IEP Development Process: Making the Shift from Paper to Process Oakland Schools Compliance Unit: Abby Cypher-Kitchen, Compliance Michelle Gulley, Compliance Lydia Moore, Early Childhood Cathy Schmidt, Transition September 23,

IEP Development Process: Making the Shift from Paper to Process Shirley Young, Consultant, OSE-EIS Laura LaMore, OSE-EIS in cooperation with Allegan ESA August 23, 2010 MAASE Training 2

Welcome Introductions Housekeeping – Focus of the day – WHAT not HOW – Format Presentation Sample Student Comparison Work 3

Training Packet / Material 4 Agenda PowerPoint IEPmodel form Notice model form - Initial Notice model form - Provision of Programs and Services Amendment model form Quick Reference Guides (9) Q and A

Purpose for New State Model Form Clear need for an integrated system to: – implement requirements and practices for compliance; AND – focus on results for students 5

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Training Goals To increase understanding of the IEP development process To assist participants in understanding the design and content requirements of the IEP process in order to implement it with fidelity Move implementation process forward to reach our target of a unified education system. 7

IEP Development: Alignment Matching two educational components to strengthen the purpose and goals of both. In IEP Development: Curriculum Assessment Assessment State Standards State StandardsIEPs Instruction Outcomes 8

You Get What You Expect 9

IEP Development: A student-centered, team process requiring data-based decision-making aligned to curriculum that ensures educational benefit and complies with federal regulatory standards. Results, through Process All Students are General Education First Prevention, Not Failure 10

General Form Changes Format: Organization - logical flow Options (present level and goal sections) Content (i.e., eligibility, factors to consider, curriculum-based instruction) Removal of Commitment Signature “page” 11

General Form Changes Practice: Access to instruction Alignment with content expectations Notice 12

Don’t worry… you have the right stuff 13

IEP Model Form Notice to Parent of Intent to Implement (Notice) Section 1: Demographic Information Section 2: Present Level of Academic Achievement and Functional Performance (present level) Section 3: Secondary Transition Considerations Section 4: Goals and Objectives/Benchmarks Section 5: Supplementary Aids and Services Section 6: Assessment-Participation and Provisions Section 7: Special Education Services and Programs 14

Notice 15 Notice to Parent of Intent to Implement Not a “Section”

Purpose: To INFORM; and meet the requirements set forth at § specific to: Initial IEPs, Ineligibility, Subsequent offers of a FAPE 16 Notice

Alignment: – To IEP document 17

Content: REQUIRED IEP document no longer considered Notice Indicates offer of a FAPE After completing the IEP After superintendent/designee signature and date Parent consent required ONLY for initial provision of special education services 18 Notice

Changes: No longer a “section” of the IEP Signature and date of the notice is the district’s offer of a FAPE Offer of a FAPE sets the 365 day clock 19 Notice

Notice to Parent of Intent to Implement There are two notice forms: 1.Notice for Initial Provision of Services and Programs concludes the process for IEP team meetings resulting from an initial evaluation. 1.Notice for Provision of Services and Programs concludes the process for all other IEP team meetings (i.e. Reevaluation, Annual Review, Amendment, 30 day). 20

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Review / Reevaluation IEP / Amendment / Ineligible IEP Notice for Provision of Programs and Services The purpose of the IEP team meeting, the IEP team meeting date, and the implementation date identified in Section 1 of the IEP form must match the documentation on the Notice form. If an IEP Amendment was held to make minor changes to a student's IEP, the district must complete this section including the date of the Amendment in order to meet the obligation of Notice. If the IEP team finds the student not eligible, the district will meet its obligation for concluding the IEP process upon sending Notice to the parent. 23

Options Considered but not Selected: The IEP form and Notice form are designed to work together. Therefore, it is recommended that a district use the Notice form at the IEP team meeting to capture items that were considered but not selected. The reason for the non-selection is also required. As practiced throughout the IEP process, provide an evidence-based and/or data-based decision when identifying the reason for non-selection. 24

Other Factors Describe any other factors leading to the proposal or refusal of services and programs discussed during the IEP meeting. 25

Important Timelines 7 Calendar Days 10 Calendar Days 15 School Days 26

Timeline- 7 Calendar Days A district has 7 calendar days to provide Notice to the parent following the conclusion of the IEP team meeting. 27

Timeline- 10 Calendar Days Initial IEPs If a parent does not provide written consent or refusal within 10 calendar days of receipt of Notice, it is recommended the district inform the parent in writing of their decision to close the IEP process without implementation. 28

Timeline- 15 School Days The Michigan Administrative Rules for Special Education (MARSE) requires a district implement an IEP for a student within 15 school days of providing Notice to the parent. A district must receive parent consent before implementing an initial IEP. 29

