Transcript An Overview of The Putnam County Alternative Opportunity

Putnam County Educational Service Center
IEP Compliance Training
2013
Tim Calvelage & Karen Maag
EMIS - Julie Selhorst
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Table of Contents
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Front Page-Slides 1-2
IEP Time Line and Effective Dates 3
EMIS – Slide 4
IEP Graduates, Summary of Performance – Slide 5
Amendments – Slide 6
Other Information- Slide 7
Section 1 Future Planning- Slides 8-10
Section 2 Special Instructional Factors- Slide 11
Section 3 Profile- Slides 12-13
Section 4 & 5 Transition- Slides 14-27
Section 6 Present Levels, Goals, and Objectives- Slides 28-41
Section 7 Specially Designed Services- Slides 42-54
Section 8, 9, 10- Slides 55-57
Section 11 LRE- Slide 58
Section 12 Testing- Slide 59
Section 13 & 14 Signatures- Slide 60
ESC Teacher Information- Slide 61
Resources- Slide 62
Page 1-IEP Time Line
& Effective Dates
IEP Meeting Date
Hold IEP Meeting one day less than prior year’s Meeting Date. Example: If last IEP
Meeting Date was 5-14-2012, hold this year’s Meeting on or before 5-13-2013.
Effective Dates
NEW FOR 2012-2013 SCHOOL YEAR
IEP’s should be written for full twelve months and become effective as of IEP
Meeting Date. The “Effective Start Date” will be Meeting Date. (No longer August to
August)
Example: IEP Meeting Date 5-6-2013
IEP Effective START Date: 5-6-2013
IEP Effective END Date: 5-5-2014
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IMPORTANT: Pay close attention to Meeting Dates and Effective Dates especially
for move in students.
EMIS Form and Master Code
Sheet Handout
http://putnam.noacsc.org/index.php?page=download-forms
EMIS – Education Management Information System
Special Education Events Reported in EMIS Determine…
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Special Education Funding
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An active ETR & IEP must be in place and effective as of December 1 to receive:
State Funding
Federal Funding - December Child Count
Special Education Compliance & Accountability
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Office of Exceptional Children (OEC) uses Special Ed. Events reported in EMIS for
compliance monitoring
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Dates reported in EMIS must match dates on IEP & ETR forms
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During on-site data verification and monitoring, OEC compares sample EMIS data to actual
IEP & ETR documents. If reporting inaccuracies exist, OEC will make a finding of noncompliance with IDEA.
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Special Education Profile
OEC annually develops a Special Education Profile displaying each district’s performance
on State Performance Plan indicators. EMIS is the data source for many of these
indicators.
IEP Graduates, Summary of Performance &
EMIS FIEP Handout
http://putnam.noacsc.org/uploads/forms/Special%20Education%
20Forms/IEP_Graduates_SOP_FIEP.pdf
IEP Graduates, Summary of Performance & EMIS FIEP
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If IEP due within 2 months of graduation AND if no changes need made to existing IEP for
remaining days left in school year: At IEP meeting, document this on Page 1 in Other
Information Section of current IEP. Team re-signs and re-dates Section 13. Obtain
signature on the Change of Placement line on Section 14. Record meeting date as a FIEP
Event on line 11 of EMIS Form.
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Graduation constitutes a Change of Placement requiring prior written notice. If
parent/(student 18 or older) signs “Change of Placement” line on Section 14 of IEP, this
serves as the Prior Written Notice and then you would not need to prepare a separate
PR-01 Prior Written Notice addressing graduation unless there is a disagreement.
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Please see Handout (above link) for complete step-by-step instructions on these
procedures along with examples and exceptions.
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Summary of Performance – A summary of academic achievement and functional
performance including recommendations on how to meet student’s postsecondary goals.
This form is now available in SpS and we recommend that you use this form.
Amendments
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May be done without a face-to-face meeting
and may occur as a telephone conference
Have all IEP team members initial in
participant box
Make changes throughout IEP and list on front
page the sections that were amended
Change of placement may be done through
the amendment process as long as parent
signs the “change of placement” section on
the last page of the IEP-section 14.
If LRE, Secondary Planning Element, Testing
Requirements, Graduation Requirement, or
when adding or stopping a related service
complete EMIS Form #6 AIEP.
Section: Other Information
This section includes additional information that the school district finds to be useful
DO NOT LIST THE CHILD’S DISABILITY
For Example:
 Brief Educational History- (previous school attended if any, transfer student)
 Language other than English is spoken in the home and includes
information regarding that language
 Medications the child is taking- (Do not list the actual name of the drug)
 If a behavior plan is in place
 May list the attempts to contact the parents to attend IEP meeting
If there is nothing to include in this section write Not Applicable so that it is
