Transcript An Overview of The Putnam County Alternative Opportunity

Putnam County Educational Service Center
IEP Compliance Training
2015
Tim Calvelage & Karen Maag
EMIS - Julie Selhorst
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Table of Contents
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Front Page-Slides 1-2
EMIS – Slides 3-4
PR-O1- Slides 5-6
IEP Time Line and Effective Dates -Slides 7-8
IEP Graduates, Summary of Performance & EMIS – Slide 9
Amendments – Slide 10
Other Information- Slide 11
Section 1 Future Planning- Slides 12-14
Section 2 Special Instructional Factors- Slide 15
Section 3 Profile- Slides 16-20
Section 4 & 5 Transition- Slides 21-32
Section 6 Present Levels, Goals, and Objectives- Slides 33-39
Progress Reporting- Slide 40
Section 7 Specially Designed Services- Slides 41-52
Section 8, 9, 10- Slides 53-56
Section 11 LRE- Slide 57
Section 12 Testing- Slide 58
Third Grade Reading Guarantee- Slide 63
Section 13 & 14 Signatures- Slide 64
ESC Teacher Information- Slide 65
Resources- Slide 66
EMIS – Education Management Information System
Special Education Events Reported in EMIS are used to Determine…
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Special Education Funding
Change
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Special Education Compliance & Accountability
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State Weighted Funding
– Every day of enrollment is funded in new funding formula
– No longer funded by “October Count Week” which was first full week of October
Federal Funding
– “October” Child Count - As of Oct. 31
– Formerly known as “December” Child Count
Office of Exceptional Children (OEC) uses Special Ed. Events reported in EMIS for
compliance monitoring
Dates reported in EMIS must match actual dates on IEP & ETR forms
During on-site data monitoring, OEC compares EMIS data to actual IEP & ETR documents. If
inaccuracies exist, OEC will make a finding of non-compliance with IDEA.
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 indicators.
NIEP – Special Ed Services
Provided without IEP in Place
NEW
For students previously identified with a disability, this Event allows Special
Education funding to flow based on when services started, not necessary
when IEP is in place.
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Example Scenario:
 On 9-10-2015 student moves into district and starts to receive special education services
upon enrollment
Adoption Meeting held 9-10-2015, team adopted ETR but decided not to adopt IEP.
New IEP written at IEP meeting held on 10-8-2015.
 Events reported in EMIS as follows:
– NIEP 9-10-2015, NIEP Non-compliance code 10
– TETR 9-10-2015
– RIEP 10-8-2015
 The NIEP event in this case will generate the special education funding from the date the
student began to receive special education services until the IEP is in place.
NIEP also used if IEP expires before new IEP is effective. NIEP Event Date is date prior IEP expired,
Non-compliance code 11. Will allow funding to flow until new IEP in place. When RIEP is reported,
still need to enter non-compliance reason (code 01-09) as to why this IEP was not done within
compliant timelines.
To help you determine if/when a NIEP needs reported for funding, please contact Julie at ESC .
PR-O1 It’s still a RequirementWhy & How??
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Sent after EVERY IEP meeting…even if everyone is
in agreement with all that occurred
Sent after the IEP meeting and BEFORE
implementation of the new IEP
Prior = prior to implementation of services, not prior
to meeting
Must be given after each IIEP,RIEP,TIEP and AIEP
events.
PR-O1 Continued
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It is a summary of the discussion held at the IEP Meeting, it is
not a summary of the contents of the IEP.
- Questions that were asked, answers that were given
- Services that were talked about but never made it into the IEP
- Services that were in the draft IEP but were taken out of the
final document.
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See the Prior Written Notice Question and Answer Document
dated 3-7-2014. Please note Questions 1, 5, 14, 16 and 20.
Page 1-IEP Time Line
& Effective Dates
IEP MEETING DATE
•Hold IEP Meeting no later than 364 days from prior year’s Meeting Date. (One year, less one day.)
•Districts must allow time for parents to receive the PR-O1 if parent does not attend the meeting.
•Our recommendation is to hold IEP meeting at least a few days prior to when it’s due.
Example: If last IEP Meeting Date was 5-12-2014, hold this year’s Meeting on or before 5-02-2015, but no
later than 5-11-15.
