Special Education Meeting 8/1/13

Special Education Meeting8/1/13WELCOME!This Years ThemeMotivating Students through a Supportive Learning Environment.high expectations for all!1New Employees/ProgramsAdams- Sorrel SweatJackson- Rachel Black and Pamela StatzerJohnson- Nancy Burleson, New K-2 SAM ProgramKennedy- Carolyn Kennedy, (ASAP), Misti Gardner, Roberta Nielsen, Rachel Auel, (EIP)Roosevelt- Morgan Saunders, (Lifeskills)Cora Cox- Lisa Sadeghi2https://www.youtube.com/watch?feature=related&v=q1R0HTbeUIg&nomobile=13Specialized ProgramsASAP I- Kennedy, k- 2ASAP II- Lincoln, 3-5ASAP III- RNR and SevierASAP V- Dobyns-BennettASAP VI- Special Education Zero Tolerance, Cora CoxLifeskills- Johnson, k-2Lifeskills- Roosevelt, 3-5

4Continued:Lifeskills- RNR, 6-8Lifeskills- DB, 9-12SAM I- Johnson, k-2SAM II- Johnson, 3-5SAM III- RNR and Sevier, 6-8SAM IV- DB, 9-125Procedures Regarding Self-Contained PlacementsA staffing will be held at the home school to review the students current placement and IEP goals to determine appropriateness.The teacher of the self-contained program will be contacted to observe the student who may be in need of a more restrictive environment ( and provide suggestions to support the student in their current placement) in order to receive a free appropriate public education.The sending teacher will also visit the possible new learning environment to determine appropriateness.An IEP team meeting will be scheduled and held. During this meeting the IEP will be reviewed with the parent/guardian to determine appropriateness and other options of service will be discussed (placement/programming options). Prior to the IEP team meeting, a staffing will be held for the educational staff to share their findings and suggestions.6EasyIEPNew Interface Make sure you review the license agreement and accept the user agreement (dept leaders ensure that your general ed. staff does this as well when they log in)Menu bar has changed and now is more user friendly (students, personal, eligibility, IEP process, documents, and ECO)ECO tabs are now more reflective of ECO process (including transition and outcomes for ages 3-5)Uploading external documents now via Paperclip (i.e. all signed documents, PWNs, psych reports, etc.)

7PaperClIpUpload multiple documents to a student's electronic file in EIEP in the documents sectionAny electronic documentation and historical data follows the student if he or she moves to a new district or school using EIEPAll scanned or electronic documents can be storedEasier interface for monitoringUploaded files are secured on EIEP databaseStore scanned documentsUpload most recent signature pages for IEP , eligibility and conference notes, FBA/BIP8In-system transfersWhen a student moves from a school within KCS to another school within KCS: Department chairs at each building have the user access to transfer students within-systemRemember that EasyIEP and PowerSchool must match in terms of enrollment date and option codesWhen you receive an IEP from a student moving from one city school to another city school , the IEP has to be re-finalized by the new case managerThe begin dates for the IEP have to match the 1st day enrolled at the new schoolNote: this applies to students who transitioned within-system over the summer9In-state transfersExisting IEPs from within TennesseeSend student name/DOB/prior school to Brian Cinnamon or Linda LoggansTransfers can only be made by PCG in Easy IEP; request has to be made for sending school to inactive in EIEP as well (Brian or Linda will do this)Implement existing IEP until team meeting held to modify/finalize new IEP; must occur within 30 calendar days

10Out of state transfersWhen you receive a student with special needs that enrolls at your school from out-of-state follow these procedures:Request records from previous schoolRequest school psychologist to review recordsCreate draft Re-evaluation Summary ReportConvene IEP meeting and finalize Re-evaluation Summary Report to determine eligibility for TN criteriaPowerSchool populates EASY IEP, so dont manually add studentsecretaries put the students in PowerSchool, the quicker they students are added the quicker EIEP is populatedOnce student is in EIEP, input data from received IEP into EIEP to create interim IEP Note: Always wait for PowerSchool to populate EASY IEP, as this will create EIS reporting errors

