IEP Development Process: New State Model Form Laurie Jefsen, Kalamazoo RESA Laura LaMore, OSE-EIS Eleanor White, OSE-EIS MAASE Training June 7,

Training Packet / Material 2 Agenda PowerPoint Individualized Education Program (IEP) model form (April 2010) Notice model form - Initial Provision of Programs and Services (April 2010) Notice model form - Provision of Programs and Services (April 2010) Quick Reference Guides (8) (April 2010)

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 3

Training Goals – “WHAT” not “HOW” To introduce the new State model forms 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 4

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 5

You Get What You Expect 6 Eligibility in Michigan December 1, 2008 MDE, OSE-EIS; Data Source: MICIS

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 7

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” 8

General Form Changes Practice: – Access to instruction – Alignment with content expectations – Notice 9

IEP Model Form 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 Programs and Services Notice to Parent of Intent to Implement (Notice) 10

Section 1: Demographic Information Purpose To provide information used for guiding timelines, assessment, service determination, public reporting; and eligibility 11

Section 1: Demographic Information Alignments – Grade – Purpose of Meeting – Parent Contact – Age of Majority – Eligibility 12

Content – Accuracy is critical – Opportunity to check information 13 Section 1: Demographic Information

14 Section 1: Demographic Information Changes – Organization – Date Line – Eligibility

15

Quick Reference Guide 16 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 17

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 18

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. 19

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. 20

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 21

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 22 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 23

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 Programs and Services 24

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. 25

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 26

Section 2: Present Level Changes – Factors to Consider – Format Three Options 27

28

Section 2: Present level 29 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. 30

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. 31 All of the Following are Required for the Present Level Statement Except:

All Factors to Consider Must be “Checked” A.True B.False 32

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 33

Section 3: Secondary Transition Considerations Alignments – Age of Majority – Present level – Strengths, Needs – Goals – Related Services – Programs 34

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 35 Section 3: Secondary Transition Considerations

Changes – Format Designed to be intuitive Guide expectations 36 Section 3: Secondary Transition Considerations

37

38 Section 3: Secondary Transition Considerations Quick Reference Guide

What Type of Need would Typically be Identified in the Transition Section of the IEP? 39 A.Learning B.Planning/ community service

A.Learning B.Planning/community service 40 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 41

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 – Programs and Services – Assessment-Participation and Provisions Section 4: Goals and Objectives/Benchmarks 42

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 43 Section 4: Goals and Objectives/Benchmarks

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) 44 Section 4: Goals and Objectives/Benchmarks

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 45 Section 4: Goals and Objectives/Benchmarks

46

47 Section 4: Goals and Objectives/Benchmarks Quick Reference Guide

Even Though Michigan Requires Short- term Objectives/Benchmarks, Goals Themselves Must Be Measurable. 48 A.True B.False

A.True B.False 49 Even Though Michigan Requires Short- term Objectives/Benchmarks, Goals Themselves Must Be Measurable.

Section 5: Supplementary Aids and Services Purpose - To provide aids and services based on peer reviewed research to the extent practicable - To support access to instruction to enable the student to be educated with students who are not disabled 50

Section 5: Supplementary Aids and Services Alignment – Strengths – Present level – Goals/Objectives – Assessment-Participation and Provisions 51

Content – Describe to ensure clarity and uniform understanding – Identify time/frequency/condition – Identify location, setting – Answer: Under what circumstance will this support be provided? 52 Section 5: Supplementary Aids and Services

Changes – Format – Statement covering circumstances when no supports are identified 53 Section 5: Supplementary Aids and Services

54

55 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 56

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 57

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) 58

Section 6: Assessment-Participation and Provisions Alignments – Strengths – Present level – Transition Considerations – Goals/Objectives – Supplementary Aids and Services 59

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 60 Section 6: Assessment-Participation and Provisions

Changes – Format Expectations for alignment 61 Section 6: Assessment-Participation and Provisions

62

63 Section 6: Assessment-Participation and Provisions 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 64

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: Special Education Programs and Services Purpose To identify the special education programs and services necessary to meet the needs of the student and ensure progress 66

Section 7: Special Education Programs and Services Alignment – Strengths – Present level – Secondary Transition Considerations – Supplementary Aids and Services – Goals and Objectives/Benchmarks 67

Content – Identify program or related service necessary Include the name of the program or service and the rule number – 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 68 Section 7: Special Education Programs and Services

Changes – Format Separation of Services from Programs Clarification of Extended School Year (ESY) Addition of Educational Setting 69 Section 7: Special Education Programs and Services

70

71 Quick Reference Guide Section 7: Special Education Programs and Services

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” 72

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” 73 What best describes how to determine “Educational Setting”?

Services and Programs are Determined by Eligibility 74 A.True B.False

A.True B.False Services and Programs are Determined by Eligibility 75

Notice to Parent of Intent to Implement (Notice) 76 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 77 Notice to Parent of Intent to Implement

Alignment To IEP document 78

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 79 Notice to Parent of Intent to Implement

Changes – No longer “section” of the IEP – Signature and date of the notice indicates the district offer of a FAPE – Offer of a FAPE sets 365 day clock 80 Notice to Parent of Intent to Implement

81

82

83 Quick Reference Guide Notice for Provision of Programs and Services

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 84

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 85

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 86

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

Wrap Up / Next Steps Annual form updates ( Posted July 1) Translations ( following June revisions) eIEP (fall 2010) Pod casts – Sections 1-7 (August 2010) Michigan Special Education One Pagers (August 2010) FAQs (August 2010) Training - Group, Regional (This) Training PowerPoint (June 2010) Tool Kit (fall 2010) Addendum model form (fall 2010) Training Modules Product development will continue through September 1, 2010 and will include: 88

Contact OSE-EIS – Main (517) Laura LaMore (517)