EFFECTIVE DATES
•IEP’s should be written for full 12 months and become effective as of IEP Meeting Date if parent attends meeting.
•If parent is not at meeting and PR-01 is sent home with IEP, the “Effective Start Date” should be adjusted on the IEP
and EMIS form to the date the parents are expected to receive the PR-O1.
•Dates on IEP and EMIS Form must match!
ADOPTIONS
Pay close attention to Meeting Dates and Effective Dates on IEPs that your district adopted. When adopting IEPs,
you are bound by the original meeting date and effective dates on that IEP. Next meeting needs to be held within 364
days of the original IEP meeting date, not from the date your district adopted it.
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EXAMPLES - IEP Time Line & Effective Date
for Review IEP Meeting (does not apply to
Initial IEPs)
Example: Parent attends Review IEP meeting
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Last year’s IEP Meeting Date 5-11-2014
This year’s Meeting Date 5-01-2015
Handed PR-O1 to parent at conclusion of meeting on 5-01-2015
IEP Effective START Date: 5-01-2015
IEP Effective END Date: 4-30-2015
Example: Parent does NOT attend Review IEP meeting
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Last year’s IEP Meeting Date 5-11-2014
This year’s Meeting Date 5-01-2015
PR-O1 & IEP mailed/sent home with student on 5-01-2015
Change IEP effective START date to 5-6-2015 on IEP & EMIS form (5 days later or a
reasonable amount of time for parents to receive forms. )
IEP Meeting Date and Effective END Date do NOT change.
IEP Graduates, Summary of Performance & EMIS
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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:
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CHANGE
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At IEP meeting, document the above statement in the Other Information Section on Page 1 of
current IEP.
Team re-signs and re-dates Section 13.
Obtain signature on the Change of Placement line on Section 14
Prepare PR-01 to summarize IEP meeting and graduation.
Prepare Summary of Performance.
Record meeting date as a RIEP Event on EMIS Form. Meeting Date and Begin Date are date of
meeting, End date should be Graduation Date. (FIEP has been removed.)
If plans change, and student returns to school the following school year as a grade 23 student, a
new IEP meeting will need to be held at the beginning of the school year.
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If you are unsure if the student will graduate and the IEP meeting is due, you should
prepare a new IEP to be effective for a full 12 months and report this as an RIEP event.
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As a reminder, the Summary of Performance is a summary of academic achievement and
functional performance including recommendations on how to meet student’s
postsecondary goals. This form is available in SpS.
Amendments
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May be done as a telephone conference without a
face-to-face meeting. Document as applicable.
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 14 of the IEP.
If LRE, Secondary Planning Element, Testing
Requirements or Graduation Requirement
change with the Amendment, complete EMIS
Form AIEP Event. (Meeting date and Begin date
are date of Meeting, End date is date original IEP
expires.)
Must complete a PR-O1 to summarize change.
Provide parents a copy of the complete IEP with
Amendments and PR-01.
Section: Other Information
Must include the following statement:“The district continues to participate in
the Medicaid to schools program.” The Medicaid letter and form are on our
website and needs signed by students new to the district.
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
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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
Remember the acronym PINS (Preferences, Interests, Needs and Strengths)
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What preferences and interests does the child have?
What are his/her strengths?
How can these interests, strengths, and needs be supported and incorporated
into the child’s educational program?
How can these skills be improved and used in the child’s educational program?
What does the child want to do after high school in terms of working, living, and
learning?
What would the parents like to see their child be able to do as and adult.
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. reading diagnostic assessments,
OAA, OGT
If applicable, address the reading improvement monitoring plan (RIMP)
DO NOT put entire ETR in Profile
Avoid broad statements, i.e. well below grade level, appropriate
Include information if checked a “yes” in special factors section
How does the disability affect progress in the general curriculum?
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Follow the graphic organizer provided on the next slide.
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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 and
participation in the
general curriculum
(diagnostics, NGA or
OGT results)
Summarize any
special factors that
were identified in
Section 2 such as
Behavior,
communication etc.
Ohio New State Tests
ACCOMMODATIONS: (Under section 3)
Remember to include information and data in the profile to
support the need for special accommodations on the Ohio’s
New State Tests.
