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EARLY CHILDHOOD IEP PROCESS WORKSHOP September 2021
EARLY CHILDHOOD IEP
PROCESS WORKSHOP
September 2021
Debra WillertDivision of Special Education and Early Learning 619 Coordinator
Meet the Presenters
Valerie JohnsonCore Educational Cooperative
Welcome
Information
Thank you for silencing all electronic devices.
Confidentiality
Regional Representatives
Agenda/Schedule
General Housekeeping
CEHs (attendance)
Polling Time
https://pollev.com/debrawillert832?_ga=2.216974227.48087986.1620401865-696488205.1620401865
1. Child Find2. Transition from Birth to 3 (Part C)
to Part B 619
d. IEP Development Processe. Part B 619 to Part B 611
Kindergarten Planning
Training GoalsUnderstanding the Part B 619 Special Education Processes for
Students ages 3-5
.
3. Part B 619 Special Education Process
a. Consent to Evaluate
b. Initial Evaluationsc. Eligibility Determinations
Goal 1
Child Find
Purpose24:05:22:01. District required to identify children in need of special education or special education and related services. Each school district shall develop and utilize a system for the identification, location, and evaluation of children in need of special education or special education and related services. • all children residing within the jurisdiction of the district who are • ages birth through 21 regardless of the severity of their disability, • including children in all public and private agencies and institutions, • private schools, including religious schools, and • children receiving alternative instruction under SDCL 13-27-3 within the legal boundaries of the
district. The requirements of this section apply to:(1) Wards of the state and highly mobile children with disabilities such as migrant children and homeless children; and(2) Children who are suspected of being children with disabilities under this article and in need of special education, even though they are advancing from grade to grade.
Examples of Students Included in Child Find Ages 3-21• Private schools• Homeschooled• Head Start• Native American students residing on
reservations• Homeless• Wards of the State of South Dakota• Highly mobile such as migrant students
District Responsibilities
Develop and implement an effective system for:
1. Identifying2. Locating3. Evaluating
All students birth to 21 in need of special education within the school district boundaries.
Child Find Requirements
Child Find Service Programs
Part B 619Ages 3-5 • Diagnosed
disability• Early
Childhood Special Education and Related services
Part B 611Ages 6-21• Students with
a diagnosed disability
• Special Education and Related services
Part CBirth-3Birth to 36 months• Infants and
Toddlers with developmental delays or disabilities.
• Children and their families
Polling Time
https://pollev.com/debrawillert832?_ga=2.216974227.48087986.1620401865-696488205.1620401865
District Child FindHow often does your district conduct Child Find screenings?
What screening tool does your district use for Child Find?
Birth to 3 (Part C) to Part B 619Goal 2
Transition
Purpose
To ensure a seamless transition for children and families as they move from Part C to Part B so they can access appropriate services in a timely manner.
These students are reported on Indicator 12. Indicator 12 is 100% compliance.https://doe.sd.gov/sped/documents/TransitionsManual.pdf
Part B 619 Transition from Birth -3
Before Turning 3
• Transition Conference • Referral to Part B 619• Evaluation conducted• Eligibility Determination
meeting held• IEP written
On or After 3rd Birthday• Services Begin
WW
Polling Time
https://pollev.com/debrawillert832?_ga=2.216974227.48087986.1620401865-696488205.1620401865
Which referral form does the district use when a student is transitioning from Birth-3 to Part B?
Transition ConferenceFamily of the Infant/Toddler in Birth-3 Services1. Attends Transition Conference
2. Provides or declines consent to evaluate for Part B 619
3. Assists team with determining what developmental areas should be evaluated based on concerns
Birth-3 Coordinators Responsibilities
1. Invite attendees
2. Develop a Transition Plan no more than 9 months and no less than 90 days before the child’s 3rd birthday
Transition Conference Cont.Service Providers and/or Other Agencies
1. May be invited if parent permission is given
SD Department of Education Birth-3/Part C Part C Considers all children potentially eligible for Part B who exit the program at age 3.
• At least 90 days prior to the child’s 3rd
birthday, state Birth-3 notifies district (SPED Director and/or their designee) of children potentially eligible for Part B.
