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SST2 Presents

IEP Happy Hour

Sections 1-4

October 1, 2024

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https://tinyurl.com/sst2signin24-25

Date:

October 1, 2024

Title of Event:

IEP Happy Hour- Sections 1-4

Presenters:

Melissa Wagner

Jennifer Heim

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Housekeeping/Norms:

The IEP Happy Hours will be recorded and uploaded to the SST2 website for all to enjoy!

Please keep questions general and refrain from including specific districts, administrators, teachers or students.

RECORDED

KEEP QUESTIONS GENERAL

Respect each other’s views and perspectives.

Please limit technology use during the presentation.

RESPECT

BE ENGAGED

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Where can I find the materials after each session?

Session materials (recording and slides presentation) are posted on our website at https://www.sstr2.org/PDonDemand.aspx

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Your SST2 Special Education Team:

Kristin Fazio

Director

Jennifer Heim

Assistant Director

Courtney Seman

Early Childhood

Melissa Wagner

Special Education

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How to Create and Deliver Specially Designed Instruction

with Anne Beninghof

Date: October 22, 2024

8-11am Secondary Intervention Specialists

12-3pm Elementary Intervention Specialists

More info: https://secure.smore.com/n/p9x4d

Participants will be able to:

Define and give examples of specially designed instruction
Apply a process for developing and integrating SDI into lessons
Evaluate and choose strategies for adapting content, methodology and delivery of instruction.

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Specially Designed Instruction Book Study

More Info and Registration link: https://secure.smore.com/n/tj9kh

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The Cover Page

The accuracy of the information on the cover page is extremely important because much of the information will become part of the EMIS record that districts must submit for annual reporting.

The District of Residence is the district in which the student resides.

The District of Service is the district in which the student is being served.

SSID Number

The DOR is the district in which the student resides.

The DOR is responsible for ensuring that an IEP is developed and implemented for each child with a disability residing in the school district. Districts that have students who are educated outside their district are still responsible for initiating and documenting meetings for the purpose of developing, reviewing, and revising the IEP. DOR must maintain communication with the District of Service, in those cases, in order to ensure compliance and accurate implementation of the IEP.

Community Schools are the District of Residence, however, when a community school places a child in a separate facility for their academics and/or functional service, the community school remains the DOR and continues to be responsible for the education of that child.

The DOS is the district that’s responsible for implementing the services contained within the IEP.

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District of Residence vs District of Service

The District of Residence is the district in which the student resides.
The District of Residence is responsible for ensuring that an IEP is developed and implemented for each child with a disability residing in the school district.
Districts that have students who are educated outside their district are still responsible for initiating and documenting meetings for the purpose of developing, reviewing, and revising the IEP.
District of Residence must maintain communication with the District of Service in order to ensure compliance and accurate implementation of the IEP.

Community Schools are the District of Residence, however, when a community school places a child in a separate facility for their academics and/or functional service, the community school remains the District of Residence and continues to be responsible for the education of that child.

The District of Service is the district that’s responsible for implementing the services contained within the IEP.

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The date that the IEP team met is recorded here.

At least one of these boxes must be checked to indicate the meeting type.

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The date the last ETR was signed.

The date the last ETR was signed +3 years.

The first date the IEP will be implemented.

The meeting date + 364 days.

Note: An IEP can not be active for more than 364 days from when the IEP was agreed upon and signed by the IEP team.

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Information added to Other Information should include the most important information anyone would need to know about the student:

Behavior concerns
Medical concerns
Adjusted school hours
Self-care needs
Open Case with OOD or DD services
Court directives, etc.

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The date the team met to amend

When amending an IEP, please remember that you also have to revise the meeting date on the cover page to match the date the team met for the amendment and also do a PR-01. (This is very important for EMIS reporting).

While the start date changes, the end date of the IEP does not change. Amending does not lengthen an IEP.

Section 7 start dates only need to be changed if the amendment altars something in one of those areas.

Summary of Changes

Effective Start Date is typically the day after the amendment meeting unless a student schedule change needs to be made in order for the amendment to take effect (ex: change of placement). In this case the change in schedule should be made as soon as possible.

The meeting date needs to reflect the date of the Amendment meeting.

This information is very important for your district EMIS coordinator!

Note: An amendment does not replace the requirement

to hold an annual IEP, nor does it extend the end date of the IEP.

It’s in two sections of 34 CFR 300.324

(4) Agreement.

(i) In making changes to a child’s IEP after the annual IEP Team meeting for a school year, the parent of a child with a disability and the public agency may agree not to convene an IEP Team meeting for the purposes of making those changes, and instead may develop a written document to amend or modify the child’s current IEP.

(ii) If changes are made to the child’s IEP in accordance with paragraph (a)(4)(i) of this section, the public agency must ensure that the child’s IEP Team is informed of those changes.

