Aligning IEP Development with IDEA 2004

Valerie Pollitt, DirectorLisa Bernadett, DirectorVeronica Camargo Haynes, ManagerJodi Bonebrake, ManagerElinor Roller, ManagerChristine McClendon, ManagerJean Belden, Manager

Academics Behavior

IEP

IEP –Quick Check for Building Administrators

Valerie Pollitt, DirectorJodi Bonebrake, ManagerElinor Roller, ManagerChristine McClendon, Manager

IEP

The Quick Checkfor Building Administrators

A valuable resource for you and your staffing team!We will explore several sections of this document today!

IEP

The Vision.......................

The Student Services Department vision reflects our commitment to high academic achievement for all students and a belief that student learning is a shared responsibility of everyone in the Denver Public Schools.

IEP

The Vision.......................Given that students’ academic success is dependent on their physical health and social-emotional well being, all students will:

Possess emotional well being to assume responsibility, value self and others and effectively self-advocate. Use appropriate social and self-management skills for productive relationships to connect positively with school and community. Demonstrate personal responsibility by maintaining physical health.

IEP

The Vision.......................And, all students with disabilities will:

Demonstrate ongoing, measurable academic growth. Acquire, use and maintain unique skills necessary to participate in the general education curriculum and be life-long learners. Develop independent living skills to meet personal needs and goals. IEP

Philosophy

Policy IHBA-R: Children or Youth with Educational Disabilities – Least Restrictive Environment (Board Policy)

“Students identify with the school community, feel a sense of belonging,

and are valued for their diverse abilities.”

Rate Yourself on Philosophy

IEP

IEP’s: The IEP document should drive instruction

It’s all about the objectives!Are the objectives measurable?Are the objectives observable?Are the objectives aligned with Standards/Curriculum?Are students making progress?

Rate Yourself on IEPsIEP

The Principal’s Role Concerning Designee

The building principal, or someone directly designated by the principal, has authority to make building level decisions regarding service delivery and to commit building-level resources and will:

Supervise the provision of specially designed instruction to meet the unique needs of children with disabilities;Be knowledgeable about the general curriculum;

IEP

Ultimately, as the leader of your building you are administratively responsible for supervising the

implementation of ALL decisions made at IEP meetings, EVEN IF

you are not physically in attendance!

IEP

Curriculum and Instruction

Special Educators have equal access to regular education curriculumSpecial Educators collaborate with regular educators regarding curriculumInstruction for ALL students is standards basedAn array of services (and curriculum) are available for all special education students based on student need.

IEP

Books and Materials

Schools provide monies equitably for special educators and related service providers as they do for general educatorsBooks and materials for students with disabilities

High interest and age-appropriateAt appropriate independent reading levelAdequate for Second Language LearnersProvide adequate intensity to ensure academic growth IEP

Please Complete the IDEA 2004 True and False Test

IEP

Individuals with Disabilities Education Improvement Act (IDEA, 2004)

Major Changes:Highly qualified teacherEvaluation Individualized Education ProgramsTransition DisciplineConflict Resolution IEP

Don’t Forget…

The Quick Check for Building Administrators

A valuable resource for you and your staffing team!Take it back with you to your school!Finish completing this checklist with your staffing teams at your buildings!

IEP

ELA/Special Education

Veronica Camargo HaynesManager

IEP

Services Provided to ELA/SPED Students

Students who are receiving special education services can also receive ELA Program services

IEP

How To Provide SPED Services When SPED Teacher Speaks Only English

ELL’s must still receive SPED services as per the IEPSPED teachers should teach in the language in which they are proficient.Sheltered English instruction should be utilizedIt is highly recommended that SPED teachers receive appropriate training that will assist them in working with ELLs.

IEP

ELA/SPED Training

SPED teachers, psychologists, speech and language pathologists, nurses and social workers are all encouraged to take ELA/SPED trainingStep 1: Complete Unit 1 online course –this is a prerequisiteStep 2: Complete Module 15 offered in June 2006. IEP

Special Education Exemption

ELA Program Services Exemption (Code 99)

- Students do not receive ELA program services.

IEP

Exiting ELL’s with IEP’s

The ISA Team must always consult with the SPED team when considering any ELL who has an IEP for exit from ELA Program services.When completing an Exit form for an ELL with an IEP, the SPED teacher should sign the Exit form. IEP

ELLs With IEP’s Who Are Eligible For Exit AND Meet The Exit Criteria

ISA Teams will receive pre-printed Exit forms for these students as they are eligible for exit.Exit the student under whichever option the student is eligible for exit.No additional documentation is required.The SPED teacher should sign the Exit form.

