West Clermont Special
Education
Opening Day 2012 / 2013
Front Loaded Inservice
Presentation Objectives
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Welcome New Staff Members!
Supervisor Responsibilities
PBSS Staffing / Responsibilities
School Psychologists - Staffing
Program Updates – Tri-B, SoComm
ED @ GEHS
• IEP Content Updates
• IEP Meetings - Practical Tips
• IEP Processing
Welcome New Staff
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Brantner – Rachel Smolen
Clough Pike – Macaira Hughes
Holly Hill – Porschea Monnin
Summerside – Chelsea Smith
WT – Deanne Maus
Willowville – Nicole Stephan
Amelia Middle – Darlene Carroll
Amelia High – Maggie Gattermeyer
Amelia High - Kaylin Henninger
Amelia High – Brittany Myers
Glen Este High – Katie Cohill
Glen Este High – Tyler Erwin
Glen Este High – Cara Concannon
Moving on Up!!!!!!
• Holly Hill – Megan Harrelson
• WT – Ryan Fessler
• Amelia Middle School – Holly Capps,
SoComm MD
• Glen Este High – Stefanie Hahn
New School Psychologists
• Molly McNeil – Willowville & WT
• Megan Brennan – Preschool
• Sarah English – Summerside, Preschool,
& Itinerant
PBSS – Staffing
• Lisa Zelvy – Clough, Merwin, WT, Glen
Este Campus, Amelia Campus (share)
• Amy Storer – AES, Brantner, Holly Hill,
Summerside, Willowville, Amelia Campus
(share)
PBSS – Roles and Responsibilities
• Direct Services for students with behavioral
concerns per IEP Team
• Consultation Services
• Coordination of RTI processes with School
Psychologists, General Education Teachers,
Special Education Teachers, Counselors, and
Administrators
• Liaison to Wrap Around services through
CCMHRB
• Professional Development
School Psychologists - Staffing
• Leanna Webber – Amelia Elementary, AE
preschool, school 35
• Carrie Bunger – Brantner, Merwin
• Kendra Herdtner – Clough Pike, Holly Hill,
Auxiliary (includes private, AU scholarship)
• Sarah English – Summerside, SS preschool
• Molly McNeal – Willowville, WT
• Megan Brennan – WC Preschools, EI, Head
Start
• Chele McKissick – Glen Este
• Nathan Dumford – Amelia
Your Special Education
Administration Team
 Laura Nazzarine (Overall District, SS, WT, GMS, Aspire, Far and Away)
Director of Special Education
Linda Diener and Sara Jane Hutcherson
943-5029
 Chuck Boothby (GEHS, AHS, AMS, BE)
Special Education Supervisor
Boothby_c@westcler.org 943-5043
 Chris Curtin (AES, GMS, ME, Social Communication Classrooms, Preschool)
Special Education Supervisor
Curtin_c@westcler.org 943-5011
 Julie Carter (CP, HH, WV, Aspire, Work Study)
Work Study Coordinator and Special Education Supervisor
Carter_j@westcler.org 943-5025
Questions? We are here to help!
School
Supervisor
School / Service
Supervisor
Amelia Elementary
Chris Curtin
Oaks / Work Study
Julie Carter
Brantner Elementary
Chuck Boothby
SoComm (Behavior)
Chris Curtin
Clough Pike Elementary
Julie Carter
SoComm (Social
Holly Hill
Julie Carter
Chris Curtin,
Laura Nazzarine
Merwin Elementary
Chris Curtin
Summerside Elementary
Laura Nazzarine
Willowville Elementary
Julie Carter
Withamsville Elementary
Laura Nazzarine
Glen Este Middle School
Chris Curtin &
Laura Nazzarine
Amelia Middle School
Chuck Boothby
Glen Este High School
Chuck Boothby
Amelia High School
Chuck Boothby
Preschool
Chris Curtin
Communication Skills)
Tri-B
Chuck Boothby,
Laura Nazzarine
Wasserman
School
Chris Curtin,
Laura Nazzarine
CCESC (Social
Communication,
Med. Frag. Unit)
Laura Nazzarine,
Chris Curtin
Wildey School
Chuck Boothby
PBS- (AE, BE, HH,
SS, WV, Amelia
Campus)
Amy Storer
PBS- (CP, ME, WT,
AM campus, GE)
Lisa Zelvy
“You can do it if you believe you can! “
Napoleon Hill
District SIP
By 2013, a minimum of 90% of West Clermont students will
achieve proficient or above in common core content
standards for Reading, Mathematics, Science, and Social
Studies.
