IEP ANNUAL REVIEW INSTRUCTIONS Spring 2013 Letters and Prior Written Notice Annual Review meetings must be held BEFORE (but as close as possible) to the anniversary date of the current IEP. You will schedule meetings for the students who are currently on your caseload (includes HB and expelled). Use the Annual Review Documentation form for students who have been expelled. They will not have an IEP written until their request for re-enrollment is approved. This form is on the website. ( List of expelled students included) Psychological Services will send letters/PWN for Recommendations for Change in LRE and Manifestations. Coordinate your meetings with a representative from Psych. Services for Reevaluation Review meetings. Teachers will send the invitations and PWN. Remember to add the Psych. Services Rep. to the invitation. (Check your folder for re-eval list) Please contact psychological services early to schedule these meetings. Letters and PWN cont. The first letter must be sent (mailed or by student) at least 10 days prior to the meeting. It must include: Invitation letter Invitation response form PWN prior to meeting (on the website) Procedural Safeguards booklet A second notice must be sent approximately 3 days prior to the meeting. Letters and PWN cont. All AR meetings must have the following attendees to meet legal requirements: LEA ( principal or whomever designated by principal) Regular education teacher(IS can sit in as regular teacher) Special education teacher Guidance cannot serve as the regular education representative. Document any information regarding the meeting on the student’s contact sheet (ex. If a teacher sits in for another teacher, this must be documented.) Letters and PWN cont. The meeting should be held according to schedule regardless of whether the parent attends. Committee members who attend should sign the IEP. If the parent does not attend, send the Follow-up letter and PWN with a copy of the IEP within 10 days of the meeting date. The follow-up PWN is on the website. If the parent is in attendance, you must give them the PWN follow-up and a copy of the IEP. If the parent does not agree with the IEP, and a resolution cannot be reached, contact Psychological Services for a rescheduled meeting. Excent Directions for Letters Choose Process – Meeting Letters Complete all items under Purpose and Attendees tabs. Remember that Parental Consent must be obtained prior to inviting an outside agency representative. (This form was sent to schools earlier) Mark that the primary reason for meeting is to conduct an annual review of your child’s IEP. Mark discuss transition services. (if turning 13 – DOB on or before 6/4/01) You may need to mark review existing evaluation data and develop a reevaluation review plan. (see list in folder) Excent Directions Cont. Add the date of your 1st (10 days prior) and 2nd (3 days prior) contact attempts. Add student name under “Dear” (13 and older). Remember to SAVE and mark Form Completed. Choose the PRINT icon. Select Invitation Letter. Select FINAL to remove “draft” from the printed letter. See Excent Directions on the Website for more information or call T. Grant – 5485. IEP Team Members to Invite: LEA Representative (Required) Regular Education Teacher (Required) Special Education Teacher (Required) Related Services Teachers/Therapists Student (will turn 13 and older) Guidance (can be LEA or Transition Rep.) Transition Representative (Career Center Rep. – Tessa Moore, Voc. Rehab. Reps. – Trisha Miller/Andrea Witt) School Nurse (students receiving medication, etc. at school) Translator IEP Team Members to Invite cont. Foster parents, Legal Guardians, Surrogate Parents (Connie Maxwell – Sue Sheriff /Karen Banks, Cooper-Nixon Cottage at CMCH –Chrystal Champion/Karen Banks, Bowers-Rodgers Home –Jerri Alexander) ELL Translators – Use available persons in your building 1st or contact: (Spanish letters are on the website) Lane Riley: firstname.lastname@example.org Dana Gonzalez: email@example.com Reminders… Remember to include other special services personnel such as: Vision, Hearing, Speech, OT, PT (if students required these services). Please try to schedule meetings that involve these therapists on days they are at your school. If a service is being discontinued, remove it from the IEP. Students who plan to exit with a certificate rather than a diploma prior to age 21 must have an IEP completed as if the student plans to return. (even if he/she participates in graduation, he/she is eligible to return until age 21.) Students who exit due to reaching age 21 or graduating with a high school diploma must have a Transition Summary of Performance. Please use the form in Excent. Reminders… Please forward your questions to the contact teacher at each school regarding specific details: Trish Bridges- ECC, GEC, GHS (SC) Cindy Britt- TMD, PMD Brent Calvert- GHS (RES) , EHS Teri Jaeger- WST, SPR Melissa Latham- BRW, WFD Susan Nickles- HOD, MAT, PIN Aimee Sanders- MER, LAK Susan Weeks- NSD, RICE Christie Bell- All Speech IEPS An IEP is a legal document You may not cross out, scratch through, or use white out on the document. To make corrections on the printed copy, draw ONE line through the word(s) to be deleted, then write the correction above, and initial the change. The IEP you bring to the meeting is a draft. The team will discuss and make revisions as needed. Every blank must be completed on the IEP. All revisions must be made in EXCENT and must match the version sent to Psych. Services. IEP cont. During the annual review, you must review progress toward the existing IEP goals. (most recent progress report) Allow enough time for the meeting to discuss and explain all components of the new IEP. Conduct the ESY review for each student. Each person in attendance should sign Section X. Any changes of