• Electronic notices are sent beginning of each month.
Local School District Representative Responsibilities
1. Attends Transition Conference2. Provides family Part B Procedural
Safeguards3. Explains evaluation process and
eligibility information4. Gathers information from therapists,
coordinator, parent, etc. to determine appropriate evaluations
5. Explains progress monitoring requirements for Part B 619 -BDI
d. Eligibility Determinationse. IEP Development Processf. Part B 619 to Part B 611 Kindergarten Planning
Part B 619 Special Education ProcessGoal 3
Understanding the Part B 619 Special Education Processes for students ages 3-5
.
3. Part B 619 Special Education Process
a. Referral
b. Consent to Evaluatec. Initial Evaluations
ReferralGoal 3a
PurposeReferral includes any written request which brings a student to the attention of a school district administrator (building principal, superintendent, or special education director) as a student who may need special education. A referral made by a parent may be submitted verbally, but it must be documented by a district administrator. Other sources of referrals include the following:
(1) Referral through screening;(2) Referral by classroom teacher;(3) Referral by other district personnel;(4) Referral by other public or private agencies; and(5) Referral by private schools, including religious schools.
Referrals
Local School District
Responsibility 3-21
Teachers
Therapists
Administration
Paraprofessionals
Parents
Refer their child
Child Find Activities
District’s responsibility
Birth-21
Birth -3
Preschool Screenings
Ads in newspapers
District Web Sites
Agencies
Responsibility
Community Programs
WIC
Pediatricians
Social Services
Other
Private SchoolsReligious
Birth to 3 Referral Form
District Referral FormUsing the scenario, list developmental concerns of the child that would assist you, as an evaluator, to determine what areas need to be evaluated and the suspected disability.
Information to consider:• Date• Parent information• Person making referral• Family Assessment (RBI)• Child information (Transition Conference
IFSP)• Areas of concern• Strengths and weaknesses• Health information• Etc.
Part B Consent to EvaluateGoal 3b
PurposeThe school district must obtain informed written consent from the parent of the child before conducting the evaluation.
The school district shall make reasonable efforts to obtain the informed consent from the parent for an initial evaluation to determine whether the child is a child with a disability.
The district needs to document the attempts to gain written informed consent.
District needs to follow process of referral to decision making regardless of who refers a child: Part C, parent, teacher, etc.
1
• Can be found on IFSP, BDI2/3, additional assessments i.e., speech, OT, PT
2• Medical, speech/language, Part
C or including in need of prolonged assistance
3• Routines Based Interview; family
priorities, articulation, language, behavior, attention, adaptive skills (dressing, toileting, feeding), social and emotional 4
• Gains made during service timeAdd Contents Title
Previous evaluations from Birth -3
Previous eligibility information
Parental input to include concerns
IFSP outcomes/progress
Existing DataChild served in Birth to 3
1Enrollment, attendance, preschool screening results, pertinent medical records
2 Behavior charts, anecdotal notes, observations
3 Parent, teacher, referring person
School/Medical Records
Classroom/school behavior
Input
Existing DataInformal Review – Students in school ages 3-5
Decision to Evaluate is DeterminedInform Parents of Decision - PPWN
Parental RightsDocument
Evaluation Needed• Initial evaluation due
to existing data• Parent request
No Evaluation NeededDue to existing data
Decision must be explainedPPWN• Letter A – What the
district is proposing and why
• Letter B – What the district is rejecting and why
Part B 619 Consent to Evaluate
• This begins the 25-school day timeline.
• Can be extended if it does not exceed the 3rd birthday.
Parental Prior Written Notice Consent to
Evaluate
1. Transition EvaluationPart C to Part B
2. Review Existing Data
Documentation on the PPWN.
Initial Evaluation
Document under Existing Evaluations:• Evaluation area• Test administered• Date
Previous information from parent, service provider, SLP, OT, PT, progress notes . . .
