Strengthening Compliant,
Results- Driven IEPs
(IEP 101)
2013-2014
1
State Support Team, Region 6
www.sst6.org
Presented By:
Julie Bertling (jbertling@sst6.org)
Caryn Timmerman
(ctimmerman@sst6.org)
2013-2014
2
Starts with IDEA
“Access to, participation and progress
in general education curriculum”
access-participation in the knowledge and skills that
make up the general curriculum
general education curriculum-the full range of
courses, activities, lessons, and materials routinely
used by the general population of a school
007.07A6
2013-2014
3
Ties to General Education
• Promotes a focus on high expectations rather
than academic deficits.
• Utilizes standards to identify specific content
critical to progress in the general ed.
curriculum.
• Promotes a single educational system that is
inclusive through common language and
curriculum.
• Ensures greater consistency across schools
and districts.
2013-2014
4
Closing the Achievement Gap
• Compliance with the IDEA should lead to improved
instructional practices that supports desired outcomes
for all learners.
• Office of Special Education Programs (OSEP)
Announces New Effort to Strengthen Accountability for
Students with disabilities (March 2012)
2013-2014
5
Results-Driven IEPs
• Discuss at your table how an IEP is results-driven ?
• Discuss what components of the IEP you think are the
most important.
• What are your top two most important IEP components
and why?
5 minutes
2013-2014
6
The IEP Form - Interaction
• Demographic Data
• Amendments
1) Future Planning
2) Special Instructional Factors
3) Profile
4) Postsecondary Transition
5) Postsecondary Transition Services
6) Measurable Annual Goals
7) Description of Specially Designed
Services
8) Transportation
9) Nonacademic and Extracurricular
Services
10) General Factors
11) Least Restrictive Environment
12) State and District Wide Testing
13) Meeting Participants
14) Signatures
2013-2014
7
Standards-Based IEPs
• A “standards-based IEP” contains goals based on the
academic content standards and the age-appropriate
grade-level benchmarks and indicators.
• Goals serve as roadmaps, identifying the necessary
learning that a child needs to achieve the grade-level
benchmarks and indicators.
2013-2014
8
Standards Based IEPs
Ask:
• What skill does the child require to master the content
of the curriculum?
Not:
• What curriculum content does the child need to master?
2013-2014
9
Learners on LI Continuum
• The range of physical and cognitive
capabilities of our students is varied.
• Therefore we need to vary our
materials, instructional strategies and
environments throughout our planning
and implementation.
2013-2014
10
What are Extended
Standards?
• Extended or alternate standards are
allowable to provide access, participation
and progress in the general curriculum.
– aligned with a State’s content standards,
– reduced in depth and breadth from the general
standards,
– promote access to the general curriculum, and
– reflect professional judgment of the highest level of
performance possible.
2013-2014
11
What are Extended
Standards?
• These extended standards are not
statements of what students already
know or can do, but are statements of
what students CAN learn and will be
able to do after instruction.
2013-2014
12
Academic Content Standards
Extended Standards
Curriculum
Instruction and
Practices
2013-2014
Alternate
Assessment
13
Extended Standards Complexity
• Three levels of complexity addressed
for each extended standard.
– range from “most complex” to “least
complex”
Most Complex
RL.K2.1a Ask and
answer who, what,
where, when or how
questions to
demonstrate
understanding of
text.
2013-2014
Least Complex
RL.K2.1b Ask and
answer who, what,
where or when
questions to
demonstrate
understanding of
text.
RL.K2.1c Answer
who or what
questions to
demonstrate
understanding of
text.
14
IEP Goals and Objectives
• Guide to student access, participation and
progress within instructional activities.
2013-2014
15
Sections of the IEP
• All sections are critical components in writing a
compliant, results-driven IEP.
• The IEP is a written statement between the parent and
the district that specifies the specially designed
instruction, related services, accommodations,
modifications and supports that a school will provide for
a student with a disability.
