Transcript Document
Building a better iep Purpose Provide meaningful educational benefit (Rowley) Access to the general curriculum Prepare the student for college/career Main Components Present Levels Comprehensive, meaningful assessment Establish needs Goals Articulation Based of educational benefit on present levels Measurable Based on the general curriculum Services The means, or roadmap, to achievement of the goals Direct and related services Supports to access the general curriculum Forms SELPA forms, SEIS The adapted from State SELPA has State SELPA forms forms aren’t perfect Courts’ attitude towards forms Enforcement of an IEP CDE DINCs SESR Verification Complaints Review Enforcement Legal Due Process hearing OAH judges Appealable through Fed. District Court Challenges FAPE vs maximizing potential Understanding and applying laws and regulations Understanding newest The law research and practices Jurisdiction OAH District Court Federal Circuit Court of Appeals US Supreme Court Rowley Decision US Supreme Court 458 US 176 (192) Facts Holding Rule: FAPE does not require maximizing student potential Open the door of public education Rowley law IEP must Meet Be procedural requirements of IDEA reasonably calculated to enable a child with a disability to “achieve passing marks and advance from grade to grade” Reasonably calculated Assessment Goals – Present levels – meaningful growth Services and supports – means to the goal Educational benefit indicators Grades Moving from grade to grade Progress towards goals and objectives Statewide/district/school formal assessment Educational benefit indicators Classroom assessment Diploma Observation Non trivial Core entitlements for children with disabilities A right to a Free Appropriate Public Education (FAPE) In the least restrictive environment (LRE) That provides meaningful educational benefit Least Restrictive Environment Rachel H. case - 4 prong test Educational benefit Non-academic benefit Effect Cost on general education classroom What is an IEP? Offer of FAPE by the district Parent may: Accept Reject Accept part Small group Think of an iep that you thought was well constructed and provided educational benefit What made the IEP well-constructed? What made the team effective? How did you know that the IEP would provide educational benefit? What could have been better? Running effective IEP meetings Plan ahead with the team with parent/guardian Disseminate Invite Set information before the meeting all relevant people appropriate time frame for meeting Meaningful Parental Participation Timely relevant notices to parents Ensure the meeting is conducive to parental participation Consider parents’ private assessment reports Parental Participation Requirements Must be invited to attend or otherwise participate Meaningful participation in Must meetings receive all necessary notices and documents within timelines Prior Written Notice Ensuring Parental Participation Offer to continue meeting to review parent concerns Document parents’ concerns and LEA response in notes Document all attempts to provide parents an opportunity to attend or otherwise participate in meeting Setting Procedures for a Smooth IEP Meeting Write Set an Agenda time limits Premeeting communication Setting Norms for the Meeting Listen Keep Treat All to time limits each other with respect questions/topics are welcome Discuss when process/meeting is not working Assume positive intentions During meeting Agree Post to purpose, outcomes, agenda agenda and check off items Discuss ground rules/norms Parking lot Clarify roles/responsibilities During meeting Announce what is happening Take breaks as needed Stop and summarize Visuals During Meeting Encourage brainstorming Follow agenda Friendly seating Minimize disruptions End of Meeting Summarize what Identify next Ask steps – what, when, and who for any last questions/concerns Review Plan happened and what was agreed notes for next meeting, if needed Celebrate good work IEP as TEAM effort Focus Use on outcomes for student and respect parents’ opinions and concerns Parents are equal partners Disagreement Position Explain is ok, if there is respect vs. interest how district’s position relates to improved outcomes for student Preparing for the IEP meeting Notice meeting well before due date Educational benefit review Contact parents Determine Child of current IEP if additional assessment is needed find obligations Educational Benefit Review Progress Will Why the child’s environment significantly change? did the student make progress or not make progress? If IEP did not provide Ed Benefit, consider: Were needs clearly identified? Measurable Progress goals based on student needs? monitored and reported? Goals/services/supports modified if progress not made? ID potential changes/PWN if needed Parts of the IEP Information/Eligibility May be more than one disability ID primary and secondary Disability SLD does not determine placement/services * If team determines student is not eligible for Special Education services: Document reason Consider issues for decision other options for addressing student Eligibility: 3 Prong Test Disability Adversely Requires affects educational performance specialized insstruction Information Is all the information correct? If necessary, inform MIS tech Did team identify how disability affects involvement and progress in general curriculum? Present Levels Ed. Code 56341.1. (a) When developing each pupil's individualized education program, the individualized education program team shall consider the following: (1) The strengths of the pupil. (2) The concerns of the parents or guardians for enhancing the education of the pupil. (3) The results of the initial assessment or most recent assessment of the pupil. (4) The academic, developmental, and functional needs of the child. 5 CCR § 3040 Individualized Education Program Implementation. (b) The IEP shall show a direct relationship between the present levels of performance, the goals and objectives, and the specific educational services to be provided What assessment is relevant to the present levels? Grades (and report card comments) Teacher Parent input input Student input Health records What records needed? Attendance records Discipline State records testing District testing Classroom assessments What assessment needed? Vision/hearing screening Vocational assessment Formal assessment Independent formal SLT, OT, etc. assessment Present Levels Meaningful to A good Most All parent, student, and staff snapshot of the student important section on the IEP sections addressed? Transition Services For students who will turn 16 before next IEP meeting Transition plan influences rest of the IEP Requirements Goals based upon age appropriate transition assessments Training Education Employment Independent Transition living skills (if appropriate) services Transition plan Student participation Student’s in process post-secondary preferences and goals CAHSEE Transition Assessment Age appropriate E.g. interest inventory Other vocational assessment that may