PowerPoint Presentation

Monthly School Special Education Coordinator MeetingMarch 10, 2014TopicsOEC Onsite Visit (September 2012)IDEA FundsExcent/EnrichPreparing for IEP MeetingsAnnual ReviewsLetters of NotificationIEP DevelopmentProgress MonitoringSummary/PWNSpecial Reviews vs Annual ReviewsTransition Services

OEC Onsite Visit September 2012LAST UPDATE EVER!!!!!!OEC Onsite Visit Closure2/28/2014The SCDE is happy to inform you that the SCPCSD has corrected the noncompliance found from onsite monitoring within the one-year timeline, which includes LEA systemic noncompliance and individual student level noncompliance. The OEC has verified the total correction of this noncompliance in accordance with IDEA and OSEP guidelines.

Does this mean every file in the SCPCSD and every school is in complete IDEA compliance?

Does this mean we need to relax our processes now that weve been cleared?

At the end of the day, the letter from the OEC is another way of saying, Thank for doing your job by meeting the obligations of your schools charter.IDEA Funds

IDEA FundsThe funds have been loaded (based on what was provided to us back in November).

Schools will be given a one-time amendment to their IDEA funds later this month. Information will be provided to school leaders during their next District Leaders Meeting.

Excent/EnrichExcent/EnrichEnrich - Weve actually seen it

Here is what we know at this time:Same components (different order)Better linkage between present levels (narrative Findings Goals)Progress monitoring tools built-inMUST HAVE a baseline number for each goalBetter reporting capabilities (state-wise accommodations report)Attachments gets filed into an actual meeting, not just global attachmentsAny annual review removes all old data (including present levels and goals)There will be an upgrade to Excent sometime in the next month to incorporate the Smarter Balanced Testing Accommodations (for next year)

Excent/EnrichHere is what we dont know, but need to make you aware of:What from Excent moves forward Some components from current IEP move forwardThe most current IEP (PDF) moves forwardWhat doesnt:Attachments (were working on a solution for this but start thinking about keeping a backup copy of the attachments for your active students)

What this means:A lot more information to come (after April)Summer training on EnrichYoull need to physically have the most current IEP with you (the one that carries over until next year).Preparing For Annual Reviews

April 10, 2013The ProcessLetters of NotificationIEP DevelopmentProgress MonitoringSummary/PWNSpecial Reviews vs Annual ReviewsTransition Planning

Annual ReviewsLetters of NotificationLetter of NotificationIEP meeting notifications must include the purpose, time, location of the meeting and who will be in attendance. This is why an email asking the parent to attend a meeting doesnt suffice (even if they attend).If the meeting changes for any reason (date or even time), do a new letter to give to the parent and document in Notes section as to why the meeting changedIf the student is 13 or older or will turn 13 during the course of the IEP, transition must be checked as a meeting purpose and the

Letter of NotificationSo there has to be documentation that a formal invite that included all of the required components (date, location, purpose, and attendees) was provided.

Even if the parent attends, the meeting could be determined null and void if proper notification wasnt provided.

Letter of NotificationIf you do not have proper notification to parents, you have denied them the opportunity to participate in the development of their childs IEP.

This is a huge issue and one that is frequently addressed by the courts and due process hearing officers.The IEP ProcessThe following slides were adapted from a presentation conducted by the SC Department of Education, Office of Exceptional Children.

IEP Section IStudent InformationThe percent of time the student spends in the regular education environment auto populates from Placement History.

IEP Section IStudent Information

Date of IEP Meeting reflects: Date of Initial IEP meeting or;Date of Annual Review

Date of Special Review changes whenever additional meetings are held throughout the school year

Remember that the IEP Initiation Date is either the first day of the following school year (If Not Birthday IEP) or reflects a change during the school term and you MUST provide PWN to explain the reason for the change

DatesIf this is an AR, all dates change Date of IEP meetingInitiation date, date of anticipated AR, and IEP ending date

If this is a SR, only 2 dates changeIEP meeting date andIEP initiate dateIEP Section IIThe FoundationThis is the basis from which all other Individualized Education Program (IEP) components are developed

IEP Section IIAcademic and Functional Strengths and Needs

Describing Academic and Functional Strengths and Needs provides an overview of factors that impact performance and the development of services and programs designed to meet the students unique learning needsThere are 3 areas within this sectionAcademic and Functional Strengths and Needs (Present Levels or PLPs)Functional BehaviorPresent Levels of Academic Achievement and Functional Performance (Findings)