5. Parent signs consent
4. Existing Evaluations
3. Previous Evaluations
Pull forward existing evaluations if they are:
• accurate
• meet Part B evaluation and eligibility requirements
Comprehensive EvaluationA variety of assessment tools and strategies should be used
• Reliable
• Valid
• Administered by trained,
knowledgeable evaluators
• Conducted in the student’s
native language
• Culturally and ethically relevant
Students may be assessed in• Health
• Vision
• Hearing
• General intelligence
• Academic performance
• Five domains of the BDI3
• Other areas as determined
by the review
Assessments need to be:
BDI Eligibility ConsiderationsReliability
• Meets reliability of
80% or higher
Subdomain scores can be used in:
• Receptive Communication
• Expressive Communication
• Gross motor
• Fine motor
Subdomains
Disability Categories for ages 3-5• 500: Deaf Blindness
• 505: Emotional Disturbance
• 510: Cognitive Disability
• 515: Hearing Loss
• 525: Specific Learning Disability
• 530: Multiple Disabilities
• 535: Orthopedic Impairment
• 540: Vision Loss
• 545: Deafness
• 550: Speech/Language
Impairment
• 555: Other Health Impaired
• 560: Autism Spectrum Disorder
• 565: Traumatic Brain Injury
• 570: Developmental Delay
Developmental DelayPoints to Remember
If qualifying under Developmental Delay:
1. Students ages 3, 4, and 52. Two (2) or more standard deviations below the mean in 1 (one)area 3. One point five (1.5) standard deviations below the mean in 2 areas4. Includes adaptive, personal-social, communication, motor and cognitive
Evaluation Timeline
1. 30 calendar days to determine eligibility and write and IEP
2. If the student is determined eligible the eligibility meeting and IEP must be written prior to the student’s 3rd birthday
Evaluations are completed
1. 25-school days to complete the evaluation
2. Day 1 begins on the day the school district receives the consent
3. Skill-based is completed within the 25-school day timeline
District receives consent to evaluate
Using the same scenario, determine if the district should proceed with a Part B 619 evaluation or if the district should decline to move forward with the evaluation.
Please respond on the poll.
Polling Time
https://pollev.com/debrawillert832?_ga=2.216974227.48087986.1620401865-696488205.1620401865
Should the district proceed with a Part B 619 evaluation?
Consent to Evaluate PPWN - Page 1
• Demographics• SIMS Number• Purpose for evaluation/notification• Parent input• Areas to be evaluated• Existing evaluations
Consent to Evaluate PPWN - Page 1 Top of page
Activity – Complete top section of PPWN Consent to Evaluate
Continue to work with the scenario you have chosen.
Progress Monitoring vs. EligibilityConsent to Evaluate
Progress Monitoring
• Indicator 7 - Used for state and federal reporting requirements upon entry and exit from the program
• Used for all students ages 3-5 years old receiving special education services
• Qualifies a student to receive special education services in certain areas
• Once qualified for services progress monitoring must be reported
EligibilityVs.
Consent to Evaluate PPWN - Page 1 Bottom of page
Activity to fill out bottom section of page 1 of PPWN Consent to Evaluate
Using the same scenario, please complete the bottom page of the consent to evaluate.
Consent to Evaluate PPWN - Page 1 Bottom of page
1. The BDI3 is going to be used for eligibility
2. Skill based assessments must be conducted in all five areas of development if developmental delay is suspected.
DO NOT check Developmental if:
Check Developmental on the front page if:
1. BDI3 is going to be used for progress monitoring only
2. May not be used for eligibility
Consent to Evaluate PPWN - Page 2
A. Explanation of proposed or refused actionB. Reject statementC. Description of data used for action takenD. Other factors relevant
• Enter school contact information• Parent RightsEng.pdf (sd.gov)
Consent to Evaluate PPWN - Page 2
A. Explanation of proposed or refused actionB. Reject statement
Consent to Evaluate PPWN - Page 2
Activity to fill out section A and section B PPWN Consent to Evaluate
Please continue to use the same scenario.
Consent to Evaluate PPWN - Page 2
C. Description of data used for action takenD. Other factors relevant
Consent to Evaluate PPWN - Page 2
Activity to complete section C and section D PPWN Consent to Evaluate
Please continue to use the same scenario.