understood that this section has been discussed by IEP team.
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Section 1: Future Planning
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This is the 1st step in transition planning
Statement or short paragraph that summarizes child’s skills and
interests in relation to goals for education and employment after high
school.
Must be based on a discussion with child and the child’s family about
the approaching school year and child’s life after graduation from high
school
The parents would like to see………...
The students would like…………
What is this evidenced by? Conversation? Question/Answer Form?
Section 1: Future Planning
Questions for IEP team to consider:
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What interest does the child have?
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What strengths and needs does the child have?
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How can these interests, strengths, and needs be supported and incorporated
into the child’s educational program?
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How can these skills be improved and used in the child’s educational program?
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What does the child want to do after high school in terms of working, living, and
learning?
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What do the parents want the child to do after high school?
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What coursework, job coaching opportunities, and career-tech programs will
assist the child in accomplishing his or her goals after high school?
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Section 1: Future Planning Samples
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In a conversation with Tim, he would like to graduate from high school with his
diploma, have developed employability skills as well as the functional skills
which he will need to live independently. Tim and his parents would like for him
to learn how to drive a car and earn his drivers license. They would also like
him to obtain an ability-based job and become an independent and productive
member of his community.
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Karen and her mother want her to graduate and go to college in the medical
field. She will work competitively and live independently upon graduation and
completion of college. During Karen’s Senior year of high school, she should
pass all of her courses toward graduation and narrow her career choice so she
can find colleges that offer her area of study. She should also take the ACT
again to try and improve her score.
Section 2: Special Instructional
Factors
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If you check YES in one of these areas, you MUST:
address it in the profile, AND
address it in a goal or in the service area
Section 3: Profile
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Provide a “big-picture” of the child and MUST pass the “stranger test”
Summarize strengths and weaknesses
Include background information about the child
Include concerns of parents for education of the child
Include child’s interests, relevant medical and safety information
Include needs that have been identified in the ETR and that the team has
determined will NOT be addressed during the duration of this IEP
Include results of any state or district assessments, i.e. OAA, OGT
Include information related to adult living, working, and learning for students of
secondary transition age
DO NOT put entire ETR in Profile
Avoid broad statements, i.e. well below grade level, appropriate
Strategies that work - Be specific Safe Place???
Include information if checked a “yes” in special factors section
How does the disability affect progress in the general curriculum?
Past
Provide a brief
educational history
of the child.
Include relevant
medical and safety
information as
appropriate
Identify the child’s
interests, future
plans, and concerns
of the parents
Profile
Provide a
summary of the
strengths and
weaknesses as
identified in the
recent ETR , and
other evaluations
“BIG Picture”
Describe
educational
strategies and
services that are
provided.
“The student learns
best when given…
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Provide a
statement of how
the disability
impacts the
student’s progress
in the general
curriculum (OAA
or OGT results)
Summarize any
special factors that
were identified in
Section 2 such as
Behavior,
communication etc.
The Transition
Statement
At age 14 or
beginning with 7th
grade.
Summarize Age
Appropriate Transition
Assessments for ALL
three areas.
Post-Secondary,
Employment, and
Independent Living
(This is a statement
about what the child
needs to start the
process.)
Measurable goals
-Post-Secondary
-Employment
-Independent
Living
(as appropriate)
The Transition
Plan
Who is responsible
and when the
service will occur
Post-Secondary Education
Employment
Independent Living
Include Course of
Study
List of Transition
Services which will
be provided
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Section 4: Postsecondary
Transition - Statement
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MUST be in place by age 14
For Putnam County, we recommend that the Transition “Statement” be in place
starting with the IEP written for the student’s 7th grade school year.
Addresses child’s transitional needs to and through the first years of high
school
MUST address course of study
This statement needs to be linked back to information from Section 1 Future
Planning and Section 3 Profile