IEP Section IIAcademic and Functional Strengths and Needs (PLPs)PLPs Disability statement that tells WHAT the disability(s) is and HOW it/they affects the students access and progressStrengths and weaknesses within each area of disability (what the student can and cannot do within each area)These are the students educational needsWritten in narrative format to briefly give the big pictureIEP Section IIAcademic and Functional Strengths and Needs (PLPs)Example

QuestionsWhat is Josephinas area of weakness?What is Josephinas area of strength?What type of Present Levels of Academic Achievement and Functional Performance might be developed?Might Josephina require any instructional accommodations?IEPs & Present LevelsPresent levels ARE NOT meant to be a history of the childs educational experience. Its literally, a snapshot of where the child is CURRENTLY functioning. Present levels answer the question, Where is the child currently functioning? Note the word currentlySo for the 1st IEP after a transfer, you could see a comment about the child just recently transferred from ABC HS where he . . ..At the 1st annual review (one year later), this statement wouldnt be included.

IEP Section IIAcademic and Functional Behavior

If a Functional Behavioral Assessment is warranted, this must have taken place as part of an evaluation or reevaluationFBAs are conducted through evals or reevals and require parent consent. The outcomes are reflected in the PLPs, Findings, Accommodations, AGs, and/or BIP26Functional BehaviorDoes the students behavior warrant a FBA? Has a FBA already been done, not will one be doneReasons for needing a FBA would be found above in the PLPsResults (data/numbers) of the FBA would be found below in the FindingsIEP Section IIPresent Levels of Academic Achievement and Functional Performance (Findings)

The FindingsIdentify Educational NeedServe as a baseline or starting pointAre directly connected to goals and servicesDescribe with data what the student can do at the time the IEP was written FindingsBASELINE DATA numbers, percentages, frequency counts, amounts, times, quantities, figures, statistics,

IEP Section III Accommodations to the General Curriculum

Accommodations :Are justified in the PLPsDo not reduce learning expectationsProvide access by enabling the student to participate more fully in instruction and assessmentPermit the student to better demonstrate skillsMust be part of daily instructionShould never be introduced for the first time when a student is participating in state-wide or district assessments

AccommodationsInstructional Accommodations:Why does the child need INSERT ANY ACCOMMODATION HERE as an instructional accommodation? Because according to the present levels it states that its needed.

Instructional accommodations need to be specific. There is a different between oral admin and oral administration of assignments and tests for science and social studies.

Whats your procedures for documenting accommodations?AccommodationsThese are necessary to level the playing field, not I think John would benefit fromOral admin is for students with significant reading problemsRetaking tests failed is not an accommodationFailing a test because the appropriate accommodations and special education instruction havent been provided is one thingFailing a test because the student hasnt studied/ prepared for the test, is entirely differentIEP Section III Modifications in the General Curriculum

Modifications:Change learning expectations Must be clearly described

IEP Section III Supplementary Services

Supplementary Services:Aids services and supports that can be provided in general education, education-related settings and in extracurricular and nonacademic settings

Supplementary Services: Might include parent training, providing the student with a one-on-one assistant, or providing staff with professional development to assist in meeting the unique needs of the student

IEP Section IVIEP Goals and Objectives

Annual Goals must:Directly link to the PLPs and Findings and when applicable, the Transition needs of the student

Annual Goals tell us:What we expect the student to learn or be able to do in 1 year; andHow we will know when the student has learned or demonstrated that he can do itIEP Section IVIEP Goals and Objectives

The essential characteristics of IEP Goals are that they must be measurable and be measuredIf an IEP Goal is not measurable it violates the IDEA and may result in the denial of a Free Appropriate Public Education (FAPE)If a Goal is not measured that violates the IDEA and may result in the denial of FAPEBateman & Herr, 2006

IEP Section IVIEP Goals and Objectives

Every Measurable Goal Must:Allow a clear yes or no determination of whether or not it has been achievedPass the stranger test (IEP Team Members can agree if the goal has been achieved)IEP Section IVIEP Goals and Objectives

Objectives/BenchmarksSpell out what the student will need to do to complete the annual goal.Are the same skill in each benchmark with degree of proficiency to which the student performs the skill changing from benchmark to benchmarkAre required for all goals of students taking alternative assessment (SC-Alt)Measurable Annual GoalsCritical ComponentsBehavior clearly identifies the performance being monitored; Jeremy will read aloudCondition describes what must be present for the student to demonstrate the skill or behavior at the expected level of performance; when presented with a passage from the 2nd grade curriculumLevel of Proficiency how many, how often, to what standards the behavior must occur; 48 words per minute with less than 2 errorsMeasurement as measured by; as measured by weekly one minute oral reading fluency probes Timeframe may be included; In 36 weeks; by the end of the 2012-2013 school year may also be left blank since its implied that by the annual review . . . .