Parent Consent Parent consent is not required after the initial provision of consent is provided. Should a parent disagree with the outcome of an IEP team meeting, they may enlist their rights as identified in the Procedural Safeguards Notice. 30

31 Quick Reference Guide Notice

When is parent consent to implement an IEP required? A.Prior to implementation, following an IEP team meeting B.For the initial provision of programs and services C.Anytime there is disagreement with a district offer of a FAPE D.Following an initial IEP team meeting 32

When is parent consent to implement an IEP required? A.Prior to implementation, following an IEP team meeting B.For the initial provision of programs and services C.Anytime there is disagreement with a district offer of a FAPE D.Following an initial IEP team meeting 33

If parent consent is not received after 10 calendar days, a district may A.Implement the IEP anyway; FAPE belongs to the student B.After making additional attempts to contact the parent, inform them in writing of their decision to close the IEP process without implementation 34

If parent consent is not received after 10 calendar days, a district may A.Implement the IEP anyway; FAPE belongs to the student B.After making additional attempts to contact the parent, inform them in writing of their decision to close the IEP process without implementation

Comparison Activity Notice 1.Identify the differences (current form v. new model form) What compliance changes will you make? What practice changes will you make? 2.How will you begin to shift practice in your district? 36

Section 1: Demographic Information Purpose: To provide information used for: – guiding timelines, – assessment, – service determination, – public reporting; and – eligibility 37

Content: Accuracy is critical Opportunity to check information 38 Section 1: Demographic Information

Alignments: – Grade – Purpose of Meeting – Parent Contact – Age of Majority – Eligibility 39

40 Section 1: Demographic Information Changes: Organization Date Line Eligibility

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Eligibility for Special Education If the student is determined ineligible for all areas of disability with the exception of SLD, the district may proceed directly to the provision of Notice to the parent. If a student is determined ineligible in the area of SLD, it is required that the IEP team provide a statement of the basis for this determination before the district proceeds to the provision of Notice to the parent. The state model IEP form no longer reflects an option for considering primary and secondary disability areas. Federal regulations only require that a student be determined eligible in order to receive special education services and programs 46

Quick Reference Guide 47 Section 1: Demographic Information

When does the 365 day clock start for an initial IEP? A.Evaluation date B.IEP team meeting date C.Date of offer of a FAPE D.Implementation date 48

When does the 365 day clock start for an initial IEP? A.Evaluation date B.IEP team meeting date C.Date of offer of a FAPE D.Implementation date 49

How do you count 365 days toward the Annual IEP that follows the Initial IEP? A.FAPE date to FAPE date B.Meeting date to Meeting date C.Implementation date to FAPE date D.It’s a free sample, you don’t have to count the first one. 50

How do you count 365 days toward the Annual IEP that follows the Initial IEP? A.FAPE date to FAPE date B.Meeting date to Meeting date C.Implementation date to FAPE date D.It’s a free sample, you don’t have to count the first one. 51

Why is only one disability area identified for eligibility? A.Once determined eligible, IEP development is driven by need, not disability B.Two disability areas did not fit on the form C.MI-CIS only captures one disability area 52

A.Once determined eligible, IEP development is driven by need, not disability B.Two disability areas did not fit on the form C.MI-CIS only captures one disability area 53 Why is only one disability area identified for eligibility?

Section 2: Present Level of Academic Achievement and Functional Performance Purpose: To provide big-picture overview of needs specific to academic achievement and functional performance To accurately describe students current performance in areas affected by disability 54

Section 2: Present Level Alignment: Each area of need must be addressed in at least one other section of the IEP: Supplementary Aids and Services Secondary Transition Services Goals and Objectives Services and Programs 55

Section 2: Present Level Content: For each area of need, show evidence of:  baseline data  a narrative summary describing the data  a statement of how the disability impacts involvement and progress in the general education curriculum; or participation in appropriate activities for preschool students. 56

Data Sources Attendance Checklists Educational Development Plan (EDP) Observational data Report Cards/Grades Assignments Informal assessment results Formal test results – Criterion referenced tests – Standardized tests Completion of work – Work samples – Portfolio contributions Behavioral expectations Discipline/Behavior Record Anecdotal written records Grade level performance on GLCEs and HSCEs Authentic assessments Progress reports Achievement tests Community-related input Parent input Personal Curriculum (PC) Previous IEP – Goals and objectives – Reported progress 57

Section 2: Present Level Changes: Factors to Consider Format (Three Options) 58

Individualize the Present Level 59

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Section 2: Present Level Special Factors The first two special factors must be considered for every student. The next four special factors are only considered "as appropriate". DO NOT CHECK IF THE IEP IS NOT CONSIDERING.