MUST match student’s preferences, interests, and needs
Section 4: Postsecondary
Transition - Statement
Questions for the IEP Team to consider:
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What classes will the child need to prepare for the intended job/career?
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Does the child intend to go to college?
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Is the child planning to enroll in a career/tech program during high school?
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What classes will provide the child with skills needed in order to achieve the child’s postschool goals?
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Does the child need accommodations and/or services to support achievement and
progress in the child’s course of study?
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How does the child’s plans for the future match up with the child’s preferences, interests,
needs, and skills?
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Are the accommodations and services the child currently receives providing
opportunities for the child to attain the level of independence needed as an adult?
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Does the child know how to: describe to others how his or her disability affects his or her
learning, working, and living? Can the child self-advocate for appropriate accommodations?
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Section 4: Postsecondary
Transition Statement - Sample
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Mike plans to graduate from high school and work on his family farm or possibly
in the construction field. His parents expect him to attend some post-secondary
training in skilled trade. He plans to take the general education courses
including art and vocational agriculture electives. He should work to pass his
classes toward graduation.
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Tim will participate in a modified High School Curriculum that places emphasis
on functional academics, vocational skills, and employability skills. Tim will
explore career options through the Vocational Agricultural Classes and Work
Study (Culinary and Catering, Gardening and Landscaping, Recycling and
Janitorial). Tim will begin to explore options he may be interested in.
Section 4: Postsecondary Transition - Age
Appropriate Transition Assessments
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Transition plan must be in place by age 14 or if student will be turning 14 within
IEP effective dates.
Must have a documented assessments for ALL 3 transition areas:
Education, Employment, and Independent Living
Include type of assessment conducted, the person or agency conducting the
assessment, date which the assessment was given, and summary of the
results
Informal assessments
Formal assessments
Education Assessments - OGT, IQ, OAA, Aptitude Test, CBA
Independent Living Assessments - Adaptive Behavior, ADL, Social Skills
Employment - Interest Inventories, Observations in Work Experiences,
Temperament Inventories
TRANSITION SERVICES provided during previous IEP Must be
summarized with detailed results
Section 4: Postsecondary Transition - Age
Appropriate Transition Assessments
Questions to Consider:
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What do we know about the child’s preferences, interests, needs and strengths?
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What skill levels are required for the child’s future intentions and how do the child’s current
levels compare?
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Does the child have the stamina, dexterity, coordination, and other skills needed to meet
the physical demands of the postsecondary environments of future plans?
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How do the child’s current behavior skills compare with those expected in the child’s
postsecondary environments?
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Can the child solve everyday problems and make decisions as expected in the
postsecondary environment including independent living and employment situations?
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Is the child able to self-advocate and effectively communicate needs in the postsecondary
environment?
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Does the child need to become more independent by gradually removing any school
accommodations currently in place?
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Section 4: Postsecondary Transition- Age
Appropriate Transition Assessments
Quick Book Of Transition Assessments
http://www.tslp.org/docs/QuickbookIEPChecklistFinal091407.pdf
Employability/Life Skills Assessment
http://www.edresourcesohio.org/transition/docs/resources/assessment1421.pdf
http://www.nsttac.org/products_and_resources/tag.aspx
Ohio Careers Information System- if your schools use this
http://ocis.ode.state.oh.us/
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Section 4: Postsecondary Transition- Age
Appropriate Transition Assessments - Sample
Education
In conversation with Tom on 9-28-12, he would like to be a Chemist and is interested in pursuing a vocational school
and/or the courses that would help him prepare for a career in this field. Tom is currently taking and passing Biology
with a C. He scored a 400 (Proficient ) on his Science OGT.
On 9-30-12, Tom completed an Interest Profile on the Ohio Career Information System. The results indicated Tom's