Performance Measures: DIBELS (EOY benchmark
outcomes), OAA/OGT Proficiency Levels, AYP Targets,
Value-Added, ACT (18/English, 22/Mathematics, 21/Reading,
24/Science)
What does that mean for our special
education students and educators?
“A leader is one who knows the way,
goes the way and shows the way.”
-John C. Maxwell
Closing the Gap: District data comparison 2008, 2009, 2010, 2011, 2012
100
87.8
90
84.6
87.8
80
67.7
70
60
50
40
82.6
86.4
88
85.1
70.5
73.2
60.2
55.9
59.6
51.9
63.5
55.6
31.9
30
34.5
24.4
20
10
32.4
20.1
25.5
12.1
0
SWD
NonSWD
Gap
08
09
Reading Reading
9.6
10
11
Reading Reading
12
08 Math
09 Math 10 Math
Reading
Questions to Think About?
In what areas have we made the most significant gains in "closing the gap"?
With what subgroup?
With what content areas?
What is the target for 2011, given our goal of a 33% decrease in the subgroup gap?
11 Math
12 Math
West Clermont Special Education Website Info.
http://www.westcler.org/specialed/
Program Updates
Tri - B
• Targeted Rigorous Instruction, Building Better
Behavior
• Tri-B programs are child centered learning
programs that focus on building individual skills
for each learner. Our classrooms are selfcontained, highly structured visually supported
environments, with an emphasis on building
social communication skills, adaptive behavior,
and functional behavior skills
IEP Content Updates
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Other Information
Future Planning
Special Instructional Factors
Child’s Profile
Transition
Measurable Annual Goals
Specially Designed Instruction
Transportation
Nonacademic and Extracurricular Activities
General Factors
Least Restrictive Environment
Testing
Participants
Signatures
IEP Update
• Information compiled from Ohio
Department of Education Representatives
as well as West Clermont’s law firm Ennis,
Roberts and Fischer
• “Other Information”
– Include any additional information the district has found to
be useful.
• Identify existence of health plans, behavior plans, etc.
• Explain any unusual factors regarding parental participation in the
meeting (e.g. attempts to reach parent if parent not participating,
rescheduling to accommodate parent needs, constraints
preventing rescheduling such as timeline after evaluation or before
annual review, documentation of IEP being sent home for review,
etc.)
• “Amendments”
–Do not just note revision in these boxes – also
indicate within the IEP or in an attachment
–Amendments are important when an IEP is not
appropriate (required to meet and discuss
when child is not making “expected progress,”
reevaluation indicates different needs, parents
provide information indicating different needs,
etc.)
• This section helps start the conversation regarding
what a student can/will do
• Question to ask: “Where are we seeing this going?”
• Good section for reporting whatever it is the parents
want for their child
– Even if you don’t agree with the parent you can put “parents
report that…”
• Statement should include information obtained from the child’s evaluation
team report (“ETR”) as well as any additional information/documentation
the team has considered in relation to the child’s plans for the future.
• Should be based on a discussion with the child and the child’s family
about the child’s future including the coming school year, and the plans
for the child’s life after graduation.
• Questions for the IEP team to consider:
– What interests, strengths, and needs does the child have?
– How can these interests, strengths, and needs be supported and incorporated
into the child’s educational program?
– What skills does the child possess and how can these skills be improved and
used in the child’s educational program?
– What does the child want to do after high school in terms of working, living, and
learning?
– What do the parents want the child to do after high school?
– What coursework, job coaching opportunities, and career tech programs will
assist the child in accomplishing what he or she wants to do after high school?
• “Does the child have behavior that impedes his/her learning or
the learning of others?”
– Questions for the IEP team to consider:
• Does the child’s challenging behavior persist despite implementation of informal
behavior change strategies?
• Do functional assessment results indicate that deficits in communication and/or
academic skills contribute to challenging behaviors?
• Has the child lost access to instructional time due to in-school disciplinary referrals
and/or suspension from school?
• Does the current educational placement utilize positive reinforcement and other
positive techniques to shape the child’s behavior?
• Has the child’s behavior contributed to consideration of a more restrictive
placement?
• “Does the child have limited English proficiency?”
– Questions for the IEP Team to Consider:
• Is the child’s difficulty due to a disability or second language acquisition?