Section 2: Present level 62 Quick Reference Guide

All of the following are required for the Present Level statement, except: A.Area of need B.Baseline data C.The services and supports to be provided to meet the student’s needs D.A description of how the student’s needs affect involvement in the general education curriculum or participation in appropriate preschool activities. 63

A.Area of need B.Baseline data C.The services and supports to be provided to meet the student’s needs D.A description of how the student’s needs affect involvement in the general education curriculum or participation in appropriate preschool activities. 64 All of the following are required for the Present Level statement, except:

All factors to consider boxes must be checked 65 A.True B.False

All factors to consider boxes must be checked A.True B.False 66

Present Level Activity Section 2 Complete the Present Level statement using the sample student 67

68 15 minutes

Section 3: Secondary Transition Considerations Purpose: To positively influence the likelihood of graduation and promote successful outcomes for students through planning and preparation for adult life 69

Section 3: Transition Alignments: Age of Majority Present level – Strengths, Needs Goals Related Services Programs 70

Content: Required to be in effect not later than the first IEP when the student turns 16 Recommended, beginning not later than 14 “to be in effect not later than...” Make it meaningful 71 Section 3: Transition

Changes: Format Designed to be intuitive Guide expectations 72 Section 3: Transition

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74 Section 3: Transition Quick Reference Guide

What type of need would typically be identified in the transition section of the IEP? 75 A.Learning B.Planning/ community service

A.Learning B.Planning/community service 76 What type of need would typically be identified in the transition section of the IEP?

Section 4: Goals and Objectives/Benchmarks Purpose: To ensure all students have access to and instruction in, grade level content; improve academic interventions; and support appropriately aligned assessments 77

Alignment: – Present level – Secondary Transition – Content expectations Early Childhood Standards of Quality for Prekindergarten Grade Level Content Expectations (GLCE) High School Content Expectations (HSCE) – Supplementary Aids and Services – Services and Programs – Assessment-Participation and Provisions Section 4: Goals and Objectives 78

Content: – Write for meaningfulness, measurability and the ability to be monitored for progress – Attainable within one year – Include more than one short term, instructional objective 79 Section 4: Goals and Objectives

Short Term Objectives Content: – Acts as intermediate step between present level and goal – To be achievable within shorter time (e.g., month, marking period, semester) 80 Section 4: Goals and Objectives

Changes: – Format Two Options – Alignment, alignment, alignment The need for an alternate assessment will be evidenced here; based on modified achievement standards aligned to grade level content 81 Section 4: Goals and Objectives

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83 Section 4: Goals and Objectives Quick Reference Guide

Even though Michigan requires short- term objectives, goals themselves must be measurable. 84 A.True B.False

A.True B.False 85 Even though Michigan requires short- term objectives, goals themselves must be measurable.

Goals & Objectives Activity Section 4 Write Goals and Objectives using the sample student 86

60 minutes 87 Lunch Break

88 Questions?

Section 5: Supplementary Aids and Services Purpose: To support access to the general education environment (to be educated with students who are not disabled to the maximum extent practicable) To support progress in the general education curriculum 89

Section 5: Supplementary Aids and Services Alignment: – Strengths – Present level – Goals/Objectives – Assessment-Participation and Provisions 90

Content: – Describe to ensure clarity and uniform understanding – Identify time/frequency/condition – Identify location, setting – Answer: Under what circumstance will this support be provided? 91 Section 5: Supplementary Aids and Services

Changes: – Format – Statement covering circumstances when no supports are identified 92 Section 5: Supplementary Aids and Services

93 To align instruction with assessment Expand upon examples listed, do not “pick one”

Section 5: Least Restrictive Environment "Explain the extent, if any, to which the student will not participate with non-disabled students." This statement comes from IDEA § (a)(5) All students are to be educated with their general education peers to the maximum extent appropriate (§ ). Identify circumstances, if any, under which the student would be excluded from participation in general education classes or activities.

LRE Example Explain the extent, if any, to which the student will not participate with nondisabled students: l) when the student requires specialized instruction in a separate environment to achieve goals and objectives 95

LRE Example Explain the extent, if any, to which the student will not participate with nondisabled students: 2) when the student’s behavior would interfere with their learning in a large group environment 96

LRE Example Explain the extent, if any, to which the student will not participate with nondisabled students: 3) when accommodations and modifications are not sufficient for the student to master the content standards addressed in the GE classroom 97

98 Section 5: Supplementary Aids and Services Quick Reference Guide

In the context of accessing instruction when developing supplementary aids and services, what information is crucial to ensuring student access to aids and services? A.Their Grade level B.Program C.Strengths D.Goals 99

In the context of accessing instruction when developing supplementary aids and services, what information is crucial to ensuring student access to aids and services? A.Their Grade level B.Program C.Strengths D.Goals 100

Supplementary Aids & Services Activity, Section 5 Complete the Supplementary Aids & Services section using the sample student 101