IEP Section IVIEP Goal Example

In 36 weeks, when presented with a passage from the 2nd grade reading text, Jeremy will read aloud from 38 to 48 words per minute correctly as measured by weekly one minute oral reading fluency probes.

Location of ServicesSpecial Education ClassroomVirtual Special Education ClassroomNot virtual classroomIEP Section IVIEP Goal and Objectives

Remember, for any student that participates in the SC-Alt (Alternate Assessment), the IEP team must develop goals AND objectives for any area of need identified in the PLAAFP.Annual GoalsYou should be able to answer the question, If you want Jeremy to be here (ending point in the AG) by the end of the year, where is he starting from (baseline in the Findings?In 36 weeks, when presented with a passage from the 2nd grade reading text, Jeremy will read aloud 48 words per minute as measured by weekly one minute oral reading fluency probes.How many words is Jeremy reading aloud now?How many errors is he making?

Annual GoalsMeasurements should be clearWrongSolve math problems with 80% accuracy with less than 6 errorsAnswer 8 out of 10 comprehension questions with 75% accuracyRightSolve math problems with 80% accuracy on 4/5 trialsAnswer comprehension questions with 80% accuracy on 8 consecutive assessmentsRead 50 words per minute correctly on 2 out of 3 grade-level passagesAnnual GoalsAll annual goals must have baseline data in the FindingsAll objectives must have baseline data in the FindingsIEP Section VTime

Special Education and Related Services must be denoted in MINUTESSubtract the total MINUTES in special education and related services from the total amount of minutes in the school weekIEP Section VRelated Services

Related Services are: Supportive services provided to students with disabilities to assist them in benefiting from Special EducationLike the need for special education, determined on an individual basis as part of the IEP processConnected to other parts of the IEP to include Functional Strengths and Needs and FindingsAccompanied by measurable annual goals that are denoted in section IV IEP Goals and Objectives

IEP Section VRelated Services

The IDEA regulations contain a list of related services IEP teams can consider and they include, but are not limited to:Audiology, Counseling Services (including rehabilitation counseling), Early Identification and Assessment of disabilities in children, Interpreting Services, Medical Services, Occupational Therapy, Orientation and Mobility Services, Parent Counseling and Training, Physical Therapy, Psychological Services, Recreation, School Health Services and School Nurse Services, Social Work Services in Schools, Speech-language pathology services and TransportationRelated Services In South Carolina, Speech-Language Impairment is a category of disability just like Learning Disability, Intellectual Disability, SLI must be listed as a disability (primary, secondary, tertiary,) and NOT as a related service if the student meets the eligibility criteriaIf the student DOES NOT meet eligibility criteria under SLI, but the IEP team determines (based on data) that the student needs speech-language services in order to benefit from special education, then speech becomes a related serviceThis is rareIEP Section VIParticipation in Statewide Testing

Consideration for the use of Accommodations and/or Modifications for Statewide Testing should:Be based on individual student need and;When selected, must be clearly reflected in IEP Section III Accommodations to the General Curriculum and in Section II the PLPs/FindingsTesting/AccommodationsState Wide TestingWhy does the child get INSERT accommodation on statewide testing? Because thats what he receives as part of daily instruction.These accommodations must be provided. As we gear up for HSAP, PASS, and EOCs, special education coordinators need to communicate with testing coordinators about which child receives what accommodations. I think, The teachers have been told or Ive been told are not sufficient methods of verification. Have case managers show you the IEP so there is no misunderstanding.IEP Section VIIISpecial Factors The Team Must Consider In The Development of the IEP

This is a guide to ensure the team considers all factors when developing the IEP.You must determine ESY annuallyBe careful of deferring this decisionIEPs (ESY)Eligibility must be discussed annuallyNot necessarily in May.95% of the kids, you can determine this at the annual review

What must be considered:

REGRESSION/RECOUPMENTCRITICAL POINT IN INSTRUCTION/EMERGING SKILLSINTERFERING BEHAVIORTRANSITIONSPECIAL CIRCUMSTANCES

AND what data do you have to support these?IEP Section IXLeast Restrictive Environment (LRE)

LRE ConsiderationsThe team must document the extent, if any, that the student WILL NOT participate with non-disabled students in the general education classroom

LRE PageExplain the extent, if any, which the student WILL NOT participate with non-exceptional students in the regular classroom.Does the child participate in a resource/support class with other students with disabilities? If so, then electives is checked and the words resource or academic support are added.

