Tips for Writing, Implementing, and Monitoring Compliant IEPs

Tips for Writing, Implementing,

and Monitoring Compliant IEPs

Gordon County Schools Calhoun, Georgia

Rigor, Relevance, Relationships

Expected Outcomes

• As a result of this activity, the participant will

identify

– Practical strategies for providing professional

learning on IEP development for staff

– Practical strategies for effectively monitoring IEP

compliance at the school level.

– Practical strategies for effectively monitoring IEP

compliance at the system level.

Gordon County

• Calhoun- Northwest Georgia

• Size C system - Approximately 700 Students with IEPs

• 2 ESS Administrators

• 1 Parent Mentor/Social Worker

• 10 schools

• 80% Free and Reduced /Economic Disadvantaged

• 28 school administrators

• 80 ESS teachers/service providers

Our Approach

Professional Learning

Monitoring at the School Level

Monitoring at the System Level

1

3

2



NEW ESS Staff

Returning Staff

Building Administrators

New ESS Staff

• New ESS Teacher Academy

*6 full days of training

• 2 days in July

• 4 days between August and October.

Topics

• Initial Training: July

• Day 1 • Overview of ESS Department and Vision /Mission

• Set Up for Success – Caseload

– How to read a Standards Based IEP

– How to read a Psychological Evaluation

– How to read an Eligibility Report

• Day 2 • Special Education Handbook

• Specially Designed Instruction

• Co-Teaching

• Accessing TIE NET

Topics

Day 1: • Writing Standard Based IEPs • Utilizing TIE NET

Day 2: • Progress Monitoring • Procedures for Conducting Re-evaluations

Day 3: • Classroom Management • Data Collections • Functional Behavior Assessments • Behavior Intervention Plans

Day 4: • Evaluating Assistive Technology Needs • Implementing Assistive Technology Needs

IEP Reference Guides

• Gordon County’s Practices and Procedures for IEPs • Hardcopy and in online SPED Handbook

• Implementation Manual • Online SPED Handbook Link

• Example IEP for appropriate level • Blank IEP for individual notes for writing IEP (yellow) • Blank IEP for meeting notes (green)

• IEP Meeting Order (green)

New Teacher Feedback

• 87.5% rate it as very effective training to prepare them to write standards based IEPs.

• 87.5% rate the guidance materials as helpful. • 100% report IEP guidance materials are utilized

monthly. • 100% can utilize TIE NET with few to no

problems. • When writing IEPs now, I feel

– Well prepared and confident 56.3% – Prepared, but continue to need guidance. 43.7%

Professional Learning :Returning Staff

• Annual Summer Training Day – Brief overview of all IEP components – Targeted professional learning for IEP development in

specific areas • This changes each year based on professional learning

surveys, DOE requirements, or trends we see in GC IEPs

– Hands on activities (modeled after DOE training) • Working with real IEPs

Returning Staff Feedback

• 88% attend summer professional learning

• 85.3% rate IEP training as very effective, 13.3 rate as effective, 1.3% not effective

• 68% utilize the IEP guidance materials frequently, 32% utilize occasionally

• 100% agree that IEP guidance materials are helpful when developing IEPs.

Ongoing Training

• IEP Updates reviewed at monthly Lead Teacher Meetings- redelivered to ESS staff at individual schools (Updates focus on trends from monitoring)

• IEP updates emailed monthly to ESS staff and posted in SPED Handbook

• Technical Assistance Provided to individual teachers who request or are identified as needing assistance.

Professional Learning: Administrators

• Annual LEA training provided in July – Duties and Responsibility of LEA – LEA Compliance Checklist – Standards Based IEP

• Overview of each component of IEP • Focus on behavior intervention plans, continuum of service,

and from admin request- high expectations

• Annual training for accessing TIE NET • Monthly Training

– Targeted issues are reviewed/discussed at monthly leadership meetings.

Person Responsible Task Completed

(Y, N, NA) LEA

(All Meetings)

Call meeting to order

Make introductions and excusals

(excusal for teachers not present or that will leave during the

meeting/ Excusal Form must be signed)

State purpose of meeting

Review/provide copy of parental rights

(parents sign and date signature page)

Document any concerns throughout meeting

Psychologist (Initial or Re-evaluation)

Review hearing and vision

Review psychological evaluation

Lead committee in finalizing eligibility report

Have eligibility report signed

LEA (Initial or Re-evaluation w Testing)

Give brief overview of special education services/supports

available and the purpose of an IEP

Get signed consent

Special Education Teacher (Re-evaluation w/out Testing)

Review Re-evaluation Conference Form

Have Parental Consent for Continued Placement form

signed

Special Education

Teacher

(All Meetings)

Review Data: Summarize previous psychological

evaluation, medical information, benchmark data,

statewide assessments, attendance and discipline data.