• What was the first language the child learned to speak and is the disability
present in the native language?
• What language does the child speak most often at home? With friends?
• What language(s) is/are spoken most often in the home?
• Was the ESL/Bilingual/Migrant teacher a member of the IEP team?
• How will services be coordinated (i.e. special education and ESL)?
• What accommodations for LEP are necessary for instruction and
participation in the state and district-wide testing?
• What language or mode of communication will be used to address parents
or family members?
• “Does the child have communication needs (required for deaf or hearing
impaired)?
– Questions for the IEP Team to Consider:
• What is the child’s typical mode of communication and is the child understood by others, especially
unfamiliar communication partners?
• What opportunities exist to foster communication with others?
• Do the child’s communication skills have an impact on learning?
• Does the child require assistive devices to assist in the development and use of meaningful
language used in direct instruction?
• What other considerations (e.g. mode of communication used at home) should be addressed?
• Is an educational interpreter or translator needed for the child to participate in and benefit from
classroom instruction and/or social interaction?
• What opportunities exist for direct instruction (without interpreter support) in the child’s language
and communication mode?
• Any child who uses manual communication – i.e. American Sign Language,
Manually Coded English, or Pidgin Sign English – as his/her primary method
of communication should be given consideration for placement into a
classroom or program where the teacher, other children, and the ancillary
support service providers understand and use the appropriate
communication mode.
• “Does the child need assistive technology devices or
services?”
– Assistive technology device: any item, piece of equipment, or
product system, whether acquired commercially off the shelf,
modified or customized, that is used to increase, maintain, or
improve the functional capabilities of a child with a disability.
• An assistive technology device does not include a medical device
surgically implanted or the replacement of such device.
– Assistive technology service: any service that directly assists a
child with a disability in the selection, acquisition, or use of an
assistive technology device
• “Does the child need assistive technology devices or
services?”
– Questions for the IEP team to consider:
• Does the child need assistive technology (“AT”):
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To meaningfully participate in the general curriculum?
To participate in academic or functional activities?
To access print materials?
To access auditory information?
For written communication and/or computer access?
For augmentative/alternative communication?
To participate in state and local assessments?
• Does the child require AT services for:
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Evaluation of needs?
Purchasing, leasing, or providing for acquisition?
Selecting, designing, fitting, customizing, or adapting AT devices?
Coordinating and using other therapies, interventions, or services with AT
devices; i.e. who will charge/maintain device and provide updates?
– Training or technical assistance for child, family, professional?
• “Does the child require specially designed physical
education?”
– Physical education services must be made available to every
child with a disability receiving FAPE, unless the school district
enrolls children without disabilities and does not provide
physical education to children without disabilities in the same
grades.
– Each child with a disability must be allowed to participate in the
regular physical education program available to nondisabled
peers unless:
• The child is enrolled full time in a separate facility; or
• The child needs specially designed physical education as prescribed in the
child’s IEP.
– For preschool, specially designed physical education refers to
motor needs of the child and whether the child requires
adapted physical education.
• MOST IMPORTANTLY:
–If anything is checked YES in this section, then
the IEP must address it.
–One of the biggest mistakes schools make is
to mark that a student has problems with a
particular area and then fail to address it later
in the IEP.
• A third-grade student’s IEP indicated that the student’s behaviors related to
problems with inattention and distractibility, which did not impede his
education.
• However, a reevaluation conducted at the end of the student’s second-grade
year showed that these problems seriously impacted his ability to learn.
• The district ignored the reevaluation results and decided to continue using
the behavioral interventions from prior IEP’s.
– These behavioral interventions included preferential seating, repetition of
instructions, and pre-teaching.
• The Court ruled in favor of the parents and held that the district’s
continuance of relying on unsuccessful classroom-level interventions and
failing to conduct an FBA or develop a BIP, was a denial of FAPE. The
parents were awarded reimbursement for the student’s private school
placement.
• Explain the child’s strengths and weaknesses
• Include background information about the child,
including concerns raised by the parents regarding the
education of the child, the child’s interests, and relevant
medical and safety information
• Any needs that have been identified in the ETR that the
team has determined will NOT be addressed in the IEP
must be listed and EXPLAINED!
