IEP Development Process: New State Model Form Laurie Jefsen, Kalamazoo RESA Laura LaMore, OSE-EIS Eleanor White, OSE-EIS MAASE Training June 7, 2010 1

IEP Development Process: New State Model Form

Laurie Jefsen, Kalamazoo RESALaura LaMore, OSE-EISEleanor White, OSE-EIS

MAASE Training June 7, 2010MAASE Training June 7, 2010

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Training Packet / Material

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• Agenda• PowerPoint• Individualized Education Program (IEP)

model form (April 2010)• Notice model form - Initial Provision of Programs

and Services (April 2010)• Notice model form - Provision of Programs and

Services (April 2010)• Quick Reference Guides (8) (April 2010)

Purpose for New State Model Form

Clear need for an integrated system to:

– implement requirements and practices for compliance; AND

– focus on results for students

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Training Goals – “WHAT” not “HOW”

• To introduce the new State model forms• To increase understanding of the IEP

development process• To assist participants in understanding

the design and content requirements of the IEP process in order to implement it with fidelity

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IEP Development: Alignment

Matching two educational components to strengthen the purpose and goals of both.

In IEP Development: • Curriculum Assessment • Assessment State Standards • State Standards IEPs • Instruction Outcomes

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You Get What You Expect

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Eligibility in MichiganDecember 1, 2008

Disability STATE State 12/1/2008

Counts less than 10 are suppressed.Counts less than 10 are suppressed.

10.1 % Cognitive Impairment 1.34 % Hearing Impairment25.14 % Speech & Language Impairm 0.41 % Visual Impairment6.66 % Emotional Impairment 1.58 % Physical Impairment8.49 % Other Health Impairment 35.59 % Specif ic Learning Disabil1.71 % Severe Multiple Impairmen 5.76 % Autism0.29 % Traumatic Brain Injury 2.93 % Early Childhood Developme0.00 % Deaf-Blindness

MDE, OSE-EIS; Data Source: MICIS

IEP Development: A student-centered, team process requiring data-based decision-making aligned to curriculum that ensures educational benefit and complies with federal regulatory standards.

Results, through Process

All Students are General

Education First

Prevention, Not FailurePrevention, Not Failure

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General Form Changes

• Format:– Organization - logical flow – Options (present level and goal sections)

– Content (i.e., eligibility, factors to consider, curriculum-based instruction)

– Removal of Commitment Signature “page”

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General Form Changes

• Practice:– Access to instruction– Alignment with content expectations– Notice

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IEP Model FormSection 1: Demographic InformationSection 2: Present Level of Academic Achievement

and Functional Performance (present level)

Section 3: Secondary Transition ConsiderationsSection 4: Goals and Objectives/BenchmarksSection 5: Supplementary Aids and ServicesSection 6: Assessment-Participation and Provisions Section 7: Special Education Programs and Services

Notice to Parent of Intent to Implement (Notice)

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Section 1: Demographic Information

• Purpose

To provide information used for guiding timelines, assessment, service determination, public reporting; and eligibility

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• Alignments

– Grade– Purpose of Meeting– Parent Contact– Age of Majority– Eligibility

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• Content

– Accuracy is critical– Opportunity to check information

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• Changes

– Organization– Date Line– Eligibility

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Quick Reference Guide

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When does the 365 day clock start for an initial IEP?

A. Evaluation dateB. IEP team meeting dateC. Date of offer of a FAPED. Implementation date

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When does the 365 day clock start for an initial IEP?

A. Evaluation dateB. IEP team meeting dateC. Date of offer of a FAPED. Implementation date

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How Do You Count 365 Days Toward the Annual IEP that

Follows the Initial IEP?A. FAPE date to FAPE dateB. Meeting date to Meeting dateC. Implementation date to FAPE dateD. It’s a free sample, you don’t have

to count the first one.

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How Do You Count 365 Days Toward the Annual IEP that Follows the Initial IEP?

A. FAPE date to FAPE dateB. Meeting date to Meeting dateC. Implementation date to FAPE dateD. It’s a free sample, you don’t have to

count the first one.

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Why is Only One Disability Area Identified for Eligibility?

A. Once determined eligible, IEP development is driven by need, not disability

B. Two disability areas did not fit on the form

C. MI-CIS only captures one disability area

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A. Once determined eligible, IEP development is driven by need, not disability

B. Two disability areas did not fit on the form

C. MI-CIS only captures one disability area

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Why is Only One Disability Area Identified for Eligibility?

