I.E.P.’s – Individualized I.E.P.’s – Individualized Education Programs Education Programs

Jolee Harney/Jenny KurzerJolee Harney/Jenny Kurzer

Marsha Holleman/Nancy SimmonsMarsha Holleman/Nancy Simmons

IEP’sIEP’s

An IEP is a written statement for a An IEP is a written statement for a child with a disability that is child with a disability that is developed, reviewed, and revised in developed, reviewed, and revised in accordance with the federal regulations accordance with the federal regulations and policies through which the child and policies through which the child receives a FAPE.receives a FAPE.

IEP’s…IEP’s…

IEP’s run for one year, from the meeting date. IEP’s run for one year, from the meeting date.

i.e.: 10/2/13-10/1/14 or 10/5/13- 10/1/14i.e.: 10/2/13-10/1/14 or 10/5/13- 10/1/14 The parent must receive a copy before the plan The parent must receive a copy before the plan

is implemented.is implemented. Check the end dates and plan to meet 3-5 days Check the end dates and plan to meet 3-5 days

before the due date!before the due date! Send a draft IEP for parents to Send a draft IEP for parents to

review 5 days ahead.review 5 days ahead.

Invitation to ConferenceInvitation to Conference

Parents must be invited 7-10 days in advance.Parents must be invited 7-10 days in advance. They must receive a written invitation.They must receive a written invitation. If no response, make a 2If no response, make a 2ndnd attempt. attempt. A phone message does not count!A phone message does not count! The Handbook on Parent Rights needs to be The Handbook on Parent Rights needs to be

given once/school year and documentedgiven once/school year and documented

on the log or the IEP Team Minutes.on the log or the IEP Team Minutes. Ask Mary Cameron Best for Parent Handbooks.Ask Mary Cameron Best for Parent Handbooks.

Student InvitationsStudent Invitations

Send a student invitation if they will be 14 or Send a student invitation if they will be 14 or older before the IEP expires, for Transition older before the IEP expires, for Transition planning.planning.

There is a separate invitation for students who There is a separate invitation for students who are 18 yrs. old (Invite their parents, too!)are 18 yrs. old (Invite their parents, too!)

DEC 4 – pg.1DEC 4 – pg.1

Student Profile – Give a good history. (Follow the Student Profile – Give a good history. (Follow the directions and be sure to review IEP progress.)directions and be sure to review IEP progress.)

Parent concerns and vision…Do not put incomplete Parent concerns and vision…Do not put incomplete sentences on your draft. You may leave this blank.sentences on your draft. You may leave this blank.

Address Consideration of Transition, if applicable.Address Consideration of Transition, if applicable.

Pg. 1 - Special Factors:Pg. 1 - Special Factors: Special factors – Needs should be addressed through goals, Special factors – Needs should be addressed through goals,

supports, services, and/or accommodations.supports, services, and/or accommodations.

Contact the hearing impaired teacher for the communication Contact the hearing impaired teacher for the communication plan. – Heather Mazzolini.plan. – Heather Mazzolini.

If students have Specially Designed PE”, this must be If students have Specially Designed PE”, this must be addressed with goals in the IEP! - Contact Dan Perkins/PT addressed with goals in the IEP! - Contact Dan Perkins/PT

if they have Adapted PE. – Modified PE is different…if they have Adapted PE. – Modified PE is different…

Contact Amber Halliburton or Vivian Radford about Contact Amber Halliburton or Vivian Radford about behavioral concerns.behavioral concerns.

Transition planningTransition planning Invite the student if they will be 14 years old before the IEP expires, for Invite the student if they will be 14 years old before the IEP expires, for

Transition planning! Transition planning!

Parts A,B, and C are required for students age 14+, and Part D is required Parts A,B, and C are required for students age 14+, and Part D is required for students who will be 16 before the IEP expires.for students who will be 16 before the IEP expires.

On Part C, goals should say “John will, not John wants to…”On Part C, goals should say “John will, not John wants to…”

Outside agencies providing services on the transition plan must be invited, Outside agencies providing services on the transition plan must be invited, with parent permission, in writing, on file.with parent permission, in writing, on file.

Transition assessment – “Dream Sheet”…Transition assessment – “Dream Sheet”…

Janet Drum is our Transition Coordinator.Janet Drum is our Transition Coordinator.