2013-2014
16
Sections of the IEP
• Section 1: Address the student’s and family’s
preferences and interests in the Future Planning section
• Section 2: Special Instructional Factors
2013-2014
17
Sections of the IEP
Section 2: Special Instructional Factors
•
•
•
•
•
•
•
Behavior
Limited English Proficiency
Visual Impairments
Communication
Deaf or Hard of Hearing
Assistive Technology Services and Devices
Physical Education
2013-2014
18
Sections of the IEP
• Section 3: Profile. Provide meaningful information
about the student’s strengths, interests, assessment
data and the concerns of the parent in the Profile
Section
• Section 4: Postsecondary Transition
• Section 5: Postsecondary Transition
Services
2013-2014
19
Sections of the IEP
Section 6:
Develop Present Levels of Academic Achievement and
Functional Performance (PLOP)• Identify needs that require specially designed instruction
Identify measurable goals, including academic and
functional goals• Measurable benchmarks or measurable short-term
objectives
• Student Progress
2013-2014
20
Sections of the IEP
• Section 7: Identify Services
•
•
•
•
2013-2014
Service(s)
Initiation Date
Expected Duration
Frequency
21
Sections of the IEP
• Section 8- Transportation as a Related Service
• Section 9- Nonacademic and extracurricular activities
• Section 10- General Factors
2013-2014
22
Sections of the IEP
• Section 11: Determine least restrictive environment –
determine where services will be provided
• Section 12: Statewide and District Wide Testing
• Section 13: Meeting Participants
• Section 14: Signatures
2013-2014
23
Technical Assistance
Examples
The intention of the examples that will be presented today
is to provide a format demonstrating the interrelationship
between critical components in the IEP.
Peer Review Process Handout
2013-2014
24
Profile
• BIG PICTURE information found in the
profile should focus on impact on ability to
access curriculum
• Should be brief. However, make sure all
points in IEP Compliance Checklist are
addressed.
• If you put something in the Profile, it
doesn’t need to be duplicated later in the
PLOP.
2013-2014
25
The Profile
•
•
•
•
•
•
•
•
Interests
Learning Styles
Strengths & Weaknesses
Needs in the ETR NOT
addressed in the IEP
summarized
Special Instructional Factors
that are noteworthy
Needs considering typical child
development
Medical and Safety Information
Information about all
developmental areas
(Preschool)
2013-2014
26
Profile - Interaction
2013-2014
27
Child’s Profile
Now it’s your turn!
What are evidence sources for the Profile?
Review: IEP Compliance Handout, p. 2
Peer Review Process
2013-2014
28
Postsecondary Transition
• See IEP Compliance Checklist, pgs. 3-8
• Check on SST 6 website for training
dates
• SST Contact Person:
– Bill Nellis (bnellis@sst6.org)
2013-2014
29
Strengths/interests of the
Child
How characteristics of
disability will affect
progress
Background/Parent
Concerns/Relevant
medical and safety
information/Performance
Data as appropriate
IEP Goal
2013-2014
30
Present Levels of
Performance - PLOP
•
•
•
•
•
•
Academic achievement and functional performance.
Provide the foundation and support for developing goals, objectives and
determining services.
Provide supporting detailed data/evidence that clearly establishes a baseline
data related to the area of needs to set targets.
Identify student’s needs and align the corresponding goal to the content
standards.
Compare to same grade level and age level nondisabled peers (typical peers).
Provide specific levels of academic and functional performance in the area of
need within the general curriculum.
34 C.F.R. §300.320(a)(1)(i)
OAC 3301-51-07(H)(1)(b) page 126
2013-2014
31
Present Level Example Interaction
K.D. cannot decode words quickly or automatically and relies heavily on her sight
word vocabulary. K.D. can read 100/220 of the Dolch sight
words. She can read sight words and comprehends stories that are written at a
second grade readability level as measured by the Fry Readability Test.
K.D. showed a growth rate of 1.5 words per week on the Dolch sight words during
the last school year. Students are expected to demonstrate fluent oral reading,
using sight words and decoding skills by the end of third grade. Fifth graders are
expected to use word origins to determine the meaning of unknown words and
phrases. K.D.’s reliance on sight words affects her comprehension of written text
in all academic content areas.