11Drop proceduresInform your building department leader when you need to drop a student that has moved from your caseload. The department leader will go to PowerSchool or check with secretary to determine the drop date in PowerSchool In EIEP, the department leader will select inactivate student and add the PowerSchool drop date and select the reason for the drop (typically moved - known to be continuing )12Transportation InformationEach case manager should contact parents of special needs students that require transportation and document current informationDuring the school year, if the IEP team decides that transportation is necessary then complete the transportation request form without omissions and fax form to Brian Cinnamon (he will forward to Ken Barnes)Please don't give forms to the drivers, send to Brian Cinnamon and he will send approval to Ken Barnes; once received it may take several days for transportation to be set upIf you have a special condition that might be needed during transportation let Lenore and Brian know so that we can inform Ken (don't inform the driver )Fully completed transportation request paperwork is required before transportation can be provided

13Transportation remindersIf transportation needs to change for any reason, please inform Brian Cinnamon and Ken Barnes Case managers need to ensure that we have the most up-to-date contact information and addresses for students with special transportationPlease don't guarantee special transportation until all procedures have been completedNote: there has to be a need for special transportation, it is not provided for every student with special needs14homeboundSandra Collins Special Education Homebound TeacherBrian Cinnamon Homebound CoordinatorWhen a request for homebound is approved, the case manager will be informed and an IEP meeting must be held to change service to homeboundHomebound placements for special needs students are 30 calendar days after approval for placement on homebound Students must have an IEP team review every 30 days while on homebound to update progress and continue homebound services15Get a shoulder partnerNumber 1 answer the following question to shoulder partner:What is required for an out-of-state transfer that isn't required of an in-state transfer?

Number 2 answer the following question to shoulder partner: What is the name of the new system in Easy IEP used to upload signed documents?16Writing Instructionally Appropriate IEPs Tied to Common Core State Standards17Short Term Objective UseThe proposed change will remove the requirement for short term objectives with the following exception:Students with a significant cognitive disability assessed on an alternate assessment will continue to need short term objectivesThe IEP team may decide a student requires short term objectives in order to be successful Lenore18Short Term Objective UseThe proposed change will remove the requirement for short term objectives with the following exception:Students with a significant cognitive disability assessed on an alternate assessment will continue to need short term objectivesThe IEP team may decide a student requires short term objectives in order to be successful Lenore19Short Term Objective UseHas not helped close the achievement gapHave not been well linked to present levels of performanceAre not easily measured in the inclusive classroom

Lenore20What Will Replace Short Term ObjectivesWith the RTI model, the student will have a measurable annual goal in a specific area and will be progress monitored in that specific deficit areaInformation/progress monitoring should be given to parents every 4.5 weeksStudents will require progress monitoring at least bi-weekly (academic deficit) or more often depending on area of deficitLenore21What Will Replace Short Term ObjectivesCommon core Tier 1 skills worksheets will provide teachers with a way to differentiate Tier 1 instructionThese are fluid documentsAssist the general education and special education teacher with making instructional decisions for Tier 1instructionStudents with an IEP need access to common core with differentiation of Tier 1 supportData from ongoing benchmark data, progress monitoring data, and updated Tier 1 worksheets will be provided every 9 weeksLenore22AccountabilityIs in the dataFocus on teacher effectiveness, gap closures on AMOsSchool and district dataStudents should make growth towards the goalIndividual student dataLenore23Annual Goals AreMeasurable.Based on students area of deficit.Written on % or accuracy 100% of the time.Jeanne24What is an Instructionally Appropriate IEP?An Instructionally Appropriate IEP describes a process in which the IEP team has incorporated state content standards in its development Specific accommodations and modifications addressing students needs to access the general education instructional program are included in the Instructionally Appropriate IEP for students present grade-level and course content requirements.

A Standards-based IEP describes a process in which the IEP team has incorporated state content standards in its development. The IEP is directly linked to and framed by Common Core State Standards for the grade in which the student is enrolled or will be enrolled. The CCSS can be found at http://www.corestandards.org/the-standJeanne25Instructionally Appropriate Individualized Education Program (IEP):Developing Instructionally-Appropriate Measurable Annual GoalsAsk:What are the students needs as identified in the present level of performance?What skills does the student require to master the content of the curriculum?What can the student reasonably be expected to accomplish in one school year?IEP annual goals set targets of expected performance for individual students to accomplish in one school year. The goals in a students IEP should relate to the students need for specially designed instruction to address the students disability needs and those needs that interfere with the students ability to participate and progress in the general curriculum. Needs identified in the PLOP provide the basis for which annual goals are written.