highest interest area to be in the area of investigative with a score of 20. His other interest scores include: artistic-7,
enterprising-4, conventional-2, social-1, realistic-1. In the interest area of investigative, Tom would like to work with
ideas and thinking more than the physical activity. He would also like to be able to search for facts and figure out
problems mentally rather than to persuade or lead people. According to these results, Tom's interest area of
investigative matches his occupation interest of being a Chemist.
Employment
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Tom’s parents report that his independent living skills are quite adequate. His mom reports that he can prepare his
own meals and snacks, uses a credit card and is responsible enough to keep expenses within the budget his parents
have established, uses the cell phone responsibly by not going over his allotted minutes, and is able to shop
independently to purchase clothes and other personal items.
Independent
Living
Section 5: Postsecondary Transition Services Postsecondary Education & Training
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Transition Plan must be in place for a child who will be 14 or older during the
time the IEP will be in effect.
REQUIRED that the child be invited to the IEP meetings where transition will be
discussed. Appropriate sections on the invitation MUST be checked.
Postsecondary transition planning requires making plans over the span
of the child’s high school years into the first few years beyond
graduation.
Transition plan is a multi-year plan.
IEP team MUST review the postsecondary transition plan each year and
make revisions
Section 5: Postsecondary Transition Services Postsecondary Education & Training
Questions to Consider:
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Has the child been invited to attend IEP meetings where transition is
discussed?
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Is there time for the IEP team to plan for transition with the child?
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Is the child actively involved in making plans for the future?
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Are the child’s current future plans a good fit for the child’s preferences,
interests, needs, and strengths?
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Does the child need assistance in developing an achievable future direction?
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Are the child and the child’s family in agreement regarding the child’s plan for
the future?
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Section 5: Postsecondary Transition Services Postsecondary Education & Training
Postsecondary Education and Training
* Measurable Postsecondary Goal:
http://putnam.noacsc.org/uploads/forms/Special%20Education%20Forms/Postsecondary%20Go
als-Education%20Training.pdf
* Courses:
Identify the course of study that the child needs for instruction during the school day such as
college preparation, career technical, Ohio core courses.
*Transition Service/Activity:
http://putnam.noacsc.org/uploads/forms/Special%20Education%20Forms/Transition%20Service
s.pdf
*Number of Annual Goal-
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Which goal does this area link back to on the IEP?
*Projected Begin Date- When does the transition activity start?
*Projected End Date- May use “single occurrence” or “school year”
*Person/agency responsible- List by title, DO NOT put parent or student
Section 5: Postsecondary Transition Services Postsecondary Education & Training
Employment
* Measurable Postsecondary Goal:
http://putnam.noacsc.org/uploads/forms/Special%20Education%20Forms/Postsecondary%
20Goals-Employment.pdf
What type of employment (competitive, supportive, sheltered)
* Courses:
Identify the course of study that the child needs for instruction during the school day such
as college preparation, career technical, Ohio core courses.
* Transition Service/Activity:
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http://www.nsttac.org/tm_materials/m83employmenttransitionser
vices.aspx
Section 5: Postsecondary Transition ServicesPostsecondary Education & Training
Independent Living
* Measurable Postsecondary Goal:
http://putnam.noacsc.org/uploads/forms/Special%20Education%20Forms/Postsecondary%20G
oals-Independent%20Living.pdf
What type of living arrangements? (supervised group home living, independent living, supervised
apartment living)
* Courses:
Identify the course of study that the child needs for instruction during the school day such
as college preparation, career technical, Ohio core courses.
* Transition Service/Activity:
http://www.nsttac.org/tm_materials/m84independentlivingtransition.aspx
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Section 5: Postsecondary Transition Services Postsecondary Education & Training
Developing annual IEP goals to support the postsecondary goals
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At least one annual IEP goal should be in place to support each identified
measurable postsecondary goal area.
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Annual goals to support post-school activities can be written within the general
curriculum (a math goal) or outside the general curriculum.
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A given IEP goal may support more than one postsecondary goal.
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http://www.edresourcesohio.org/transition/transition_steps.php
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Where is the child functioning in relation