Review current goal and objective data (data present)

Discuss information regarding student strengths and

deficits (must be very specific)

Get committee input on strengths, deficits, &

concerns- document in PLAAFP

Get parent and student input

Discuss impact of disability ( general Ed input

needed)

8th-12th Complete transition plan with committee

input

Lead discussion for special considerations

If experiencing behavior difficulties- Complete FBA

and BIP and Bus Behavior Plan if needed

Special Education Teacher

Discuss all AT – look at individual student needs

Complete AT form

Develop Goals and Objectives based on deficit areas

(must be measurable)

Determine needed classroom accommodations based on

deficit areas

Determine classroom testing accommodations with

input from committee members (must match

state/district testing accommodations and must relate

directly to the disability and identified deficits)

Discuss all service options (continuum of services)

Determine services

Discuss ESY and complete separate ESY form- must be

completed at time of meeting. If ESY determined a

need, select goals/objectives and services)

LEA

(All meetings)

Review all decisions

Ask parents if they have any questions

Identify further actions if needed

Have IEP signed by all committee members

Present parent with draft IEP and any additional

paperwork, finalized IEP sent home within 5 days.

Dismiss Meeting

Concerns: Further Actions:

Guardian Participation

Attended Y___ N ___

Asked Questions Y___ N ___

Made Comments Y___ N ___

Follow Up Needed Y___ N ___

Student Led IEP Student attended Y___ N____

What did student do to participate in meeting?

Psychologist Had needed information Y___ N ___

Checked w/ committee for understanding Y___ N ___

Used parent friendly language Y___ N ___

SPED Teacher Had draft IEP Y___ N ___

Had progress monitoring data for goals/obj

and or behavior data Y___ N ___

Had all other needed information Y___ N ___

Followed legal protocol of meeting Y___ N ___

Administration Feedback

• 95.4% report that training has been effective • 100% report LEA Compliance Checklist is a helpful tool when acting

as an LEA • 91.7% agree they fully understand their role and responsibility as an

LEA (8.3% somewhat agree) • 91.7% feel confident in acting as an LEA. (8.3% feel somewhat

comfortable)

• 100% agree that they understand the components of an IEP.

Monitoring

at the

School Level

School Level Compliance

• IEP Compliance Procedures

• Due process checklist for case manager

• Transition Plan Compliance Checklist

• LEA Compliance Checklist

• Peer Review

IEP Compliance Procedures

• Written procedures for conducting writing an IEP and holding the meeting.

• Gives timeline information

• Outlines procedures for corrections

• Outlines procedures for not meeting timelines

Due Process Checklist

• A due process checklist must be completed with every IEP.

• Covers each section of the IEP and specific requirements.

• Teachers must complete and submit when the IEP is submitted to the ESS office.

Transition Plan Compliance Checklist

• Completed by the case manager when completing the transition plan.

• Covers each section of the transition plan and specific requirements.

• Teachers must complete and submit when the IEP is submitted to the ESS office.

Invitation Y/N

Purpose of Mtg : Checked Consider postsecondary goals and transition services

Parent Invited

Student Invited

Transition Agency Invited

Post Secondary Goal

1. Education Training

(One sentence with one training/education focus listed- MEASURABLE)

2. Employment

(One sentence with one employment field listed, aligns w/ education/training goal-

MEASURABLE)

3. Independent Living (if needed)

(Completed for students who have independent living needs- MEASURABLE)

Preferences

1. Students name, age, grade

2. Course of Study

(Diploma path and Career Pathway Listed)

3. Transition Assessment

(Name of Assessment, Date, Results)

4. Student Interests and Needs

Transition IEP Goals: Education/Training (Mandatory)

1. Goal(s) is/are measureable and aligned to the postsecondary goals and

preference section.

2 Activities are aligned to the goal

3. Goals/activities can be completed in the year of the IEP

4. Appropriate Person/Agency Listed

5. Date of Completion/Achieved Outcome Blank

Transition IEP Goals: Development of Employment (Mandatory)

1. Goal(s) is/are measureable and aligned to the postsecondary goals and

preference section.

2 Activities are aligned to the goal

3. Goals/activities can be completed in the year of the IEP

4. Appropriate Person/Agency Listed

5. Date of Completion/Achieved Outcome Blank

LEA Compliance Checklist

• Completed by the LEA at every meeting: initial staffing, annual reviews, reevaluations

• Guiding document that outlines responsibility of each of the team members and guides the flow of the meeting.

• LEA documents parent and student input • LEA documents any concerns and needed follow up • LEA documents if teachers and psychologist were prepared

and completed their duties and responsibilities

Peer Reviews

• Periodically scheduled

• Anonymous

• Use IEP or Transition Compliance Checklist

• Teachers review IEPs and give glows/grows.

• ESS office leads, reviews, and distributes information.

Monitoring

at the

System Level

System Monitoring

• IEPs Compliance Check

• Corrections and Returns

• Review of LEA Compliance Checklist

IEP Compliance Check

• IEP Compliance Checklist Developed

• Used to check every IEP that is written.