26Components of Annual GoalsExample: Matthew (who) will correctly add single-digit sums (behavior) using math manipulatives (conditions) at least 80% of the time (criterion) by the end of the first grading period (time frame).Writing Annual Goal ComponentsWhen writing annual goals, the components should include who, behavior, criterion, conditions, and timeframe. Timeframe specified in the number of weeks or a certain date for completion. Conditions specify the manner in which progress toward the goal occurs. Conditions describe the specific resources that must be present for a student to reach the goal. The condition of the goal should relate to the behavior being measured. For example, a goal relating to reading comprehension may require the use of a graphic organizer. The graphic organizer is the condition. Behavior clearly identifies the performance that is being monitored. It represents an action that can be directly observed and measured. Criterion identifies how much, how often, or to what standard the behavior must occur in order to demonstrate that the goal has been achieved. The goal criterion specifies the amount of growth that is expected.27Components of Annual GoalsAsk:Does the goal have a specific time frame?Are the conditions for meeting the goal addressed?How will you measure the outcome of the goal?Are the goals written in terms that parents and teachers can understand?Do the goals support participation and progress in the general education curriculum?Do the annual goals support postsecondary goals?

28What is the difference betweenthe Traditional and Instructionally Appropriate IEP?Traditional IEPInstructionally Appropriate IEPFocused on acquiring basic academic, access, and/or functional skills

Little relationship to a specific academic area or grade-level expectations

Directly tied to the Common Core standards

Both the students present level of academic achievement and functional performance (PLP) and the annual IEP goals are aligned with and based on the states grade-level standardsTraditionally, IEPs have focused on a students acquiring basic academic, access (standards-driven IEP) or functional (aligned IEP) skills and have had little relationship to a specific academic area or grade-level expectations. In contrast, the process used to develop an Instructionally Appropriate IEP is directly tied to the states content standards. Both the students present level of performance and the annual IEP goals are aligned with and based on the states grade-level standards which creates a plan that is aimed at getting the student to a proficient level on all state standards. Jeanne

29What are the components of an Instructionally Appropriate IEP?Tennessee requires that all IEPs contain a present level of academic achievement and functional performance (PLOP), goals statement, list of accommodations and/or modifications and service statements. The IEP also includes the students level of nonparticipation with peers in the general education setting, how the student will participate in state assessments, and methods of assessing and reporting student progress.For students beginning with the first IEP to be in effect when the student is age 14, the IEP should address secondary transition and transfer of student rights. It should be noted that in a Standards-based IEP, the PLOP and annual goals are connected to the specific grade-level SOL. This creates a plan that is aimed at getting the student to a proficient level on state standards in addition to addressing functional and/or behavioral needs of the student, as needed.

The components are the same as the traditional IEP. Tennessee requires that all IEPs contain a present level of academic achievement and functional performance (PLOP), goals statement, list of accommodations and/or modifications and service statements. The IEP also includes the students level of nonparticipation with peers in the general education setting, how the student will participate in state assessments, and methods of assessing and reporting student progress. In addition, for students beginning with the first IEP to be in effect when the student is age 14, the IEP should address secondary transition and transfer of student rights. It should be noted that in a Standards-based IEP, the PLOP and annual goals are connected to the specific grade-level SOL. This creates a plan that is aimed at getting the student to a proficient level on state standards in addition to addressing functional and/or behavioral needs of the student, as needed. Jeanne

30What are the benefits of a Instructionally Appropriate IEP?Ties the IEP to the general education curriculumProvides positive directions and goals for interventionUtilizes standards to identify specific content critical to a student's successful progress in the general education curriculumPromotes a single educational system that is inclusive through common language and curriculum for special and general education studentsEnsures greater consistency across schools and districtsEncourages higher expectations for students with disabilitiesMacQuarie (2009) describes the following positive benefits of an Instructionally Appropriate IEP:Ties the IEP to the general education curriculum, Provides positive directions and goals for intervention,Utilizes standards to identify specific content critical to a student's successful progress in the general education curriculum, Promotes a single educational system that is inclusive through common language and curriculum for special and general education students, Ensures greater consistency across schools and districts, and Encourages higher expectations for students with disabilities

