine Placement

bull Explanation of the extent if any to which the student will not participate with students without disabilities in the regular education class AND

bull Explanation of the extent if any to which the student will not participate with students without disabilities in the regular education curriculum

35

6 Determine Placement

bull Type of Support ndash Amount of services ndash Type of services ndash Location of services

36

18

1032012

IEPs

6 Determine Placement

5 After considering the above write a measurable annual goal which includes progress monitoring

4 Identify specially designed instruction

3 Identify post-school goals if the student is 14 years or older

2 Identify and prioritize student needs (academic and functional skills)

1 Review Present Levels of Academic Achievement and Functional Performance

37

IEP RESOURCES wwwpattannet

38

19

1032012

PaTTAN Resources

bull Parent Guide

bull Resolution Meetings bull Revocation bull PennDataLRE

39

PaTTAN Resources

bull Process Timelines bull ESY bull SAAFP bull Standards Aligned

IEPs

40

20

1032012

Chapter 14 Questions and Answers

41

Upcoming Webinars IEP Series

bull Standards Aligned Individualized Education Programs (IEPs) Major Points and Misconceptions ndash November 15 2012 330 PM ndash 430 PM

bull Navigating the Resources on the PaTTAN Website ndash December 5 2012 330 PM ndash 430 PM

bull Individualized Education Programs (IEPs) with a Focus on Consideration of Assistive Technology ndash February 20 2013 330 PM ndash 430 PM

42

21

1032012

Upcoming Webinars IEP Series

bull Individualized Education Programs (IEPs) for Students with Reading and Writing Disabilities ndash March 21 2013 330 PM ndash 430 PM

bull Addressing Behavior in the Individualized Education Program (IEP) ndash April 10 2013 330 PM ndash 430 PM

bull Individualized Education Programs (IEPs) for Students with Math Deficits ndash May 15 2012 330 PM ndash 430 PM

43

Contact Information wwwpattannet

Ann Hinkson-Herrmann AHinkson-Herrmannpattannet

Commonwealth of Pennsylvania Tom Corbett Governor Diane Funsten

dfunstenpattannet Pennsylvania Department of Education Ronald JTomalis Secretary

Carolyn C Dumaresq Ed D Deputy Secretary Office of Elementary and Secondary Education

John JTommasini Director Bureau of Special Education

Patricia HozellaAssistant Director Bureau of Special Education

44

22

1032012

6 Determine Placement

bull Explanation of the extent if any to which the student will not participate with students without disabilities in the regular education class AND

bull Explanation of the extent if any to which the student will not participate with students without disabilities in the regular education curriculum

35

6 Determine Placement

bull Type of Support ndash Amount of services ndash Type of services ndash Location of services

36

18

1032012

IEPs

6 Determine Placement

5 After considering the above write a measurable annual goal which includes progress monitoring

4 Identify specially designed instruction

3 Identify post-school goals if the student is 14 years or older

2 Identify and prioritize student needs (academic and functional skills)

1 Review Present Levels of Academic Achievement and Functional Performance

37

IEP RESOURCES wwwpattannet

38

19

1032012

PaTTAN Resources

bull Parent Guide

bull Resolution Meetings bull Revocation bull PennDataLRE

39

PaTTAN Resources

bull Process Timelines bull ESY bull SAAFP bull Standards Aligned

IEPs

40

20

1032012

Chapter 14 Questions and Answers

41

Upcoming Webinars IEP Series

bull Standards Aligned Individualized Education Programs (IEPs) Major Points and Misconceptions ndash November 15 2012 330 PM ndash 430 PM

bull Navigating the Resources on the PaTTAN Website ndash December 5 2012 330 PM ndash 430 PM

bull Individualized Education Programs (IEPs) with a Focus on Consideration of Assistive Technology ndash February 20 2013 330 PM ndash 430 PM

42

21

1032012

Upcoming Webinars IEP Series

bull Individualized Education Programs (IEPs) for Students with Reading and Writing Disabilities ndash March 21 2013 330 PM ndash 430 PM

bull Addressing Behavior in the Individualized Education Program (IEP) ndash April 10 2013 330 PM ndash 430 PM

bull Individualized Education Programs (IEPs) for Students with Math Deficits ndash May 15 2012 330 PM ndash 430 PM

43

Contact Information wwwpattannet

Ann Hinkson-Herrmann AHinkson-Herrmannpattannet

Commonwealth of Pennsylvania Tom Corbett Governor Diane Funsten

dfunstenpattannet Pennsylvania Department of Education Ronald JTomalis Secretary

Carolyn C Dumaresq Ed D Deputy Secretary Office of Elementary and Secondary Education

John JTommasini Director Bureau of Special Education

Patricia HozellaAssistant Director Bureau of Special Education

44

22

1032012

IEPs

6 Determine Placement

5 After considering the above write a measurable annual goal which includes progress monitoring

4 Identify specially designed instruction

3 Identify post-school goals if the student is 14 years or older

2 Identify and prioritize student needs (academic and functional skills)

1 Review Present Levels of Academic Achievement and Functional Performance

37

IEP RESOURCES wwwpattannet

38

19

1032012

PaTTAN Resources

bull Parent Guide

bull Resolution Meetings bull Revocation bull PennDataLRE

39

PaTTAN Resources

bull Process Timelines bull ESY bull SAAFP bull Standards Aligned

IEPs

40

20

1032012

Chapter 14 Questions and Answers

41

Upcoming Webinars IEP Series

bull Standards Aligned Individualized Education Programs (IEPs) Major Points and Misconceptions ndash November 15 2012 330 PM ndash 430 PM

bull Navigating the Resources on the PaTTAN Website ndash December 5 2012 330 PM ndash 430 PM

bull Individualized Education Programs (IEPs) with a Focus on Consideration of Assistive Technology ndash February 20 2013 330 PM ndash 430 PM