to their grade level standards ?
1.
2.
3.
4.
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Look at the student’s grade level in the Common Core
State Standards for Math and ELA or the revised ACS in
Science or Social Studies.
Page back to lower grade standards -until you find what the
student can do. Look at those “I can” Statements (ELA,SS,
Science) or Standard Statements (Math). Then…
Identify the next prerequisite skill they struggle with. This
is a building block skill which will become your goal.
Collect measurable baseline data for this skill using
curriculum based assessments or other progress
monitoring tools.
Section 6: Measureable Annual Goals- Present
Levels
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Only include information in the PLOP that is specifically
related to that goal.
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Include measurable baseline data such as results of
curriculum-based assessments, formative assessments,
results of progress monitoring of the current IEP goals, and
any other information included in section 3: profile.
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Suggestion is to Identify the skill(s) you want to address in
the goal and work backwards to write the present levels.
Present Level Checklist
1.
2.
3.
4.
5.
6.
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Does the PLOP reflect the grade level content standards?
Does the PLOP describe how the child is performing in
relation to the grade level standards?
Does the PLOP describe the child’s strengths/needs in
relation to learning the standards?
Does the PLOP describe how the child’s disability affects
involvement & progress in the general curriculum?
Does the PLOP describe what other needs, beyond
academics, have an impact on the child’s
involvement/progress in the general curriculum?
Does the PLOP describe strategies, accommodations,
interventions that have been successful in assisting the
child to make progress in the general curriculum?
ODE Developed
Present Level Checklist
7.
8.
9.
10.
11.
12.
13.
14.
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Is the PLOP based on current evaluation reports,
statewide testing, teacher reports and checklists, current
progress data and parent information?
Is the PLOP written in a clear and understandable
manner than avoids vague or unclear words or phrases?
Does the PLOP provide instructionally relevant
information about the child?
Is the PLOP written in objective, measureable terms?
Does the PLOP reflect the priorities and concerns of
the child and his/her parents for the child’s education?
Does the PLOP identify where the child is now so a
clear picture is given as to what has to be learned
next and what supports and services are needed to
get there?
Does the PLOP provide the basis for goals?
Does the PLOP reflect transition service needs?
ODE Developed
For review IEP’s
Identify the SKILL
the child needs to
master the
curriculum.
What is the child’s
progress on the
current goal for
this area?
PLOP
Present quantifiable
measurable
baseline data for
this skill using
assessments and
progress
monitoring tools
(Present Level Of
Performance)
What are the
strategies and
accommodations
that have been
successful?
How does this
affect involvement
and progress in the
general education
curriculum?
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State how this
compares to his
same age peers and
the grade level
standards.
Example
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Conditions.
This is the given
statement.
Who
This is the Student
Will do What.
When given…
How will it be
measured
The method used
for measuring
progress.
Goals
And
Objectives
In what length of
time
By the end of the
school year
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An observable
behavior describing
what he/she will
do.
To what level of
degree.
Includes criteria
stated in accuracy
and trials
Under What Conditions
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Situation (during circle time, given a familiar object/
experience, when student’s hand is placed on the switch,
with hand over hand support
Setting (Small group, classroom, 1:1, on the
playground)
Required Material, Given… (an auditory/visual/ written
prompt, graphic organizer, teacher notes, a topic, given
5th grade vocabulary words)
Measurable Verbs
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Also see http://www.adprima.com/examples.htm
To What Level or Degree
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Includes Criteria- how many times the behavior must be
observed/measured before it is considered to be mastered
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Frequency
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Duration
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_____% accuracy
___ out of ___ trials
Latency/Speed
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For __ minutes/repetitions
Accuracy
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___ times weekly
in ___out of ___ attempts/opportunities
___ consecutive trials/weeks
within ___ minutes
with less than ___ errors per minute/paragraph
Intensity
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With __intensity so _ can be heard
Criteria and Mastery
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Although not law, best practice includes both
accuracy and trials. (i.e. 80% on 3/5 opportunities)
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Unless stated, the implication is without error or 100%
performance. (100% on 3/5 opportunities)