A properly implemented Instructionally Appropriate IEP will improve the students opportunity to receive specifically designed instruction linked to the general educational curriculum for the enrolled grade and appropriate accommodations to support achievement of grade-level expectations. Jeanne

31Are all special education students required to have an Instructionally Appropriate IEP?Best practice would suggest that an Instructionally Appropriate IEP would be beneficial for all students. However, at this time, only students who are eligible to take the PARCC assessment must have Instructionally Appropriate IEPs. Students assessed on the alternate assessment will continue to have short term objectives

Regardless of short term objective use,All Annual Goals must be measureable and connected to the students present level of performance. Jeanne32Does an Instructionally Appropriate IEP imply that the student is on grade-level in that content area?No, the student may not be on grade-level in that content area. However, they are working toward meeting grade-level expectations and are receiving grade-level content instruction.

No, the student may not be on grade-level in that content area. However, they are working toward meeting grade-level expectations and are receiving grade-level content instruction. The IEP should address what needs to happen in order for the student to meet the standards. Once the IEP team has analyzed the students current performance and determined what the student needs to learn, the specialized instruction and related services and supports should be addressed.Jeanne

33Instructionally Appropriate IEPThe Present Level of Academic Achievement and Functional Performance (PLOP) provides a summary of baseline information that indicates the students academic achievement, identifies current functional performance, and provides an explanation of how the disability affects the students involvement/progress in participating in the general curriculum. An instructionally appropriate IEP should indicate how the student is performing in relationship to the CCSS at the enrolled grade-level. An instructionally appropriate IEP should identify specific skills and knowledge that will allow the student to work towards current grade-level CCSS or the next grade-level of standards.

The Present Level of Academic Achievement and Functional Performance (PLOP) provides a summary of baseline information that indicates the students academic achievement, identifies current functional performance, and provides an explanation of how the disability affects the students involvement/progress in participating in the general curriculum. An instructionally appropriate IEP should indicate how the student is performing in relationship to the CCSS at the enrolled grade-level. An instructionally appropriate IEP should identify specific skills and knowledge that will allow the student to work towards current grade-level CCSS or the next grade-level of standards. Lenore

34Step 1: Review the Grade-Level StandardsAll members of the IEP team, including parents, should become familiar with the general education grade level standardsNote that IEPs that span two school years may require goals from both grade levels (e.g. 7th grade ELA and 8th grade ELA).Consider how the student is performing in relation to the grade-level content standards for the grade in which he or she is currently enrolled.

Ask:What is the intent of the content standard?What must the student know and be able to do to meet the content standard?Lenore35Step 2: Examine Classroom and Student DataAnalyze the students performance relative to grade-level Common Core standards on: Informal class assessments, statewide assessments, real-world performance tasks, criterion-based evaluations, curriculum-based assessments, and work samples. Identify the grade-level Common Core standards that are most affected by the students disability.Consider whether the data are valid measures of the students abilities.Use the data to predict future learning needs.Consider parent and student input.Review previous IEPs and progress monitoring data regarding the students performance.Lenore36Step 2: Examine Classroom and Student DataAsk:What can the IEP team learn from the data about the students performance on grade-level content standards and skills?Can the assessment data provide useful information for identifying the students strengths and needs?What gaps in knowledge and skills does the student have?What can we learn from the way the student responded to previous accommodations?Were the previous interventions successful?Are there skills from previous grade levels that the student has not learned that are crucial to acquiring the grade-level standard? Which are most important to supporting progress?Are there authentic, real-world tasks that demonstrate evidence of student learning?Are there data on student reflection and self-assessment?Is anyone collecting multiple measures? If so, who?Lenore37Step 3: Writing the PLPDescribe individual strengths and needs of the student in relation to accessing the general curriculum.Include data from evaluations, classroom and state assessments, observations, information from parents and students, and other resources (examples listed above).Identify the skills and knowledge that a student needs to achieve to meet academic grade-level content standards.Identified needs will be used to develop annual IEP goals.

