2017 IEP Team Process Expectations

AGENDA• OIEP 13 for Administrators

• New IEP Process Expectations• Native Language Translation• Parent Consent• Evacuation Accommodation• Accommodations

• Specific Learning Disability (Dyslexia, Dysgraphia, Dyscalculia)

• Administrator Guide to Navigating the OIEP

• Internal Monitoring

• Meaningfully Engaging Parents in the IEP Process

• Developing Prior Written Notice (PWN)

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FCPS Parent Survey

Partner Conversation

• What strategies could you take away for consideration in

being proactive in fostering successful parent engagement?

• What strategies do you implement that were not included in

the article to foster successful parent engagement?

Highlights-What’s New?

Native Language Translation

Specific Learning Disability (Dyslexia, Dyscalculia, Dysgraphia)

Parent Consent

Evacuation on an IEP

Accommodations

Version 13 Update

MSDE IEP Process Guide 2017

On the IEP and Process

Parent Translation of IEP

In FCPS, Spanish is the only language that meets the 1% threshold for translations.

Translation (in Spanish) is only for the approved IEP and amendments.

Translation of draft documents is not required.

Parent Translation of IEP

The request for translation should be sent on the SE: 41, Translation of Completed IEP/IFSP Request Form located on FormFinder via email to (Carol.Mullinix@fcps.org).

The SE:41 and pdf of the plan should be sent as soon as possible to maintain return timelines.

The IEP Team shall provide the translated document to the parent within 30 calendar days of the parent/guardian request.

A parent/guardian whose native language is not English has the right to a language interpreter during the IEP meeting process.

In the IEP Please note the parent must be informed of their option to request translation of the approved IEP/IFSP and amendments. This is now documented on the cover page of the IEP by YES, NO and N/A radio buttons.Spanish is the only language FCPS is required to translate.

IEP Team Documentation

MSDE - Technical Assistance Bulletin(click on the link above and read the bulletin)

When initially identifying or when completing a reevaluation for a Specific Learning Disability there are new radio buttons to select Dyslexia, Dysgraphia, Dyscalculia or Other, if they apply.

If SLD is selected, radio buttons can be checked for:Dyslexia, Dyscalculia, Dysgraphia and Other, if applicable.

Implementing Proposed Actions

NEW Parent Consent Under MD LawParent(s) will have to agree to allow the IEP team to implement the

following proposed actions at each IEP meeting and annually thereafter.

1. Enroll student in an alternate education program (i.e. Challenges, L4L, Rock Creek) that does not issue or

provide credits towards a Maryland High School Diploma;

2. Identify the child for the alternate education assessment aligned with the State’s alternative curriculum

(MSAA); and/or

3. Include restraint in the IEP to address the child’s behavior as described in COMAR 13A.08.04.05.

4. Include seclusion in the IEP to address the child’s behavior as described in COMAR 13A.08.04.05.

NEW MD Procedural Safeguard July 2017 & Model Parent Consent Form located on FormFinder under Special Education

Parent Consent In the IEP

On the Participation Page: Alternate Education Program

and Alternate Education Assessment Participation-MSAA

On the Behavior Intervention Page:

Restraint and Seclusion Consent

Alternative Education and Alternative Assessment Parent Consent is located on the Participation Page of the IEP. Check Yes and parent consent or refusal needs to be documented.

For Restraint and/or Seclusion located on the Special Consideration Page under Behavior Intervention Plan.

Determine all programming decisions with a duly constituted IEP team.

At the end of the IEP team meeting share the parent model consent form with the parent for completion where decisions were made to:

Place the student in an alternate learning environment due to non-diploma status (i.e. L4L, Challenges, or Rock Creek School)

Have the student take the alternate assessment (MSAA)

Put restraint on a student’s IEPPut seclusion on a student's IEP

Document parent consent or refusal specifically in the IEP team meeting notes.If a parent refuses restraint and/or seclusion share the following with the parent and document in the IEP team meeting notes:

“Although you have declined consent for restraint and/or seclusion, note that if your child’s safety or the safety of others is in imminent danger the process may be implemented. You will be contacted when this occurs and provided with documentation of the incident”

The signed parent consent should be stapled to the IEP team meeting notes of the meeting where the decision was made

Documentation

The demographic page of the IEP now asks if a student requires specific accommodations for an emergency

evacuation.

Check Yes or No depending on the student’s need for individualized emergency evacuation from the school building or transportation, etc.If you check Yes a drop down box appears to document the basis for the decision where the evacuation needs are described.

ACCOMMODATIONS

On Version 13 OIEP

ACCOMMODATIONS ON VERSION 13 OF THE OIEPYou may have noted the accommodations selection is different on Version 13 OIEP. It has been amended to mirror

statewide assessment accommodations similar to the PARCC Accommodation Manual.

If your school staff are developing an IEP the * MAM versus PARCC Accommodations for Students with Disabilities

crosswalk and * PARCC Accommodations Description of the accommodations may be helpful when selecting

accommodations that are:

● Aligned to previous year decision making on the IEP for students

● Initiated as new accommodations based in the student's present level of performance

● Used by the student in instruction and assessment

IEP teams will no longer need to do a Personal Needs Profile (PNP), as the IEP now encompasses Accessibility

Features for All within the development of the IEP.

*PLEASE OPEN THE LINKS ABOVE AND READ THE CROSSWALK AND DESCRIPTION INFORMATION.

Paper Based Edition (Alternative Representation-Paper Test)

CRITERIA

IEP or 504 Students who are eligible for this accommodations can include students with:

a disability that cannot participate in the online assessment due to a health-related disability, neurological disorder, or other complex disability, and/or cannot meet the demands of a computer-based test administrationan emotional, behavioral, or other disability that is unable to maintain sufficient concentration to participate in computer-based administration, even with test accommodationsa disability that requires assistive technology that is not compatible with the testing platformvery little or no prior experience/familiarity with technologyreligious beliefs that do not allow them to access an online assessment due

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Paper Based Edition (Alternative Representation-Paper Test)

The criteria provides guidance about why a student is able to receive a paper test. Each school team should carefully consider the unique needs of the student and determine which testing mode allows the student the best access to the material.

The selected criteria should be written into the justification for the accommodations on the IEP.

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Prior Written Notice (PWN)

Administrator Guide to Navigating OIEP

Running a Closed IEP Report

Internal Monitoring

School-Based Internal Audits (School Year 2017-2018)Compliance Area Elementary

ComplianceMiddle

ComplianceHigh SchoolCompliance

5 Day Notice of Documents for Meetings 69.9% 82.75% 77.5%

Parental Input Included 84% 79.75% 94%

Updated/Current PLAAFP 68.5% 77.5% 53.5%

Appropriate LRE Noted 81.6% 81.5% 77.5%

Closing of IEP following annual 98.9% 96.5% 91.5%

MA-current and signed within a year 59.9% 80.5% 81.5%

Progress Reporting on OIEP and Sent Home 81% 71.25% 83.5%

Progress Reporting within OIEP 74.2% 67.5% 77.5%

Related Service Logs Completed 71.1% 82.75% 79.5%

Contact Logs 50.6% 63% 83.5%