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Welcome to

Presented By:

Danielle Holztrager, Special Education Consultant

Julie d’Aliberti, Director

Topic: IEP Section 7-11

https://tinyurl.com/sstsignin22-23

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NORMS

Respect the different views and perspectives
Clear Goals- No question is a stupid question, so ask away!
We will respect each other’s time- it is a valuable commodity!
Be Engaged- limit technology use

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This is your opportunity to recognize EXCELLENCE in

Special Education!

Please consider nominating a student with a disability or an educator that serves students with disabilities for one of the following awards:

*The R.A. Horn Award recognizes the efforts and hard work of our students with disabilities.

Click on this link to nominate for the: R.A. Horn Outstanding Student Achievement Award

*The Franklin B. Walter Award recognizes the efforts and hard work of our staff members that serve students with disabilities.

Click on this link to nominate for the: Franklin B Walter Outstanding Teacher / Staff Achievement Award

Deadline: Tuesday, February 28, 2023

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Section 7: Specially Designed Instruction

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The purpose of Section 7 is to define:

Special education services (Specially Designed Instruction or SDI)
Related services
Assistive technology devices and/or services
Accommodations
Modifications (if needed)
Supports for school personnel
Services to support medical needs of the child

Advance towards his/her annual goals
Participate in and make progress in the general education curriculum
Educated with and participate with other children with and without disabilities

To Enable the Child to:

Putting the ‘I’ in IEP

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Specially Designed Instruction (SDI)

To address the unique needs of the child resulting from the child’s disability
To ensure the child’s access to the general curriculum and meet educational standards

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Specially Designed Instruction (SDI)

Delivery of Service: How will the instruction be provided to the student: 1:1? Small group? Direct instruction?

Skill/Content: What is the skill deficit that you’ll be teaching that’s causing gaps in achievement?

Methodology: What is the evidence-based instructional strategies/pedagogy that you’ll be using to teach the child? What is it that this child must have that is different?

List of Accommodations

SDI is how you’re teaching the student. What instruction is different (special) that this child needs in order to meet their unique needs and make progress in the gen ed curriculum?

It’s what is necessary for THIS student.

Adaptive PE is SDI

READ through the slide

Must be a clear connection to the SPECIFIC goal referenced and the location of the service

Instructional methods and strategies specially designed for each individual student and goal, not a List of Accommodations

Consider the implications for instruction in Part 2 of the ETR

or �● If all students are receiving Universal Design for Learning, the SDI is the methodology or delivery the student MUST have in order to make progress their annual goals as well as within the general curriculum.

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Example using this framework:

Small group instruction in comparing and contrasting using venn diagrams, pre-teaching vocabulary, corrective feedback, and guided practice.

Delivery of Service: How will the instruction be provided to the student: 1:1? Small group? Direct instruction?

Skill/Content: What is the skill deficit that you’ll be teaching that’s causing gaps in achievement?

Methodology: What is the evidence-based instructional strategies/pedagogy that you’ll be using to teach the child? What is it that this child must have that is different?

Specially Designed Instruction (SDI)

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Specially Designed Instruction (SDI)

-Intervention Specialist only

-One IS per entry

Must be defined as to how services will be delivered

Small group instruction in comparing and contrasting using venn diagrams, pre-teaching vocabulary, corrective feedback, and guided practice.

The amount of time must reflect the need of this child. Not based on schedule or availability of staff

If the same goal is being served by more than one provider and/or in more than one location, there needs to be a separate SDI row for each location and provider. Time and frequency should be specific to each provider and location.

Question: ‘Across all naturally occurring school environments’ If the related service needs that type of location, Supports & Monitoring will accept it as long as it makes sense in terms of the design of the instruction/service. If the goal is working across all environments, than it would be acceptable. If the goal focuses on a particular location, then it would not be appropriate.

Time/frequency: OEC Supports & Monitoring advises IS and RS to explain how the minutes per month would be delivered so that the parent understands where and how often the student will be removed and/or receive instruction or services. The guidance of minutes/month has been recently changed. I’ll talk more about this in upcoming slides.