Lenore38Step 3: Writing the PLPAsk:What are the grade-level content standards?What is the students performance in relation to grade-level standards?What are the students strengths in terms of accessing and mastering the general curriculum? Include sources of this information.What are this students areas of need in accessing and mastering the general curriculum? Include sources of this information.What academic skills and behaviors is the student able/unable to perform?What functional skills and behaviors is the student able/unable to perform?Do functional, organizational, or social skills issues affect the students involvement and progress in the general curriculum?What strategies, accommodations, and/or interventions have been successful in helping the student make progress in the general curriculum?How does the identified disability affect involvement and progress in the general curriculum?What are the parental concerns?What are the students interests, preferences, and goals? Include postsecondary aspirations if age-appropriate. Is the student progressing at a rate to achieve grade-level proficiency within the year?Lenore39PLP Quick CheckIs the information educationally valuable and written in a user-friendly fashion?Does the baseline data represent the students needs in relationship to the general education curriculum?Would any teacher know where to begin instruction based on the information provided in the PLP?

Lenore40Table ActivityWith you shoulder buddy give three NON examples of a PLOPLenore41Sample PLOPExampleNon-ExampleBased on running records, Maria reads 3rd grade narrative text at 70 word correct minute; however with expository text her words correct per minute is reduced to 50. Due to her reading speed and accuracy, Maria has trouble engaging grade-level text.Maria cannot read 3rd-grade level text.John is able to sit in his chair for 10 minutes using visual cues based on behavior charts, but without the visual supports he sits in his chair for 5 minutes. His difficulty focusing impairs his ability to learn material in group settings.John has difficulty following classroom rules.Based on teacher made and district benchmark test of grade level material utilizing a graphic organizer, Daniel is able to correctly answer more than 70% of factual comprehension questions; however, his accuracy with inferential question is 40% therefore, inhibiting his progress in the general education curriculum.As measured on the EOWPVT-R, Carmens expressive vocabulary is at 19 months and as measured by the ROWPVT-R her receptive vocabulary is at 26 months.Lenore42Developing Measurable Postsecondary Goals and Transition Needs

Ask:What do you want to do when you finish high school?If you go to college, what do you want to study?What kind of work do you want to do?What do you want to learn more about?Where do you plan on living?Lenore43Assess and report the students progress throughout the year.Ask:How does the student demonstrate what he/she knows on classroom, benchmark, and state assessments?Are a variety of assessments used to measure progress?How will progress be reported to parents?Did the student make the progress expected by the IEP team? (criteria)How does the students performance compare with the performance of general education students?Is the student more independent in the goal area?Will work in the goal be continued or will student be dismissed from this goal area?

Jeanne44Progress Monitoring: At the time the IEP is developed, specify how progress will be measured, including;

What will be monitored,Who will monitor it, When it will be monitored,Where the monitoring will be conducted, How will the data be reported.

Jeanne45Reporting Student ProgressProgress on IEP goals and short-term objectives (if required) is reported to parents as often as non-disabled students receive academic progress reports.Timeline: Mid-Quarter (Interim Reports), QuarterlyFormat: Compilation Forms, Graphs, Narratives

Jeanne46Instructionally Appropriate Individualized Education Program (IEP):

Identifying Special Education and Related ServicesA statement of the special education and related services and supplementary aids and services, based on peer-reviewed research to the extent practicable, to be provided for the student, or on behalf of the student, and a statement of the program modifications or supports for school personnel that will be provided to enable the student: (34 CFR 300.320(a)(4)) a. To advance appropriately toward attaining the annual goals; b. To be involved and progress in the general curriculum and to participate in extracurricular and other nonacademic activities; and c. To be educated and participate with other children with disabilities and children without disabilities in the activities described in this section. 47Identifying Special Education and Related ServicesAsk:What related services or accommodations are needed to enable the student to access the knowledge in the general education curriculum?What accommodations have been used with the student and were they effective?Has the complexity of the materials been changed in such a way that the content has been modified? 48Types of Related Service interventions offered by schools include:Direct Services Related service professional interacts directly with the student i.e.. one on one counseling

Indirect Services Related service professional interacts with other personnel i.e.. training teacher how to implement a behavior management program

According to National Dissemination Center for Children with Disabilities, there are two basic kinds of related services interventions offered by schools to meet the range of student needs. These are: direct services and indirect services.49Accommodations - Accommodations do not reduce learning expectations. They provide access. Example: Fewer answer choices during and assessment or fewer homework questions covering all topics.