2013-2014
PLOP Slide Handout
IEP Compliance Checklist, pg. 329
Present Levels of Performance – What
Causes Compliance Errors
• Lack of sufficient data and information:
• Quantitative (numerical) and/or
• Qualitative (Can do – cannot do) and
• Typical peer data (Should be able to do).
• Data is not current or time referenced.
• PLOP is not linked to needs or goals.
• PLOP does not indicate how the disability has an
impact in making progress in the general education
curriculum.
2013-2014
33
PLOP
• Peer Review Process
• Use Highlighters and
IEP Compliance Checklist
2013-2014
34
Measurable Annual Goals and
Measurable Short-Term Objectives
•
•
•
•
•
Address the student’s needs that result from the disability and are aligned with
the present levels of performance.
The annual goals need to address the child’s unique needs resulting from the
disability and enable the child to be involved in and make progress in the
general curriculum.
The annual goals must meet the academic, developmental and functional
needs of the child and must provide linkage to the content standards.
The annual goals and short-term objectives should be supported by baseline
data in the PLOP using the same unit of measurement, e.g., if WPM was used
in the PLOP for fluency then this should be used in the goal.
Use an “action word”
34 C.F.R. §300.320(a)(2)(i)
O.A.C. 3301-51-07(H)(1)(c)
2013-2014
35
Annual Goals and
Short-Term Objectives
• Set expectations for levels of academic and functional
achievement in one year. Achieving these goals and
objectives will enable the student to make progress in
the general education curriculum.
• The IEP must state how the goals and objectives will be
measured.
• Can the goals and objectives be measured and
replicated by someone who does not know the student?
2013-2014
36
The Six Components of a
Measurable Goal
•
•
•
•
•
•
2013-2014
Who?
Does what?
To What Level or Degree?
Under What Conditions?
In what length of time?
How will progress be measured?
37
Component One
Who?
Relates to the student.
2013-2014
38
Component Two
Does What?
• Observable behavior describing what the student will do
to achieve the goal/objective.
• Action words.
2013-2014
39
Component Three
To What Level or Degree?
• This relates to criteria and mastery of the goal.
• Criteria states how many times the behavior must be
observed for the goal to be considered completed.
• Mastery states the level of achievement required.
2013-2014
40
Component Four
Under What Conditions?
Conditions that describe the situation, setting, or given
material that will need to be in place for the goal to be
completed.
2013-2014
41
Component Five
In What Length of Time?
This is the time frame in which the goal is completed.
2013-2014
42
Component Six
How will progress be measured?
• Method for Measuring the Child’s Progress towards the
Annual Goal- must have data.
• Method and frequency of reporting progress.
2013-2014
43
Annual Goals and Short-Term
Objectives – Measurability
Appropriate application of different types of
measurements.
• Accuracy refers to number of times a behavior or
skill occurs.
• Duration refers to length of time and event.
• Rate refers to number of times within timed
period.
• Cumulative counts refer to number of times.
without a time reference.
• Measurable Verbs Handout
2013-2014
44
Use Your Skills - Interaction
• 1. Given a writing prompt, David will write a three-paragraph essay and
score a minimum of 56 on the “Correct Word Sequence Grade 8
Assessment,” for three out of four prompts.
• 2.David will verify and interpret results using precise mathematical
language, notation and representations, including numerical tables and
equations and formulas, charts, graphs and diagrams, as evidenced by
increasing to 90% accuracy using probes every two weeks.
• 3. When given 20 new words selected from classroom curriculum
based materials once every two week period, David will demonstrate
increased vocabulary acquisition skills by using the words in a
contextually correct sentence with 90% accuracy in four out of five
assessed trials.
2013-2014
45
Annual Goals and
Short-Term Objectives – What Causes
Compliance Errors?
• Using “increase”, “decrease” or “improve” without a baseline and
target.
• Using grade scores like A or B, 75 or 90.
• Stand alone percentages (80%) may not be appropriate.
• Inappropriate measurement or not compatible to baseline
measurement in PLOP.
• Too many variables and/or incompatible variables are included in
the goal (“kitchen sink” approach).