There is some controversy re: who can PROVIDE SDI happening in the state right now. Some say that only an IS can provide SDI, some national view express that the teacher with the most expertise in a content area can provide SDI. Some SSTs advise that a GET can provide SDI, but only the IS can be listed here as the provider. More to come on this. Work is being done at the state level to determine who can provide SDI and how to document it on the IEP.

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Related Services

Required to assist a child with a disability to benefit from special education

To enable a child with a disability to receive a Free Appropriate Public Education (FAPE)

Speech/Language Therapy
Audiology services
Interpreting services
Physical/Occupational Therapy
Recreation
Social Work services
School Nurse services
Transportation services
Psychological services

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Assistive Technology Device (Tool)

Assistive Technology is….any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve functional capabilities of individuals with disabilities. (IDEA, Part A, Definitions, Sec. 602)

It’s not what the item is, it’s how it’s used

that defines whether the tool is considered AT

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Assistive Technology encompasses devices/tools in the areas of:

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

More than just for communication!

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Non-electronic tools such as pencil grips, slant boards, wiggle seat,

adapted scissors, paper-based graphic organizer

Battery-operated devices such as talking calculators, screen magnifier with light, single switch to operate a toy/appliance

Electronic systems such as speech-to-text, text-to-speech, word prediction software

Assistive technology tools are categorized three ways:

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Make sure ‘Yes’ is checked in Section 2 if the Accommodation is actually Assistive Technology
If AT is incorporated into the IEP, it should be documented in the AT box in Section 7, but could also be documented in Accommodations.
With upcoming IEP form revisions and new guidance, this will hopefully be more

clear

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List AT Devices (tools)

Document AT device(s) and tools separately
Document the features of the device, not its proprietary name
It’s not required by ODE/OEC to document the Amount of Time or Frequency for AT as outlined in the Universal Support Materials, even though these fields are currently on the IEP form.
Surgically implanted devices such as cochlear implants are not considered AT, but should be documented in either ‘Other Information’ or the ‘Profile’

PROVIDER TITLE

LOCATION OF SERVICE

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-Changes HOW the student learns or

demonstrates learning

-Allows a student to complete the same

assignment or test as other students,

but with a change in the:

Types:

Presentation
Response method
Setting
Timing
Schedule or
Organization (Executive Functioning)

Accommodations

Accommodations and Modifications are not synonymous.

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Presentation- Changes the way content is presented

Response- Changes the way a student can show what they know

Setting- Changes where a student completes a task

Timing- Provide extra time, wait time, breaks

Types of Accommodations

Which of these types of Accommodations could be Assistive Technology for the student?

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Schedule- Adjustments made to the schedule of an assignment or assessment based upon the student’s optimal time of day, separating over days, etc.

Organization- Think supports for Executive Functioning

Types of Accommodations- continued

Could some of these types of Accommodations could be Assistive Technology for the student?

Which accommodations wouldn’t be AT?

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Some students will continue to need accommodations throughout their school career.

Others we really have to think about if we can fade accommodations as they move through the grade levels.

Colleges/universities do not need to offer the same accommodations as protected through IDEA.

Resources to Check out:

https://drive.google.com/drive/folders/1nZ2S2OGIHGMttNWh0vWcfj7uTvaJGGNL?usp=sharing

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“Read-aloud” as a general term is when a student is administered a test via text-to-speech, human reader, screen reader or sign language interpreter.

The read-aloud accommodation for the English language arts test is intended to provide access for a very small number of students to printed or written texts on the tests.

These students have print-related disabilities and otherwise would be unable to participate in the state tests because their disabilities severely limit or prevent them from decoding, thus accessing printed text.

Keep this in mind when making Accommodation decisions.

A Word About Read Aloud and ELA State Assessment

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Accommodations vs. Modifications

-Changes HOW the student learns or

demonstrates learning

-Allows a student to complete the same

assignment or test as other students,

but with a change in the:

-Types:

Presentation

Response method

Setting

Timing

Schedule

Organization (Executive Functioning)

Accommodation

Modification

-Changes WHAT the student learns

-Reduces the depth and breadth of

what the student must learn or be able to do

after instruction.