Modifications - Modifications refer to practices that change, lower or reduce learning expectations. Example; Providing work that is below a student's grade level.Accommodations and ModificationsSupplementary aids and services are aids, services, and other supports that are provided in regular education classes, other education-related settings, and in extracurricular and nonacademic settings, to enable children with disabilities to be educated with nondisabled children to the maximum extent appropriate. These aids and services are often identified as accommodations and modifications. The difference between accommodations and modifications is that accommodations do not reduce learning expectations. They provide access. However, modifications refer to practices that change, lower or reduce learning expectations. Modifications can increase the gap between the achievement of students with disabilities and expectations for proficiency at a particular grade level. * The student should be familiar with the accommodation and its use should not be limited to state assessment only. An accommodation should not be selected solely to enhance performance beyond providing equal access. In addition, it is also important to know that some accommodations used during instruction or classroom assessment may not be allowable on statewide assessments. If there are questions about the appropriateness of a specific accommodation, contact the TN Department of Education. Lenore50Types of AccommodationsPresentation AccommodationsAllow students to access information in ways that do not require them to visually read standard print. These alternate modes of access are auditory, multi-sensory, tactile, and visual.Response AccommodationsAllow students to complete activities, assignments, and assessments in different ways or to solve or organize problems using some type of assistive device or organizer.Setting AccommodationsChange the location in which a test or assignment is given or the conditions of the assessment setting.Timing and Scheduling AccommodationsIncrease the allowable length of time to complete an assessment or assignment and perhaps change the way the time is organized.51Instructionally Appropriate Individualized Education Program (IEP):Determining the Most Appropriate Assessment Option

According to special education regulations and No student Left Behind guidelines, the students with disabilities are expected and required to participate in the statewide accountability assessment program. Decisions not about if the student will participate, but how a student will participate in the state's accountability system are made by the IEP team on a student-by-student, assessment-by-assessment, subject-by-subject and year-by-year basis.According to special education regulations and No student Left Behind guidelines, the students with disabilities are expected and required to participate in the statewide accountability assessment program. Decisions not about if the student will participate, but how a student will participate in the state's accountability system are made by the IEP team on a student-by-student, assessment-by-assessment, subject-by-subject and year-by-year basis. Jeanne52Selecting the most appropriate assessment optionAsk:What types of assessments are offered in the state?What types of responses do different state assessments require?Has the student received Standards-based, grade-level instruction?What was the students instructional level?Can the student make progress toward grade-level standards in same timeframe?Can the student demonstrate what he/she knows on the assessment option under consideration?Jeanne53IEP Meeting ProtocolIntroduction of ParticipantsReview Parental RightsDiscussion of Meeting Ground Rules and Additional GuidelinesDiscussion of Considerations that Include the Following;Recent evaluation dataStudent's strengths and parental concernsReview of IEP/Progress toward goalsStudents Academic/Functional NeedsDiscussion of IEP Components to be AddressedLenore54$10,000 Pyramid TemplateTest Your Knowledge!55Componentsof an Annual GoalPresent LevelsofPerformanceAccommodations

Composition ofan IEP Team50 points50 points50 points100 points100 points200 pointsPyramid GameComponentsof ProgressMonitoringModifications56Monitoring UpdateCM Initial 9: Prior Written Notice for Initial EvalCM Initial 10: Consent for Initial EvaluationCM Initial 11: Consent for Initial PlacementCM Initial 13a: Prior Written Notice for Initial PlacementIEP Process15: Invitation to MeetingIEP Process 20: Source/Date of Information and exceptional areasIEP Process 21: Present Levels of Academic Achievement and Functional Performance: All Areas AddressedIEP Process 23: Annual Goa/Short Term Obj. Address ALL PLOP areas57Monitoring Cont:IEP Process 45: Date IEP was Provided to the ParentIEP Process 47: IEP Review by Teachers Not in AttendanceSecondary Transition 52: Transition: Measurable Postsecondary Goal(s)Secondary Transition 54: Transition: Age Appropriate Transition AssessmentSecondary Transition 56: Transition: Course of Study58LUNCH11:00 TO 12:00

59Presented by:Paula Nickels & Jessica KoonAugust 1, 2013Reevaluation Summary Report Training

60ObjectivesYou will gain knowledge and understanding about:

When to complete the Reevaluation Summary ReportSteps to take for in state/out of state transfersHow to complete the Reevaluation Summary Report61More ObjectivesWhat data to include in Sections I, II, III, IVSection V decision-making proceduresHow to complete an assessment plan for a comprehensive reevaluationCommon mistakes62When do I Complete the Reevaluation Summary Report?