• Include Data, OAA/OGT Scores
• Include information about behavior plan if behavior box
is checked – Do NOT make plan part of the IEP
• Rationale for discontinuation of related services if
applicable
• Secondary Transition Age Students: include
information related to adult living, working, and
learning that will not be included in the present levels
of academic achievement and functional performance
if it does not relate to any of the child’s goals
• Preschool Students: provide a summary of the child’s
developmental strengths and opportunities for growth
in the areas of adaptive behavior, cognition,
communication, hearing, vision, sensory, and motor
functioning, social-emotional skills and behavior as
well as pre-academic skills, as outlined in the Early
Learning Content Standards. Include ECO, GGG,
ASQ-SE
• This is where the IEP team can explain any
thinking that is not explained elsewhere.
– Example:
• A student has a severe deficiency in decoding words and reading
comprehension. The school must focus on the decoding first,
because until the student improves decoding, reading
comprehension will not increase.
• i.e. where some deficiencies must be worked on before others in
order for the child to succeed in all areas, explain the reasoning
• Highlight the evaluation  “Here are the areas of
need”
• Must explain logic!
• A student was receiving occupational therapy in order to improve his
handwriting skills – his IEP reflected a need for handwriting
improvement.
• After the occupational therapist noted that the student’s handwriting
might not improve because he was “so engrained in his approach to
printing,” the district decided to reduce his time in OT and focus on
keyboard training instead.
• However, the district failed to document in the IEP the basis for a
reduction in OT services even though the need was still present.
• Therefore, since the student’s IEP reflected services (keyboard
training) that did not line up with the stated goal of handwriting
improvement, the district was in violation of IDEA.
• Had the district been more diligent in documenting the IEP team
decisions and its reasoning regarding the programming offered to
the student, no violation would have been found.
• For 14 years and older
– The statement should include what kind of curriculum the student will partake in
during high school and what will get him/her read for that curriculum.
– Questions for the IEP Team to consider:
• What classes will the child need to prepare for the intended job/career?
• Does the child intend to go to college?
• Is this child planning to enroll in a career/tech program during high school?
• What classes will provide the child with skills needed in order to achieve the
child’s post-school goals?
• Does the child need accommodations and/or services to support achievement
and progress in the child’s course of study?
• How do the child’s plans for the future match up with the child’s preferences,
interests, needs, and skills?
• Are accommodations and services the child currently receives providing
opportunities for the child to attain the level of independence needed as an
adult?
• Does the child know how to: (1) describe to others how his/her disability affects
his/her learning, working, and living; and (2) advocate for appropriate
accommodations?
• For 16 years and older
– Age-appropriate transition assessments are used:
• As evidence that the child has or is developing the skills necessary to achieve
his/her postsecondary goals;
• To determine the transition services and supports needed for the child to make
progress toward the postsecondary goals;
• As the basis for identifying annual IEP goals to support the post-school plans;
and
• To inform the appropriate and logical linkages to adult, community, and
postsecondary agencies and the services they provide.
– It is possible that one assessment may provide the information necessary
for transition goals in all areas or more than one assessment may be
needed.
– List any tests the student will take.
• Include the type of assessment, the person or agency conducting the
assessment, the date in which the assessment was/will be given, and provide a
summary of the results to be considered when developing the measureable
postsecondary goals in the next section.
• For 16 years and older
– Questions for the IEP team to consider:
• What do we know about the child’s preferences, interests, needs, and
strengths?
• What skill levels are required for the child’s future intentions and how do the
child’s current levels compare?
• Does the child have the stamina, dexterity, coordination, and other skills
needed to meet the physical demands of the postsecondary environment?
• How do the child’s current behavior skills compare with those expected in the
child’s postsecondary environment?
• Can the child solve everyday problems and make decisions as expected in the
postsecondary environment including independent living and employment
situations?
• Is the child able to self-advocate and effectively communicate needs in the
postsecondary environment?
• Does the child need to become more independent by gradually removing any
school accommodations currently in place?
• This section is mandatory for any student who will be 16
during the time the IEP will be in effect. For any other
student, this section is optional.
• At any IEP meeting where transition will be discussed,
the child must be invited and the appropriate sections on
the invitation form must be checked.
• This section must be reviewed by the IEP team each
year, and revisions should be made as necessary.
• If any transition planning is done outside of IEP
meetings, any plans made must be finalized at an IEP
meeting.
• Questions for IEP team to consider:
– Has the child been invited to attend IEP meetings where transition is
discussed?
– Is there time for the IEP team to plan for transition with the child?
– Is the child actively involved in making plans for the future?
– Are the child’s current future plans a good fit for the child’s preferences,
interests, needs, and strengths?