Consent to Evaluate PPWN - Page 3
Activity to complete 25-school day evaluation timeline and 30 calendar day timeline.
Please continue to use the same scenario.
Additional EvaluationsConsent to Evaluate
Timeline and Additional Evaluations
1. Write a new consent to evaluate –PPWN
2. Completed evaluations are entered under “Existing Evaluations”
3. Evaluations completed within existing timeline may be combined with the meeting for the first timeline
4. New evaluations exceed first timeline a. the first process must be completed and thenb. a second process for the second timeline.
Initial EvaluationsPart B 619Goal 3c
PurposeTo determine if a student qualifies as a student with a disability and requires special education and related services to benefit from the education program.
Comprehensive Evaluation• Formal – Standardized• Skill-based Assessments
Comprehensive EvaluationsRequirements
• At no cost to the parents• Administered in the student’s native language• Must be sufficiently comprehensive to ensure all suspected areas
are addressed• Mut be reliable, valid and norming is culturally and ethnically
relevant• A variety of assessment tools should be used• Must administer evaluation in ALL AREAS checked on the PPWN
Consent and only those areas• Must include formal assessments and skill-based assessments in
all areas of suspected disability
Formal Assessments
• All areas of suspected disability• Identifies the student’s special education and related
services needs, linked or not to a disability category, in order to receive FAPE
• Mut be reliable, valid and norming is culturally and ethnically relevant
• No single measure can be used as the sole criterion• Evaluation must be in written format including skill-based (to
include skill-based)
Skill-based AssessmentsCompleted in all areas of the suspected disability
• Observations
• Checklists
• Screeners
• Speech or language samples
• Interviews
• Skill-based probes
• Other
Purpose
• Identifies specific skills
• Address skill areas affected by
the disability
• Helps create strengths and
needs
• Goals
• Services
Forms of skill-based assessments
Written Evaluation ReportMust include:
Must Include the following for standardized and skills based:
• Demographics• Summary of Evaluations• Name of evaluation tool• Date(s) each assessment was
given• Scores/Results• Individual who administered
assessment
Remember to keep your assessment parent friendly.
Points to ConsiderAge 3-5 Evaluations
Achievement Evaluations:• Not developmental• May include
• Woodcock Johnson• Wechsler Individual Achievement Test
Ability Evaluations• May be difficult for children aged 3 and under• The Cognitive Domain of the BDI could be considered on rare occasions (medical concerns
or severe disabilities) – must be represented in the Consent to Evaluation BDI Subdomains
• Instances the subdomain scores in receptive/expressive communication or fine/gross motor can be used
Eligibility DeterminationPart B 619Goal 3d
Purpose
To determine the basis for making eligibility determination from a variety of sources, including aptitude and achievement, parent input and teacher recommendations, as well as information about the student’s physical condition, social or cultural background, and adaptive behavior.
• Eligibility Documentation• Eligibility Meeting• IEP Meeting
Initial Evaluation Completed
Meeting Proceedings and Eligibility
Timeline• Eligibility determined
30 calendar days after the initial evaluation procedures are completed
• Day 1 starts no later than day 26
Meeting Notice • Contact parents• Invite all required
attendees• Alternative means of
participation
Meeting Invites
Combined Eligibility and IEP
Required Participants• Meeting notice lists
required participants• With parent
discretion, other individuals may be invited
Requires Parent Permission• Birth to Three
Coordinator (Districts encouraged to invite for transition student)
• Private preschool or daycare providers
Eligibility Document
1. Demographics2. Summary of Evaluations
• Name of evaluation tool• Date• Scores/Results
3. Related service page
Eligibility Document
2 Prongs of Eligibility – Must be met
Special Education and Related Services
Prong 11. Student has a diagnosed disability• Standardized test
scores• Medical diagnosis• Psychological
diagnosis
Prong 2a and 2b2a) The disability adversely affects the student’s performance2b) Student requires specialized instructionSkill based assessment is very important in meeting Prong 2 eligibility
