1. and Amendments to the Regulations of the Commissioner of Education Effective December 8, 2010

2.  3 Major Amendments to the Commissioner’s Regulations ◦ Minimum service delivery requirement for speech and language services ◦ Establishment of a variance provision for the maximum number of students receiving integrated co-teaching services ◦ Minimum level of service requirement for instructional services to meet the individual language needs of students with autism

3.  Programs / Related Services Notation  Transcript Information  Student Exit Summary will enable when a student reaches 16  Personnel Assignments

4.  Premise is this is the order that the meeting should be conducted 1.Present levels of performance and individual needs (evaluations, reports, and results) 2.Academic Achievement, Functional Performance, and Learning Characteristics 3.Social Development 4.Physical Development 5.Management Needs All must include parent concerns

5. 6. Effect of student needs on involvement and progress in the general education curriculum or, for a preschool student, effect of student needs on participation in appropriate activities 7. Student needs relating to special factors (new section) with 5 sections ◦ Behavioral strategies ◦ LEP ◦ Blind / Visually Impaired ◦ Communication needs ◦ Assistive technology (home?)

6. 8. Measurable postsecondary goals – mandatory age 15 and older ◦ Education / Training ◦ Employment ◦ Independent Living Skills (when appropriate) ◦ Transition Needs

7. 9. Measurable Annual Goals Annual GoalCriteriaMethodSchedule Measure to determine if the goal has been achieved How progress will be measured When progress will be measured Example:80% success over 2 weeks Teacher devised tests or worksheets Every 2 weeks

8. 10. Recommended Special Education Programs and Services Programs ◦ Consultant teacher services ◦ Integrated co-teaching services (can be class specific) ◦ Resource room program ◦ Special class ◦ Travel training ◦ Adapted physical education

9. 10. Recommended Special Education Programs and Services Related Services ◦ Speech / language therapy ◦ Audiology services ◦ Interpreting services ◦ Psychological services ◦ Counseling services ◦ PT / OT ◦ Orientation and mobility services ◦ Parent counseling and training ◦ School health services ◦ School social work 1:1 aide, consultation services, travel training, and sign language interpreter are no longer here

10. 10. Recommended Special Education Programs and Services Supplementary Aids and Services / Program Modifications / Accommodations ◦ 1:1 aide is here now ◦ Consultations are not here (in supports for school personnel) ◦ Travel training is not here (in Programs) ◦ Sign language interpreter is here now

11. 10. Recommended Special Education Programs and Services Assistive Technology Devices and/or Services ◦ Can be low tech (pencil grips, paper stabilizers, etc.) or high tech (voice activated computers, Dynavox, etc.) Supports for School Personnel on Behalf of the Student ◦ Help for teachers to more effectively work with the student ◦ Ex. Consultations

12. 10. Recommended Special Education Programs and Services (programs, related services, supplemental aids and services / program modifications / accommodations, assistive technology, supports for school personnel) Service Delivery recommendation FrequencyDurationLocationBegin Date Ratio Direct or Indirect Group How often provided Length of session WhereDate? Example:8:11x daily40 min.Resource room 9/7/11 End date will still be used but not necessary

13. 11. 12-Month Service and/or Program ◦ Programs and services are together here

14. 12. Testing Accommodations Testing Accommodation ConditionsImplementation Recommendations Specific to the student’s disability and needs to be used consistently by the student Test characteristics: describe the type, length, purpose of the test upon which the use of testing accommodations is conditioned, if applicable Identify the amount of extended time, type of setting, etc., specific to the testing accommodations, if applicable Extended timeClassroom testing should be started in the regular classroom and… 1.5 x

15. 13. Coordinated Set of Transition Activities (8 th grade) 14. Participation in State and District-wide Assessments (this section will come before goals in order to determine if objectives / benchmarks are necessary) 15. Participation with Students Without Disabilities 16. Special Transportation 17. Placement Recommendations (e.g. Home Public School)

17.  All fields required in the New IEP must be entered in order to finalize; use the Validate Button  A Red Exclamation Mark will be present in each section where data is missing (clicking the warning will indicate which fields are missing)  The finalization button has been moved to the top of the document details screen

18. 1. Open the student’s draft document and go to the Reports/Assessments Tab

19. 1. Enter information into Evaluations/Reports Section  Paid by = district  On file = yes

20. 1. Enter information into State and Districtwide Assessments Do not delete anything here!!!

21. 1. Enter information into Standardized Test Results  Educational:  Basic Reading Skills  Reading Comprehension  Math Calculation Skills  Math Reasoning  Written Expression Enter Standard scores as Type 1 and percentiles as type 2

22.  You should be able to state: ◦ The student’s unique needs that require the student’s educational program to be individualized ◦ What the student can and cannot do in each area of identified need ◦ The strengths of the student are upon which you can build ◦ The environmental, human, or material resources the student will need to enable him/her to benefit from education

23.  Evaluative Criteria – How well and over what period of time the student must perform a behavior in order to consider it met  Evaluation procedures (Method) - An objective method used to measure progress and determine if a student has met the objective or benchmark  Evaluation Schedule – The intervals of time by which evaluation procedures will be used to measure progress (Not the date of mastery)

24.  Given (conditions, accommodations), student name will (do what – observable skill/behavior in functional term) (to what extent) (over what period of time) or (by when) as evaluated by Measurable Goals Annual Goal CriteriaMethodSchedule Given 6 th grade material, Mike will read orally at 80-100 words per minute with 95% accuracy For 3 consecutive trials 1 minute Weekly

25.  Guide to Quality Individualized Education Program Development and Implementation ◦ http://www.p12.nysed.gov/specialed/publications/iepg uidance.htm http://www.p12.nysed.gov/specialed/publications/iepg uidance.htm  Questions and Answers on Individualized Education Program (IEP) Development, The State's Model IEP Form and Related Documents ◦ http://www.p12.nysed.gov/specialed/formsnotices/IEP/ training/questions.htm http://www.p12.nysed.gov/specialed/formsnotices/IEP/ training/questions.htm  Student Information Summary and Individualized Education Program (IEP) ◦ http://www.p12.nysed.gov/specialed/formsnotices/IEP/ memo-Jan10.htm http://www.p12.nysed.gov/specialed/formsnotices/IEP/ memo-Jan10.htm