(5) Consolidation of IEP Team meetings. To the extent possible, the public agency must encourage the consolidation of reevaluation meetings for the child and other IEP Team meetings for the child.

(6) Amendments. Changes to the IEP may be made either by the entire IEP Team at an IEP Team meeting, or as provided in paragraph (a)(4) of this section, by amending the IEP rather than by redrafting the entire IEP. Upon request, a parent must be provided with a revised copy of the IEP with the amendments incorporated.

Basically, what this means is that the IEP team could be convened to amend the IEP, or the district rep (or designee) on behalf of the district could contact the parent and if the parent agrees, the IEP can be amended. This can be done via telephone call or email or virtual as well as in person. The rest of the IEP team needs to be informed and a copy of the amended IEP and prior written notice issued to the parent before implementing the amendment.

This is in the Operating Standards with the same language (Ohio follows federal law here) starting on page 126.

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Amendments With and Without a Change of Placement

No Change of Placement

The district will contact the parent and ask if the parent would agree to discuss a proposed change to their child’s IEP without holding an IEP team meeting. If the parent agrees, district personnel will discuss the proposed changes with the parent and revise the child’s IEP accordingly. The district must provide Prior Written Notice (PR-01) to the parent prior to implementation of the amended IEP along with a copy of the amended IEP. The amended IEP will not be implemented until the parent has received their copy of the Prior Written Notice (PR-01).

Change of Placement

The district must use the required Parent Invitation (PR-02) to notify and invite the parent to an IEP meeting. Districts must take steps to ensure that one or both parents are present at the IEP meeting where change of placement will be discussed or are afforded the opportunity to participate. The district will obtain and document parental consent in Section 15 of IEP – IEP Review (Change of Placement) The district must provide Prior Written Notice (PR-01) to the parent.

Resource: Page 4

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IF the parents of the child and the school district agree to amend the IEP by NOT conducting an IEP team meeting (no change of placement) with the required participants:

The team members and service providers must be informed of the IEP amendment in writing to document that all parties were informed of the changes.
Each teacher and/or related service provider must be informed of his or her specific responsibilities related to implementing the child’s amended IEP including the specific accommodations, modifications, and supports that must be provided for the child, as specified in the child’s IEP

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This section should include a statement that discusses the child’s future. The IEP team shall ensure that the family and child’s preferences and interests are an essential part of the planning process.
Always obtain current teacher, parent and student input.
This section may be completed prior to the meeting as long as you’ve gathered information before the meeting.
For transition-age youth, information about where the student will live should be included in this section.

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Let’s talk about these in a little more detail…

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If yes, must also complete Section 16

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Does the child have communication needs (required for deaf or hearing impaired)?

Here is the full language: Consider the communication needs of the child, and in the case of a child who is deaf or hard of hearing, consider the child’s language and communication needs, opportunities for direct communications with peers and professional personnel in the child’s language and communication mode, academic level, and full range of needs, including opportunities for direct instruction in the child’s language and communication mode;

For whom does the Communication Plan need to be completed?

The Communication Plan must be completed for any student who is receiving special education services through an IEP and has a documented hearing loss, including Deafblind, Deaf, hearing impaired, plus any additional disability. This includes an auditory processing disorder and conductive, sensorineural, unilateral, bilateral, or mixed hearing loss.

OEC’s Supports and Monitoring Section has stated that if “yes” is check in answer to the question, “Does the child have communication needs (required for deaf or hearing impaired)?” they will be looking for a communication plan, or a communication goal.

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Before You Check this Box ‘NO’…

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Assistive Technology encompasses devices in the areas of:

Writing
Reading
Communication
Math
Computer Access
Hearing
Vision
Positioning, Seating, Mobility

More than Just Communication!

AT Domains

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Low Tech: non-electronic aids such as pencil grips, slant boards

Mid Tech: battery-operated devices such as talking calculators and spell checkers

High Tech: more complex electronic systems such as voice-recognition systems, screen readers, portable electronic magnifiers

Assistive technology tools can be

categorized three ways:

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Is Assistive Technology also a Service?

As Defined by IDEA an assistive technology service is any service that directly assists a child with a disability in the selection, acquisition, and use of an assistive technology device.

The terms include…

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AT Services Terms Include:

Evaluation for AT
Providing of AT
Customizing
Coordinating with therapies/interventions
Training for the child in the use of an AT device/tool
Training for the professionals, service providers, family members

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To think carefully about
Discussion of potential assistive technology necessary to receive FAPE (Free Appropriate Public Education)
Not ignored or skipped over
Not just for students with severe disabilities
Brief…no more than 15 minutes

Consideration is…

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Consideration can only take place after goals and objectives have been developed.
Each IEP team must consist of at least one member with sufficient knowledge of assistive technology devices, as well as services which will be required by the student.
Each IEP team must consist of at least one member with sufficient knowledge of where to turn for greater expertise when difficult questions arise.