2 Prongs of Eligibility
Consent for Initial Provisions of
Consent Form1. Demographics2. Explanation3. Accept or decline
consent4. Signature5. Critical life skills6. Emerging skills
Conditions1. Written consent is required
prior to providing services2. Voluntary and can be
revoked
Consent for Initial Provision of SPED
Eligibility Document and Infinite Campus
Student Information Management System - SIMS
1. SIMS/State ID is created
2. If student is enrolled –Demographics and enrollment
3. Child Count
4. Special Ed Fieldsa. Information for the State Performance Plan (SPP) Indicators
SIMS # or State ID #
1. 9-digit identification number
2. Students who will have a State ID:a. Eligible students
transitioning from Birth to Three to Part B 619
b. Eligible students ages 3-5c. Students enrolled in
Junior Kindergarten or Kindergarten
SIMS # or State ID #Special Ed Fields
1. Indicator 4a & 4b -Suspension and expulsion
2. Indicator 6 – Least Restrictive Environment Ages 3-5
3. Indicator 10 -Disproportionate Representation: Racial and ethnic groups in specific disability category
https://doe.sd.gov/sped/documents/SIMSReport-0820.pdf
IEP DevelopmentProcessPart B 619Goal 3e
Purpose
Two Main Parts:1. The IEP meeting: Team members and others jointly make decisions about the student’s eligibility and the educational program for a student with disabilities who requires services.2. The IEP document: Acts as a written record of the decisions reached at the meeting.
Function
1. A communication tool between parents and the school
2. Provides an opportunity to resolve differences between parents and the school
3. Commitment of resources4. Management tool for individual learning5. Compliance and monitoring document6. Evaluation device
IEP DocumentCover Page
1. All information should be completed2. Team members sign or document
attendance3. Draft IEP can be developed
a. Working documentb. Provide input
Present Levels of Academic Achievement and Functional Performance (PLAAFP)
1. Student strengths2. Student needs3. Linking to the initial or most recent
evaluation of the student4. Parent input5. Statement: How does the disability affect
the student’s participation in the general education classroom or appropriate activities?
Example of PLAAFP
Consideration of Special Factors
All areas must be addressed
1. Is the student limited English proficient?2. Are there any special communication needs?3. Does the student require Braille?4. Does the student's behavior impede his or her
learning or that of others?
Consideration of Special Factors Cont’
All areas must be addressed
5. Does the student require assistive technology?6. Physical Education (PE)?7. Hearing aide maintenance?8. Assessments
The Goals
At least one goal per area affected by the disability
Condition:Represents when information and material is given to the student for measurement of goal.Performance:Represents the specific skill, concept or observable behavior student is expected to perform.Criteria:Represents how the skills or behavior will be measured. Must include how well and how often.
The Goals
ConditionWhen the information and material is given
Examples:1. Following one verbal
request…2. When given a picture of
an object…3. Before having an
outburst…4. When spoon is placed in
hand…
The Goals
PerformanceSpecific skill, concept or observable behavior student is to perform
Examples:1. Student will scoop food and
bring food to mouth with 1 cue at the elbow…
2. Student will point to objects when named…
3. Student will comply with a request with no more than two verbal prompts…
4. Student will point to colors when named…
The Goals
CriteriaHow the skills or behavior will be measured.How well (accuracy)How often (consistency)
Examples:1. With ____% accuracy in ____
consecutive trials.2. For ____seconds in
____consecutive trials.3. With ____% accuracy in ____
consecutive trials graphed weekly.
4. For ____ consecutive steps in ____ of ____ attempts over a six-week period.
The Goals
Data Collection for Progress Monitoring1. Procedure Codes (observation, data response, other)2. Date of Report3. Progress Codes (P, I, X, M) + Comment4. Reporting when and how
(quarterly, goal page copy)
Activity to write goals using PLAAFP
Using the same scenario please write one goal for the student
Accommodations and ModificationsState/District Accommodations
AccommodationsA change in HOW the student accesses and demonstrates understanding.
ModificationsA change in WHAT a student is expected to learn and demonstrate.