The important ones that need evidence to support the need
for the accommodation include:
The presentation accommodation of text to speech/human
reader
The response accommodations of Calculator and Scribe
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Text to speech/human reader
If the student is eligible for this accommodation the IEP team must
document that the students disability severely limits or prevents
him/her from accessing printed texts, even after repeated attempts
to teach the student to do so (e.g., student is unable to decode
printed text).
The IEP must include objective evidence from multiple sources that
indicate that the student’s ability to decode texts is severely limited
or prevented.
Sources of evidence can include; state and district assessments
and one or more locally administered diagnostic assessment.
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Include title of examiner, date of test, score and summary of results
Calculator and Scribe
If the student is given the accommodation to use a calculator they must have a
disability that severely limits or prevents their ability to perform basic calculations
even after varied and repeated attempts to teach them to do so.
The students inability to perform calculations must be documented in evaluation
summaries from locally administered diagnostic assessments.
A student can be provided a scribe when they have a physical disability that
severely limits or prevents the student’s motor process of writing through
keyboarding, or from expressing written language even after repeated attempts to
teach them to do so.
The student’s inability to do so must also be documented in evaluation summaries
and the student routinely uses a scribe for written assignments.
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The Transition Statement
(Type the statement below)
Due to recent changes in
state law, all components of
the age 14 statement can be
found in the box below and
in section 5 of the IEP.
Summarize Age
Appropriate Transition
Assessments for ALL
three areas.
Post-Secondary education,
Employment, and
Independent Living
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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Sections 4 and 5:
The Transition Plan
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Remember, starting at age 14, the transition plan drives the IEP
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The student must always be invited when transition is
discussed
Schools are responsible for providing the educational programs
& transition services stated in the IEP
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Remember to check the student’s DOB. The Transition
Plan must be completed if he/she would turn 14 during the
life of this IEP.
Section 4: Postsecondary
Transition - Statement
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In the first box on section 4, type the below statement:
Due to recent changes in state law, all
components of the age 14 statement can be
found in the box below and in section 5 of the
IEP.
.
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Section 4: Postsecondary Transition - Age
Appropriate Transition Assessments
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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- progress on current coursework including grades
Formal assessments
Education Assessments – diagnostics, OGT, IQ, New State Tests, 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
AATA must address : PINS (preferences, interests, needs, and
strengths)
Additional items to consider:
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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 Assessment
resources
Don’t forget to check out this new resource for assessment
materials.
AATA Library www.ohioAATAlibrary.org
Quick Book Of Transition Assessments
http://www.tslp.org/docs/QuickbookIEPChecklistFinal091407.pdf
http://www.nsttac.org/products_and_resources/tag.aspx
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Another new resource that includes OCIS
Ohio Employment First website:
http://www.ohioemploymentfirst.org/
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 is in effect.
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REQUIRED that the child be invited to the IEP meetings
where transition will be discussed. Appropriate sections
on the invitation MUST be checked.
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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
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Section 5: Postsecondary goals, services and
courses of study
Goals must be stated in measurable terms, focusing on what the student is
going to accomplish after high school
Based on AATA, Updated at least annually, and can be changed at any time as
assessments are up dated
Remember… Transition services are what the LEA will do to help the student
reach his or her post school goals. The LEA is responsible for the
transition services not the transition goals
Linkages to other agencies can be provided if appropriate, For example:
OOD/BVR, DD services, Youth employment programs, University/college disability
services, Social Security, The agency participation form is on our website.
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Section 5: Postsecondary Transition Services Postsecondary Education & Training
Postsecondary Education and Training
* See this reference for examples of Measurable Postsecondary
Goals:
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.
*See this reference for examples of Transition Services/activities
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
* See this reference for examples of Measurable Postsecondary
Employment Goals:
http://putnam.noacsc.org/uploads/forms/Special%20Education%20Forms/Postsecondary%2
0Goals-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.
* See this reference for examples of Transition Service/Activities:
http://www.nsttac.org/tm_materials/m83employmenttransitionservices.a
spx
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Section 5: Postsecondary Transition ServicesPostsecondary Education & Training
Independent Living
* See this reference for examples of Measurable Postsecondary
Independent Living Goals:
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.