IEP

ELLs With IEPs Who Are Eligible For Exit But Do NOT Meet The Exit Criteria

ISA Teams will receive pre-printed Exit forms for these students because they are eligible for exit.If after compiling documentation, the ELL with an IEP does NOT meet the exit criteria (low ELD profile scores or weak documentation because of identified disability), and the ISA/IEP teams believe the student should be exited from ELA, exit the student. IEP

ContinuedThis exit will be treated as a regular exit and students will be monitored.To exit the student:- Attach required documentation- Write the special education statement on

comments section of the form- Identify student’s disability in comments section of

the form- The form must be signed by SPED teacher &

ISA Team members.IEP

ELLs With IEPs Who Are Not Eligible For Exit – Code 99

For students with disabilities in programs such as CD, DLC or HD, the ISA and IEP teams may determine that ELA services are not necessary for a student at this point in time.ISA teams may NOT receive pre-printed Exit forms for these students if they are NOT eligible for exit.The ISA team contacts the ELA Dept. and requests a Code 99 form. These forms will include the preprinted “Special Ed Statement”.

IEP

Continued

To complete a Code 99 Form:- Identify the student’s disability- SPED teacher and ISA team members sign the form.

IEP

Code 99 is a temporary exemption from ELA Program Services:

- Students receive a 99 in the ENG PROF field in IC so they are no longer considered ELL

- Students no longer receive ELA services.- Students are not LAS tested. If a school wants to test a Code 99 student, contract the ELA Department. IEP

continued

The IEP and ISA Teams may determine at a later point that this student should no longer be exempt from ELA Program services and begin receiving ELA Program services. If this happens, contact the ELA Department.On a yearly basis, schools will be asked whether or not this Code 99 exemption is still valid. IEP

Accessing Interpreters/Translators for Special Education

For annual reviews, contact the ELA Dept.For Initials and Triennials, contact MAST (720.423.8067)If an interpreter is needed during the prereferral process, contact MASTMAST provides interpreters, translators, family liaison for all languages needed in the prereferral and referral special education process. IEP

Implementation of the New Electronic IEP

Our Short and Long Term PlansBy Lisa Bernadett,

Director of OperationsJean Belden,

Manager IEP

Coming Fall 2006

New electronic version of the IEP

Web-based through Infinite Campus

Updated version of Stand-alone

FileMaker Pro IEP

Complies with IDEA ’04 IEP

A Little HistoryDuring 2005-06 CIOs of 13 districts met with Infinite Campus

Encouraged special ed directors toDevelop Colorado Infinite Campus IEPIncorporate changes in IDEA ’04

New IEP program is dependent upon IC’s delivery on May 15, 2006 IEP

Benefits of Web-based IEP

For Parents

For Teachers

For School Administrators

For Central Office PersonnelIEP

Benefits of Web-based IEPParents will be able to—

View child’s IEP from the web

Track their child’s progress toward IEP goals

Print the IEP at home

Teachers will be able to—

Access IEPs from the web

Track completed portions of IEP

Generate class lists of SPED students at any time IEP

Benefits of Web-based IEP

School Administrators will be able to—Track progress of staffing team

Generate class lists and lists of SPED students

Access IEP data from the web

Check IEPs for compliance

Determine when certain IEPs are due

Access IEPs even when teachers are unavailableIEP

Benefits of Web-based IEP

Central Office Personnel will be able to—

Store IEPs on district servers rather than paper filing

Print IEPs to send to other districts

Access the data easier

Track new data

Transfer IEPs between schools instantaneouslyIEP

Everyone will benefit—

Ability to track student achievement on IEPsMore frequent intervalsGreater detail

Data from IEPsWill allow for academic achievement to be monitoredWill be reflected on The Denver Plan’s Balanced Score Card

IEP

Next Steps1,000 staff members will need professional development

First training tentatively planned next fall on district-wide assessment day

Includes:

training on the technology (how to use the software)

new aspects of IEP to comply with IDEA ’04

There will be hotline support available

Building Principal’s must work with in-building tech staff to ensure that the computers being used by staffing teams have the capability to run the new IEP IEP