Present Level(s) of Academic And Present Level(s) of Academic And Functional Performance(PLAAFP) Functional Performance(PLAAFP)

The PLAAFP is the springboard of the IEP!The PLAAFP is the springboard of the IEP!

Addresses academic and functional skills.Addresses academic and functional skills.

PLAAFPPLAAFP

Academic achievement generally refers to a Academic achievement generally refers to a child’s performance in academic areas. child’s performance in academic areas.

(e.g. reading, language arts, and math).(e.g. reading, language arts, and math).

Functional performance generally refers to Functional performance generally refers to non-academic skills, such as study or work non-academic skills, such as study or work skills, behavior, adaptive skills, social skills, or skills, behavior, adaptive skills, social skills, or self help skills.self help skills.

PLAAFPPLAAFP

Both academic and functional skills needs must be Both academic and functional skills needs must be addressed with goals, unless you explain why they addressed with goals, unless you explain why they are not needed in the Present Levels. - For example, are not needed in the Present Levels. - For example, you could say: “Functional skills are age-you could say: “Functional skills are age-appropriate.” or “Academic skills are on grade level.” appropriate.” or “Academic skills are on grade level.”

Students with OHI, ED or ID will typically have Students with OHI, ED or ID will typically have functional goals…functional goals…

Major Components of the PLAAFPMajor Components of the PLAAFP(D-S-N-E)(D-S-N-E)

DData-basedata-based student student information related to current information related to current academic achievement and academic achievement and functional performance functional performance

SStrengthstrengths of the student of the student

NNeedseeds resulting from the resulting from the disabilitydisability

EEffectsffects of the disability on of the disability on involvement and progress in the involvement and progress in the general education curriculumgeneral education curriculum

HerbieHerbie(Basic Math)(Basic Math)

Present Level of Academic Achievement and Functional Present Level of Academic Achievement and Functional Performance:Performance:

Based upon informal classroom math assessments, Herbie Based upon informal classroom math assessments, Herbie can count to 50, count objects to 50, recognize and write can count to 50, count objects to 50, recognize and write numerals 0-9, and group objects in sets. He recognizes a numerals 0-9, and group objects in sets. He recognizes a line, square, and circle, but not a rectangle or triangle. He line, square, and circle, but not a rectangle or triangle. He cannot add or subtract 2 digit by 1 digit problems without cannot add or subtract 2 digit by 1 digit problems without regrouping, These skill deficits impact his ability to regrouping, These skill deficits impact his ability to apply his knowledge to the third grade curriculum.apply his knowledge to the third grade curriculum.

PLAAFP ComponentsPLAAFP Components

1. Data-based student specific 1. Data-based student specific information about the student’s information about the student’s current academic achievement and current academic achievement and functional performance functional performance

2. Strengths of the student2. Strengths of the student

3. Needs resulting from the 3. Needs resulting from the disabilitydisability

4. Effects of the disability on 4. Effects of the disability on involvement and progress in the involvement and progress in the general education curriculumgeneral education curriculum

Annual goals…Annual goals…

The annual goal is a statement that links directly The annual goal is a statement that links directly to the areas of need identified in the PLAAFPto the areas of need identified in the PLAAFP

Annual goals describe what the student can Annual goals describe what the student can reasonably be expected to accomplish within reasonably be expected to accomplish within the duration of the IEP, usually one year.the duration of the IEP, usually one year.

Measurable–an observable behavior.Measurable–an observable behavior.

Measurable Annual Goals:Measurable Annual Goals:

What does oWhat does observable bservable mean?:mean?:

Clearly defined Clearly defined

VisibleVisible

Countable behaviorCountable behavior

Examples of “observable” behaviorExamples of “observable” behavior

Reading orallyReading orally

Dressing one’s selfDressing one’s self

Speaking to adults Speaking to adults without vulgaritieswithout vulgarities

Pointing, drawing, Pointing, drawing, identifying, writing, etc.identifying, writing, etc.

Non-Examples of observable behaviorNon-Examples of observable behavior

Becoming independentBecoming independent

Respecting authorityRespecting authority

Enjoying literatureEnjoying literature

Improving, feeling, Improving, feeling, knowing, etc.knowing, etc.

John will improve his John will improve his reading comprehensionreading comprehension

Measurable Annual GoalsMeasurable Annual GoalsMajor ComponentsMajor Components::

Any important givens/conditions (when, with what, where)Any important givens/conditions (when, with what, where)…as applicable.…as applicable.

