2016 Tim Calvelage & Karen Maag EMIS - Julie Selhorst Putnam County Educational Service Center IEP Compliance Training 1 Table of Contents Monitoring for Implementation of IDEA, State Requirements, and Student Results Slide 3 EMIS Slides 4-5 Checklist Newly Enrolled SE Students Slide 6 PR-O1- Slide 7 IEP Time Line and Effective Dates Slides 8-9 IEP Graduates, Summary of Performance & EMIS Slide 10 Amendments Slide 11 Other Information- Slide 12 Section 1 Future Planning- Slides Section 2 Special Instructional Factors- Slide 15 Section 3 Profile- Slides Section 4 & 5 Transition- Slides Section 6 Present Levels, Goals, and Objectives- Slides Progress Reporting- Slide 43 Section 7 Specially Designed Services- Slides Section 8, 9, 10- Slides Section 11 LRE- Slide 60 Section 12 Testing- Slide 62 Third Grade Reading Guarantee- Slide 65 Section 13 & 14 Signatures- Slide 66 ESC Teacher Information Slide 67 Resources- Slide 68 2 Monitoring for Implementation of IDEA, State Requirements, and Student Results 3 EMIS Education Management Information System Special Education Events Reported in EMIS are used to Determine Special Education Funding 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 Special Education Compliance & Accountability 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 districts performance on State Performance Plan indicators. EMIS is the data source for many indicators. 4 NIEP Special Ed Services Provided without IEP in Place 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. There are 3 main compliance reasons for using this Event: 10 Student newly transferred in & IEP adoption determination not complete - SE service provided based on prior IEP. 11 IEP accidently expired, new IEP not in place SE service being provided based on prior IEP. 12 IEP current, but not reported in EMIS in prior reporting period - services provided based on current IEP. The NIEP event will generate special education funding from the date the student began to receive special education services until the IEP is in place. To help you determine if/when/how a NIEP needs reported for funding, please contact Julie Selhorst at ESC. 5 Checklist-Newly Enrolled Special Ed Students 6 PR-O1 Prior Written Notice - Its a Requirement - Why & How? Sent/given after EVERY IEP meeting - Initial IEP, Annual Review IEP, Amendment, Adoptioneven if everyone is in agreement with all that occurred. Prior = prior to implementation of services, not prior to meeting 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 and why - Services that were in the draft IEP but were taken out of the final document. 7 Page 1-IEP Time Line & Effective Dates IEP MEETING DATE Hold IEP Meeting no later than 364 days from prior years 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 a few days prior to when its due. Example: If last IEP Meeting Date was , hold this years Meeting on or before , but no later than EFFECTIVE DATES IEPs are typically 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 WATCH THE DATES Pay close attention to Meeting Dates and Effective Dates on IEPs that your district adopts. 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. 8 EXAMPLES - IEP Time Line & Effective Date for Review IEP Meeting (does not apply to Initial IEPs) Example: Parent attends Review IEP meeting Last years IEP Meeting Date This years Meeting Date Handed PR-O1 to parent at conclusion of meeting on IEP Effective START Date: IEP Effective END Date: Example: Parent does NOT attend Review IEP meeting Last years IEP Meeting Date This years Meeting Date PR-O1 & IEP mailed/sent home with student on Change IEP effective START date to on IEP & EMIS form (a reasonable amount of time for parents to receive formsbut make sure the new date is within compliance.) IEP Meeting Date and Effective END Date do NOT change. 9 IEP Graduates, Summary of Performance & EMIS IF IEP due within 2 months of graduation AND if no changes need made to existing IEP for remaining days left in school year: At IEP meeting, document this 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. 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. 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. As a reminder, the Summary of Performance is a summary of academic achievement and functional performance including recommendations on how to meet students postsecondary goals. This form is available in SpS. 10 Amendments 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 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 CHILDS 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 12 Important Section 1: Future Planning This is the 1 st step in transition planning Statement or short paragraph that summarizes childs skills and interests in relation to goals for education and employment after high school. Must be based on a discussion with child and the childs family about the approaching school year and childs 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? 13 Section 1: Future Planning Remember the acronym PINS (Preferences, Interests, Needs, and Strengths) 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 childs educational program? How can these skills be improved and used in the childs 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. 14 Section 2: Special Instructional Factors 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 15 Section 3: Profile 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 childs 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? Follow the graphic organizer provided on the next slide. 16 17 Profile BIG Picture Past Provide a brief educational history of the child. Include relevant medical and safety information as appropriate Provide a summary of the strengths and weaknesses as identified in the recent ETR, and other evaluations(See next slide) Identify the childs interests, future plans, and concerns of the parents Summarize any special factors that were identified in Section 2 such as Behavior, communication etc. Provide a statement of how the disability impacts the students progress and participation in the general curriculum (diagnostics, NGA or OGT results) Describe educational strategies and services that are provided. The student learns best when given ETR and IEP Linkage Resource 18 Ohio New State Tests ACCOMMODATIONS : (Under section 3) 19 Remember to include information and data in the profile to support the need for special accommodations on the Ohios New State Tests. The important ones that need evidence to support the need for the accommodation include: The presentation accommodation for ELA of text to speech/human reader The response accommodations of Calculator and ScribeAccomodations/Accommodations-on-State-Assessments Text to speech/human reader for ELA 20 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 students 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. Include title of examiner, date of test, score and summary of results Calculator and Scribe 21 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 students motor process of writing through keyboarding, or from expressing written language even after repeated attempts to teach them to do so. The students inability to do so must also be documented in evaluation summaries and the student routinely uses a scribe for written assignments. 