• Goal or conditions surrounding goal are vague.
2013-2014
46
Annual Goals and Short-Term
Objectives – Ineffective Use of Percentage
and Compliance Errors
Ineffective use of percentage
• Behavior does not lend itself to measurement by
percentage.
• Vague statements of measurement using percentages
that are not clear to all parties.
• 80% is often attached indiscriminately to goals and
objectives without regard to the measurability.
2013-2014
47
Positive Examples
• Look at your IEP
• Make sure any student identifying information is
redacted
• Evaluate your annual measurable goals
IEP Compliance Handout, pg. 10
Peer Review Process
2013-2014
48
Summary of Specially
Designed Instruction and
Related Services
• Lists all the types of supports and services that may be provided
to children with disabilities to support their acquisition of the
goals listed in the IEP.
• Also lists the supports and services for the goals
–
–
–
–
–
the beginning and end dates
the amount of time
the provider and location
the accommodations
any supports for school personnel needed to provide the services.
2013-2014
49
Specially Designed Services
You need a new set of boxes if there are any changes in:
• the specially designed instruction
• provider
• location (resource room, general ed classroom..)
• amount of time or frequency
• DETERMINED BY NEED (not all identical)
2013-2014
50
A. Specially Designed Instruction
•BE SPECIFIC – PROVE YOUR DEGREE !!
• What is the specially designed instruction?
What is the
knowledge/
skills you
have that
are
needed???
•Describe what the instruction is,
• How it is to be delivered
•What group size (i.e. individual, small group),
•Type of service (i.e. direct only)
• Conditions (i.e. using__ grade)
2013-2014
51
Specially Designed InstructionExample
Decoding – Intervention Specialist
• Direct instruction (with a
multisensory approach) in basic
reading skills, to include:
– Phonics,
– Vocabulary,
– Analysis of the structure of
words,
– Contextual analysis to
determine the meaning of new
words, and
– Guided repeated oral reading
2013-2014
practice.
52
T. J - ODE
Specially Designed InstructionExample
• Intervention in the area of reading to
include:
– Modeling,
– Corrective feedback,
– Repeated practice, and
– Comprehension skills development
(Decoding – Intervention Specialist and Reg.
Ed.)
2013-2014
53
T. J - ODE
What are the components of Specially
Designed Instruction?
2013-2014
54
SST #13
2013-2014
55
Service – What Causes
Compliance Errors?
•
•
•
•
•
•
•
Service is written as a place, person, disability category.
Service is written as an accommodation or modification.
Service is written as “and/or.”
Service is written “as needed” or “at the discretion …”
Service lacks a description or is vague.
Services is written as consultation.
Multiple services that are not clearly defined by
description, provider, frequency and LRE for the same
goal.
2013-2014
56
Frequency – What is Needed?
•
•
•
Each service will need a frequency that is specific and
appropriate to that particular service to implement the
goal(s) and objective(s).
Frequency needs to be stated in terms that indicate
both:
1. Amount of time (e.g., minutes, hours) and
2. Frequency of the service (e.g., daily, weekly,
monthly)
Frequency needs to be stated in a manner that is
clear to all parties- No Ranges!!!
2013-2014
57
Frequency – What Causes
Compliance Errors?
• Ranges that create variable times are not clear to all parties
(e.g., 30 to 60 minutes, three to four times a week, three to five
periods a week).
• When the conditions are not clear (e.g., as needed, when
needed, as requested, at the discretion).
• Combining frequencies for different services (e.g., 60 minutes of
small group and/or one-on-one instruction, 30 minutes of direct
speech and language services and consultation).
