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[ Silence ]
Anne: Good afternoon everyone.
This webinar will start in about 4-5 minutes.
[ Silence ]
Good afternoon everyone and thank you for joining us in this webinar today.
My name is Anne [inaudible] and I'm a consultant at the Pattan Pittsburgh Office and joining me
in this webinar are two of my colleagues.
Diane [inaudible], who is our statewide procedural [inaudible].
She's in the Pattan [inaudible] Office.
As well as Ronnie Russell, who is the Central Region Lead at the Harrisburg Pattan Office.
We'll start our webinar with trainings with Pattan's mission.
So I'm going to let you read that slide and with that in mind I would like to remind folks
that are attending this webinar that this is not a legal presentation
but rather this is given as guidance for developing IEPs.
This slide might also look familiar to you and it is the Pennsylvania Department
of Education's commitment to the least restrictive environment.
It is our goal for each child to ensure that the IEP team begins with a general ed settling
with the use of supplementary aids and services before considering any type
of restrictive environment.
Our objectives for today is to talk about the purpose of the IEP, the required contents
and forms that are used in IEP development.
We'll talk about the required composition of the IEP team
and really what is critically important is how the sections of the IEP are connected together.
We're also going to give you some resources to aid in the development of the IEP.
So let's begin by talking about the purpose of the IEP and I want to remind folks
who are just tuning in that your mics are muted at this point.
So you're not able to speak but if you do have questions, please type those into your text box
and Ronnie, Diane and myself will try to have some time at the end to answer them
and we'll get to as many as we can.
Before discussing the specifics about the IEP, it is important to keep
in mind the big picture of the IEP.
It serves as a blue print for the child's special education
and related services under IDA and Chapter 14.
It is both a document and a process.
You'll notice the language that is right out of our federal legislation
for the Individual Disability Education Act.
In this slide, you'll see the words free, appropriate,
public and education are underlined and highlighted.
This is the heart of the IEP to deliver what we call [inaudible] to the student.
There's two caveats to keep in mind regarding the IEP and that is
that the IEP must state the services that the district or charter school will provide
for the student and then particular the IEP must address the general education curriculum,
especially designed instruction, extracurricular and non-academic activities,
and the child's participation with non-exceptional peers throughout the school day
and the IEP should be constructed for a one-year period of time.
The term Local Education Agency includes school districts and charter schools.
It is important to have key stakeholders gather for the IEP development.
An IEP team must consist of a general education teacher,
a special education teacher and the parent.
The district designates someone to serve in the role of the LEA representative.
In other words, the school designee and that LEA ensures
that the IEP services being offered will be provided.
For some students there may be a need to have an expanded IEP team due
to other professionals being needed for input.
This includes occupational therapists, speech and language therapists,
guidance counselor or maybe additional teachers.
The task of the team is to utilize all of the information available regarding the student
to formulate a plan for the student's education.
The public agency must ensure that the IEP team for each child
with a disability includes the parent of the child, not less than one regular ed teacher
of the child, if the child is or may be participating in the regular ed environment,
and not less than one special education teacher or where appropriate not less
than one special ed provider of the child, service provider.
And number four, a representative of the public agency.
Now this is the definition of this LEA representative that they are qualified
to provide or supervise the provision of especially designed instruction
to meet the unique needs of the child and disabilities.
Could be someone who is knowledgeable about the general ed curriculum is knowledgeable
about the availability of resources of the public agency.
You also could have an individual who can interpret the instruction implications
of the evaluation results who may be a member of the team and at the discretion of the parent
or the agency other individuals who have knowledge
or special expertise regarding the child including related service personnel is
appropriate and whenever appropriate the child with the disability
and in Pennsylvania let's remember that's age 14 and older for secondary transition
and the inviting of a child to the IEP.
Now when was the IEP need to be developed?
Well, it must be developed within 30 calendar days following the completion
of an evaluation report or re-evaluation report and under Chapter 14 the IEP must be implemented
as soon as possible but no later than 10 days, 10 school days after its completion.