-Modifications of the curriculum result in the

student being taught the same information

as the same-age, grade-level peers,

but with less complexity.

-Ohio’s Learning Standards-Extended are

the learning targets

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Documenting Modifications on the IEP

The IEP team must define the kind/type of modification, how or to what extent the curriculum is being modified, when, where and who will make the modifications

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This section describes the supports to school personnel that are needed in order to implement this student’s IEP.
For each support the team must list:

the school personnel to receive the support
the specific support that will be provided
who will provide the support
when the support will take place

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Support For School Personnel

OT Assistants and PT Assistants are documented under Support for School Personnel

Even though they are providing direct services to the student, they are listed here because they are acting under the direction and supervision of a PT or OTR/L and are providing support to that therapist by carrying out directives with the student.
List how the support is provided and for whom.

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Services to Support Medical Needs

Items that are documented here might include:

Managing a tracheostomy
Administering and dispensing medications
Planning for the safety of a child in school
Schedule for repositioning a student throughout the day
Chronic disease management
Training staff to care for the child
Suctioning
Special feedings

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Section 8

Transportation

as a Related Service

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When to provide…..

Public school districts must provide transportation to children with disabilities in two situations. These are:

if a district provides transportation to and from school for the general student population, then it must provide transportation for a child with a disability; and
if a school district does not provide transportation for the general student population, then the issue of transportation for children with disabilities must be decided on a case-by-case basis if the IEP Team has determined that transportation is needed by the child and has included it on his or her IEP.

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If the IEP determines that special transportation is needed then this section of the IEP must be filled out.

This is where you would identify any accommodations or modifications that are needed.

Finally if the team agrees that the student needs special transportation and/or accommodations or modifications, you want to make sure that your transportation department is aware of this!

What does transportation mean?

Transportation means travel to and from school, between schools, and in and around school buildings, and may include the following:

(a) Travel to and from school, between schools, and in and around school buildings during normal school hours and outside of normal school hours if included on the individual education program. (YES to and from school)

(b) Specialized equipment, such as special or adapted vehicles, lifts, and ramps, if required to provide special transportation for a child with disabilities.

(c) Fitting and/or retrofitting vehicles with specialized equipment, such as car seats, securement systems, and harnesses.

(d) Hiring aides for particular special education vehicles if deemed necessary by the school district.

(e) Alternative pick-up and drop-off locations, such as the curb, driveway, or front door of the child's home, if determined to be appropriate based upon the individual needs of the child.

BUT ….. Not all children with disabilities are eligible to receive transportation as a related service. A child’s need for transportation as a related service and the type of transportation to be provided must be discussed and decided by the IEP team.

Let’s remember like I said on the previous slide, you may have a student who does not need special transportation but does need accommodations or modifications to ride with the general education peers. Be sure you identify them here if that is the case.

Questions??????

Section 8 is enough. The federal regs state that if information is in one part of the IEP it does not need to be included in another part.

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Section 9

Nonacademic and Extracurricular Activities

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This includes meals, recess periods

"Mary is provided the same opportunities to participate in extracurriculars and non academic activities as her nondisabled peers. Mary participates in lunch and recess with nondisabled peers and needs no accommodations at this time (or needs the following accommodations…) Should accommodations be needed for a nonacademic or extracurricular activity the team will address these needs and amend the IEP if necessary".

If a child cannot participate in any nonacademic activities an explanation would be needed.

Each school district must ensure that each child with a disability has the opportunity to participate with nondisabled children in the extracurricular services and activities to the maximum extent appropriate to the needs of that child.

They also want to make sure that each child with a disability has the supports and services to do so. These are determined by the child’s IEP team.

The student with a disability needs to meet the same requirements as their nondisabled peers. No cut sports vs cut sports.

Some things that this might mean are participation in afterschool clubs or sports. Supports that might be needed is additional adult support in order to participate. If the team decides that additional supports are needed, it needs to be indicated in section 9.

Everyone always asks if there is an appropriate statement for these sections. So while I have put a statement in the sections, you need to make it fit for each of your students.

Remember if it is listed on the IEP, it must happen!

Questions??????