2013-2014
58
Related Services
A statement of the special education and related services and supplementary
aids and services, based on peer-reviewed research to the extent practicable, to
be provided to the child, or on behalf of the child, and a statement of the program
modifications or supports for school personnel that will be provided to enable the
child—
(i) To advance appropriately toward attaining the annual goals;
(ii) To be involved in and make progress in the general education
curriculum in accordance with paragraph (a)(1) of this section,
and to participate in extracurricular and other nonacademic activities;
and
(iii) To be educated and participate with other children with disabilities
and nondisabled children in the activities described in this section…
34 C.F.R. §300.320(a)(4).
2013-2014
59
Related Services Interaction
• Means transportation and such developmental,
corrective and other supportive services as are required
to assist a child with a disability to benefit from special
education
34 C.F.R. §300.34
OAC 3301-51-01(B)(52) page 30
2013-2014
60
Consultative Services
• Consultative services where the provider is
meeting with the teacher can ONLY be
included on an IEP in the “Supports for School
Personnel” section.
• Consultative services can only be included on
an IEP if there is also a direct service to the
student. This might include checking in with the
student, reviewing strategies, etc…
• Be sure to describe what you intend to do – so it
is clear to all.
• If consultation is the only service needed the
2013-2014
61
student should be on a 504 not an IEP.
C. Assistive Technology
Edyburn (2004) Retrieved from: https://pantherfile.uwm.edu/edyburn/www/RethinkingAT.pdf
AT services may include:
– Evaluation of AT needs, including a
functional evaluation in the child’s
customary environment,
– Purchasing, leasing, or providing for
acquisition of AT
– Selecting, designing, fitting, customizing,
adapting, applying, maintaining, repairing,
or replacing AT devices
2013-2014
AT services may include:
– Coordinating and using other therapies,
interventions, or services with AT devices
such as those associated with existing
education and rehabilitation plans and
programs;
– Training or technical assistance for
professionals (including individuals providing
education and rehabilitation services),
employers or others(s) who provide services
to employ, or are otherwise, substantially
involved in the major life functions of that
child.
2013-2014
Consideration Questions
Team members who are considering AT should examine
available data and observations about the student, and
ask whether the student may need assistive technology:
– to receive instruction within the least restrictive
environment (LRE)
– to meaningfully participate in the general curriculum
– to participate in academic or functional activities
– to access textbooks and other educational/print materials
– to access auditory information
– for written communication and/or computer access
– for expressive communication
– to participate in state and local assessments
2013-2014
Should AT be considered?
A 13-year-old student with learning
disabilities is able to write assignments.
However, because of severe spelling and
grammar errors, most of his written work is
unacceptable. What are the expectations for
this student to correct spelling and grammar
in all assignments?
Q& A Handout
2013-2014
In addition to Section 7 (aligned with Section 3 and/or 6), where else
might AT devices and services be documented in the IEP?
AT devices and services may be appropriately documented in
the IEP in a number of areas:
•
•
•
•
•
Special Considerations (Section 2)
Transition Services (Section 4 and 5)
Present Levels (Section 6)
Annual Goals (Section 6)
Program Modifications and Specially Designed Instruction
(Section 7)
• Related Services (Section 7)
• Supports for Personnel (Section 7)
• Participation in State and Local Assessments (Section 12)
10 Assistive Technology Realities
1- Determining when a device is needed for FAPE is no easy task.
2- There is no cookbook for including AT in the IEP
3- There are no IDEA exemptions for personal use devices
4- The difference between ‘medically necessary’ and ‘educationally
necessary’ is clear as mud
5- If it is in the IEP, the school must make sure the device is available and
functioning properly regardless of who paid for it or owns the device
6- If you name a specific brand name device in an IEP, that is the device
the school is obligated to provide
7- Schools cannot limit AT to in-school use, but not all devices available to
school must go home
8- A computer (or iPad) is not the answer to every AT need.
9- There is no magic wizard with all the AT expertise and certainly no
assistive technology credential that makes someone an expert in all
areas of AT
10- Knowledge is protection against litigation, and knowledge helps you do
what is right for kids
(Diane Golden, Missouri AT Project, Kansas City, MO)
2013-2014
Accommodations– What is Needed
An Accommodation means making changes in the way materials
are presented or in the way students respond to the materials, as
well as changes in setting, timing and scheduling, with the
expectation that the student will reach the standard set for all
students.
Accommodations such as, but not limited to, the following:
• Presentation of material;
• Alternate response modes;
• Setting/Timing/Scheduling;
• Conditions/Criteria for implementation; and
• Needs to be consistent with Statewide and District wide tests.