Okay so that's a little bit of our background
about the IEP team composition and when it must be developed.
At this point we're going to talk a little bit about the IEP forms so I am going to turn this
over to my colleague, Diane [inaudible].
Diane: Hi, thanks, Anne.
We'll just go to that next slide.
So now we're going to look at the state promulgated forms
that are used throughout the IEP process.
An LEA and Anne already described, defined for you that LEA is Local Education Agency
so we're talking about a school district or a charter school
or sometimes an intermediate unit, but an LEA can choose to add or to rearrange the contents
of any of the forms as long as all the information contained
on the state forms is maintained.
These forms are available on the Pattan website, and I'm going to ask Anne if she would go
to the Pattan website and I'll show you where to find the forms.
So if you go over to the legal tab and scroll down to forms what you'll notice
on the left hand side is a search engine that allows you to choose an age group and you'll see
that the age groups are infant, preschool, school age and notice that we have forms
that are just the regular forms and we also have annotated forms
and then you would choose the language so we have all the forms in English as well
as 11 other languages and then you would just hit go or in the box next to that you can see
that you can just type in since you're looking for the IEP you can type in IEP.
So that's how you can find all of the special ed forms.
The IEP process begins with the LEA inviting the parents
to an IEP team meeting to develop the document.
This form is called the invitation to participate
in the IEP team meeting or other meeting.
This form explains the purpose of the meeting which can include developing an IEP
for the first time reviewing or revising an IEP
or initiating other meetings related to special ed programs.
Examples of other meetings could be if the IEP team decides to meet to review the need
for additional data like you would do as part of a re-evaluation
or to discuss a child's progress or discuss evaluation results.
Remember that the LEA must invite the student to the IEP team meeting if he
or she will be 14 years old during the duration of the IEP.
An LEA must invite a student of any age to attend his or her IEP team meeting
if transition planning is being discussed and certainly the IEP team can decide
that a child should be invited long before age 14.
A separate invitation addressed to the student is required and will provide documentation
that the student was invited, in fact, to that team meeting.
The LEA has to take whatever action is necessary to ensure
that the parent understands the proceedings of the team meeting including arranging
for an interpreter for parents with deafness or whose native language is other than English.
The LEA must take reasonable steps to ensure that one or both of the parents are present
at each IEP team meeting or are given the opportunity
to participate including notifying the parents of the meeting early enough
to ensure they will have an opportunity to attend and scheduling the meeting
at a mutually agreed upon time and place.
The purpose of this next form is to give the LEA an opportunity to ask for parental consent
to excuse a required member of the IEP team from attending the meeting in whole or in part.
The parent must agree in writing for this to occur
and there are actually two different situations around this excusal.
The first one is whether a member of the IEP team can be excused if that member's area
of curriculum or service will not be discussed or modified
as long as the parent agrees in writing.
The second situation is if a member of the team their area of curriculum
or service will be discussed or modified and that person can be excused only
if the member submits a written report to the parent and the IEP team in advance
and if the parent provides, again, written consent and the excuses would be documented
on the IEP team signature page of the IEP.
The slide that you see now lists all of the sections of the IEP
and in a few minutes it's going to show us how those sections relate to each other
and how the development of a child's educational program is sequential
and how one section builds upon the others.
What I want to draw your attention before we get to that point to the fifth bullet on the left,
which is about participation in statewide and local assessments.
Probably by now you are aware that that particular page, Section 4,
of the IEP was revised and the information about that revision was contained
in a Penlink [phonetic] that was dated September 24th.
In the Penlink, the explanation is given that the reason for the revision is
that PSSA modified was removed from the IEP because the Office
of Special Education Programs will not allow for modified assessments anymore,
that the Grade 11 PSSA was eliminated from the form because 11th grade PSSA is no longer going
to be used as a measure of AYP and also the addition of Keystones
as a graduation requirement starting with the Class of 2017.