be necessary Transition plan Progress Passed towards graduation algebra? CAHSEE Credits earned and needed Transition Goals and Services – academic Training – tied to future career goal Employment – career exploration, competitive or supportive employment Independent living – usually for more mod/sever Services needed and responsible person/agency to reach goals Don’t need to repeat things addressed in other parts of IEP Education Educational Benefit Check ITP developed in accordance with student’s preferences? Areas of transition need specified and addressed through goals and persons/agencies responsible? Designed to prepare student for postsecondary education, employment, training, and (if needed) independent living? Secondary Indicators (reviewed by state) Measurable Updated Based post-secondary goals? annually? on assessments? Services reasonably calculated for student to meet post-secondary goals? Indicators Student invited Relevant Input to meetings agencies, if appropriate, invited? from student and student invited? Special Factors Assistive Technology Low incidence needs Considerations impaired if student is blind or visually Special Factors Considerations English learner Behavior if student is deaf or hard of hearing Statewide assessments CAASP ELA/Math SBAC (with or without Designated Supports and Accommodations) Alternate Grades assessment 3-8, 11 Statewide assessments Science CST/CMA/CAPA Grades 5, 8, 10 CAHSEE If taking CAPA and/or alternate assessment, must document the rationale Educational Benefit Check Addressed All all special considerations? areas of need documented? Appropriate accommodations, on assessments? designated supports Goals and present levels For every area of need, there should be a goal and/or a supplementary aid or service A large number of goals aren’t necessary Tight fit Areas between present levels, goals and services that are concerns but do not significantly impact educational performance do not require a goal Goal writing Indicated Area of Need, as documented in present levels Baseline – current level of mastery Alignment to CCSS Writing CCSS aligned goals Use present levels Choose an appropriate grade level standard that fits the area of need Unpack the standard Look at subskills – goal need only be based on the standard Develop the goal – measurable Objectives or benchmarks if needed Tips for writing goals - Ask How will the student show mastery? Given what? Under what conditions? With which adaptations or supports? Objectives/Benchmarks Only required for students who take alternate assessments Optional Use for other students for students participating in a functional curriculum Educational Benefit Check Goals (objectives) for each area of need (and vice versa)? Goals Goals (objectives) measurable? (objectives) enable student to be involved/progress in general curriculum? Educational Benefit Check Other educational needs arising from disability addressed? If student is an English Learner, are there linguistically appropriate goals? Person(s) responsible for implementing goals (objectives) identified? Services/Supports Discuss and indicate service delivery options Always consider gen ed with supports (LRE) Harmful effects must be considered Identify all special ed and related services required for: Advancement Make Be towards the goals progress in general curriculum educated and participate with peers (disabled and non-disabled) Services Frequency, location, duration of services, related services, supports (including accommodations, assistive tech, etc.) “as needed” Identify the extent to which student will not participate with nondisabled students and rationale Transportation Services May include instruction in core academics, functional skills, related services required for educational benefit May * be listed more than once if multiple providers Specialized Academic Instruction RSP and/or SDC teacher Individual, group, or both Provider Start/end dates, duration, frequency Extended school year Regression with limited recoupment capacity Educational Setting PE District of service School of attendance School type Federal setting Setting Rationale for services not provided at school of residence % of time a student is outside of gen ed environment % of time in gen ed (includes lunch/passing periods) Specify all times when student not included with gen ed students and why Setting Other agency services - CCS, Regional Center, Probation, Dept of Rehabilitation or other public agency Progress reporting Activities to support transitions Graduation plan (date and diploma or certificate) Progress Report Summarize student’s progress Comments on, e.g., work completion, successes, areas for emphasis May At suggest adjustment of goals/services least as often as gen ed report cards Big deal for courts! Educational Benefit Check Are appropriate services, supplementary aids and services, and program modifications identified to support progress toward all goals, including progress in the general curriculum and participation in extracurricular and non-academic activities? Notes What is the function of the Notes page? nb in many areas on the IEP, you can provide comments Allow explanation of any items that might be unclear or are not covered well by the forms Best evidence of meaningful participation Indicating what was discussed Function of notes page No predetermined IEP Should Notes Can not contradict a section of the IEP pages have saved many an IEP review the notes with the parent Educational Benefit Check Is this information a summary of the meeting? Do all agree that the notes accurately reflect what was discussed and agreements that were made? Parent participation documented? Signature and Parent Consent Participants Parent If sign, date and indicate title should check areas of agreement not eligible, have parents initial Consent Parents must sign and date the consent before IEP can be implemented Parents can agree to part of IEP Parts can be implemented while resolution is sought for areas of disagreement Next steps for reaching resolution should be indicated in notes Private school Parents can decline offer of FAPE Unilaterally Individual place student in private school Service Plan might be appropriate (what is offered is determined by county Amendments For making relatively minor changes to IEP Examples Adjusting goals Correcting In information some cases, ending a service Attach form to IEP after getting signature from parents Inform relevant people Educational Benefit Check Amendment clear? Parents All and staff agree? affected staff informed of the amendment? IEP Requirements Reviewed Proposed program must be designed to address student’s unique needs Reasonably calculated to provide educational benefit Comport with Least IEP restrictive environment Procedurally compliant Courts will focus on procedures that: Involve meaningful participation of parent Timelines Substantive compliance If district meets the above 4 requirements, then it is legally compliant Parents’ preference for another program will not make it non-compliant