Descriptions of Services
Specialized Instruction1. Linked to student’s
goals2. How often3. Where4. How long
Related Services1. Student’s needs for
FAPE2. Transportation3. Nursing services4. Therapies
Next slide shows examples
Descriptions of ServicesExample
Least Restrictive Environment (LRE)Indicator 6
Placement DecisionsAges 3-5 in Preschool1. Use 300 Codes2. Educated with non-IEP
peers when possible3. Therapies in regular ed
classroom when possible
Examples1. Majority (at least 50% of
students not on an IEP2. Head Start3. Preschool offered by the
public school4. Other preschool5. Group child development
centers or childcare
Least Restrictive Environment (LRE)Indicator 6
Placement Decisions
Age 5 in Junior Kindergarten or Kindergarten1. Use 100 codes
Examples of Least Restrictive EnvironmentsParticipation with Non-Disabled Peers
Acceptable Examples1. Any early childhood
program/preschool2. Residential or day
program with 50% of the students without disabilities
Non-Acceptable Examples1. Sunday school every week2. Home-based program3. Residential facility serving
students with disabilities only
If student does not participate in any regular EC programs this is noted in the “Comments” section
Activity to determine LRE
Please continue to use the same scenario and determine the services for the student
Participation with Non-Disabled PeersExample
Comments: The student is provided services in the home due to health and does not attend any regular Early Childhood setting.
Justification for Placement
1. Accept/reject statement is written for each option – Preschool students only – you may combine the reject statements
Justification for Placement
EC Justification of PlacementUnsupportable Justification Decisions
Decisions based on:
1. Non-academic reasons2. Non-individualized reasons or those identical to
all other students in that placement3. Convenience of the administration4. Disability category5. Availability of services or space
Extended School Year (ESY)
Provisions1. Regression/recoupment2. Critical life skills3. Emerging skills
Documentation1. Goals addressed2. Services and related
services3. Estimated start/end date
(month/day/year)4. Minutes per week5. ReasonIncludes students
transitioning from Birth -3 to Part B 619
Other IEP ProcessesAmendments, Transfers, Etc.
Use IEP TA Guide• Each possibility is outlined with suggestions and
examples
Purposeful Documentation
PPWN1. Meeting notice2. Consent to evaluate3. After revocation of consent4. Proposes a beginning to a
process or change5. Refusal of parental
requests
Parent Consent1. Initial evaluations2. Initial provisions of special
education and related services3. Revocation of Consent for
special education and related services
KindergartenPlanningPart B 619 to Part B 611Goal 3f
PurposeSteps preschool staff, school-age staff, and parents can take to assist with a smooth transition from preschool to school age.
• Who is involved• What are the roles• Steps taken
Because there are no federal or legal requirements specific to transition from preschool to school-age special education services, there may be considerable variation from district to district in transition steps and processes.
Who is Involved and their roles?1. Parent(s)2. Preschool staff
a. Teachers and service providers3. School-age staff
a. Kindergarten teacherb. Principalc. District support staff
Parents1. Participate in meetings2. Take advantage of trainings3. Participate in developing the transition plan4. Attend kindergarten program visitations5. Provide information about their child to school
age staff 6. Help their child feel comfortable about school7. Keep communication open
Preschool Staff
1. Organize transition events2. Provide parent education and encourage
participation3. Help students gain skills for kindergarten4. Arrange program visits5. Create student portfolios
School-age Staff1. Coordinate district staff to assist with events2. Assist with program visit3. Participate in transition planning and assist
preschool staff4. Observe student in current setting5. Develop plan to provide supports and services6. Learn about student’s likes, dislikes, routines, etc7. If child receives services after entering
kindergarten. LRE code must be changed.
1. Child Find – Slides 7-132. Transition from Birth to 3 (Part C)
to Part B 619 – Slides 14-20
e. IEP Dev Process – Slides 78-107f. Part B 619 to Part B 611
Kindergarten Planning – Slides 108-114
Review of Training Goals
.
3. Part B 619 Special Education Process–Slide 21a. Referral – Slides 22-26b. Consent to Evaluate – Slides 27-57c. Initial Evaluations – Slides 58-64d. Eligibility Determinations – Slides 65-77
THANK YOU
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