Section 2: Present Level of Academic Achievement

and Functional Performance

• Purpose

- To provide big-picture overview of needs specific to academic achievement and functional performance

- To accurately describe students current performance in areas affected by disability

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Section 2: Present Level

• Alignment

Each area of need must be addressed in at least one other section of the IEP:

• Supplementary Aids and Services• Secondary Transition Services • Goals and Objectives • Programs and Services

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• Content

For each area of need, show evidence of:

baseline data a narrative summary describing the data a statement of how the disability impacts involvement and progress in the general education curriculum; or participation in appropriate activities for preschool students.

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Data Sources

• Attendance• Checklists• Educational Development Plan

(EDP)• Observational data• Report Cards/Grades• Assignments• Informal assessment results• Formal test results

– Criterion referenced tests– Standardized tests

• Completion of work– Work samples– Portfolio contributions

• Behavioral expectations• Discipline/Behavior Record• Anecdotal written records• Grade level performance on

GLCEs and HSCEs• Authentic assessments• Progress reports• Achievement tests• Community-related input• Parent input• Personal Curriculum (PC)• Previous IEP

– Goals and objectives– Reported progress

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• Changes

– Factors to Consider– Format

• Three Options

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Section 2: Present level

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All of the Following are Required for the Present Level Statement Except:

A. Area of needB. Baseline dataC. The services and supports to be

provided to meet the student’s needsD. A description of how the student’s

needs affect involvement in the general education curriculum or participation in appropriate preschool activities.

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A. Area of needB. Baseline dataC. The services and supports to be provided

to meet the student’s needsD. A description of how the student’s needs

affect involvement in the general education curriculum or participation in appropriate preschool activities.

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All of the Following are Required for the Present Level Statement Except:

All Factors to Consider Must be “Checked”

A. TrueB. False

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Section 3: Secondary Transition Considerations

• Purpose

To positively influence the likelihood of graduation and promote successful outcomes for students through planning and preparation for adult life

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• Alignments

– Age of Majority– Present level – Strengths, Needs– Goals– Related Services– Programs

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• Content

– Required to be in effect not later than the first IEP when the student turns 16

– Recommended, beginning not later than 14 • “to be in effect not later than...”

– Make it meaningful

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• Changes

– Format• Designed to be intuitive• Guide expectations

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What Type of Need would Typically be Identified in the Transition Section of the IEP?

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A. LearningB. Planning/

community service

A. LearningB. Planning/community service

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What Type of Need would Typically be Identified in the Transition Section of the IEP?

Section 4:Goals and Objectives/Benchmarks

• Purpose

To ensure all students have access to and instruction in, grade level content; improve academic interventions; andsupport appropriately aligned assessments

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• Alignment– Present level – Secondary Transition– Content expectations

• Early Childhood Standards of Quality for Prekindergarten• Grade Level Content Expectations (GLCE)• High School Content Expectations (HSCE)

– Supplementary Aids and Services– Programs and Services– Assessment-Participation and Provisions


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• Content

– Write for meaningfulness, measurability and the ability to be monitored for progress

– Attainable within one year – Include more than one short term, instructional

objective

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Short Term Objectives• Content

– Acts as intermediate step between present level and goal

– To be achievable within shorter time (e.g., month, marking period, semester)

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• Changes

– Format• Two Options

– Alignment, alignment, alignment • The need for an alternate assessment will be

evidenced here; based on modified achievement standards aligned to grade level content

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Even Though Michigan Requires Short-term Objectives/Benchmarks, Goals Themselves Must Be Measurable.

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A. TrueB. False

A. TrueB. False

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Even Though Michigan Requires Short-term Objectives/Benchmarks, Goals Themselves Must Be Measurable.

Section 5: Supplementary Aids and Services

• Purpose

- To provide aids and services based on peer reviewed research to the extent practicable

- To support access to instruction to enable the student to be educated with students who are not disabled

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• Alignment

– Strengths– Present level– Goals/Objectives– Assessment-Participation and Provisions

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• Content

– Describe to ensure clarity and uniform understanding

– Identify time/frequency/condition– Identify location, setting– Answer: Under what circumstance will this

support be provided?

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• Changes

– Format– Statement covering circumstances when

no supports are identified

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In the Context of Accessing Instruction When Developing Supplementary Aids and Services, What Information is

Crucial to Ensuring Student Access to Aids and Services?

A. Their Grade levelB. ProgramC. StrengthsD. Goals

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In the Context of Accessing Instruction When Developing Supplementary Aids and Services,

What Information is Crucial to Ensuring Student Access to Aids and Services?