2013-2014
69
Accommodations
You need to indicate :
• Which tests
• Of what length
• In what areas
• Who will provide that service,
• Where, and
• How often
Be as specific as possible!!
2013-2014
70
Accommodation- Examples
IEP specifies when, where, how and under
what conditions accommodations will occur..
• Extended time when over 4 pages, not to exceed 2 hrs.
• Read aloud written material which is above first grade readability via
technology or a person
• Scribe for written work when over 2 pages
• Large print (24 font size) for all reading material (textbooks and
tests)
• Braille edition of all textbooks and classroom materials
• Graphic organizers to mind map before writing
• Visual schedules for all classes and visual mini schedules for tasks
within classes
• Use of slant board for all written work
• Access to a portable electric spell checker for all classes
2013-2014
71
Considerations When
Choosing and Using
Accommodations
• What kinds of instructional strategies (i.e. visual, tactile, auditory,
combo) work best for the child?
• What accommodations have worked well and in what situations?
• What accommodations does the child prefer?
• What accommodations has the child tried in the past?
• What accommodations increase the child’s access to instruction
and assessment?
• Are there ways to improve the child’s use of an accommodation?
• Does the child still need an accommodation?
• How can actual use of accommodations be documented?
2013-2014
72
Modifications – What is Needed
Modifications, per the aforementioned reference, means changes
made to the content that students are expected to learn where
amount or complexity of materials is significantly altered from grade
level curriculum expectations.
Modifications such as, but not limited to, the following:
• Modifications that effect content;
• Delivery of services;
• Selection of key concepts to be taught;
• Modifications to instruction;
• Alteration of evaluation material and criteria; and
• Alteration of performance criteria.
2013-2014
73
Accommodations/Modifications – What
Causes Compliance Errors
• Conditions and/or criteria that are vague to when an
accommodation occurs (e.g., “extended time” – how
much, under what circumstances; “scribe” – when, all
written responses)(other e.g, when needed, as needed,
at the discretion of the teacher).
• Accommodation or modification is not consistent with
service and student need (e.g., calculator for writing
goal).
2013-2014
74
Support for School Personnel
• Provide support to school personnel who may need
assistance in implementing the child’s IEP
• The IEP team decides those specific supports or
training necessary for school personnel to provide a
free appropriate education to the child with a disability
2013-2014
75
E. Support for School Personnel/
Medical Needs
• Support for School Personnel:
•CPI Training, 1:1 aide, resource materials, equipment, consultation
with other professionals…
• Specify who is getting and who is giving the training- where and
when
• Services to Support Medical Needs:
• Medical services child needs to receive FAPE,
• May or not be tied to goals
2013-2014
• Individual Health plan vs. on the IEP
76
Work with Aide
• If the student needs:
– Practice on concepts,
– Pre-teaching vocabulary,
– Redirection during work assignments,
– Transition assistance, etc…
Anything that will be delivered by an Aide
should be documented under Support for
School Personnel
2013-2014
77
Specially Designed Instruction
• Activity
IEP Compliance Handout, pg. 11-15
Peer Review Activity
2013-2014
78
Transportation as a Related
Service
• Section 8 of the IEP form addresses transportation as a
related service.
• This section requires the IEP team to consider factors
related to the needs the child with a disability may have
that require special transportation.
2013-2014
79
Nonacademic and
Extracurricular Activities
• Section 9 of the IEP addresses the opportunities that
the student with a disability has to participate in
nonacademic and extracurricular activities
• The form requires a description of the ways the student
will participate; and
• An explanation is required if the student will not have an
opportunity to participate.
2013-2014
80
General Factors and the IEP
• Section 10 of the IEP form documents the consideration
of:
– the strengths of the child;
– the concerns of the parent for the child;
– the results of initial or most recent evaluations of the
child;
– as appropriate, the results of performance on any
state or district-wide assessment;
– the academic, developmental and functional needs
of the child; and
– the child’s need for extended school year services
2013-2014
81
Extended School Year (ESY)
• Special education and related services that are
identified as necessary for the child to meet specific
goals in the IEP.