A skill/domain area (academic, behavioral, functional).A skill/domain area (academic, behavioral, functional).

An observable learner performance (what the learner will be An observable learner performance (what the learner will be doing, an action).doing, an action).

Measurable criteria which specify the level at which the Measurable criteria which specify the level at which the student’s performance will be acceptable (e.g., speed, student’s performance will be acceptable (e.g., speed, accuracy, frequency)accuracy, frequency)

G.O.A.L.G.O.A.L.

G – Given or conditionG – Given or condition

O – Observable behaviorO – Observable behavior

A – Area or Domain (Reading, Math, etc…)A – Area or Domain (Reading, Math, etc…)

L – Level at which the performance will be L – Level at which the performance will be accepted or criteria for measurement.accepted or criteria for measurement.

Measurable Annual GoalsMeasurable Annual Goals

Criteria for Measurement or Level of Criteria for Measurement or Level of PerformancePerformance

(How well the learner must do)(How well the learner must do)Frequently used examples of criteria:Frequently used examples of criteria: in 4 of 5 trials, 9/10 times, in 4/5 instances…in 4 of 5 trials, 9/10 times, in 4/5 instances… for 3 consecutive daysfor 3 consecutive days with ___% accuracywith ___% accuracy

Make sure that your Progress Notes reflect the ways you Make sure that your Progress Notes reflect the ways you will measure progress!will measure progress!

Measurable Annual GoalsMeasurable Annual Goals

Use of percentage:Use of percentage:

“… “…We should know not to aspire to have Josh We should know not to aspire to have Josh cross the street safely, 80% of the time.”cross the street safely, 80% of the time.”

(Excerpt taken from(Excerpt taken from: Writing Measurable IEP : Writing Measurable IEP Goals and ObjectivesGoals and Objectives; Bateman & Herr, 2006); Bateman & Herr, 2006)

Measurable Annual GoalsMeasurable Annual Goals

““The use of percentage needs to be carefully limited The use of percentage needs to be carefully limited to a narrow range of goals”to a narrow range of goals”

*Appropriate use of %: Jane will correctly spell 95% *Appropriate use of %: Jane will correctly spell 95% of the 6of the 6thth grade spelling words dictated to her. grade spelling words dictated to her.

*Inappropriate use of %: Jane will improve her *Inappropriate use of %: Jane will improve her behavior 80% of the time with 90% accuracy.behavior 80% of the time with 90% accuracy.

Annual Goals…Annual Goals…

Goals should not state that the student Goals should not state that the student will make a certain grade, reach a will make a certain grade, reach a

certain grade level, or reach a certain certain grade level, or reach a certain level in a specific program!level in a specific program!

Non-Measurable/MeasurableNon-Measurable/Measurable

John will use at least two John will use at least two strategies to take responsibility strategies to take responsibility for his anger management with for his anger management with 80% accuracy.80% accuracy.

Given ten words, Alex shall group Given ten words, Alex shall group letters and pronounce letter letters and pronounce letter sounds in words with 80% sounds in words with 80% accuracy.accuracy.

Given verbal prompts by the Given verbal prompts by the teacher, John will display no more teacher, John will display no more than one defiant behavior per day.than one defiant behavior per day.

Given ten unfamiliar, regular Given ten unfamiliar, regular CVC words, Alex will decode CVC words, Alex will decode nine of ten correctly.nine of ten correctly.

Anthony:Anthony:

Present Level of Academic Achievement and Functional Present Level of Academic Achievement and Functional Performance – Reading FluencyPerformance – Reading Fluency

A review of curriculum based measures indicates that Anthony, a fourth grade A review of curriculum based measures indicates that Anthony, a fourth grade student, can read 80 words per minute of connected text with 100% accuracy student, can read 80 words per minute of connected text with 100% accuracy which is within the range of words per minutes established for typical peers in which is within the range of words per minutes established for typical peers in the second grade. Anthony demonstrates a relative strength in determining the the second grade. Anthony demonstrates a relative strength in determining the meaning of unknown words by reading words in context and applying word meaning of unknown words by reading words in context and applying word structures (prefix, base words, and suffix). structures (prefix, base words, and suffix). Anthony’s difficulties with reading Anthony’s difficulties with reading fluently affect his ability to focus on the details of reading fluently affect his ability to focus on the details of reading passages/assignments, passages/assignments, which affects his ability to comprehend grade level which affects his ability to comprehend grade level content area subjects.content area subjects.