– Does the child need assistance in developing an achievable future
direction?
– Are the child and the child’s family in agreement regarding the child’s
plans for the future?
• Measurable Postsecondary Goal
– Base these goals on age-appropriate assessments and other
available data.
– These goals should address education/training, employment, and,
as needed, independent living skills.
– Must specify the result that is intended and that result must be
measurable. In order to comply with IDEA, you must clearly state
an outcome that will occur after the child leaves high school,
affirmatively state the intended result, and it must be easily
determinable.
• Good Example:
– “Upon graduation, Tom will attend a vocational/technical school and enroll in a
program that will enable him to become an auto mechanic.”
• Bad Example:
– “Tom will take classes related to automobile maintenance.”
• Course of Study
– Identify the course of study the child will need during the
school day – i.e. college preparation courses, career technical
courses, Ohio Core courses.
• Number of Annual Goals
– Write the total number of measurable annual goal(s) that is/are
related to the listed postsecondary goal in each area.
– An annual IEP goal may be related to multiple postsecondary
goals.
• Transition Service/Activity
– Under each area, list the services, activities, and course of study that support
reaching the goal – if any service or activity is a one-time event, the
anticipated duration may be listed as “single occurrence,” which will make it
clear that there is no planned continuance.
– Point is to give the student what they would need in order for the goal to be
reached.
– Any services/activities that will be listed in Section 7 (Description of Specially
Designed Services) to support the annual goals, do not need to be repeated
in this section (but can be).
– These should be based on the results of transition assessments.
• Don’t worry that a student doesn’t actually achieve the goal set
forth, worry about whether you are providing the tools so that
they can.
– Your responsibility is to identify supports, services, activities, and linkages
necessary to move the child towards the stated goal.
• Present Levels of Academic Achievement and Functional Performance
– Provide measurable baseline data
– For a school age child, the following should be included in this section as it
relates to each goal:
• Detailed and targeted summary of current daily academic/behavioral and/or
functional performance (relative strengths and needs);
• Describe how the characteristics of the child’s disability affects involvement and
progress in the general curriculum in relation to peers, regardless of the setting in
which the child currently receives services;
• Effective classroom strategies/interventions used for the child;
• Current quantifiable instructional level;
• Relevant academic achievement or functional performance assessments;
– ETR results (if current); Formative assessments; curriculum-based assessments; ecological
assessments; transition assessments; functional behavior assessments
• Progress towards similar goal (from previous/current IEP);
• If a child is limited English proficient, a statement of native language performance
and English proficiency level.
– IEP teams generally do not spend enough time talking about “typical
student achievement” - IEP teams need to spend more time on that
topic.
• If a child is 14 years and older, include present levels
of performance related to current postsecondary
transition goals that relate to this specific goal.
• For a preschool child, provide levels of present
performance related to the child’s developmental
domains, functional performance, and pre-academic
skills.
• Measurable annual goals should be designed to meet the child’s unique
needs that result from the child’s disability using specially designed
instruction to enable the child to be involved in and make progress in the
general education curriculum.
• A measurable goal must include:
– Who, What, to what level/degree, under what conditions, in what length of time, and how progress
will be measured
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Goal should be capstone skill, not objectives listed out in order
Each Goal should have at least 2 objectives
Make sure goal is references in PLOP
Do NOT include academic content standards
Make numbers relevant, do not use % for everything
Include behavior goal if checked in special factors
This is BIG – make sure the goals/objectives are MEASURABLE
– Given 3 digit division problems Student will independently solve them correctly
90% of the time.
– NOT Student will improve grade level math skills.
• This section essentially spells out the
child’s least restrictive environment
(“LRE”).
• Specially Designed Instruction
– Under “Provider Title” be particular, and if you can’t be particular
make sure you are honest.
• E.g. teacher versus aide providing services, OT versus OTA, etc.
– Under “Location of Services” be honest and particular – don’t lead
the parents to believe that the student will be served in the regular
education classroom when in most cases they will be served in a
pull out setting.
• Related Services
– Includes any developmental, corrective and other supportive
services that are required to assist a child so that he/she may
benefit from special education – i.e. speech-language pathology
and audiology services, interpreting services, occupational
therapy, etc.
• Assistive Technology
– Any device or service that directly assists a child with a disability to
increase, maintain, or improve his/her functional capabilities.
– This is challenging.