The only child who wouldnt have anything marked in this section would be a 100% consultative child or a child receiving sp ed instruction in a virtual setting that is in addition to/on top of all the other required instruction. IEP Section IXReporting to Parents

The IDEA requires every IEP to include a description of how the childs progress toward annual goals will be measured and when periodic reports will be provided.Our District requires reporting to the parents the childs progress towards each annual goal at a frequency defined by the IEP, but in no case less than every nine weeks.Be aware of whether the IEP also includes with report cards or simply every 9 weeks it makes a differenceEvery 9 weeks is regardless of when report cards go homeIf the IEP is implemented Jan. 1, progress reports would be sent March 7 which may or may not coincide with a report card periodIEP Section XTeam Members

Make sure the people on the meeting Notice match the people here and on the PWN/minutesMake sure the LEA and Special Education teacher positions are listed (unless they have been properly excused)Dont assume people know that the Principal was the LEA or that the Coordinator was the Special Education Teacher Summary and PWNMeeting SummaryRequired per District Policy

Not meant to be a transcriptionPurpose is to capture the gist/flow of an IEP meetingPurpose is to discuss requests/disagreements Every parental request needs to have closureParent asked for an in-home teaching assistance. The team discussed and determined that based on present level data, the child is able to receive FAPE through the proposed virtual services.

Common mistakes noted:Wrong date of the meetingNot noting proper meeting membership

This is a summary of the major points of the meeting

PWNsAs a result of the IEP/Staffing meeting, the IEP/Staffing Team proposes or refuses to

Explanation of why the school district/agency proposes or refuses to take this action

Description of each evaluation procedure, assessment, record, or report the school district used in deciding to propose or refuse the action

Description of any other choices that the IEP team considered and the reasons why those choices were rejected

Description of any other reasons why the school district proposed or refused the actionPWNsThe parent MUST have a copy of the PWN prior to implementing the IEP.

If the parent attends the meeting and does not leave with a copy of the PWN, the IEP cannot be implemented until after the PWN has been sent.

If parents did not attend, the IEP cannot be implemented until after the PWN has been sent to the parents.

What does this mean? Give the PWN at the meeting (along with the IEP)Wait 5 7 days after the meeting to initiate the proposed FAPE Initiation date must reflect this on the cover page of the IEP)Cannot extend past the expiration date of the IEP to wait to give the PWN.

Progress ReportsProgress Monitoring Use the PM report in ExcentDocumenting progress towards each annual goalProvided to parents on the schedule dictated in IEPAt least as often as gen ed, but not less than every 9 weeksThe AR will typically be the 4th and concluding progress report for that IEP and should close out the IEPPurposeWhen the cook tastes the soup, that formative; when the guests taste the soup, thats summative.Robert Stake

As the cook, or teacher, we need to stop and taste the soup before we move forward with instruction. We need to design instruction so students can press the reset button and go back to learn what they missed the first time. We can use many techniques to assess student achievement and understanding.

If you wait until the end of the year to monitor progress, you have run out of time to change instruction.Collecting progress monitoring data drives/guides instruction.

ExamplesUpdates of baseline data from PLPsCBMsData sheets for time on task, assignments completedDiscipline referralsgraphsDescription of progress (more than progressing)Answer the question Where is Robbie now?

Special Review vs Annual ReviewSpecial Review vs. Annual ReviewSpecial ReviewCan be done with an agreement to amend an IEP (with your LEAs prior approval)Only updates certain areas of present levelsSomething needs to be changed (updated) for EVERY special review (most likely in the PLOP)Annual ReviewUpdated 100% of the present levels with CURRENT present level data

Transition Planning and the IEPWho does this apply for? Regulations Transition services. Beginning not later than the first IEP to be in effect when the child turns 13, or younger if determined appropriate by the IEP Team, and updated annually, there after, the IEP must include(1) Appropriate measurable postsecondary goals based upon age appropriate transition assessments related to training, education, employment, and, where appropriate, independent living skills; and(2) The transition services (including courses of study) needed to assist the child in reaching those goals.

