2. 2017-18 Record Review and IEP Guidance Document
Presented by
Traci Branstutter
July/28/2017

3. Record Review IEP Guidance Compliance Due Process Results Driven
Student Centered
The Record Review is a document to review the due process files of students for compliance with state and federal regulations.
The IEP Guidance Document is guidance for writing and implementing IEPs focused on attaining the best results for students.
Today we will review the changes in each of these documents and see how they go hand in hand.

4. Record Review Item Changes
1-28 29
29a & 29b
30-34f 35
35a 36
35b
deleted
37-56
57a
57b
57c
58-65b
This is an overview of item changes in Record Review. (this list will reoccur for each section changes as pair with IEP Guidance)
Review Items 1-28 to see if questions – participants use paper copy. – take a moment to point out the hyperlinks at beginning of each section and section headers for each “table” section
Next slide starts with first change – item 29

5. 29
29a & 29b
This is a snapshot from the RR. These items (29a & 29b) were combined due to redundancy. Items circled in red were deleted. “At least once per school year” was added to bullets in as “at least annually.” Next slide is a snapshot from RR – show changes/deletions 5

6. At least annually was added to the list - this was originally in the wording of 29b

7. 2017-18 2016-17 30-34f Review paper copies for items 30-32. Questions?
33a-i
How: Should not be a blanket statement saying there is an adverse effect. Using the words “significantly and consistently” is not required and does not explain how.
Strength-based data: include strengths for student – explain this may not be a strength for peers, but using strength-based data allows ARC to show strength or improvement for specific student.
Areas of concern supported by data: data from any of the areas listed below (33a-g) must support the concerns/weaknesses presented in the PL
Or: Use most relevant information. If the most recent evaluation is more than 1 year old, probably not the most useful information – would want to use the state or district-wide assessments (universal screener) – Explain how student is performing in relation to peers. Can also be used to show strengths.
Progress Monitoring Data: This includes monitoring data from RtI if initial evaluation or PM from IEP goals if annual review or reevaluation. These data can be used as the strength-based data as well.
We will take a closer look at each of these through the IEP Guidance Document.

8. The purpose of the PL is so anyone who picks up the IEP will know this student’s strengths and needs, where the student is currently performing and how the student’s performance compares to peers. It is a snapshot of the student.
Review steps for writing PL page 8 – Point out guiding questions for PL starting on page 10.
We will take a closer look at #4 & 5 on next slides. These cover items 33a-i on the Record Review. #2 will be reviewed more when we get to item 36, but is also extremely important for PL.

9. Relative strengths are areas in which the student performs well as compared to the student’s own performance.
A relative strength for a student may not be a strength for a peer. A relative strength for a student may be shown through progress monitoring to show improvement with a skill over time.

10. Supported by Data Vague Phrases Specific Phrases
is active and doesn’t pay attention
attends for 1-2 minutes during a large group activity during a ten-minute observation period
doesn’t speak clearly
speaks in one-or two-word utterances 90% of the time
has difficulty following classroom rules
follows classroom rules using visual cues 80% of the time
doesn’t follow directions
requires a verbal and physical prompt when given one-step directives 100% of the time
is weak in reading
reads 45 wpm on grade-level text
The vague phrases are not data. They give information, but must be supported with data.

11. Examples of “Non-data”
If any of these words are used, MUST have data to back them up. Appropriate needs examples of what is appropriate in each circumstance.

12. Describes current performance Align to measurable annual goals
Consistent method
IEP Guidance Document page 67 – Importance of Baseline Data
Baseline performance describes the student’s current performance of a skill or strategy in measurable terms.
Current baseline information in the Present Levels section should align to all measurable annual goals. For example, if a goal is written for behavior, the Present Levels should contain current baseline data on that specific behavior. Measurable annual goals should not be written in any area in which current baseline information is not documented in the Present Level.
The method used to establish baseline performance should be the same method used to monitor progress. For example, if a running record is used to establish baseline for reading fluency, then a running record would be used for on-going progress monitoring.
Progress Monitoring Data includes monitoring data from RtI if initial evaluation or PM from IEP goals if annual review or reevaluation. These data can be used as the strength-based data as well. We will talk more about progress monitoring when we get to item 36 in the Record Review.

13. As stated earlier, you want to use most relevant information
As stated earlier, you want to use most relevant information. If the most recent evaluation is more than 1 year old, probably not the most useful information – would want to use the state or district-wide assessments (universal screener) – Explain how student is performing in relation to peers. Can also be used to show strengths.