– DO NOT identify a specific (name brand) machine, but instead
describe the function of the machine that will be used.
• i.e. “Dynamic Communication Device” not “DynaVox Maestro”
– Will student take the device home?
• Accommodations vs. Modifications
– Accommodations are changes made in the way materials are
presented or in the way children demonstrate learning, as well
as changes in setting, timing, and scheduling, with the
expectation that the child will reach the content standard set for
all children of the same age/grade level.
• Examples: child seated near the front of the room; directions are repeated orally;
teacher provides nonverbal cues regarding appropriate performance or
behavior; using AT devices to convert text to audio
– Modifications are changes made to the curriculum that will
result in the child being taught something different or being
taught the same information but with the complexity level being
changed from what is taught to children of the same age/grade
level.
• Examples: shorter vocabulary list, reduced choices in multiple choice questions,
reading assignments at student’s reading level, etc.
• Support for School Personnel
– This section is underused – it is important for schools to take
credit for what they are doing.
• Examples:
– Staff are trained in de-escalation and physical restraint methods
– Teacher has an aide to help with all students (not necessarily there for the
particular student)
– In this section, “amount of time” is blacked out and therefore
you do not commit to any particular amount of time these
supports are provided.
– Is this a part of the student’s placement?
– Beef this section up!
• A student’s parents argued that the district did not provide their child
with FAPE because the reading program the district used for their
daughter was never tested for children who had their daughter’s
unique combination of learning disabilities.
• The court held that IDEA does not require a district to choose the
program that is supported by the optimum level of peer-reviewed
research, but only must be “reasonably calculated to enable the
child to receive meaningful educational benefits in light of the
student’s intellectual potential.”
• The district’s chosen method had been reviewed by an organization
devoted to literacy research and the program aligned with current
research
• A 7th grade student with learning disabilities made meaningful progress
during the prior year and the district proposed similar supports and services
for the student’s next IEP.
• Even though the student performed average in nearly all areas in a
mainstream environment and successfully completed state assessments
without using accommodations, her parents requested placement in a
special school for students with language-based learning disabilities.
• After an IHO and SRO ruled in the district’s favor, the parents sought tuition
reimbursement in federal court.
• The new IEP was similar to the last IEP, but with increased frequency in
use of the resource room services and daily tutoring.
• The court declined to reimburse the parents, because it concluded that the
IEP was likely to enable the student to continue to progress academically in
the mainstream setting.
• Therefore, districts can defend a proposed program by arguing that the
student meaningfully progressed under the prior IEP, and that the new IEP
is designed to continue that trend.
• Does the child have needs related to their identified
disability that require special transportation?
– Examples:
• Children who are unable to physically board the bus;
• Children who cannot safely find or stand at a bus stop; and
• Children with behaviors that would cause safety concerns for the driver or
other children present on the bus.
• Does the child need accommodations or modifications for
transport?
– This is relatively self-explanatory. If one of the boxes below must be
checked, then the answer is “yes.”
• Does the child need transportation to and from provider
services?
– If the IEP team determines the child will receive services from an off-site
provider, or in a location other than the child’s school, and the child needs
transportation to access the service, the answer is “yes.”
• It is almost impossible to think of a child who
requires extracurricular activities to get FAPE.
• All you need to do is make sure the district does
not discriminate.
• “Brandon has equal access to participate in nonacademic/extracurricular activities as their nondisabled peers.”
• “At this time, the student’s parents have elected
not to participate in non academic and / or
extracurricular activities.”
• Biggest thing here is whether there is a need for an extended school
year.
• Need for Extended School Year (“ESY”)
– Ohio has a specific definition for when ESY services are needed – OAC 3301-5137(G)(3)(b)(v)
• The IEP team shall consider the following when determining if extended school
year services should be provided:
– Whether extended school year services are required to prevent significant regression of
skills or knowledge due to interruption of instruction between school years.
– Whether extended school year services are required to prevent significant regression of
skills or knowledge retained by the child that cannot be recouped in a reasonable
amount of time.
– This is always about FAPE.
– Look at whether there are abnormal regressions and recoupment issues.
• The need for ESY services should not be based on:
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The desire or need for day care or respite care services;
The desire or need for a summer recreation program;
The desire for summer school; or
The desire or need for other programs or services which, while they may
provide educational benefit, are not required to ensure the provision of a
free appropriate public education (FAPE).
• It is the responsibility of the school to ensure that children
with disabilities are educated, to the maximum extent
possible, with children without disabilities.