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This same criteria should be what is reported for
progress reports (PLOP-Goal-Progress).
(percentage on _/5 opportunities)
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In what length of time
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This is the time frame in which the goal/objective
will be completed.
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If it is not listed it is assumed to be the length of
the IEP (throughout the school year)
How will progress be measured?
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Selected from the list, or write your own in the text
box (Methods)
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Objectives
Goal
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Objectives break the annual goal into
discrete components
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May be sequential steps or implemented
simultaneously
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Should include condition, clearly defined
behavior and performance criteriameasurable information
MUST be written the same
41 way as goal
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Step
A smaller, more manageable learning task
that a child must master as a step toward
achieving an annual goal
Step
Step
Step
Step
Step
Step
Goal
Section 7: Description of Specially Designed
Services
Purpose:
To provide anyone who is involved in the education of a student with a disability, an all inclusive
list of the supports and services that will be provided to that student during the life of that IEP.
Supports and Services:
•
These supports and services are necessary for the child to access and progress in the
general education curriculum to the best of his/her ability.
•
There is data available to support the fact that the services are necessary and beneficial.
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These supports and services are linked to the needs, goals, and objectives of the child.
•
Everything the child will be receiving is in one spot…attainable and understandable by all.
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Specially Designed Instruction is…
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Adapting as appropriate to the needs of an eligible
child. It describes the content, methodology or
delivery of instruction to address the unique needs of
the child.
Can anyone walk into the classroom and know what
the student’s specially designed instruction is to
entail?
Does the parent understand what it is and how it is
different from the instruction in the typical general
education classroom?
Specially Designed Instruction is
NOT …
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help with completing a homework
assignment.
help with finishing a worksheet
checking the assignment notebook
completing a fill-in-the-blank study
guide
Goal
Addressed
This is the “what”
Type of Service
Describe the specially
designed instruction
received by the student
This tells how the
instruction is delivered.
This must include the
methodology that is used
to help the student
acquire, remember and
retrieve the information
taught
If being taught in a small
group explain why.
(to present material at
instructional level, to
provide more practice
feedback and
re-teaching.)
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Identify what goal
this instruction
applies to
Components of
Specially
Designed
Instruction
Provider
Title
This is the “who”
The person or
people providing
the instruction
Location of
services
Amount of
Time and
Frequency
Tells when the
instruction is
provided
This is the “where”.
The physical
location where the
instruction is
delivered
Specially Designed InstructionExamples
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Direct instruction, Small group instruction
•
•
•
•
•
•
•
•
•
•
•
•
•
•
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•
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Systematic Phonics Instruction
Modeling
Corrective Feedback
Repeated Practice
Repeated Reading
Vocabulary- Prefix, Suffix, Root Word, Compound Words
Comprehension Skill Development
Review Grade Level Word List
Analysis of word structure
Contextual analysis to determine the meaning of new words,
Guided repeated oral reading practice
Chunking
Priming
Unit Mapping
Prioritizing
Paraphrasing
Visualizing
Scaffold Instruction
Pre-reading
http://putnam.noacsc.org/interventiondatabase/
Section 7: Description of Specially Designed
Services- continued
Assistive Technology
AT Devices:
“Any item, piece of equipment or product …that is used to increase, maintain, or improve the functional
capabilities of a child with a disability.”
“The term does not include a medical device that is surgically implanted, or the replacement of such device.”
AT Services:
Any service that directly assists in the selection, acquisition or use of an assistive technology device. The
term includes:
The evaluation of the needs…
Purchasing, leasing, or otherwise providing for the acquisition of assistive technology devices …
Selecting, designing, fitting, customizing, repairing, … assistive technology devices;
Coordinating and using other therapies, …
Training or technical assistance for a child and family…
Training or technical assistance for professionals ,employers, or other individuals who provide services to,
employ, or are otherwise substantially involved in the major life functions of that child.
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Section 7: Description of Specially Designed
Services- continued
Accommodations