Annual Goal: Given a second grade reading passage, Anthony will orally read Annual Goal: Given a second grade reading passage, Anthony will orally read 105 words of connected text per minute with 100% accuracy.105 words of connected text per minute with 100% accuracy.

Annual Goal Components:Annual Goal Components:

1.1.Given/Conditions (when or Given/Conditions (when or under what conditions), as under what conditions), as applicableapplicable

2.2.Skill/Curriculum/Behavior Area Skill/Curriculum/Behavior Area or Domain or Domain (Academic/Functional)(Academic/Functional)

3.3.Observable Learner Performance Observable Learner Performance (Action)(Action)

4.4.Desired Level of Desired Level of Achievement/Outcome Achievement/Outcome (Measurable Criteria…how well, (Measurable Criteria…how well, how many times, over what how many times, over what period of time)period of time)

Herbie:Herbie:

Based upon classroom informal math assessments, Herbie can count to 50, Based upon classroom informal math assessments, Herbie can count to 50, count objects to 50, recognize and write numerals 0-9, and group objectscount objects to 50, recognize and write numerals 0-9, and group objects

in sets. in sets. He recognizes a line, square, and circle, but not a rectangle or He recognizes a line, square, and circle, but not a rectangle or triangle. He cannot add or subtract 2 digit by 1 digit problems without triangle. He cannot add or subtract 2 digit by 1 digit problems without regroupingregrouping, These skill deficits impact his ability to apply his knowledge , These skill deficits impact his ability to apply his knowledge to the third grade curriculum.to the third grade curriculum.

Annual Goal: Annual Goal: Herbie will correctly mark a rectangle, triangle, cube, and Herbie will correctly mark a rectangle, triangle, cube, and cylinder, 8 of 10 trials.cylinder, 8 of 10 trials.

Annual Goal: Annual Goal: When directed by the teacher, Herbie will rote count to 100 When directed by the teacher, Herbie will rote count to 100 with no errors.with no errors.

*You may need more than one annual goal for each area.*You may need more than one annual goal for each area.

Annual Goal ComponentsAnnual Goal Components

1.1.Given/Conditions (when or under what Given/Conditions (when or under what conditions), as applicable?conditions), as applicable?

2.2.Skill/Curriculum/Behavior Area or Skill/Curriculum/Behavior Area or Domain (Academic/Functional)?Domain (Academic/Functional)?

3.3.Observable Learner Performance Observable Learner Performance (Action)?(Action)?

4.4.Desired Level of Achievement/Outcome Desired Level of Achievement/Outcome (Measurable Criteria…how well, how (Measurable Criteria…how well, how many times, over what period of time)?many times, over what period of time)?

Competency Goals:Competency Goals:

Competency goals are only required for Competency goals are only required for students who are tested on the NC Extend 2.students who are tested on the NC Extend 2.

Only one is required for each grade level that Only one is required for each grade level that is covered by the IEP.is covered by the IEP.

These are provided on Easy IEP!These are provided on Easy IEP!

Short Term Objectives/Benchmarks:Short Term Objectives/Benchmarks:

Short Term Objectives and/or Benchmarks are Short Term Objectives and/or Benchmarks are only required for students on NC Extend 1.only required for students on NC Extend 1.

These should reflect the Extensions of the These should reflect the Extensions of the standard course of study.standard course of study.

Google: acre ncdpi extended content Google: acre ncdpi extended content standardsstandards

Objectives/Benchmarks…Objectives/Benchmarks…

Short Term Objectives - intermediate steps Short Term Objectives - intermediate steps toward achieving the annual goal.toward achieving the annual goal.

Benchmarks - major milestones the student Benchmarks - major milestones the student demonstrates that lead to the annual goal.demonstrates that lead to the annual goal.

Must have at least 2 objectives/benchmarks.Must have at least 2 objectives/benchmarks.

BENCHMARKSBENCHMARKS(Components & Examples)(Components & Examples)

WHO (Student)WHO (Student) BillBill

WHAT (Target Behavior)WHAT (Target Behavior) Use decoding strategies with words in isolation, phrases, Use decoding strategies with words in isolation, phrases,

and sentences.and sentences.