A. Their Grade levelB. Program C. StrengthsD. Goals

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Section 6: Assessment-Participation and Provisions

• Purpose

– To meet required assessment standards of the Michigan Educational Assessment System (MEAS); which includes:

• Michigan Merit Exam (MME), Michigan Educational Assessment Program (MEAP), MEAP-Access, Alternate Achievement-Modified Achievement Standards (AA-MAS), MI-Access, English Language Proficiency Assessment (ELPA)

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• Alignments

– Strengths– Present level– Transition Considerations– Goals/Objectives– Supplementary Aids and Services

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• Content

It is expected that most students will participate in MEAP or MME with or without accommodations;

Choose the appropriate state assessment based on data-driven decision making

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• Changes

– Format• Expectations for alignment

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In order for a student to be considered for participation in an alternate

assessment, goals must be written based on both of the following:

A. Aligned content area and grade level

B. Performance level and content area

C. Student need and past practice

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In order for a student to be considered for participation in an alternate assessment, goals must be written based on both of the following

A. Aligned content area and grade levelB. Performance level and content areaC. Student need and past practice

Section 7: Special Education Programs and Services

• Purpose

To identify the special education programs and services necessary to meet the needs of the student and ensure progress

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• Alignment

– Strengths– Present level– Secondary Transition Considerations– Supplementary Aids and Services– Goals and Objectives/Benchmarks

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• Content

– Identify program or related service necessary • Include the name of the program or service and the

rule number

– Currently there are 29 programs and services rules• For a complete list, see the Michigan Administrative Rules

for Special Education (MARSE)

Note: Co-teaching = methodology

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• Changes

– Format• Separation of Services from Programs• Clarification of Extended School Year (ESY)• Addition of Educational Setting

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What best describes how to determine “Educational Setting”?

A. A calculation derived from the FTEB. The location of instructionC. Anytime a special education

teacher has contact with a student it is counted as “special education”

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A. A calculation derived from the FTEB. The location of instructionC. Anytime a special education

teacher has contact with a student it is counted as “special education”

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What best describes how to determine “Educational Setting”?

Services and Programs are Determined by Eligibility

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A. TrueB. False

A. TrueB. False

Services and Programs are Determined by Eligibility

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Notice to Parent of Intent to Implement (Notice)

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Notice to Parent of Intent to Implement

Not a “Section”Not a “Section”

• Purpose

To INFORM; and meet the requirements set forth at § 300.503 specific to:

• Initial IEPs, Ineligibility, Subsequent offers of a FAPE

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Notice to Parent of Intentto Implement


• Alignment

To IEP document

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• Content

– REQUIRED• IEP document no longer considered Notice

– Indicates offer of a FAPE• After completing the IEP• After superintendent/designee signature and date

– Parent consent required ONLY for initial provision of special education services

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• Changes– No longer “section” of the IEP– Signature and date of the notice

indicates the district offer of a FAPE– Offer of a FAPE sets 365 day clock

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Notice for Provision of Programs and Services

When Is Parent Consent to Implement an IEP Required?

A. Prior to implementation, following an IEP team meeting

B. For the initial provision of programs and services

C. Anytime there is disagreement with a district offer of a FAPE

D. Following an initial IEP team meeting

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When Is Parent Consent to Implement an IEP Required?

A. Prior to implementation, following an IEP team meeting

B. For the initial provision of programs and services

C. Anytime there is disagreement with a district offer of a FAPE

D. Following an initial IEP team meeting

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If parent consent is not received after 10 calendar

days, a district mayA. Implement the IEP anyway; FAPE

belongs to the studentB. After making additional attempts to

contact the parent, inform them in writing of their decision to close the IEP process without implementation

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If parent consent is not received after 10 calendar days, a district may

A. Implement the IEP anyway; FAPE belongs to the student

B. After making additional attempts to contact the parent, inform them in writing of their decision to close the IEP process without implementation

Wrap Up / Next Steps

• Annual form updates (Posted July 1)

• Translations (following June revisions)

• eIEP (fall 2010)

• Pod casts – Sections 1-7 (August 2010)

• Michigan Special Education One Pagers (August 2010)

• FAQs (August 2010)

• Training - Group, Regional• (This) Training PowerPoint

(June 2010)

• Tool Kit (fall 2010)

• Addendum model form (fall 2010)

• Training Modules

Product development will continue through September 1, 2010 and will include:

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Contact

• OSE-EIS – Main (517) 373-0923www.michigan.gov/ose-eis

• Laura LaMore (517) [email protected]

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Documents

IEP Development Process: New State Model Form Laurie Jefsen, Kalamazoo RESA Laura LaMore, OSE-EIS Eleanor White, OSE-EIS MAASE Training June 7, 2010 1