22 The Transition Plan Post-Secondary Education Employment Independent Living 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. Measurable goals -Post-Secondary -Employment -Independent Living (as appropriate) Summarize Age Appropriate Transition Assessments for ALL three areas. Post-Secondary education, Employment, and Independent Living Include Course of Study List of Transition Services which will be provided Who is responsible and when the service will occur Sections 4 and 5: The Transition Plan Remember, starting at age 14, the transition plan drives the IEP The student must always be invited when transition is discussed Schools are responsible for providing the educational programs & transition services stated in the IEP Remember to check the students DOB. The Transition Plan must be completed if he/she would turn 14 during the life of this IEP. 23 Section 4: Postsecondary Transition - Statement 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. 24 Section 4: Postsecondary Transition - Age Appropriate Transition Assessments TRANSITION SERVICES provided during previous IEP Must be summarized with detailed results 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 25 Section 4: Postsecondary Transition - Age Appropriate Transition Assessments AATA must address : PINS (preferences, interests, needs, and strengths) Additional items to consider: What skill levels are required for the childs future intentions and how do the childs current levels compare? Does the child have the stamina, dexterity, coordination, and other skills needed to meet the physical demands of the postsecondary environments of future plans? How do the childs current behavior skills compare with those expected in the childs postsecondary environments? Can the child solve everyday problems and make decisions as expected in the postsecondary environment including independent living and employment situations? Is the child able to self-advocate and effectively communicate needs in the postsecondary environment? Does the child need to become more independent by gradually removing any school accommodations currently in place? 26 Section 4: Postsecondary Transition- Age Appropriate Transition Assessment resources Dont forget to check out this resource for assessment materials. AATA LibraryQuick Book Of Transition AssessmentsOhio Employment First website:// 27 Section 4: Postsecondary Transition- Age Appropriate Transition Assessments - Sample In conversation with Tom on , 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 , 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. Toms 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. 28 Education Independent Living Employment Section 5: Postsecondary Transition Services - Postsecondary Education & Training Transition Plan must be in place for a child who will be 14 or older during the time the IEP is in effect. REQUIRED that the child be invited to the IEP meetings where transition will be discussed. Appropriate sections on the invitation MUST be checked. Postsecondary transition planning requires making plans over the span of the childs 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 29 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. 30 Section 5: Postsecondary Education & Training Postsecondary Education and Training See this reference for examples of Measurable Postsecondary Goals:* 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* Number of Annual Goal- 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 31 Section 5: Employment Employment * See this reference for examples of Measurable Postsecondary Employment Goals: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:32 Section 5: Independent Living Independent Living See this reference for examples of Measurable Postsecondary Independent Living Goals: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:33 Section 6: Measureable Annual Goals- Writing the Present Level of Performance 1. When writing a PLOP for Review IEPs, start by making a statement of the students progress on the current goal for this area. 2. Then identify the new skill that the student needs to master to improve his/her progress in the stated goal area. 3. 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.. 4. Then state how this performance compares to same age peers and or the grade level standards. 5. State how this skill deficit affects the students access, involvement and progress in the general education curriculum. 6. Finally, identify the instructional strategies and accommodations that have been helpful or needed for this student to be successful. 34 35 PLOP (Present Level Of Performance) For review IEPs What is the childs progress on the current goal for this area? State where the child is currently. Present current quantifiable measurable baseline data for this skill using assessments and progress monitoring tools State what the child needs to learn next. Identify the SKILL the child needs in order to make progress in the curriculum. (only 1 skill) State how this compares to his same age peers and the grade level standards. How does this affect involvement and progress in the general education curriculum? What are the strategies and accommodations that have been successful or needed? 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 5 th grade vocabulary words) 2. State who The student 36 Writing Measurable Annual goals continued 3. State what the student will do using measurable verbs. Must be a clearly defined behavior/skill. (answer, chart, compare, create, complete, compose, decode, describe, explain, greet, label, match, paraphrase, read, organize, solve, self correct, spell, type, etc.) 4 Then state the criteria to what degree (This is how many times the behavior must be observed and measured before its considered mastered) 80% accuracy in 4/5 trials. 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. 37 38 Goals And Objectives Who This is the Student To what level of degree. Includes criteria stated in accuracy and trials Will do What. An observable behavior describing what he/she will do. Conditions. This is the given statement. When given In what length of time By the end of the school year How will it be measured The method used for measuring progress Adaptive Goals Must include an adaptive goal for students identified with ID or MD. Adaptive Areas include: communication, daily living skills, socialization, and/or motor skills 39 Criteria and Mastery Although not law, best practice includes both accuracy and trials. (i.e. 80% on 3/5 opportunities) Unless stated, the implication is without error or 100% performance. (100% on 3/5 opportunities) This same criteria should be what is reported for progress reports (PLOP-Goal-Progress). (percentage on _/5 opportunities) 40 Objectives A smaller, more manageable learning task that a child must master as a step toward achieving an annual goal Objectives break the annual goal into discrete components May be sequential steps or implemented simultaneously Should include condition, clearly defined behavior and performance criteria- measurable information MUST be written the same way as goal 41 Step Goal Goal Activity 42 Progress Reporting- Must Do! 