• All IEP checkers (3) meet at the beginning of the year to review requirements- develop a guiding document that outlines what to look for in every section.

• Shared in the online handbook and reviewed with lead teachers

• Redelivered to all ESS teachers.

IEP Components Comments

Due Process Checklist

Cover Page

1. Mtg. Date, Type of Mtg, Parent/Student Attendance

2. Required Team Members in Attendance (LEA, SPED, GEN

Ed)

PLAAFP

1. Results of initial or most recent evaluation and results of state

and district assessments

A. Eligibility Information (Eligibility area, date of initial or re-

evaluation, deficit areas, processing strengths/weaknesses)

B. Evaluation Results (Test Name, Domain Scores and/or Deficit

areas, Score Explanation)

C. State and District Assessments (Test Name, Domain Scores

and/or Deficit areas, Score Explanation, Accommodations

Provided)

2. Description of academic, developmental and/or functional

strengths

3. Description of academic, developmental and/or functional needs

A. Processing weakness (if applicable)

B. Specific academic, developmental, behavioral and/or

functional weaknesses tied to goals/objectives

C. Support statements for accommodations

D. Specialized Instruction

4. Parental concerns regarding their child’s

education

5. Impact of the disability on involvement and

progress in the general education curriculum

(for preschool, how the disability affects

participation in appropriate activities)

A. Impact statement

B. Specialized Instruction

B. Current Grades

C. Summary of Reg/SPED Teacher Input

D. Supplemental Services (Focus time,

tutorials, etc)

Transition Plan

1. Post Secondary Goal for Education Training

2. Post Secondary Goal for Employment

3. Post Secondary Goal for Independent Living (if needed)

1. Preferences, Strengths, Interests and Course of Study based on Present

Levels of Performance and Age Appropriate Transition Assessments

A. Students name, age, grade

B. Course of Study (diploma path and pathway)

C. Transition Assessment (Name of Assessment, Date, Results)

D. Interests

1. Transition IEP Goals/Activities/Person Involved/Date of Completion

A. Education/Training

B. Development of Employment

C. Community Participation

D. Adult Living Skills

E. Related Service

F. Daily Living Skills

1. Transfer of Rights

Special Factors

1. All areas addressed (statement for any box checked yes)

2. AT Statement w/ support from AT Checklist

Behavior

1. Functional Behavior Assessment

2. Behavior Intervention Plan (ALL EBD students)

3. Bus Behavior Plan

Goals/Objectives

1. Copy of Previous IEP Progress Report (4 data points)

1. Goals/Objectives

A. Supported with statements in needs section

B. Written with conditions and observable behavior

C. Criteria For Mastery

D. Method of Evaluation

1. IEP Progress (IEP progress reports sent home every 9 wks)

Student Supports

1. Instructional Accommodations


1. Classroom Testing Accommodations


B. Corresponds to state testing accommodations

1. Supplemental Aids and Services


1. Supports for school personnel

Assessment Determination for District and State Assessments

1. Assessment Determination Completed

2. Appropriate tests listed for duration of IEP (state assessments and

benchmark exams)

3. Accommodations correspond to classroom testing accommodations

(Supported with statements in needs section)

4. Conditional/Standard accommodations

Services

1. All options considered must be checked

2. Appropriate services listed under each option

3. Appropriate Initiation of Service and Duration of Service Dates

4. Rationale Statement Included

.

ESY

1. Checked yes or no

2. If yes, complete all ESY sections with appropriate goals and

services listed.

3. If no, insert statement selected

Parent Participation

1. 3 methods of contact

2. If parent not in attendance, date information was sent

Invitation

1. Sent 10 days prior to meeting

2. All meeting purposes checked

3. Required members checked or listed

4. Transition Agency Rep. if student is 8th +

5. Reminders

Miscellaneous

1. Parent Rights Signature Page

2. Excusal Forms (must be complete and signed by parent)

Corrections

• Once an IEP has been checked, the case manger receives the IEP Compliance Checklist and it given 7 days to make corrections and resubmit to the ESS office. – Procedures in place if teacher does not submit

corrections.

• IEP compliance team meets weekly to review

trends and identify areas that should be addressed county wide, at specific schools, in specific grade levels, or with individuals.

LEA Compliance Checklist

• Reviewed when every IEP is checked.

• Also checked by the ESS Director.

• Allows ESS to follow up on any concerns that the LEA noted with the parent or staff.

IEP Implementation

Strong Professional Learning

Monitoring at the School Level

Monitoring at the System Level

EFFECTIVE IEP Implementation

Contact Information

• Alecia Segursky- [email protected]

Assistant ESS Director

• Ann Cross- [email protected]

ESS Director

• Heather Holland- [email protected]

Diagnostician

mailto:[email protected]



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