Facts about AT consideration:

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If the student is currently using AT, is the tool adequate to address the new goals and objectives?

Points to Consider:

Does the student need AT to access the curriculum.

Does the student need AT to access instructional materials?

Does the student need AT to access the technology used by other students?

Could AT help the student be more independent in his/her

learning environment?

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�Texas 4-Step Model

STEP 1

STEP 3

STEP 2

STEP 4

Review present levels of performance and evaluation data.

Develop goals and objectives.

Determine if any tasks are difficult or impossible for the student.

Decide whether or not AT devices and services are required and document decisions.

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Only 3 Possible Decisions can be Made from

Assistive Technology Consideration:

AT is not needed.

AT is needed and is being used successfully.

AT is needed, but the team is unsure about specific technology needed.

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If the IEP team determines that Assistive Technology is needed OR is currently being used successfully by the student,

the team checks the

box ‘YES’ in step 2 on the IEP.

IMPORTANT!

The IEP team must also incorporate that AT appropriately within the body

of the IEP.

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Summarize all relevant educational needs from the ETR and performance of the child- the Big Picture
Summarize interests, strengths, & weaknesses of the student
Progress on previous year’s goals- relevant functional, academic, and/or behavioral information
Background info including medical information
Summarize how the student’s disability affects their involvement and progress in general education
Summarize parent input

Copy and paste the ETR

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Summarize Special Instructional Factors that will be incorporated into the IEP
Summarize recent assessments
Provide a summary of the student’s prioritized needs (in the case of a student with multiple needs and perhaps needs will be prioritized)
Sensory needs that impact learning
Medical and/or safety needs
Graduation Progress

Do not use disability

label in profile

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OPTIONAL: ESY Decision-Making Form

Note: All children ‘regress’, lose progress, forget, revert to previous behavior to some extent between school years. It must be determined whether a child's regression would likely be substantial, and whether the child would require a greater than usual time to "recoup to get back to the level the child had achieved before a break in service.”

Typically in April

The school district shall consider the following when determining if extended school year services should be provided:

• Whether extended school year services are necessary to prevent significant regression of skills or knowledge retained by the child so as to seriously impede the child's progress toward the child' educational goals; and

• Whether extended school year services are necessary to avoid something more than adequately recoupable regression. OAC 3301-51-02 (G)

ESY must be considered for each goal. ESY services may happen at any time the school is not in session.

Per Bernadette: Keep in mind that the purpose of ESY is to prevent or slow severe skills regression caused by interruption of Spec ed services, not to enhance present levels or educational performance. Decisions are should be based upon the construct of skill regression/recoupment. Based upon a 6th circuit court decision in Ohio- ESY only when it’s determined that a student might regress in a critical skill area to such an extent that recoupment might take an unusually long period time.

Per SST 8’s modules:

3 criteria for eligibility:

regression/recoupment
Emergence of skill
Degree & nature of disability

There’s no requirement that a preschool student previously have attended school to determine the need for ESY.

Not the same as compensatory education

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ESY Continued…

Keep in mind that the purpose of ESY is to prevent or slow severe skills regression caused by interruption of Special Education services, NOT to enhance present levels or educational performance.
Decisions are should be based upon the construct of skill regression/recoupment.
Based upon a 6th circuit court decision in Ohio- ESY only when it’s determined that a student might regress in a critical skill area to such an extent that recoupment might take an unusually long period time.

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Any Questions?

Feel free to unmute or use the chat feature.

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IEP Happy Hours

Zoom: 3:00 - 4:00pm

October 15th: IEP Section 5a

November 12th: IEP Section 5b

December 3rd: IEP Section 6

January 14th: IEP Section 7

January 28th: IEP Section 8 -10 & Preschool

February 4th: IEP Section 11 Pre-K

February 18th: IEP Section 11 School Age

March 4th: IEP Section 12-13

March 18th: IEP Section 14-15, Invites and PR-01

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Required Notification Chart and Amendment information: Resource: Page 4

OCALI AT Domains:

AT Domains

OPTIONAL:

ESY Decision-Making Form

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Date:

October 1, 2024

Title of Event:

IEP Happy Hour- Sections 1-4

Presenters:

Melissa Wagner wagner@sstr2.org

Jennifer Heim

heim@sstr2.org

Sign-out

https://tinyurl.com/tellsst24-25

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This document/product/software was supported in whole or in part by the U.S> Department of Education, Office of Special Education Programs, (Award H173A210119-21A CFDA 84.173A, awarded to the Ohio Department of Education). The opinions expressed herein do not necessarily reflect the policy or position of the U.S. Department of Education, Office of Special Education Programs, and no official endorsement by the Department should be inferred.