attendees should be documented on the contact sheet. A supplemental statement must be signed by OT/PT/Speech/Nurse if they do not attend and attached to the IEP. This form is on the website. Section I: Cover Page Verify that student/parent identification is correct. Contact Terese Grant @ 5485 to change information or for Excent assistance. School Year – 2013-2014 Grade – grade for next school year Mark – Excluding Summer Months Date of IEP Meeting – (document on contact sheet if different from Invitation Letter because of a change) Anticipated Annual Review – one year minus one day from IEP meeting date. IEP Initiation Date – August 20, 2013 IEP Ending Date – June 4, 2014 Anticipated date for 3-year reevaluation Language: Make sure language is listed. If not, contact Terese Section I: Cover Page cont. Transition (for students who will turn 13 next school year – DOB on or before 6/4/01) Complete ALL transition information in Section I. Age of Majority must be selected YES for student who will turn 17 or older (DOB on or before 6/4/97). NA for all others. See Directions for Compliant Transition IEPs on the website for assistance. Diploma/Certificate – Choose a type of exit document. If State High School diploma – a 4 digit Anticipated Year of Graduation is required. Transition Reminders In the Post Secondary Goal box on the cover page, be sure to use the words “will attend” when referring to college or “will receive on the job training” if not going to college. A second sentence must be written stating they will work as _________. Example: Johnny will attend a two year technical college and earn a degree in criminal justice. He will work in the law enforcement field. Section II: The Narrative and Present Levels of Performance serve as the foundation for the IEP. All other services listed in the IEP must be justified by and linked to this section. The Narrative(TOP) should describe the student’s academic and functional performance in the educational environment, and must include how the student’s disability affects his/her involvement in the general curriculum. Present levels should be written in measurable, observable terms that can be understood by all people involved with the student’s education. The Narrative: The Part at the Top-No Data Should Be listed Here!! Suggested Format: Academic Strengths ( List Reading, Math, Writing with Headings) Academic Needs ( List Reading, Math, Writing with Headings) Functional Strengths Functional Needs ( If you address needs here you must address on the IEP with goal or services) Behavior ( If child has BIP) Transition ( If applicable) Accommodations( MUST BE JUSTIFIED HERE and Above) Participation in General Curriculum( Do not specify self contained/extended / resource just say special ed teacher or special ed room) Counseling Other Related Services-Transportation, Nursing, OT, PT, etc.) Section II: Narrative This narrative(TOP) describes a holistic picture of the student. It should include both strengths and weaknesses. ( No Data) Address counseling services here. If counseling is not needed: Counseling services are not required for this student to benefit from his/her educational program. Address need for accommodations/modifications here. Section II: Narrative Academic Achievement – core academic areas such as: reading, language, math, written expression. It shows the results of current performance based on assessments and compares the student to nondisabled peers. Functional Performance – relates to anything NOT related to the core academic areas that impedes the student’s attainment of goals/objectives or limits access/progress through the general curriculum such as: study skills, organization, behavior, transition, hearing, vision, etc. Section II: Present Levels( Bottom) This is where the specific findings from assessments(Data) should be listed from which you write goals/objectives. Ex. Reading MAP score of ___shows functioning on ____ grade level compared to ____ of his/her grade level peers. CBM shows reading ___ wpm with ____ errors. Comprehension CBM score ____% Each Area of Assessment listed in this section under present levels will appear automatically later in the IEP form in the services section. Please list in the same order that was listed above in the Narrative.(Separate Reading and Writing) Select whether the area will be addressed by special education, related services, or both. Section III: Accommodations, Modifications and Supplementary Services Accommodations – changes in how a student accesses and/or demonstrates learning. They DO NOT change the level or content of the curriculum. Ex. Small group, copies of notes, additional time to complete assignments, etc. Modifications – changes in what the student is expected to learn or demonstrate. Ex. Identifying sub-skills in content for instruction, changing mastery levels, etc. Section III cont. Any accommodations, modifications, and/or supplementary services MUST be supported by the student’s needs described in Section I and II of the IEP. Accommodations must be listed and justified in the narrative. Please make sure they match the narrative. Never use “as needed” in the statement in this section. Never use a specific program or person’s name as the service provided. Section IV: Goals/Objectives Goals must be developed for ALL areas of need documented in Section II. ( Present Levels- Bottom) Goals and objectives are required for students eligible for alternative assessment. (SC-Alt) Goals – describe the target of student outcome/results. They must be measurable, observable, attainable within a 12 month period. They should specifically address a weakness (from present levels) to be improved. Choose whether the goal is a related service. Instructional, and/or transition goal. Type the location of services where the goal will be delivered. Goals