What does this mean: the annual review for a child who is 12 years old and older.Letters of NotificationLetter of NotificationPurpose of the meting must include this is a secondary reason:

To discuss transition service needs or to develop a transition planIEP Section ITransition

Check Yes for any student that: will reach the age of thirteen during the active dates of the IEP; or is age 13 to 21 during the active dates of the IEP

The student must be invited to the first transition meeting as well as to all subsequent IEP meetingsand to discuss transition services must be checked on the Letter of Notification 74IEP Section IStudent Interests and Preferences

Global statement describing the students interests and preferences

Interests and Preferences can be derived from:Formal and informal (documented) interviewsFormal and informal interest inventoriesNOT just a copy/paste from the previous IEPIEP Section IStudent Interests and Preferences

ExampleIEP Section IPost Secondary Goal(s)

A Post Secondary Goal is:Articulation of what the student would like to achieve after high school phrased in the form of a measurable goalBased on age-appropriate transition assessmentBased on students strengths, preferences and interestsWritten for both education or training and employmentWhen appropriate, written for independent livingEducation or Training must be separate from EmploymentIEP Section IPost Secondary Goal(s)

Post Secondary Goals are:

Measurable

Based on an outcome and not an activity or processDo not use action verbs like seeks, pursues, continues, learns and applies as these terms are processes and not outcomesIEP Section IPost Secondary Goal(s)Helpful Formula

IEP Section IPost Secondary Goal(s)Example

Non-Example

IEP Section ISC Career Cluster

School can use up to sixteen clusters for reporting purposes but may modify these clusters (for example, Arts and Humanities in place of Arts, Audio-Video Technology, and Communications). ONLY put a cluster (cluster combination) that your school offers)The sixteen state clusters are the same as the sixteen federal clustersDefined Program Grades 9-12 Regulation No.: R43-234http://www.careertech.org/career-clusters/glance/careerclusters.html

IEP Section ICourse of Study

For any student who is, or who will reach the age of transition, the Course of Study provides a description that is:

Driven by the students interest and;

Linked to the selected SC Career Cluster

The only options in our District:Standard Course of Study towards a HS diplomaModified/Functional Course of Study towards a district attendance credentialStandard Middle School FocusModified/Functional Middle School FocusIEP Section ICourse of StudyExample

Non Example

IEP Section ITransition Services

If any Transition Service is selected there must be a corresponding goal.It is possible for one goal or goal and objectives to support multiple Transition ServicesAt a minimum, Instruction is checked. Lets talk about development of Employment and Post School Objectives when we talk about transition assessment. IEP Section IDiploma/Certificate

If District Attendance Credential, the IEP team must ensure that the parent(s) and the student understands that this is not a State High School Diploma

When Regular State High School Diploma is selected, the Anticipated Date of Graduation can be updated by the IEP team as appropriate

We do not offer:Occupational credential, State Certificate, or N/A for GED Program

IEP Section IAge of Majority

Be sure to inform any student that will, or has reached age of majority, of his or her rights under IDEA.This must be completed not later than one year before the child reaches the age of majority under the state law.This notification form is on SharePointIEP Section IIAcademic and Functional Strengths and Needs

This needs to include the area of transition too. Do you have any post-secondary goal concerns? Unreasonable, unattainable, might struggleIEP Section IIPresent Levels of Academic Achievement and Functional Performance (PLAAFP)

Where is your data supporting the Post Secondary Goal Statement? Answer this question: How do you know Laura wants to be a public relations director after high school?The data must be within one year of the annual review. The date of assessment could be included in Section I under Interests/Preferences or here under Findings

IEP Section IVIEP Goals and Objectives

EVERY GOAL must be either marked:Instruction AND TransitionRelated Service AND TransitionOr ALL THREE

How can an annual goal about writing a 5 paragraph essay . . . . . Be a transition goal? IEP Section VTime

Do you have any annual goals regarding post-secondary goal/employment obtainment?

The LinkThere must be a link throughout the complete IEP. The link begins with the present level and it expand to all areas:AccommodationsServicesAnnual GoalsLREPSGs . . . The highlighter test

Links

The famous (or now infamous) HIGHLIGHTER TESTQuestions?Check with your schools special education coordinator

Talk with your regional special education coordinator Upcoming DatesApril 14, 2013 Web Coordinator Meeting

Accommodations: Make sure youve communicated your accommodations over to your school testing coordinators PASS Writing: March 18 & 19HSAP: April 1 - 3PASS: May 6 - 9

June/July dont forget we have some major reports due over the summer . . . Make sure you plan accordingly. Dont leave your school empty handed.Well discuss these in detail in April