The IEP Process: Everything you need to know …and more

School Year 2012 - 2013

Presenters: Michelle Parrish & Vicki Arbour

*Introductions

*Focus for Session - Content Expectations

*Wrap up

*Review each component of Monroe’s IEP

*Practice writing PLAAFP statement

*Practice writing IEP goals and objectives

*Practice LRE component of IEP

*Practice State Assessment component of IEP

*To understand the IEP development process

*To understand the design and content requirements of the IEP process

*To be able to implement with fidelity

*Do you feel you have enough information to effectively participate in the IEP process?

*If not, what other resources are necessary?

Technical training will be held on October 2, 2012 in the (PC) computer lab in the area of Excent and Medicaid…this training today will focus on the content and process of the IEP development.

IEP Meeting Process

Meeting Invitation Timeline:

*Meeting invitation 30 days prior to annual IEP review date

*Arrange IEP meeting, at minimum, 2 weeks prior to annual IEP review date

The Invitation:

*Contact team for possible IEP meeting dates

*Call parents to arrange IEP meeting

*Find a meeting location

*Note on Meeting Invitation 2 methods of contact

*Send written meeting invitation to parent(s) & team members

*Prepare “draft” components of IEP for Meeting

At the start of the meeting:

*DO NOT forget to introduce all participants

*State the purpose of today’s meeting is to review the student Individual Education Plan

*Move to the signature page with the Excusal, if appropriate

Conclusion of the meeting:

*Secure the signature of the designee on the Notice page

*Signature with date should coincide with IEP date

Signatures

Purpose

To meet requirements document:* required participants* consent to release Medicaid information* excusal of IEP participants

Key Points

The following are required participants and must be included on the student’s IEP invitation:

*District’s (representative) designee,

*General education teacher,

*Special education teacher,

*Ancillary staff when appropriate

*MET representative, when appropriate

*Parent(s)/Guardian must be invited and/or student when appropriate.

Helpful Hints

*Provide parents with a general overview of Medicaid

*Request parent consent to release student information in order to bill Medicaid

*For more information: (MCISD web page under Quick Links-

Medicaid) http://www.misd.k12.mi.us/departments/specialed/servicesprograms/medicaidservices/

Key Points

IEP participants excusals:

*Must excuse absent participants that appear on the meeting invitation

*Parent signature required for excusal, if parent is in attendance

*Parent is not required to be excused for the IEP meeting

Top of Form

Top of Form

Purpose

*To provide information used for guiding timelines, assessment, service determinations, public reporting, and eligibility

Form Update:

Initiation and duration fields remain clear until populated.

Key Point

Student ineligible for special education services and programs:

*Complete Top of Form page

*Check “ineligible” with stated reason

*Do not go on to Present Level page

PLAAFP

Purpose

*To provide big-picture overview of needs specific to academic achievement and functional performance

*To accurately describe students current performance in areas affected by disability

Blank space between Header (PLAAFP) and Baseline Data, Impact and Resulting Needs

How to Use:*General Information: Joey is a 4th grade

student who meets the eligibility criteria under Other Health Impairment (OHI) in the area of ADHD.

How Not to Use:*An explanation of baseline data, impact

& resulting needs.

Blank Space

Be Specific

Helpful Hints for Completing the PLAAFP Page

*All sections of the student profile is required under Federal Regulations to be completed*Any format is allowable: narrative or bulleted*Provide relevant information for students strengths

and interests. This ties in with supplemental aids and transition planning. Saying Joey has a cute smile is not specific enough. *Parent Input Section: Provide direct quote when

possible or note when parent is not available for comment.*Achievement results are always to be current,

meaning within one year.

Helpful Hints for Completing the PLAAFP Page (cont.)

Content (required components)For each area of need, show evidence of:*Baseline data*A narrative summary describing the data-it’s not

enough to just give a score*A statement of how the disability impacts

involvement and progress in the general education curriculum; or participation in appropriate activities for preschool students

Key Point

Each area of need must be addressed in at least one other section of the IEP:*Supplementary Aids and Services

*Secondary Transition Services

*Goals and Objectives

*Programs and Services

*Attendance*Checklists* Educational Development

Plan (EDP)*Observational data*Report Cards/Grades*Assignments* Informal assessment

results* Formal test results

* Criterion referenced tests* Standardized tests

*Completion of work* Work samples* Portfolio contributions

*Behavioral expectations*Discipline/Behavior Record*Anecdotal written records*Grade level performance

on Core Content Expectations

*Authentic assessments* Progress reports*Achievements tests*Community-related input* Parent input* Personal Curriculum (PC)* Previous IEP

* Goals and objectives* Reported progress

Transition

Purpose

*To positively influence the likelihood of graduation and promote successful outcomes for students through planning and preparation for adult life

Key Points Required to be Indicated on Transition Page

for students 16 or older during their IEP year.

* 1. Was the student invited to the IEP Team Meeting?* 2. Was the student’s post-secondary vision and goals

* A. identified * B. updated annually and* C. Measurable?

* 3. Did the IEP identify the current student’s* A. Academic achievement* B. Functional performance and* C. Transition related needs?

* 4. Did the IEP identify transition services, including courses of study , aligned with the post-secondary vision/goals?

* 5. Was prior consent to invite an agency obtain or indicated N/A at this time?

* 6. Did the IEP identify at least one IEP goal that aligns with the post-secondary vision?