Goals- must be written carefully to be compliant, especially academic goals. Academic goal “guide”By annual review, when presented with a (grade) probe, (student) will demonstrate improvement in (skill/strand) (improvement criteria) on (three) consecutive data collection dates as measured by curriculum based measures. ** Data provided in all goals must match data in present levels(Bottom)!! Ex. If present levels state that the student scored an average of 75% on a third grade geometry probe, the goal should look like this: “By annual review, (when presented with a fourth grade probe) John will show improvement in Geometry from 75% accuracy on a third grade level to 75% on a fourth grade level on three consecutive data collection dates as measured by curriculum based measures.” Functional Goals Functional goal “guide”If a student is on task an average of 50% of the time: “By annual review, Jane will increase her amount of time on task from 50% to 80% when observed on at least three occasions in various classes as measured by time-sampling data collection and teacher observation. Transition Goals Transition goal “guide”- must include a percentage By annual review, John will progress toward his employment postsecondary goal by researching career information and options in law, security, corrections, and public safety on at least four occasions throughout the year and creating a brochure or essay, scoring at least 80% accuracy as measured by teacher created rubric. Section V: Special Education/Related Services Special Education Services – Click on the arrow at the end of the Areas of Service box. Choose an area (address each). Use the drop down box for all areas . Do not Type the service/ We will not get funds if you type. Select direct or indirect service Type a description of the direct and/or indirect service to be provided. Location – Type a location of the service to be provided. This needs to match with the goal. Length/Frequency – many will be daily or weekly. If the goal does not require a specific length, Hit space bar to leave it blank. Speech is only area that needs minutes. All others should only say daily. Direct/Indirect time – this is the TOTAL time in minutes for all services listed. Section V cont. Related Services – any related services to be provided must have goals unless the service does not have an instructional purpose such as: nursing or transportation. Click on the arrow at the end of the Areas of Service box (Same as Special Services) Use the drop down box for all areas. Special Ed will not receive funding. Specify direct/indirect service. Location - select where the service will be provided. Length/Frequency - the amount of time to be addressed through direct/indirect services. You need to go to Power School to ensure that they don’t have a medical alert. Click on the box and make sure that you include any nursing services and the services provided and this must be in the narrative. We will lose funding if this is not checked. . Please check on Powerschool or with your school Nurse to ensure your students do not receive nursing services If Nursing Services is listed as a Related Service on the IEP, you must specifically describe the service to be provided. The service must be related to the student’s disability and/or necessary in order for the student to benefit from special education and/or access the general curriculum. The nurse must be invited to attend the IEP meeting. If the nurse is unable to attend, he/she must sign a Supplemental Statement form to be attached to the completed IEP. If the service is considered to be routine or maintenance, goals and objectives are not required. If the service is instructional (ex: the student being taught to check his/her glucose level), a present level and a goal are required. Some appropriate sample statements applicable to various situations are listed below: (Name of Student) will receive medication daily as prescribed by a licensed physician and provided by the parent for conditions related to his/her disability. (Name of Student) will receive health interventions by the school nurse as prescribed by a licensed physician for emergency health conditions related to his/her disability. (Name of Student) will receive tube feeding times daily and suctioning as prescribed by a licensed physician. (Name of Student) will be catherized times daily as prescribed by a licensed physician. If you specify in the Related Services description that a nurse will provide the services, a nurse must do it. A general statement on the IEP (for example, providing first aid services, should the student get injured on the playground) is not appropriate. Counseling Counseling services must be addressed on each IEP. Refer to the following directions to document that counseling services have been considered and whether counseling will be provided at school. If a child has a BIP, they must have counseling services. If it is determined that counseling services are required to assist the student to benefit from special education and have access to the general education curriculum it must be listed as a Related Service. If the counseling services involve any type of instructional activity (e.g., learning to control his or her behavior, learning study skills and/or organizational management strategies, learning appropriate social behavior skills) goals, objectives, and present levels of performance are required. The amount of counseling services must be stated. For location, it is suggested that you put Counseling Room or Classroom. Do not specify Guidance Office. A student with discipline issues that often result in him/her being removed from the classroom for “time out” or suspension is an example of one type of student that would fit in this category. Do not list counseling services provided by