42

21

1032012

Upcoming Webinars IEP Series

bull Individualized Education Programs (IEPs) for Students with Reading and Writing Disabilities ndash March 21 2013 330 PM ndash 430 PM

bull Addressing Behavior in the Individualized Education Program (IEP) ndash April 10 2013 330 PM ndash 430 PM

bull Individualized Education Programs (IEPs) for Students with Math Deficits ndash May 15 2012 330 PM ndash 430 PM

43

Contact Information wwwpattannet

Ann Hinkson-Herrmann AHinkson-Herrmannpattannet

Commonwealth of Pennsylvania Tom Corbett Governor Diane Funsten

dfunstenpattannet Pennsylvania Department of Education Ronald JTomalis Secretary

Carolyn C Dumaresq Ed D Deputy Secretary Office of Elementary and Secondary Education

John JTommasini Director Bureau of Special Education

Patricia HozellaAssistant Director Bureau of Special Education

44

22

1032012

PaTTAN Resources

bull Parent Guide

bull Resolution Meetings bull Revocation bull PennDataLRE

39

PaTTAN Resources

bull Process Timelines bull ESY bull SAAFP bull Standards Aligned

IEPs

40

20

1032012

Chapter 14 Questions and Answers

41

Upcoming Webinars IEP Series

bull Standards Aligned Individualized Education Programs (IEPs) Major Points and Misconceptions ndash November 15 2012 330 PM ndash 430 PM

bull Navigating the Resources on the PaTTAN Website ndash December 5 2012 330 PM ndash 430 PM

bull Individualized Education Programs (IEPs) with a Focus on Consideration of Assistive Technology ndash February 20 2013 330 PM ndash 430 PM

42

21

1032012

Upcoming Webinars IEP Series

bull Individualized Education Programs (IEPs) for Students with Reading and Writing Disabilities ndash March 21 2013 330 PM ndash 430 PM

bull Addressing Behavior in the Individualized Education Program (IEP) ndash April 10 2013 330 PM ndash 430 PM

bull Individualized Education Programs (IEPs) for Students with Math Deficits ndash May 15 2012 330 PM ndash 430 PM

43

Contact Information wwwpattannet

Ann Hinkson-Herrmann AHinkson-Herrmannpattannet

Commonwealth of Pennsylvania Tom Corbett Governor Diane Funsten

dfunstenpattannet Pennsylvania Department of Education Ronald JTomalis Secretary

Carolyn C Dumaresq Ed D Deputy Secretary Office of Elementary and Secondary Education

John JTommasini Director Bureau of Special Education

Patricia HozellaAssistant Director Bureau of Special Education

44

22

1032012

Chapter 14 Questions and Answers

41

Upcoming Webinars IEP Series

bull Standards Aligned Individualized Education Programs (IEPs) Major Points and Misconceptions ndash November 15 2012 330 PM ndash 430 PM

bull Navigating the Resources on the PaTTAN Website ndash December 5 2012 330 PM ndash 430 PM

bull Individualized Education Programs (IEPs) with a Focus on Consideration of Assistive Technology ndash February 20 2013 330 PM ndash 430 PM

42

21

1032012

Upcoming Webinars IEP Series

bull Individualized Education Programs (IEPs) for Students with Reading and Writing Disabilities ndash March 21 2013 330 PM ndash 430 PM

bull Addressing Behavior in the Individualized Education Program (IEP) ndash April 10 2013 330 PM ndash 430 PM

bull Individualized Education Programs (IEPs) for Students with Math Deficits ndash May 15 2012 330 PM ndash 430 PM

43

Contact Information wwwpattannet

Ann Hinkson-Herrmann AHinkson-Herrmannpattannet

Commonwealth of Pennsylvania Tom Corbett Governor Diane Funsten

dfunstenpattannet Pennsylvania Department of Education Ronald JTomalis Secretary

Carolyn C Dumaresq Ed D Deputy Secretary Office of Elementary and Secondary Education

John JTommasini Director Bureau of Special Education

Patricia HozellaAssistant Director Bureau of Special Education

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1032012

Upcoming Webinars IEP Series

bull Individualized Education Programs (IEPs) for Students with Reading and Writing Disabilities ndash March 21 2013 330 PM ndash 430 PM

bull Addressing Behavior in the Individualized Education Program (IEP) ndash April 10 2013 330 PM ndash 430 PM

bull Individualized Education Programs (IEPs) for Students with Math Deficits ndash May 15 2012 330 PM ndash 430 PM

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Contact Information wwwpattannet

Ann Hinkson-Herrmann AHinkson-Herrmannpattannet

Commonwealth of Pennsylvania Tom Corbett Governor Diane Funsten

dfunstenpattannet Pennsylvania Department of Education Ronald JTomalis Secretary

Carolyn C Dumaresq Ed D Deputy Secretary Office of Elementary and Secondary Education

John JTommasini Director Bureau of Special Education

Patricia HozellaAssistant Director Bureau of Special Education

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