Provide access to the course content but does not alter the amount or complexity of
information taught. It levels the playing field so students with disabilities can access and
make progress in the general curriculum.

Accommodations are changes in the way materials are presented.

Examples: child seated near front of room, directions repeated orally, receive nonverbal
cues from teacher in area of performance or behavior.

If a accommodation is provided only for a specific area the area should be specified in the
accommodation i.e. extended time on classroom assessments.

Reference ODE Fact Sheet Statewide Assessment Accommodations

http://www.ode.state.oh.us/gd/templates/pages/ODE/ODEGoogleSearch.aspx?page=221&
query=Statewide%20assessment%20accommodations&start=0&OriginatingURL=/GD/Tem
plates/Pages/ODE/ODEDefaultPage.aspx?Page=1

Accommodation Manualhttp://putnam.noacsc.org/uploads/forms/Special%20Education%20Forms/Accommodations
ManualFebruary2011.pdf

Avoid using a bucket list of accommodations
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Accommodation Categories

Presentation- students may have access to
information in alternate modes.

Response- students may complete work in
different ways

Timing and Scheduling- students have
flexibility in how time is organized to complete work

Setting-students may have changes to setting or
conditions
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IEP MUST specify when, where, how and under
what conditions accommodations will occur.
Review the following examples

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50 
Extended time when over 4 pages, not to exceed 2 hrs.
Read aloud written material which is above first grade readability via
technology or a person
Scribe for written work when over 2 pages
Large print (24 font size) for all reading material (textbooks and
tests)
Braille edition of all textbooks and classroom materials
Graphic organizers to mind map before writing
Visual schedules for all classes and visual mini schedules for tasks
within classes
Use of slant board for all written work
Access to a portable electric spell checker for all classes
Accommodations/Specially
Designed Instruction

Each student needs a balance of both
–
–
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Accommodation- Text to Speech Program – to have
books read aloud
Specialized Instruction – in how to read
Section 7: Description of Specially Designed
Services- continued
Modifications


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52
Child is being taught something different, or being taught the
same information but with the complexity of the material
significantly altered from that being taught to the child’s same
age and grade level peers.
Includes eliminating expectations for what children at the same
grade level are expected to know, do, and understand.
Typically provided to students with CD, TBI, or MD disability
State who is responsible for making the modifications and
where they are provided.
IS NOT adjusting the grading scale.
Accommodations vs.
Modifications
ACCOMMODATIONS do not reduce learning expectations. They provide access.
MODIFICATIONS refer to practices that change, lower, or reduce learning expectations.
Examples of modifications include:
53

Requiring a child to learn less material (i.e., fewer objectives, shorter units or lessons, fewer pages or
problems).

Reducing assignments and assessments so a child only needs to complete the easiest problems or items.