* See this reference for examples of Transition Service/Activities:
http://www.nsttac.org/tm_materials/m84independentlivingtransition.aspx
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Section 6: Measureable Annual Goals- Writing the
Present Level of Performance
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5.
6.
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When writing a PLOP for Review IEPs, start by making a statement of the
student’s progress on the current goal for this area.
Then identify the new skill that the student needs to master to improve his/her
progress in the stated goal area.
Next, present quantifiable measurable baseline data for this particular skill.
This data can be obtained from curriculum-based assessments, ongoing
progress monitoring, district wide or classroom assessments etc..
Then state how this performance compares to same age peers and or the
grade level standards.
State how this skill deficit affects the student’s access, involvement and
progress in the general education curriculum.
Finally, identify the instructional strategies and accommodations that have
been helpful or needed for this student to be successful.
For review IEP’s
What is the child’s
progress on the
current goal for
this area?
Identify the SKILL
the child needs in
order to master or
make progress the
curriculum.
(only 1 skill)
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 or
needed?
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.
Writing measurable annual goals
1.
Start by stating the conditions. “ When
given… This can be
a particular situation or setting (circle time, academic
assist period, small group, during timed readings,work based employment setting,
playground).
Required Material
( auditory/visual/verbal/written prompt, graphic
organizer, teacher notes, a stated topic, a list of 5th grade vocabulary words)
2. State who… The student…
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Writing Measurable Annual goals
continued
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3. State what the student will do using
measurable verbs (answer, chart, compare, create, complete, compose,
decode, describe, explain, greet, label, match, paraphrase, read, organize, solve, self
correct, spell, type, etc.)
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4 Then state the criteria (This is how many times the behavior must
be observed and measured before it’s considered mastered) 80% accuracy in 4/5 trials.
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5. In what length of time ( By the end of the IEP, end of the 3
rd
quarter)
6. Indicate how it will be measured.
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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
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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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
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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
Progress Reporting- Must Do!
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Must be completed consistently with district policy.
Must report progress in measurable terms at least
quarterly for all goals.
Students who are served in an inclusion setting you
should link with regular education teachers to report
progress data.
Section 7: 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.
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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.
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There should be 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.
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Everything the child will be receiving is identified in this section of the IEP. It is attainable
and understandable by all.
What is Specially Designed
Instruction?
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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.
Anyone should be able to walk into the classroom
and know what the student’s specially designed
instruction is.
The parent should be able to understand what it is,
and how it is different from the instruction in the
typical general education classroom?
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
Examples of Specially Designed
Instruction
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Direct instruction or Small group instruction using…
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Systematic Phonics Instruction
Modeling and Corrective Feedback
Repeated Practice
Analysis of word structure- Prefix, Suffix, Root Word, Compound Words
Comprehension Skill Development- Vocabulary
Review Grade Level Word List
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
Errorless teaching strategies
http://putnam.noacsc.org/interventiondatabase/
For more ideas check out this resource.
Additional examples
Direct instruction where information can be segmented into
smaller parts and task difficulty can be controlled through
prompts and cues.
Small group instruction where teacher can provide additional
repetition, drill and practice.
Systematic reading instruction where accurate word
recognition, decoding, and letter awareness can be taught in a
structured setting.
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Direct instruction in math where strategy training, corrective
feedback and verbal rehearsal can be provided.
Section 7: Related Services
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Each related service is placed in its own box, with its
own description of what it will entail instructionally.
Must clearly state amount of time, provider, location,
and frequency.
Section 7: Assistive Technology
AT Devices: Expanded to include the following:
“Any item, piece of equipment or product …that is used to increase, maintain, or
improve the functional capabilities of a child with a disability.” Can include
supports for seating and positioning, ADL’s, Mobility, Visual aids, Assistive
listening, Augmentative communication, Adaptations to reading material,
Adapted modes to produce written text, and adaptations for computer access
“The term does not include a medical device that is surgically implanted, or the replacement of such device.”
AT Services:
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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.
Section 7: Accommodations
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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, how the student
responds, or to timing and scheduling.
Examples of presentation accommodations: Text to speech or human reader, enlarged
print, directions repeated orally, receive nonverbal cues from teacher in area of
performance or behavior.