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Section 10

General Factors

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Section 11: LRE- Preschool�

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Section 11-

Least Restrictive Environment

Each school district must ensure that:

(a) To the maximum extent appropriate, children with disabilities, including children in public or nonpublic institutions or other care facilities, are educated with children who are nondisabled; and

(b) Special classes, separate schooling, or other removal of children with disabilities from the regular educational environment occurs only if the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily. OAC Rule 3301-51-09

LRE or least restrictive environment ensures that students with disabilities are included with their nondisabled peers to the maximum extent possible.

This includes the classroom, the playground, the cafeteria, after school activities and bussing.

Students should only be removed from regular education environments, if even with accommodations and modifications, their education cannot be achieved satisfactorily.

This can sometimes be a hot button topic with both parents and staff. And, it can truly go both ways. Sometimes parents or staff will want students to be fully included and that might not be appropriate but remember it is a team decision. And, on the reverse, there are times when a parent or staff will want the student removed or taught in a separate classroom. Again, that might not be appropriate.

The goal should always be to have students with disabilities included as much as possible.

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The first question asks, Does the child attend a general education setting?

In order to answer this question, it is important to understand what is meant by “a general education setting.”

A general education setting is a setting in which the child will be

• Receiving instruction in the general education curriculum taught by a general education

teacher with non-disabled peers in natural proportions; AND

• Receiving instruction at the level required in rule which is a minimum of 360 hours of

programming per year which must include instruction in the general education curriculum

The types of preschool classrooms that may meet the criteria of instruction in the general education

curriculum taught by a general education teacher with non-disabled peers in natural proportions are:

- Public school preschool general education class, including a co-taught class

- Non-public school preschool program

- Head Start preschool program

These classroom types would be considered general education settings as long as the child is also

receiving a minimum of 360 hours of programming per year.

If you answer YES to this first question, then you must answer the next question, Does

the child receive all of his/her special education and related services embedded within regular

classroom routines and activities?

To answer this question, it is important to consider if the child is receiving services not only

embedded within regular classroom routines and activities but also with non-disabled peers. To

answer yes to this question the child must be receiving all of his/her special education and

related services embedded and with non-disabled peers.

If you answer YES to this second question, then there are no further questions to

respond to in this section.

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If you answer YES to the first question and NO to the second question, Does the child receive

all of his/her special education and related service embedded within regular classroom routines

and activities, then you must answer a third question:

What prevents the child from receiving special education and/or related services embedded

within the regular classroom routines and activities?

A justification must be provided if the child is removed from instruction with non-disabled peers.

The justification should provide evidence as to why the child cannot receive instruction with nondisabled peers and should not simply be a description that the child was removed. The

justification must:

- Be based on the individual needs of the child, not the child’s disability, and aligns with

SDI or related services location;

- Reflect that the team has given adequate consideration to meeting the student’s needs

in the general classroom with supplementary aids and services;

- document that the nature or severity of the disability is such that education in general

education classes, even with the use of supplementary aids and services, cannot be

achieved satisfactorily and;

- describe potential harmful effects to the child or others, if applicable.

After answering this 3rd question, there are no further LRE questions to answer.

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Section 11- School Age

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Universal Supports Materials (resource)

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School Age LRE

If no, justify (justification may not be solely because of needed modifications in the gen ed curriculum):

-includes justification of why the child does not attend the school they would attend if they were not disabled

-based on the child’s need, not disability

-reflects that the IEP team has given adequate consideration to meeting the student’s needs in the gen ed environment with supplementary aids and services

-documentation that the nature or severity of the disability is such that education in the gen ed environment cannot be achieved satisfactorily.

-describes potential harmful effect to the child or others, if applicable.

-due to child’s disability

-includes RELATED SERVICES

-includes justification of why the child does not attend the school they would attend if they were not disabled

-based on the child’s need, not disability

-reflects that the IEP team has given adequate consideration to meeting the student’s needs in the gen ed environment with supplementary aids and services

-documentation that the nature or severity of the disability is such that education in the gen ed environment cannot be achieved satisfactorily.

-describes potential harmful effect to the child or others, if applicable.

-due to the child’s disability

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