1. IEPs: PCT Sections and Responsibilities
9/22/2015

2. What We Will Learn/Review:
PCT Responsibilities and Sections
Student Vision Statement
Communication Considerations
Testing Accommodations
Classroom Accommodations
PLEPs/Goals (Reminder)
Sending Drafts to Families
IEP Meeting Responsibilities

3. Student profile section

4. PCT: Student Profile
PCTs handle this section for students WITHOUT transition plans (3-13 years old).
If your student will become 14 years old during the IEP year, the student needs a full transition plan.
Interview your student and get input from families. Make sure a draft of the Student Profile section is complete.

5. Communication considerations and language plan

6. Communication Considerations & Language Plan
Complete a draft of the Individual Communication Consideration and Language Plan.
Communication Considerations Section: State Law
Language Plan: NMSD added this section in order to make sure that we have a plan to address each child’s language needs. Our students are not necessarily here because they are “Deaf” but because they have language barriers.
Consider: Purpose of the Communication Considerations (see below)

7. Communication Considerations, Continued
Go through each section carefully. If you do not know the answer, find out.

8. Communication Considerations, Continued

9. Language Plan

10. Student Participation in testing and needed accommodations

11. District/State Testing Accommodations
Complete the accommodations section for the district/state testing to the best of your ability.
Select the most appropriate option (There are only three possible options). As your child’s PCT, you should already know if your student is expected to take the alternate assessment.
Many accommodations are now already allowable for all students in New Mexico. Read the entire accommodations page prior to filling out the form. If you need more information, refer to the PARCC Accessibility Features and Accommodations Manual. For questions, contact Gary Hand, Student Outcomes Specialist.

12. General Accessibility Features
Before determining what accommodations are appropriate for your students, you need to know what is allowable for ALL students in the state of New Mexico. This information is available on the bottom of the State/District Accommodations page of the IEP

13. District/State Testing Accommodations
There are FOUR types of accommodations:
Presentation
Response
Timing and Scheduling
Setting

14. This section addresses how information is presented to the student
This section addresses how information is presented to the student. Highly relevant accommodations below are in orange text. Please read carefully!
Braille: For students who have already been using braille.
Closed Captioning (of videos): Nearly all of our students should have this option selected.
Audio-descriptive video: Audio description of what is happening on the video.
Tactile graphics: Images that can be felt.
Text to speech/Video of ASL interpreter for reading sections: This should be very RARE. This accommodation should be used for students who have both: SEVERE delay in reading and writing with a history of PROLONGED language deprivation or cannot access printed text even after varied/repeated attempts to teach student. This will prevent us from measuring their reading ability. Consult with Principals/School Psychologist before selecting this option.
ASL interpretation or video for all other assessments: Most of our students should receive this, especially if not reading on grade level.
ASL interpretation of directions: Most of our students should receive this.
PRESENTATION

15. This section addresses how student responds to questions
This section addresses how student responds to questions. Highly relevant accommodations below are in orange text. Please read carefully!
Braille Note Taker: For students who have already been using braille.
Calculation Device and Mathematics Tools: Use only for students who demonstrate significant need for this accommodation.
Scribing or Speech/Sign-to-Text for the Mathematics assessments and for the selected response (not constructed response) items on the ELA/Literacy Assessments: Select only if student really needs someone to click on the computer or write for the student.
Word prediction on the ELA/Literacy Section: This is similar to word prediction on smartphones. Use only if student has difficulty typing out words.
Scribing or sign to text for constructed responses on the ELA/Literacy sections. Again, this should be very RARE. This accommodation should be used for students who are SEVERELY limited in ability to express him/herself using written language even after varied/repeated attempts to teach student. This will prevent us from measuring their writing ability. Consult with Principals/School Psychologist before selecting this option.
RESPONSE

16. TIMING AND SCHEDULING
This section addresses timing and scheduling of the tests.
Select this option only if student requires very specific timing or scheduling of the tests. All students in New Mexico receive unlimited time to complete their tests.
If this option is selected, specify exactly what type of timing/scheduling is required. For example, if a child has specific dietary needs and requires feeding throughout the day, write that the timing of the tests must accommodate his/her feeding schedule.

17. SETTING This section addresses the setting of the tests.
Select this option only if student requires a very specific test setting. Remember that all students in New Mexico can receive small group testing, location with minimal distractions and preferential seating.
If this option is selected, specify exactly what type of setting is required.