WHEN WHEN Bill will use decoding strategies with words in Bill will use decoding strategies with words in

isolation, phrases and sentences isolation, phrases and sentences by 6/1/13by 6/1/13..

Short-Term ObjectivesShort-Term Objectives(Components & Examples)(Components & Examples)

WHO (Student)WHO (Student)BillBill

WHAT (Target Behavior)WHAT (Target Behavior)Identify a (appropriate) decoding strategyIdentify a (appropriate) decoding strategy

CONDITIONS/CIRCUMSTANCES – WHEN NEEDEDCONDITIONS/CIRCUMSTANCES – WHEN NEEDEDGiven one syllable wordsGiven one syllable words

CRITERIA (Level To Indicate Attainment)CRITERIA (Level To Indicate Attainment)8 of 10 trials8 of 10 trials

**Bill will identify an appropriate decoding strategy, given one syllable Bill will identify an appropriate decoding strategy, given one syllable words, in 8/10 trials.words, in 8/10 trials.

Related servicesRelated services

Check with related service providers ahead of time Check with related service providers ahead of time and invite them to the meeting. and invite them to the meeting.

IEP’s should not be finalized until you have all info! IEP’s should not be finalized until you have all info!

If the student has counseling or nursing as a related If the student has counseling or nursing as a related service, they must have goals in the IEP. service, they must have goals in the IEP.

If goals are integrated”, both will report on progressIf goals are integrated”, both will report on progress

Classes and Activities Classes and Activities Accommodations/ModificationsAccommodations/Modifications

Check all classes the student has, including lunch...Check all classes the student has, including lunch...

Check “List Accommodations” and/or “Custom Check “List Accommodations” and/or “Custom Accommodations” for each class. – Be careful to Accommodations” for each class. – Be careful to choose only what the student needs!choose only what the student needs!

Be specific under Implementation Specifications.Be specific under Implementation Specifications.

Notify teachers of accommodations/modifications at Notify teachers of accommodations/modifications at the beginning of the school year or semester.the beginning of the school year or semester.

NC Testing NC Testing Accommodations/Modifications:Accommodations/Modifications:

Only use “List Accommodations” for State Tests!Only use “List Accommodations” for State Tests!

Implementation Specifications are required for test Implementation Specifications are required for test accommodations that tell you to “Explain”. For others you accommodations that tell you to “Explain”. For others you may restate the accommodation/modification.may restate the accommodation/modification.

Give the Accommodation Review Sheet to your data manager Give the Accommodation Review Sheet to your data manager and notify your test coordinator about test modifications and and notify your test coordinator about test modifications and changes throughout the year!changes throughout the year!

Students must receive the modifications and/or Students must receive the modifications and/or accommodations on a regular basis in the classroom!accommodations on a regular basis in the classroom!

IEP…IEP…

III.) – “District-Wide Assessments” currently defaults III.) – “District-Wide Assessments” currently defaults to N/A in Easy IEP. This will change…to N/A in Easy IEP. This will change…

IV.) Address alternate assessment justification for IV.) Address alternate assessment justification for NCExtend 1 and NCExtend 2 and tell why!NCExtend 1 and NCExtend 2 and tell why!

V.) A. – Enter the time served and location.V.) A. – Enter the time served and location.

B. – Address related services…B. – Address related services…

IEP…IEP…

If you add or delete a related service, you must do a If you add or delete a related service, you must do a Reevaluation, even for counseling and transportation!Reevaluation, even for counseling and transportation!

C. – Nonacademic Services – time spent away from C. – Nonacademic Services – time spent away from regular students - must be factored into the % of regular students - must be factored into the % of services or continuum. (ie: lunch)services or continuum. (ie: lunch)

VI.) Continuum – Easy IEP will calculate the % of VI.) Continuum – Easy IEP will calculate the % of the school day for you and let you know if there is a the school day for you and let you know if there is a discrepancy. This is based on your bell to bell discrepancy. This is based on your bell to bell schedule.schedule.

LRE StatementLRE Statement

If the student will be removed at all, tell WHY….If the student will be removed at all, tell WHY….