Revising assignments or assessments to make them easier (i.e., crossing out half of the response choices
on a multiple-choice test so that a child only has to pick from two options instead of four).
Section 7: Description of Specially Designed
Services- continued
Support for School Personnel
 Support to staff who may need assistance in implementing IEP
 Supports can include aide, training, resource materials,
equipment, consultation, one-on-one aide
Service to Support Medical Needs
 Any medical services that may be needed during the school
day i.e. medications, feeding tube, breathing therapy
 Goals Addressed box may be left blank if medical services are
not tied to a specific goal
54
Section 8: Transportation as a Related
Service



55
Special Transportation would be for those children
who are unable to physically board a bus, who
cannot safely find or stand at a bus stop, and whose
behavior would cause safety concerns for driver or
other children present (i.e. wheelchair lifts, restraints,
etc.)
Special Transportation is not for those students who
are bused from their home school to one of the ESC
Classrooms
If you mark yes on either of the first two questions,
you must circle special transportation on EMIS form.
Section 9: Nonacademic and Extracurricular
Activities

56
For most students you would
state………The child will have the same
opportunity as their nondisabled peers to
participate in any extracurricular activities.
Section 10: General Factors


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57
Review each of the general factors to make sure
they were covered in the IEP.
If checked “NO” in any of the areas, the team needs
to return to the appropriate section and add the
needed information.
ESY Services are discussed in the annotation guide
refer to pages 25-26 for further guidance.
Section 11: Least Restrictive Environment
LRE refers to the environment where the child will receive instruction during
the school day.
It is the responsibility of each school district to ensure that children with
disabilities are educated with children who are not disabled.
Consider these factors when determining if a child with disabilities should be removed from the
regular education environment


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
What supplementary aids and services were considered?
What supplementary aids and services were rejected?
Explain why the supplementary aids and services will or will not enable the child to make progress on the
goals and objectives (if applicable) in the regular education classroom.
Can the child receive FAPE if placed in the regular education class? Why? Why not?
What potentially beneficial effects and/or harmful effects might be expected for the child with disabilities
and other children in the regular education class if the child with disabilities is placed in the class with
supplementary aids and services?
IF the child is removed from the regular education classroom
for ANY portion of the school day, then an explanation as
to why MUST be provided in this section.
58
Section 12: Statewide and District Wide Testing

This describes how the SWD will participate in classroom, district wide, and statewide
assessment (OAT,OGT)
Refer to Ohio Statewide Testing Program Rules Book for information on allowable
accommodations
http://education.ohio.gov/GD/Templates/Pages/ODE/ODEDetail.aspx?page=3&TopicRelati
onID=9&ContentID=47700&Content=96088
OGT Excusals- Student MUST take test one time after the determination was made by the
IEP team
If checked “yes” for the child to be excused from consequences of not passing the OGT,
you must check yes in one of the next two boxes.
Enter date of the last time the child will take the test.

Must make the determination for each test.


Under details for accommodations, write “Excused from OGT”
Continue to include accommodations for classroom and district wide test.

Third Grade Reading Guarantee Guidance Document

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59
Section 13: Meeting Participants and
Section 14: Signatures



If staff who contributed information within the IEP, but are not present at meeting they can
sign bottom of section 13. Could be related service providers, aides, other intervention
specialist or other regular education teachers.
IEP meeting participants- Required IEP team members (Parent, District Rep, Regular Ed
Teacher, IS, student (whenever transition planning is discussed) must sign in the top
section
Section 14 Parent MUST sign on one of the 3 sections
–
–
–

Explain Transfer of Rights before the child’s 17th birthday and MUST have
Student and Parent sign

The Procedural Safeguards Notice “Whose Idea Is This?” booklet MUST be given to the
parents at least once a year.
Copy of IEP must be given to parents either at the meeting or sent to them after meeting.

60
Initial IEP
Annual Review
Change of Placement
ESC Teacher Information Only





61
Always give the original copy of IEP and EMIS form to home
district and a copy of both to the ESC.
Always attach parent Invitation to back of IEP.
Send a copy of grade cards quarterly to home school district.
At the end of the school year, send to home district: EMIS
form, Original IEP, final progress report, and report card.
As in the past, Julie Selhorst will collect attendance from you
and report it to the home school at the end of the year.
Resources

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62
http://www.edresourcesohio.org/
http://www.ode.state.oh.us
http://www.ode.state.oh.us
State Support Team Region 1
National Secondary Transition Technical Assistance Center
http://www.nsttac.org/