18. Instructional (classroom) accommodations/modifications

19. PCT: Instructional Accommodations/Modifications
Add only the actual instructional accommodations /modifications that are unique to your student. In other words, if everyone gets this as a natural part of class, then this should not be an accommodation/ modification.
For example, all children need positive reinforcement. However, if your student needs extra positive reinforcement for a variety of reasons, make a note of that here.

20. Instructional Accommodations/ Modifications: ENVIRONMENT
Remember not to limit yourself to the drop down list. Use the “Other” tabs if your student requires an accommodation or modification that is not available in the list.

21. Instructional Accommodations/ Modifications: INSTRUCTIONAL MATERIALS
If your student requires reading accommodations (i.e. reads below grade level), write what grade level the reading materials for the student should be at. This should be the instructional grade level. This is not necessarily the independent grade level. Make sure this matches the information in the corresponding PLEP section.
Remember not to limit yourself to the drop down list. Use the “Other” tabs if your student requires an accommodation or modification that is not available in the list.

22. Instructional Accommodations/ Modifications: ASSIGNMENTS/HOMEWORK
Remember not to limit yourself to the drop down list. Use the “Other” tabs if your student requires an accommodation or modification that is not available in the list.

23. Instructional Accommodations/ Modifications: TESTING (in Classroom)
Classroom Testing accommodations needs to be very similar to the accommodations the student receives for state/district testing.
Remember not to limit yourself to the drop down list. Use the “Other” tabs if your student requires an accommodation or modification that is not available in the list.

24. Instructional Accommodations/ Modifications: BEHAVIOR SUPPORTS
Remember not to limit yourself to the drop down list. Use the “Other” tabs if your student requires an accommodation or modification that is not available in the list.

25. Instructional Accommodations/ Modifications: INSTRUCTIONAL PRESENTATION MODE
Remember not to limit yourself to the drop down list. Use the “Other” tabs if your student requires an accommodation or modification that is not available in the list.

26. Instructional Accommodations/ Modifications: INSTRUCTIONAL STRATEGIES
Remember not to limit yourself to the drop down list. Use the “Other” tabs if your student requires an accommodation or modification that is not available in the list.

27. Instructional Accommodations/ Modifications: STUDENT RESPONSE MODE
Remember not to limit yourself to the drop down list. Use the “Other” tabs if your student requires an accommodation or modification that is not available in the list.

28. Instructional Accommodations/ Modifications: GRADES
Grades based on:
Regular classroom and state standards if student is functioning on an age appropriate academic level or is on the standard option.
Modified curriculum standards if student is on the career option or demonstrates some delays in academic performance.
Effort and demonstrated mastery for students taking the alternative assessment, is on or will probably be on the ability option and demonstrates severe delays in academic performance.
Grades determined by:
For most students attending NMSD, the “Regular and special education teachers” option should be selected as our students will probably have both (regular PE, for example).
For students on the alterative assessment, only select “special education teacher” as all of their classes are special education.
Regular education teacher only should never be selected for students attending NMSD because we provide special education services.

29. PLEPs and Goals (PCT Responsibilities)

30. Present Levels of Educational Performance/Goals
PCTs are responsible for completion of specific draft PLEP areas and develop draft goals if appropriate.
Sensory (vision)- just note if student wears glasses/does not wear glasses or seems to have vision issues, etc. Refer to appropriate service provider if there is more detail that is needed (Students with Ushers’ Syndrome, etc).
ASL (if student does not receive ASL classes/services)
Self-Advocacy/Social-Emotional (If student does not receive mental health services)
PCTs are also responsible for the development of draft PLEPs and Goals for Math/Reading/Writing/ASL if the PCT is also the student’s Math/Reading/Writing/ASL teacher.

31. Before the IEP and at the meeting
At least one week prior to the IEP, send parents drafts of the IEP (Transition, PLEPs and Goals pages only).
PCTs should make sure all portions of the IEP is completed by the due date. If something is missing, let your supervisor know right away.
PCTs should make sure that he/she understand what others have written in the PLEPs and Goals sections.
At the meeting, PCTs are responsible for explaining the all the PCT sections, as well as the PLEPS and Goals from other areas. Do not quote the document word-for-word! Remember to talk directly to the student if the student is present.
PCTs should go to the IEP meeting prepared to discuss any other concerns or ideas that you or other teachers may have. Bring a copy of the IEP if you need one. Often, there will not be one available.

32. Ask for help if you need it! Communicate with your supervisor.
What’s Next?
Ask for help if you need it! Communicate with your supervisor.