an agency outside the school district on the IEP, unless the representative who will provide the services is present as a member of the IEP team. If a counseling service is needed as a preventive measure (e.g., to prevent current behavioral issues from becoming problems that may interfere with learning in the future) it should be listed as a Supplementary Service. On the Supplementary Services screen type the following description: Counseling service is not necessary at this time for this student to be able to benefit from special education or to access the general curriculum but is being provided as a preventive measure. For location, put counseling room or classroom and indicate the frequency. If counseling service is not required to assist the student to benefit from special education; it is not needed as a preventive measure; or routine counseling services that are provided to all students are not required to meet a particular need for this student, you will enter the following: In the Academic and Functional Strengths and Needs section you are asked to provide a description or other desired information regarding Related Services for this student. In this block, you should type: Counseling services are not required for this student to benefit from his/her educational program. Section VI: Testing See Testing Matrix (in your folder)… Refer to specific testing information provided on the special services website. Any accommodations/modifications that are recommended must be based on the needs addressed in Section II and is required during daily instruction. See testing presentation… Section VIII: Special Factors Answer each question by marking YES or NO: Assistive Technology Services/Devices- Mark yes if the need is described in Section II. DO NOT name a specific piece of equipment or methodology. Address amount and location needed. Behavior Braille Communication Needs Evaluation LEP Strengths/Concerns Section VIII cont. Extended School Year – Consideration for ESY must be discussed annually. Based on this consideration, there are only 2 choices available for Annual Review meetings: The IEP team considers the student’s need for ESY by completing an ESY form and determines the student does not require these services (NO further action is needed) The IEP team considers the student’s need for ESY by completing an ESY form and determines the student does require these services. The ESY Addendum is developed at this meeting. Please request an ESY Addendum template from Terese Grant: 941-5485 or firstname.lastname@example.org Section IX: Least Restrictive Environment (LRE) Mark the areas in which the student WILL NOT participate in the general education curriculum. All areas checked must be explained in Section II to support non-participation. For middle school Resource, please mark “other” not “Elective”. Calculate the time. Hours per week spent in the general education environment and in the special education environment. The % of time for LRE will automatically calculate when you TAB after each time entry. (See handout for % of time on the website) Be sure the hours spent in both add up to the student’s total school day – not just the student’s instructional day. Make sure that a placement option has been selected in the correct age group ( Ages 6-21 and Ages 3-5). If a student will be six on or by Dec. 1, go ahead and put them in the Ages 6-21 LRE option. Section X: Signature Page Signature page – ALL people in attendance at the meeting should sign in BLUE INK, including the parent. This documents participation in the meeting. The parent/ guardian, or age of majority student also signs at the bottom of the IEP. If OT/PT/Speech/Nurse does not attend and their services are listed on the IEP, they must sign a supplemental statement form and attach it to the IEP. Required signatures – LEA, Special Education teacher, Regular Education teacher If the parent does not attend, send a follow-up letter and PWN along with a copy of the IEP home within 10 days of the meeting (document on the contact sheet). Audit Procedures Use the IEP Checklist/Audit form to self audit all of your IEPS. (make copies as needed) Your assigned compliance team member must audit 2 of your IEPs. The first scheduled meeting and one other. It is a good idea to self-audit before sending to your compliance team member. Checking Out All IEPS and related documents must be brought to Instructional Services Center (ISC) in person by (4:00 pm) Friday June 7, 2013. You will be checked out by ISC personnel. A sign-up check out list will be sent to your contact teacher by Tuesday, April 30. Check out… When you come to ISC to check out, you will bring all paperwork with you. NO additional COPIES… This order please: IEP Supplemental Statement (if applicable) BIP (If applicable) Letters PWN (Prior and follow-up) Parent Contact Sheet Medicaid release/Perm. To Invite Agency/Age of Majority/other forms Check Out The following forms will also be turned in at checkout: Alt. Assessment list Mini-bus list Final ESY list Nursing Services list Caseload LRE snapshot list th 8 graders only: Special Education Services and Course of Study Options forms Parent Participation form (Full names, listed in ABC order) Addendums for 2012-13 not previously turned in SRA students folders for 5th and 8th graders Additional Folder Materials GWD District 50 2013-2014 School Year Calendar HS only: Age of Majority information If applicable: Speech/OT/PT recommendations If Applicable: Reevaluation list Burton Center list (if applicable) 8th graders only: Special Education Services and Course of Study Options forms Questions? Contacts… If you have questions, please contact your compliance team member by email. We will send out a question/answer memo to everyone after all trainings have been completed. Thanks for all you do!