1. Annual Review Update ADE Special Education Unit

2. New Forms Eligibility Documents Review of Existing Data – Disability Specific Evaluation/Programming Conference Decision Form

3. Due Process Forms Notice of Conference Annual Review Form Parent Rights - tinyurl.com/ArkansasParentRights Documentation of Receipt of Rights – Student’s name on Documentation of Receipt of Rights Draft of IEP

5. Due Process Forms Notice of Conference Annual Review Form Parent Rights - tinyurl.com/ArkansasParentRights Documentation of Receipt of Rights – Student’s name on Documentation of Receipt of Rights Draft of IEP

7. Due Process Forms Notice of Conference Annual Review Form Parent Rights - tinyurl.com/ArkansasParentRights Documentation of Receipt of Rights – Student’s name on Documentation of Receipt of Rights Draft of IEP

8. tinyurl.com/ArkansasParentRights

9. Due Process Forms Notice of Conference Annual Review Form Parent Rights - tinyurl.com/ArkansasParentRights Documentation of Receipt of Rights – Student’s name on Documentation of Receipt of Rights Draft of IEP

11. Due Process Forms Notice of Conference Annual Review Form Parent Rights - tinyurl.com/ArkansasParentRights Documentation of Receipt of Rights – Student’s name on Documentation of Receipt of Rights Draft of IEP

12. IEP Front Page One year timeline Duration of services Electives

14. IEP Front Page One year timeline Duration of services Electives

16. IEP Front Page One year timeline Duration of services Electives

18. Statement of Parental Participation Be specific in information given. Be more detailed than, “Parent agrees.”

19. Student Profile Summary Big picture of the student Not a list of scores Stranger Test ADE Accommodation Refusal Form (optional)

21. Considerations for Special Factors Names of specific assessments – Alternate Assessment instead of MSAA – Participation Guidelines for Alternate Assessment Alternate Assessment Accommodations

23. Suggestions for Special Factors Page List only approved accommodations Extended Time “Text-to-Speech or Human Reader” Text-to-Speech and automatic extended time Text-to-speech differentiation Paper-based test

24. New set-up allows for differentiation of some features 24

25. Special Factors Page IDEA and OSEP guidance regarding statewide testing

27. Choosing Standards Guided by Student Profile Summary – What are the student’s needs that are causing barriers in accessing grade-level standard? – What standards give the biggest bang for the buck?

28. Writing W.8.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. W.8.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

29. Present Level of Performance Based on chosen standard How is student performing based on that chosen standard? Strengths, Needs, and Data Sources based on the chosen standard

30. Present Level of Performance Based on his performance on classroom assessments and the Scholastic Math Inventory, Larry understands the mathematical concept of multiplication. He is able to set up problems correctly and work them correctly when he is allowed the use of a calculator. Larry is not, however, able to complete mathematical problems correctly when he is not allowed the use of a calculator. When given a test over multiplication word problems without a calculator, Larry scored a 42%. When given the assessment and allowed the use of a calculator, Larry scored 92%. Larry was given a calculator as an accommodation on the state assessment, and he scored Proficient in the area of Mathematics.

31. Present Level Example Strengths : Rosie eats lunch with a preferred group of 3 peers Rosie reengaged with activities within 5 minutes when she was presented with the steps and expectations before the lab began. Rosie was involved in the lab and did not show aggression when the lab expectations were outlined prior to the lab. Needs: Rosie is off task during labs and will wander the room. When required to interact with peers, she threw material, yelled profanity, and left the group 3 out of 5 days within the first 3 minutes of a group activity. Once off task, it took up to 25 minutes for her to reengage in the activity. Data: Teacher observations Student interview

32. Impact Statement Based on the chosen standard. What impact does the student’s disability have on the student’s ability to reach the chosen standard?

33. Impact Statement Karen struggles in the area of Reading Fluency and that affects her progress in all academic areas. Her cognitive capacity is used up with the effort of decoding, leaving little capacity for comprehension. She struggles with text not only in literacy, but also science and social studies. She is unable to attend to the text long enough to decode and then comprehend.

34. Goal Reasonably calculated to be reached in one year Can cross to other academic areas Objectives if alternate assessment – Districts may choose for all students goals to also have objectives All students must have at least one academic goal linked to Arkansas standards.

35. Instructional Modifications, Supplemental Aids, and Supports Teams may put Elective as the class name if the particular elective is unknown when the team meets. If the student needs no accommodations in a particular class, that teacher is not required to initial. Are the accommodations listed on this page in line with the testing accommodations on the Special Factors page? Monitor the accommodations throughout the year for effectiveness.

36. LRE Not determined by dividing the minutes of special education by the total minutes in the day, unless all special education minutes are in a pullout setting. Determined by how much of the day the student is with his or her non-disabled peers.

37. Transition Transition section must be completed by the time the student turns 16. Be sure transition is an integral part of process each year thereafter.

38. Draft IEP Give the parent a copy of the IEP – Copy of the draft (marked draft) – Updated final copy

39. Prior Written Notice of Action

40. IdentificationYESNO Screening X Teacher assistance team X Intervention strategies X Evaluation Collection of new data for initial and re-evaluation X Evaluation of progress on the annual goals X Administration of statewide or schoolwide assessments X Independent Education Evaluation X Determination of Eligibility upon completion of an initial evaluation or re-evaluation X Eligibility Issues X Refusal to conduct an evaluation X What Circumstances Require Prior Written Notice of Action?

41. Educational PlacementYES NO Initial educational placement into special education X Relocation of the special education program X Any change in educational placement X Termination of special education and related services X Transfer of student to another school or district X Graduation with a regular diploma X Disciplinary Removal for more than ten consecutive school days X Disciplinary removal for not more than 10 school days X Disciplinary removal to an IAES for not more than 45 school days X A series of disciplinary removals that constitute a pattern of removals X What Circumstances Require Prior Written Notice of Action?

42. Provision of FAPE YESNO Deletion or addition of a related service X Change in annual goals on an existing IEP ?? Increase or decrease in special education services or related services X Change in how a student will participate in statewide and district- wide assessments X Refusal to increase or decrease a related service X What Circumstances Require Prior Written Notice of Action?

43. Standards-Based IEP Training See ADE-SEU website for complete training materials. – arksped.k12.ar.us – Curriculum & Assessment (on the left) – Standards Based IEPs (on the right)

44. tinyurl.com/SEUAnnualReview Documents referred to in this presentation are linked.

45. Contacts Robin Stripling – Robin.Stripling@arkansas.gov Jared Hogue, ADE Assessment Unit – Jared.Hogue@arkansas.gov Charlotte Marvel, ADE Assessment Unit – Charlotte.Marvel@arkansas.gov