Section 6: Assessment- Participation and Provisions Purpose: To meet required assessment standards of the Michigan Educational Assessment System (MEAS); which includes: Michigan Merit Exam (MME), Michigan Educational Assessment Program (MEAP), MEAP-Access, Alternate Achievement- Modified Achievement Standards (AA-MAS), MI-Access, English Language Proficiency Assessment (ELPA) 102

Section 6: Assessment Alignments: – Strengths – Present level – Transition Considerations – Goals/Objectives – Supplementary Aids and Services 103

Content: It is expected that most students will participate in MEAP or MME with or without accommodations; Choose the appropriate state assessment based on data-driven decision making 104 Section 6: Assessment

Changes: Format – Expectations for alignment 105 Section 6: Assessment

106 Align!

Mix-n-Match Mix Options MEAP MEAP- Access MI-Access – Functional Independence Restricted MI-Access – Supported Independence MI-Access – Participation MME All the content subjects must come from same assessment Example: MI-Access Sup. Independence Supported Ind. Reading Supported Ind. Science Supported Ind. Math Mix – you can mix different assessments for different content areas Examples: MEAP – Reading MI-Access - Math

English Language Proficiency Assessment (ELPA) The two questions asked in this section provide the basis for decision-making regarding the administration of the ELPA. The answers to these questions are taken from the results of the Home Language Survey (HLS) 1. Is the student's native tongue a language other than English? 2. Is a language other than English spoken in the student's home or environment?

National Assessment of Educational Progress (NAEP) Only complete this section if your district has been selected this year to participate. If your district is participating and the IEP team determines the student will not participate, a rationale must be provided. If the student is participating, identify any needed accommodations.

110 Section 6: Assessment Quick Reference Guide

In order for a student to be considered for participation in an alternate assessment, goals must be written based on both of the following: A.Aligned content area and grade level B.Performance level and content area C.Student need and past practice 111

In order for a student to be considered for participation in an alternate assessment, goals must be written based on both of the following: A.Aligned content area and grade level B.Performance level and content area C.Student need and past practice

Section 7: Services and Programs Purpose: To identify the special education programs and services necessary to meet the needs of the student and ensure progress 113

Section 7: Services and Programs Alignment: – Strengths – Present level – Secondary Transition Considerations – Supplementary Aids and Services – Goals and Objectives/Benchmarks 114

Content: Identify program or related service necessary (not the method of instruction) Currently there are 29 programs and services rules – For a complete list, see the Michigan Administrative Rules for Special Education (MARSE) Note: Co-teaching = methodology 115 Section 7: Services and Programs

Location, Location, Location For each service and program, the IEP team is to identify the specific environment in which the student will receive the service or program Locations such as "general education", and "special education", "building", or "all", lack specificity and may lead to confusion A more accurate description is recommended (i.e., content area, math classroom)

Changes: Format – Separation of Services from Programs – Clarification of Extended School Year (ESY) – Addition of Educational Setting 117 Section 7: Services and Programs

Educational Environment Educational Environment documents the time spent in an instructional location: "where the student is sitting“ Any time spent in a general education classroom (including while receiving special education services and programs) is documented in this section as a general education environment This data is used for reporting on the third Wednesday in November (3WIN)

119 FTE B worksheets SPP 5 & 6 LRE “80/80”

120 Quick Reference Guide Section 7: Services and Programs

What best describes how to determine “Educational Setting”? A.A calculation derived from the FTE B.The location of instruction C.Anytime a special education teacher has contact with a student it is counted as “special education” 121

A.A calculation derived from the FTE B.The location of instruction C.Anytime a special education teacher has contact with a student it is counted as “special education” 122 What best describes how to determine “Educational Setting”?

Services and programs are determined by eligibility 123 A.True B.False

A.True B.False Services and programs are determined by eligibility 124

Services & Programs Activity Section 7 Complete the Services & Programs section using the sample student 125

minutes

127 5 things to NEVER say at an IEP 5. “…but these will have to be approved by the Special Education Director.” 4. “My schedule won’t allow for that.” 3. “…but my program is full!” 2.“We cannot afford that.” 1. Taking the parent’s private evaluation report, shaking it in the air, saying, “You’ve got to be kidding me, this guy is a quack! We can’t consider this!”

IEP Amendment The purpose of the IEP Amendment is to make minor changes to a student's IEP during the time it is in effect. The parent of the student with a disability and the district may agree not to convene an IEP team meeting for the purposes of making changes, and instead may develop a written document to amend the current IEP. 128

129 Formerly known as Addendum

130 Quick Reference Guide IEP Amendment

131 Questions?

MDE Contact OSE-EIS – Main (517) Shirley Young, Consultant (517)

Oakland Schools Compliance Unit Abby Cypher-Kitchen, Compliance Consultant Michelle Gulley, Compliance Consultant Lydia Moore, Early Childhood Consultant Cathy Schmidt, Transition Consultant