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. Reference Progress Measurement Descriptions 43 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. 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. There should be data available to support the fact that the services are necessary and beneficial. These supports and services are linked to the needs, goals, and objectives of the child. Everything the child will be receiving is identified in this section of the IEP. It is attainable and understandable by all. 44 What is Specially Designed Instruction? 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 students 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? 45 Specially Designed Instruction One for Each Goal One for Each Setting See checklist, clue sheet, and possible topics and phrases 47 Components of Specially Designed Instruction 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.) Provider Title This is the who The person or people providing the instruction Goal Addressed This is the what Identify what goal this instruction applies to Location of services This is the where. The physical location where the instruction is delivered Amount of Time and Frequency Tells when the instruction is provided Examples of Specially Designed Instruction Direct instruction or Small group instruction using 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 48For more ideas check out this resource. Section 7: Related Services 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. All related service providers MUST sign IEP either the top box on section 13 as an IEP meeting participant or the bottom box on section 13 not in attendance but provided information and recommendations 49 Section 7: Assistive Technology 50 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, ADLs, 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: 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 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. 51 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 52 IEP MUST specify when, where, how and under what conditions accommodations will occur. Review the following examples Section 7: Modifications 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 childs 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. If student is being Alternately Assessed include this statement- Student is learning content linked to Ohio Learning Standards-Extended 53 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: Requiring a child to learn less material (i.e. fewer objectives, shorter units or lessons, fewer pages or problems). Reducing assignments and assessments so a child only needs to complete the easiest problems or items. 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). 54 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 55 Section 8: Transportation as a Related Service 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 the first two questions, you must circle special transportation on EMIS form. 56 Section 9: Nonacademic and Extracurricular Activities For most students you would stateThe child will have the same opportunity as their nondisabled peers to participate in any extracurricular activities. 57 Section 10: General Factors 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. 58 Extended School Year Services (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 childs IEP team determines, on an individual basis, in accordance with rule 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 childs progress toward the childs 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. 59 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 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. 60 Examples for Section 11 The student will receive direct instruction in: list classes (ELA,Math, Science, Social Studies) because he needs extensive, repeated, individualized instruction and support along with the use of adapted materials that are not accessible in the regular education classroom. He will participate with non disabled peers in Art, Music and PE. This should match what was listed in Section 7 61 Section 12: Statewide and District Wide Testing This describes how the SWD will participate in classroom, district wide, and statewide assessment (Now referred to as Ohios State Test) Refer to Ohio Statewide Accessibility ManualState-Assessments OGT Excusals are still allowed for this years Juniors and Seniors - 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. Must make the determination for each test. Under details for accommodations, write Excused from OGT Continue to include accommodations for classroom and district wide test. 62 Statewide testing and Students on IEPs 63 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. According to Accountability Office at ODE, students are required to be tested at least once in reading/math/science in high school. This document outlines the current and future requirements for testing as it relates to the ESEA waiver and future ESSA law. https://education.ohio.gov/getattachment/Topics/Every-Student-Succeeds-Act- ESSA/Every-Student-Succeeds-Act-ESSA-Summary.pdf.aspx https://education.ohio.gov/getattachment/Topics/Every-Student-Succeeds-Act- ESSA/Every-Student-Succeeds-Act-ESSA-Summary.pdf.aspx Best practice is to have SWD take the end of course exams. The determination to excuse the students from the consequences of not passing the end of course exam should be a case by case team decision. Planning Tools for State Tests Found in Ohios Accessibility Manual One for computer based testing One for Paper based testing. 64 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 (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 students IEP determines that the student should be exempt from retention, that does not exempt other provisions including: Annual reading diagnostic Reading improvement and monitoring plans; and Special teacher qualifications for reading teacher. The data for supporting this exemption must be stated in the profile. 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. 65 Section 13: Meeting Participants and Section 14: Signatures 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 Initial IEP Annual Review Change of Placement Explain Transfer of Rights before the childs 17 th birthday and MUST have Student and Parent sign 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. 66 ESC Teacher Information Only Always send the original IEP and EMIS form to home district immediately after IEP meeting - EMIS FORM ON TOP. Send copies of both to ESC. Attach copy of parent Invitation and PR-01 to back of all IEPs. Send a copy of grade cards quarterly to home school district. At the end of the school year, you are also responsible to send to home districts the final progress reports and report card. Julie Selhorst will print the attendance and send it to the home district at the end of the year. Make sure the attendance is up- to-date in your housing districts DASL. 67 ResourcesState Support Team Region 1 National Secondary Transition Technical Assistance Center68