The Reevaluation Summary Report is Necessary When:Triennial reevaluations, which are required by IDEA every 3 years for all students with disabilitiesWhen a child identified with a developmental delay is about to turn age 10 and eligibility as DD will expire64The Reevaluation Summary Report is Necessary When:

Out of state transfers-when a student with evidence of a disability (e.g. an IEP) moves to KCS from out of stateWhen a secondary disability is suspected65The Reevaluation Summary Report is Necessary When:Can be done early if information is needed for placement decisions, college planning, etc.Exiting special education-before determining that a student is no longer a child with a disability and considering terminating special education eligibility/services

Reevaluation Summary ReportSections I, II, III, IV, & V

Questions, Concerns, Comments

83Highlights of the Special Education Manual84Highlights of the special education manual -Chapter 1 Student IdentificationChild FindStudent Support Team/Response to Intervention TeamEncompassing all children within attendance boundariesKathy Parham, CoordinatorReferrals from agencies, physicians, parents, etc.School Based Team Referrals for academic, behavioral, and/or social difficultiesFocus Problem SolvingDocumentation of Response to InterventionDetermination of need for evaluation for consideration of special education 85Chapter 2 Initial EvaluationInformed Parental Consent for EvalutionEligibility DeterminationCreate in EIEPRecord date received from parent... AT PRESENT eligibility must be determined within 40 school days;FUTURE60 calendar days Evaluation (school based) begins-Follow Referral ChecklistCOMPLETE Referral File to Jeanne Peal-ASCIEP Team meeting scheduled with at least 10 days notice to parent (EIEP forInvitation)Parent/Guardian must attend Discussion of findings related to suspected disabilityEligibility Report - Eligible OR Eligibility Report - Not Eligible (EIEP)

86Chapter 3 The IEP MeetingInvitation (EIEP) to parent giving at least 10 days noticeComposition must include: Special Ed teacher, General Ed teacher, LEA representative, Parent Parent Rights/Procedural SafeguardsdocumentReview purposeDiscuss current concerns/needs, present levels of performance, observations/assessment findingsDetermine eligibility if appropriateReview draft IEP in detail/modify as neededFinalize IEP and obtain signaturesReview conference notesProvide parent copy of finalized IEP

87Chapter 5 educational recordsRecords ManagementRecords Review and InspectionConfidentialityFERPA and IDEA Part BCurrent listing of names that can access filesParents/guardianswithout undue delayAlso those directly involved in working with studentAccess by third party requires consentMaintain log for third party signatures88Chapter 7 Behavior and ConductIsolation and RestraintNot the same as brief holding to calm, comfort, prevent injury (allowable without writtennotice to parent)Isolation and restraint in emergency only, i.e., threat to safety of self or othersIsolation and restraint by trained personnel only (Handle With Care)IEP providing for isolation/restraint must also have FBA/BIPIf emergency isolation/restraint used, IEP meeting within 10 school daysAny use of isolation/restraint requires parent notice/documentation in EIEP89Parent identified (in writing) need for special educationParent previously requested evaluationTeacher or other school staff expressed concern to school system officials regarding a pattern of behaviorUNIDENTIFIED STUDENTS are afforded same disciplinary protection as SPED stuident IFsystem had prior knowledge of disability,Chapter 7 Behavior and Conduct90Chapter 7 Behavior and ConductShort-term Removals/SuspensionsLong-Term Removals and Change of PlacementUp to10 cumulative days FAPE freeISS doesn't "count" if student still gets servicesBus suspension does "count" if in IEP unless other transportation is providedTime outs, principal referrals don't "count"More than 10 consecutive/cumulative daysIEP Meeting to complete manifestation determination91chapter 7 behavior and conduct - manifestation DeterminationManifestation or Not?Was behavior caused by or have a direct and substantial relationship to disability?No - Discipline as non-disabled and continue to provide services in interim educational setting determined by IEP TeamYes - FBA/BIP, return to placementfrom which removed (unless parent/school agree on change of placement as part of BIP)Special exceptions for drugs, weapons, and serious bodily injuryWas the behavior in question the direct result of the LEA's failure to implement the IEP?92