14. Demonstrate knowledge and reasoning Achieve proficiency Barriers
Involvement
Demonstrate knowledge and reasoning
Achieve proficiency
Barriers
Supports
The key word here is how. As stated earlier: Should not be a blanket statement saying there is an adverse effect. Using the words “significantly and consistently” is not required and does not explain how. This relates to item 33i
IEP Guidance page 8
Describe how the student’s disability affects the student’s involvement and progress in the general curriculum. Questions to consider:
How needs or concerns in Present Level areas affect involvement and progress in general curriculum:
academic areas
functional areas
transition
preschool developmental domain areas
How does the disability impact the student’s ability to demonstrate knowledge and reasoning of grade-level or early childhood standards?
How will the student’s challenges impact his/her ability to achieve proficiency?
What are the student’s barriers to achieving college/career readiness?
What supports does the student need to acquire and attain necessary skills to participate in grade or age- appropriate learning activities as same-age peers?
The adverse effect statement may be described in each Present Level area OR one summary statement that incorporates ALL areas impacted by the disability in one Present Level section.

15. Consideration of Special Factors
Emphasize consistent with information provided in PL.
Next slide is from IEP Guidance on this section. - behavior

16. 34a. Behavior Not limited to the category of EBD
Present Levels Guiding Questions
Strategies
BIP
FBA
IEP Guidance page 37
NOT limited to category of EBD.
Point out the behavior questions included in each section of PL in IEP Guidance Document. Pages 11, 14, 25, 28, 30, 34, and 36
If behavior is checked “yes” indicating behavior impedes the student’s learning, the ARC is required to consider if strategies are needed, but a BIP or FBA are NOT required.
IEP Guidance Document page 37 – Review General Guiding Questions
Behavior seems to be the most misunderstood of the Special Factors. Have participants review other areas on pages and ask questions if needed.

17. 35
35a 36
35b
deleted
We will look at the changes to items 35 and 36 from new document document item 36 was method of measurement. This has been removed because it is simply a drop-down in IC. It is more important to include within the goal. Therefore, it is already covered in item 35.

18. Measurable Annual Goals
Added chart to item 35 to assist with checking each goal while completing the Record Review. Next slides are from IEP Guidance on each of these components.

19. Measurable Annual Goals
Audience- State the student’s name.
Behavior- What observable (see, hear, count) action will the student perform?
Circumstance- Describe the instructional materials/circumstances used to teach and measure the stated behavior.
Degree/Criterion- How well must the student perform the skill?
Evaluation/Method of Measurement- How will the implementer measure student progress? Determine the tool/resource/assessment used to measure student progress.
Frequency of data collection- How frequently will data be collected (daily, weekly, twice a month, monthly)?
Overview of components – breakdown in next slides

20. Audience –student name
Behavior
Circumstance
Degree/Criterion
Evaluation/Method of Measurement
Frequency of data collection
Mary
Audience is simply stating the student’s name
Guidance doc page 43

21. Behavior - what the student will do
Audience
Behavior
Circumstance
Degree/Criterion
Evaluation/Method of Measurement
Frequency of data collection
Mary
will orally define
Behavior is an explicit statement of what the student will do. Observable behavior can be measured, seen, heard, counted or timed.
Page 43

22. Circumstance –what is presented to the student to teach and measure the behavior
Audience
Behavior
Circumstance
Degree/Criterion
Evaluation/Method of Measurement
Frequency of data collection
Mary
will orally define
when given 20 content-related vocabulary words
Circumstance is a description of the instructional materials or instructional circumstances used to teach and eventually assess/measure the stated behavior. 
Circumstance is what is used to stimulate the taught behavior (cue, prompt, direction, situation).
Page 44

23. Degree/Criterion –minimum level of success and how consistently skill is performed
Audience
Behavior
Circumstance
Degree/Criterion
Evaluation/Method of Measurement
Frequency of data collection
Mary
will orally define
when given 20 content related vocabulary words
18/20 words correctly for 4 consecutive probes
Degree/Criterion is a description of the expected minimum level of success within 12 months and how consistently the student must perform this skill.
Page 44

24. Evaluation/Method of Measurement - how progress is measured
Audience
Behavior
Circumstance
Degree/Criterion
Evaluation/Method of Measurement
Frequency of data collection
Mary
will orally define
when given 20 content related vocabulary words
18/20 words correctly for 4 consecutive probes
checklist
Evaluation/Method of Measurement is how the implementer measures the student progress toward reaching each measurable annual goal.
Page 44

25. Frequency of Data Collection- how often data is collected
Audience
Behavior
Circumstance
Degree/Criterion
Evaluation/Method of Measurement
Frequency of data collection
Mary
will orally define
when given 20 content related vocabulary words
18/20 words correctly for 4 consecutive probes
checklist
weekly
Frequency of data collection is how often the implementer will collect data on the measurable annual goal (daily, weekly, monthly)
Page 45

26. Evaluation/Method of Measurement Frequency of data collection
Audience
Behavior
Circumstance
Degree/Criterion
Evaluation/Method of Measurement
Frequency of data collection
Mary
will orally define
when given 20 content related vocabulary words
18/20 words correctly for 4 consecutive probes
checklist
weekly
Putting it all together into a goal. . .