• “Darren receives pull out instruction for reteaching of
concepts and behavioral support.”
• Make sure if the student is receiving
accommodations on these tests that they are
receiving the same accommodations on any other
tests they may be taking in class.
• If the child will participate in an alternate
assessment, the justification should explain:
– “Due to the nature of the severity of the student’s disability, the
student will participate in alternate assessment”
• Changes coming to alternate assessments
– Move from Collection of Evidence to a more
standardized test (Alternate Assessment for Students
with Significant Cognitive Disabilities )
• Related to “extended standards”
• Required Participants:
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District Representative
Regular Education teacher
Intervention Specialist
Parents
Person knowledgeable about the instructional implications of evaluation
results, if they will be discussed
– Child, if appropriate
• If a required participant is only there for part of the
meeting, make sure to have a written excusal from the
parent.
• If a required participant leaves early, put his or her
name under “attended” and then note when they left –
DO NOT put his or her name under “people not in
attendance” with a note of when they were there.
• Annual Review/Review Other than Annual Review (Not a
Change of Placement)
– The parent must sign, noting whether s/he agrees, but you do
not need parental consent for the IEP to be valid.
– Still send PR-01 to parents and implement plan as written.
• Annual Review/Review Other Than Annual Review
(Change of Placement)
– Do need parental consent for change of placement to be valid.
– If the parent does not agree, the child’s current placement cannot
be changed.
– The child’s IEP may still be implemented, but must be
implemented without a change of placement.
• In any case where the parent does not agree, push the
parents to give an explanation (preferably in writing) of why
they disagree.
• Transfer of Rights at Majority
– Do it!
– While parental consent is not necessary for the
transfer to occur, the parental signature line is there for
verification that the parents received notification from
the district of a transfer of procedural safeguards rights
to their child.
• Procedural Safeguards Notice
– Whose IDEA is this?
• New version recently released
IEP Meeting
• Practical Tips to ensure that your IEP
meeting is a success
• “It's the little details that are vital. Little things make big things
happen.” John Wooden
• All the knowledge and training you put in place won’t amount to
much if you don’t ensure your staff attend to the little details that
subliminally communicate:
– That you care deeply about the student OR that the student is just
a set of numbers
– That you value the parent’s input OR that you see the meeting as
just another hoop to jump through
– That you are highly educated and engaged professionals OR that
teaching is just another job
Before the meeting:
1. Have enough (adult) seats in the room and a big
enough table.
2. Have sufficient copies in advance.
3. Ensure that all appropriate members of the team have
received and reviewed information that is provided in
advance by parents.
4. Bring paper and writing utensils.
5. Start on time with all required members (or have
signed, written excusal and appropriate reports from
missing members).
At the meeting:
1.Greet parent and others parent brings (provide
introductions as needed). Provide similar courtesies at
the end of the meeting.
2.Propose an agenda – ask for input.
3.Have tissues handy.
4.Assign someone to keep a “to do” list as action items
come up – review it as a team at the end of the meeting.
5.Productively occupy the time while copies are made at
the end of the meeting (e.g. with Item 4, show nice
examples of student’s work, tour facility, etc.).
After the meeting
1.Follow up in writing regarding action
items, disagreements (PR-01), proposals
rejected by parents (PR-01), etc.
2.When trouble is expected, have a couple
trusted members of the team informally
confer regarding their notes to make sure
nothing is missed.
IEP Processing
• Please send the IEP to main office
immediately after the meeting (even if
you’re missing a signature)
• Double check to make sure that you have
filled out every section of the IEP required
• Make sure Dates are correct on the IEP,
especially ETR dates
• Fill out EMIS sheet completely
IEP Processing
• Amendments: Start date is meeting date,
end date doesn’t change…must send
EMIS, Cover Page, other pages with
changes, Participant and Signature Pages,
Invitation & Prior written notice
• Cannot change an IEP in Progress Book
until the prior one is finalized
• Make sure home district is invited for
foster in students
IEP Processing
• Send all completed IEPs to Linda Diener
at main office ASAP!!!!!!!!
– Order to send paperwork in:
•
•
•
•
EMIS
Complete IEP
Parent Invitation
PR-01 (prior written notice)
“They may forget what you said
but they will never forget how you made them feel.”
-unknown
“The mind is not a vessel to be filled,
but a fire to be ignited.”
-Plutarch
Thank you for all you do!
You are appreciated!
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