Post on 02-Jun-2020
transcript
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
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
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
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
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
44
22
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