27. Appendix C in Guidance Document page 74
Page 75 has several examples of each component.

28. If the goal states “as measured by weekly probe” there should be a weekly data point for progress monitoring.

29. Progress monitoring data is used in the PL to assist with creating the baseline data for a student. See next slide for cycle.

30. Important to see the IEP process as a cycle
*Important to see the IEP process as a cycle. Progress monitoring from RtI will be used with an initial evaluation. All IEPs following this will have PM from IEP goals in the PL to show the student’s current strengths, needs and current level of performance. Each section of the IEP should be determined using the information in the PL - cycle.
PM allows the teacher/service provider to see if the student is meeting measurable annual goals and if adjustments are needed to the SDI, SAS, LRE or services.

31.
37-56
deleted
57a
57b
57c
58-65b
No changes to item numbers Will review slight changes within some of these items on next slides.

32. Just as with the measurable annual goals, a check box has been added to check the SDI for each goal when completing the Record Review. Next slide - review SDI from Guidance Document.

33. SDI – What the teacher does
Instruct
Assess
Re-teach
Adapt
Needs
Strengths
Progress Data
Specially Designed Instruction (SDI) in its simplest form is “what the teacher does” to instruct, assess and re-teach the student. The SDI describes what the teacher does to adapt the content, the methodology or the delivery of instruction to address the unique needs of a student with a disability and ensure access to the general curriculum.
Important to use the student’s strengths when determining SDI
Since all students with an IEP require SDI, it is not acceptable to leave this blank – “Not Needed”
Progress Monitoring data should be used to adjust SDI and measurable annual goals as needed
Page 52
Specially designed instruction is:
necessary for the student to make progress toward the measurable annual goal, rather than merely beneficial
planned, designed and initially delivered by a special education teacher or a speech-language therapist only if the student’s category of disability is speech/language
required to a degree or intensity not available for all students
instruction required for the student to learn to use an assistive technology device, material, strategy or service

34. No changes to this item. Next slide is SAS from Guidance Document.

35. SAS – What the student needs
Strategies
Aids
Services
Supports
Access
Performance Data
Needs
Strengths
Not
Needed
Page 53
Supplementary Aids and Services (SAS) is “what the student needs” to learn. SAS includes strategies, aids, services and other supports provided in the general education environment or other educational settings to gain access to the general curriculum, as indicated by student performance data. The decisions for SAS are supported by student performance data and are based on student needs related to the disability in order to make progress toward measurable annual goals. Given the adverse effect, a student with a disability requires SAS. This section may not be left blank. “None needed” is not an acceptable response.

36. The communication plan has been a little confusing for many people
The communication plan has been a little confusing for many people. This is not a separate requirement. See NOTE in red box for where this can be documented.

37. This has also caused confusion. See next slide from IEP Guidance

38. Program Modifications Environment Actions Adult support School time
Supports for Personnel
Training
Consultation
Program Modifications include the use of school time and use of school staff. It may be changes to the environment to address individual health needs, actions taken by personnel to minimize distractions or adult support needed for things such as toileting, feeding, dressing or transitions.
Support for school personnel may involve specialized training for any staff who come in contact with the student, including bus drivers, paraprofessionals, general and special education teachers, related service providers and cafeteria workers. If the ARC determines no program modifications and supports for school personnel are needed, the ARC documents that none are needed at this time.
Teacher consultation is a support for school personnel. Since students with IEPs require SDI to meet eligibility guidelines under IDEA, consultation can only be provided with SDI. It cannot be the service on the IEP.
SAS and Accommodations are NOT program modifications or supports for school personnel.
Go to page 58 for examples.

39. 43a. Explanation – simply stating when the student will not participate with nondisabled students in general education classes. Review LRE on page 60 of IEP Guidance.
43b & c both in Conference Summary. See next slide.

40. The ARC must state the reason the student will not participate full time. The reason must be why the student cannot participate with non-disabled peers with SDI and SAS. This cannot state they need SDI and SAS in resource without stating why. The ARC must also document they considered potential harmful effects.

41. The 2016-17 document had 57a, b and c
The document had 57a, b and c. 57a used to say “The referral form is complete” – This is not necessary because all of the pieces are encompassed in other two items (current a & b).

42. Most Important Take-Away
The IEP process is a cycle! Everything done during implementation of the IEP is data used in creating the next IEP and determining what is needed for a student.
Using the IEP Guidance Document when writing an IEP will assist with creating a program centered on the student and help to ensure compliance with state and federal regulations.
Next slide is process from Guidance Document.

43. Page 4 – shows the cycle/process – Progress monitoring is ongoing throughout the process. PM is then used in the PL for determining the student’s current level of performance. The PL are used in determining all other factors considered.

44. Questions
At closing of training, get with any teachers who deal with post-secondary goals to review IEP Guidance page 50 and RR item 49a (page 21).