Examples of response accommodations: Calculator, speech to text, scribe, use of word
prediction software
When giving extended time be specific and state how much.
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.
Some accommodations may be acceptable for classroom instruction but not for statewide
testing.
IEP MUST specify when, where, how and under
what conditions accommodations will occur.
Review the following examples
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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
Section 7: Modifications
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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:
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Requiring a child to learn less material (i.e. fewer objectives, shorter units or lessons, fewer pages or
problems).
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Reducing assignments and assessments so a child only needs to complete the easiest problems or items.
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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: Support for School Personnel and
Services to Support Medical Needs
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
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Section 8: Transportation as a Related
Service
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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
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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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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.
Extended School Year Services
3301-51-02
(a) Each school district must ensure that extended school year services are available as necessary to provide FAPE, consistent with
this rule.
(b) Extended school year services must be provided only if a child’s IEP team determines, on an individual basis, in accordance with
rule 3301-51-07 of the Administrative Code, that the services are necessary for the provision of FAPE to the child. Additionally,
the school district shall consider the following when determining if extended school year services should be provided:
(i) Whether extended school year services are necessary to prevent significant
regression of skills or knowledge retained by the child so as to seriously impede
the child’s progress toward the child’s educational goals; and
(ii) Whether extended school years services are necessary to avoid something
more than adequately recoupable regression.
(c) In implementing the requirements of this rule, a school district shall not:
(i) Limit extended school year services to particular categories of disability; or
(ii) Unilaterally limit the type, amount or duration of those services.
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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.
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Section 12: Statewide and District Wide Testing
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This describes how the SWD will participate in classroom, district wide, and statewide
assessment (Now referred to as Next Generation Assessments)
Refer to Ohio Statewide Testing Program Rules Book and PARCC manual for information
on allowable accommodations
OGT Excusals- Student no longer needs to take the test one more 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.
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Must make the determination for each test.
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Under details for accommodations, write “Excused from OGT”
Continue to include accommodations for classroom and district wide test.
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Statewide testing and Students on
IEP’s
IEP teams may excuse students from the
consequences of any end of course testing
This does not excuse them from taking the
test for Federal Accountability purposes.
Students must take the test one time.
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Therefore…
If the team decided to excuse the student from the
consequence of the test, after the student has participated
in one administration, the student no longer needs to take
the test one additional time.
If the team determines the student will be exempt from the
consequences of the test before they have participated in
one administration, the student must take the test one time
for Federal Accountability purposes.
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Non Participation
ODE does not recognize the term Opt-out, because a
student can not opt out of taking the test
This is about student participation
February 4, 2015 document regarding Student
Participation on ODE website.
Does your district have a policy on test participation?
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Personal Needs Profile
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Completed for ELA and Math PARCC
assessments
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Similar planning tool for Ohio Science and
Social Studies Tests
Section 12:Third Grade Reading Guarantee
To be eligible to be excused from retention in the third grade, the student should meet one of two
criteria;
1) the student is completing a curriculum that is significantly different from the curriculum completed by
other students required to take Grade 3 Reading OAA or
2) the student requires accommodations that are beyond the allowable accommodations as outlined in
OAC 3301-13-03(H). If the student meets one of these criteria, the IEP team then decides if the student
will be excused from the Third Grade Reading Guarantee retention provision.
If a student’s IEP determines that the student should be exempt from retention, that does not exempt
other provisions including:
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Annual reading diagnostic
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Reading improvement and monitoring plans; and
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Special teacher qualifications for reading teacher.
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The data for supporting this exemption must be stated in the profile.
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Document in section 12 under the reading section that the child is
exempt from retention in the third grade and state the reason for
exemption.
Section 13: Meeting Participants and
Section 14: Signatures
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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
Must use Excusal Form PR-05 (optional) if a required member cannot be present.
Section 14 Parent MUST sign on one of the 3 sections
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Explain Transfer of Rights before the child’s 17th birthday and MUST have
Student and Parent sign
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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.
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Initial IEP
Annual Review
Change of Placement
ESC Teacher Information Only
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Always give the original copy of IEP and EMIS form to home
district and a copy of both to the ESC. EMIS FORM ON TOP
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, you are responsible to 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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http://www.education.ohio.gov/topics/specialeducation
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/