Goals and Objectives

Purpose

*To ensure all student have access to and instruction in, grade level content, improved academic interventions, and support appropriately aligned assessments

Specific

Measurable

Action words

Realistic and relevant

Time limited

The goals should be what we expect of regular students.  The IEP goals explain how your child gets from "here" to "there".

*The direction we want to go (increase or decrease)

* The problem we are addressing 

*The present level 

*The amount of change, by the end of this IEP year

*The methodology needed

*1. Direction of change

*2. Deficit or excess

*3. Present level of performance

*4. Expected annual ending level of performance and

*5. Resources needed to accomplish the expected level of performance

Helpful Hints

*Write for meaningfulness, measurability and the ability to be monitored for progress

*Goals* Are measurable * Attainable within one year

*Short-term objectives* Include more than one short-term objective * Acts as an intermediate step between present level

and goal* To be achievable within shorter time, e.g., month,

marking period, semester

Johnny will:

*1. Increase

*2. In-seat on-task behavior

*3. From 0% of the time currently to

*4. 50% of the time by the end of this year

*5. By training the teacher in positive behavior interventions that give reinforcement to in-seat, on tasks behavior and do not unintentionally reinforce Johnny by giving attention to out-of-seat behavior.

The IEP would then specify the short term objectives in terms of the task or performance expected conditions under which the performance is expected the standard by which it will be measured, how the performance will be documented and how the results will be reported to the parents.

Least Restrictive Environment

Purpose*Supplementary Aids and Services*To support access to instruction to enable

the student to be educated with students who are not disables

*Special Education Services and Programs*To identify the special education Services

and Programs necessary to meet the needs of the student and ensure progress

Helpful Hints for Supplemental Aids and Services Section:

*Consider strengths that can be build upon, * e.g., A student that does not like to talk with adults,

don’t indicate that student will self-advocate for themselves.

* e.g., A student that is good with organizational skills would probably be good at keeping track of a calculator to use on an everyday basis.

*Never list “As Needed” as a condition *Examples of conditions are, but not limited to the

following: daily quizzes, essay tests, written assignments that are multi-pages; always connect back to the data.

Helpful Hints for Services and Programs Section:

* Service and Initiation/Duration Sections – All services and programs will begin on the implementation date of the IEP and continue for the duration of the IEP, unless otherwise indicated differently under the duration column.* When completing an end-of-year IEP, it is extremely important to

document yourself as the provider for a one year duration.* When documenting a program change, use a separate line, i.e.,

resource room to cross-categorical room.* When documenting ESY, use a separate line.

* Time and Frequency * When opening this hyper-link, fully complete the larger “box” that

is discussed with parents and visible on the IEP and complete the 3 smaller boxes for count purposes: minutes, days per week, and weeks per month.

* Never use a “Zero” as part of a range of time* If a school is on trimesters it is appropriate to state, 2 out of 3

trimesters

Assessments

Purpose

To meet required assessment standards of the Michigan Educational Assessment System (MEAS) which includes:*Michigan Merit Exam (MME),*Michigan Educational Assessment Program

(MEAP),*Alternate Achievement-Modified Achievement

Standards (AA-MAS),*MI-Access,*English Language Proficiency Assessment

(ELPA)

Helpful Hints

Drop down menu list current state “Accommodation Summary Table”

*Table items are numbers to match hard copy

*http://michigan.gov/mde/0,1607,7-140-22709_31168---,00.html

“Notice”

Purpose

To INFORM and meet the requirements set forth at §300.503 specific to:

*Initials IEPs, Ineligibility, Subsequent offers of a FAPE

Key Points

*IEP document no longer is considered “Notice”*“Notice” indicates offer of a FAPE*After completing the IEP*After superintendent/designee signs and date

*Parent consent required ONLY for initial provision of special education services*Signature and date of the notice is the

district offer of a FAPE*Offer of FAPE sets 365 day clock

When is “Notice” used:

* Initial IEPs/IFSPs – parent consent required *Annual/Re-evaluation IEPs/IFSPs – no parent

consent required*Student not meeting special education

eligibility criteria*Transfer and/or Move-in Students*Amendments*REED*MDRs*Evaluations-not part of an initial evaluation or

reevaluation)*Graduation…accompanies SOP*Parent Revocation of Consent for Continued

Special Education and Related Services

Time line

*“Notice” with IEP is given to parents 7 calendar days from the conclusion of the meeting

*Implementation date is provided as soon as possible, but not later than 15 school days.

Amendment

Purpose for Amendment:

. . . to add, remove, or modify content in the following areas:

* Present Level of Academic Achievement and Functional Performance

* Secondary Transition Services*Goals and Objectives* Supplementary Aids and Services*Assessment* Special Education Services and Programs

For goals being modified or added, attach a completed goal page.

Progress Reports

Case managers will be responsible for sending out ALL special education provider’s progress reports at appropriate marking periods.

Ancillary staff must enter information in a timely fashion.

Transportation & Supplemental Services

This page is where the following is documented:

*Intensive Service Team services

*Special Education Transportation

*Personal Care

*Nursing Care services

Don’t worry

. . . you have

the right stuff

• Do you feel you have enough information to effectively participate in the IEP process?

• If not, what other resources are necessary?

Regional Directors*Renee Peterson ext. 1800* Shawna Landis ext. 1700*Amy Hammons ext. 1900

Program Supervisors*Katie Bourbina ext. 1600* Steve Pfeffer ext. 3020*Melissa Morton ext. 2035*Cathy Netter ext. 1420

Education Center Principal*Bill Hite ext. 2000

Supervisor & Planner/Coordinator*Michelle Parrish ext. 1415