Example:Example:

“ “Even with modifications, Tony has not been Even with modifications, Tony has not been successful in the regular classroom. He is successful in the regular classroom. He is functioning 3 years below grade level in math functioning 3 years below grade level in math and he has difficulty concentrating in a large and he has difficulty concentrating in a large class. He will be removed for one 90 min. class. He will be removed for one 90 min. period each day for support instruction in the period each day for support instruction in the areas of math and social skills in a small group areas of math and social skills in a small group setting. As he improves, Tony will be moved setting. As he improves, Tony will be moved to a less restrictive setting.”to a less restrictive setting.”

IEP…IEP…

VIII. - Progress will be reported with issuance of report cards, VIII. - Progress will be reported with issuance of report cards, as stated on Easy IEPas stated on Easy IEP. .

Use Easy IEP Progress Reports and include a narrative.Use Easy IEP Progress Reports and include a narrative.

IX. See the ESY worksheet for eligibility criteria. IX. See the ESY worksheet for eligibility criteria.

Be sure to review if you set a future date for ESY Be sure to review if you set a future date for ESY determination.determination.

Progress Notes –Elementary:Progress Notes –Elementary:

Goal: Tony will increase reading skills in the area of Goal: Tony will increase reading skills in the area of decoding and word recognition by reading words decoding and word recognition by reading words on the primer word list at 90% in 4/5 trials.on the primer word list at 90% in 4/5 trials.

..

October- We reviewed the pre-primer list and he was October- We reviewed the pre-primer list and he was able to read these words at 93%. He can read 5 words able to read these words at 93%. He can read 5 words on the primer list.on the primer list.

Dec.- Tony read 12/30 words on 3 different trials. And Dec.- Tony read 12/30 words on 3 different trials. And could read an additional 4 words when asked to look could read an additional 4 words when asked to look again. again.

Progress Notes –Elementary:Progress Notes –Elementary:

March- Tony has made significant progress this March- Tony has made significant progress this 9 weeks. He can read 22/30 words which is 9 weeks. He can read 22/30 words which is 73%. He does better when assessed later in the 73%. He does better when assessed later in the week rather that on a Monday or Tuesday.week rather that on a Monday or Tuesday.

June- Tony has met this goal. He read 28/30 June- Tony has met this goal. He read 28/30 words on 5 different trials.words on 5 different trials.

Progress Notes for Secondary:Progress Notes for Secondary:

Goal: Given multi-step word problems with money and Goal: Given multi-step word problems with money and measurement, Tony will solve 8/10, in 5 trials.measurement, Tony will solve 8/10, in 5 trials.

JanuaryJanuary- Tony was able to complete assignments involving - Tony was able to complete assignments involving money problems, at an average of 70% correct. Measurement money problems, at an average of 70% correct. Measurement problems were not addressed this 9 weeks.problems were not addressed this 9 weeks.

MarchMarch- Tony completed class assignments at an average of - Tony completed class assignments at an average of 74% correct involving money problems and at 60% average 74% correct involving money problems and at 60% average with problems involving measurement.with problems involving measurement.

..

Progress Notes for Secondary:Progress Notes for Secondary:

JuneJune – Tony completed class assignments at an – Tony completed class assignments at an average of 82% with money problems. He has met average of 82% with money problems. He has met criteria for this. He averaged 76% in problems with criteria for this. He averaged 76% in problems with measurement. He will need refreshers in August and measurement. He will need refreshers in August and should meet the goal by the annual review date.should meet the goal by the annual review date.

OctoberOctober- Tony has regained money skills at a 83% - Tony has regained money skills at a 83% average. He averaged 78% in measurement skills. average. He averaged 78% in measurement skills. This goal will be continued on his next IEP.This goal will be continued on his next IEP.

..

DEC 5 – “Prior Written Notice”DEC 5 – “Prior Written Notice”

A DEC 5 is required for all meetings. This is the A DEC 5 is required for all meetings. This is the document most used for litigation!document most used for litigation!

Address all proposals and refusals and Address all proposals and refusals and explain under sections I. and II.explain under sections I. and II.

The parent must receive a copy before the decision The parent must receive a copy before the decision can be implemented…can be implemented…

CECASCECAS

Complete a Complete a CECAS Student information formCECAS Student information form after all IEP meetings and any meeting that after all IEP meetings and any meeting that affects the headcount.affects the headcount.

This should be done within 24 hrs. of the This should be done within 24 hrs. of the meeting.meeting.

The form is on the EC website.The form is on the EC website.

That’s all folks!That’s all folks!

Questions???Questions???