• ESY differs from the regular school year program
because it is to prevent the loss or regression of
specific skills that may occur during school breaks,
such as over the summer.
2013-2014
82
ESY on the IEP
• Check the box that the child will receive ESY services.
• Then list the goals and objectives/benchmarks that
require the extended service over the summer or
holiday breaks.
2013-2014
83
Least Restrictive Environment
The IEP must include:
• An explanation of the extent, if any, to which
the child will not participate with non-disabled
children in the regular class
• Removal from the regular education
environment shall occur only when 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
2013-2014
84
Least Restrictive Environment – What
is Needed?
• Each service needs an explanation why the child will
not participate with nondisabled children.
• Account for the location/setting for each service when
there are multiple services.
• If the service occurs in the general education setting
then the statement “General education setting” is
sufficient.
2013-2014
85
Justifying WHY??
• You need at least a paragraph or two.
• You need to say the regular ed setting with
supplementary aids and service was considered
and WHY it was ruled out
• Why the setting you chose is the BEST CHOICE
• Parents should be able to read the LRE section and
totally understand WHY their child is being
educated outside their regular education
environment.
2013-2014
86
Least Restrictive Environment - What
causes compliance errors?
• Using EMIS codes that create a range e.g., (210013
spec. ed. outside the regular class < 21% of the day).
• Using the disability category as the rationale i.e., (ED
therefore self-contained).
• Using pre-set criteria as the rationale e.g., (scored 360
on the O.A.T. in reading as the rationale).
• Failure to state why the child is not in the general
education setting.
2013-2014
87
Statewide and District Wide
Testing
• Will the child participate in classroom, district wide and
statewide assessments with accommodations?
• If the answer is “yes” complete the grid for each area
where accommodations will be provided.
2013-2014
88
Statewide and District Wide
Testing
In testing situations, accommodations are changes in:
• format
• response,
• environment,
• timing or scheduling
that do not alter in a significant what the test measures or
comparability of the scores.
2013-2014
89
Statewide and District Wide
Testing
Remember:
There can be no accommodations for state tests that are
not provided regularly in the classroom
2013-2014
90
Statewide and District Wide
Testing
School districts, through the IEP team, may excuse a
student from the consequences of not passing one or
more of the Ohio tests for graduation (OGT) if:
• The student’s curriculum is significantly different or
• The student requires accommodations beyond those
allowable
2013-2014
91
Draft IEP’s
• It is OK to share draft copies ahead of time
but be sure you mark as “draft”
• Do NOT predetermine services, LRE,
etc..this is a team decision
• Don’t blame the IEP software program
from making the errors (i.e. drop down
boxes for content standards)
From Most Common Complaints to ODE- OAPSA Meeting 2/11
2013-2014
92
The IEP: Other Concerns
• Section 13 addresses IEP team meeting participants
• Section 13 also addresses people not in attendance at
the IEP team meeting who provided information and
recommendations
2013-2014
93
The IEP and Signatures
This section addresses the signatures that are required for
the following:
• To give consent to initiate special education and related
services for an initial IEP;
• To give consent for a change of placement;
• To indicate attendance/participation at the IEP team
meeting; and
• To revoke consent for all special education and related
services.
2013-2014
94
Prior Written Notice- PR-01
Provide after the IEP meeting if Parents do not
agree or do not attend the meeting.
34 C.F.R. §300.503
3301-51-05(H) page 69
2013-2014
95
The IEP and Signatures
• The transfer of rights at majority is on the signature
page;
• The requirements related to providing a copy of the
procedural safeguards and a copy of the IEP are also
on this page.
2013-2014
96
Other Compliance Errors
•
•
•
•
Poorly developed PLOP.
Statements in the IEP that are not clearly written.
Lack of documentation related to parent involvement.
Lack of individual student data in the Prior Written
Notice.
• Lack of data in progress reports.
• Lack of consistency from PLOP through LRE
components.
2013-2014
97
Questions and Reflections
• Does anyone have any questions or information that
they would like to share?
2013-2014
98