So, if you can get a hold of that Penlink or you can certainly just go on to the forms
and you'll see that there is a new section for
and also the annotated Section 4 has been revise.
Just to remind you that that Section 4 can be phased in so you don't have
to be using it right now but it must be used starting by April 30th of 2013.
Okay, sometimes there's confusion about the different dates that have to be entered
on that first page the demographic section of the IEP so let's talk
about those for just a little bit.
So the IEP team meeting date is pretty self-explanatory
and it's the day the meeting is held and just to remind you of what Anne had [inaudible]
about the IEP has to be held within 30 calendar days following an evaluation or re-evaluation
and also an IEP meeting has to occur at least once a calendar year.
The IEP implementation date or the projected date when services and programs begin is
where you would write the first day the services and the IEP would begin for the child.
Remember IEPs have to be implemented as soon as possible but no later than 10 school days
after the IEP is given to the parent.
However, if you happen to send a NOR EP [phonetic] along with the IEP the LEA has
to wait until the 11th calendar day since the parent has 10 days to respond
to the recommended action in the NOR EP.
The anticipated duration has to do with the last day the student will receive the services
This date has to be 1 day less than a year from when that team meeting took place.
in the IEP.
So, for example, if the IEP meeting is held on December 14th of 2011,
the anticipated duration date must be no later than 2013 of 2012
so it's one day less than one year.
Parents and LEA can request an IEP team meeting at any time and they can ask
that the IEP be changed at any time.
So if we can go to the next slide.
Thanks. The IEP can be revised after the initial or annual meeting without an IEP team meeting.
Remember that it's the responsibility of the LEA to authorize all changes or revisions to the IEP
and to be involved in this revision process.
The revision section which is on the first page of the IEP
that section documents how the agreed upon revisions occurred.
So, for example, you can list the dates and times of a phone conversation you might have had
with the parent to make the revisions or you might list the strategies
or the conversation you had at some meeting that you may have had.
When the parent and LEA have made revisions without reconvening the IEP team,
the date the revision was made is listed on that first page and the names
of team members involved in the revision are listed
so that might be the special education teacher and the parent
or whoever else was part of that decision.
signatures are not required, however, in that section.
You would indicate the sections of the IEP that were revised
by referencing either the section number or the page number of the IEP.
LEAs can really document these revisions in different ways.
For example, they might highlight the changes or underline them, italicize them
or just handwrite them into the current document.
The LEA has to ensure that the student's IEP team and anyone who provides services
to the student are informed of the revisions.
Parents must receive a copy of those revisions upon request.
There's often confusion about when the team meeting dates and the implementation
and duration dates need to be changed depending on when changes are made to the IEP.
So let's talk about those for a little bit.
If you've developed an initial IEP, then the dates entered are those
that I talked about on the previous slide.
If the parent or LEA suggests revisions to an existing IEP without reconvening the IEP team,
typically those changes are minor
and the changes can occur upon parental agreement so the dates do not change.
However, if you're doing re-evaluation remember that a new IEP has to be developed
within 30 calendar days of completing that re-evaluation report and the meeting dates
and implementation dates and duration dates will all reflect this new timeframe.
Now we're going to look at the next form that's used in the process and that is the notice
of recommended educational placement prior written notice
which we fondly refer to as the NOR EP.
The purpose of the NOR EP is to summarize for the parents the recommendations that the school
or intermediate unit is proposing for the child's program, but it can also be used
to communicate other actions taken by the LEA.
The content of the slide that you're looking at is taken directly from the NOR EP
and it contains the list of when the NOR EP must be issued.
Note that the only situation that the LEA cannot proceed
without written parental consent is the one that you see in red and that pertains
to the initial provision of special ed and related services for a student.
In recent letters of findings, the US Department of Education took the position
that prior written notice must be issued to parents prior
to conducting an evaluation or re-evaluation.
Of course, which are intended to assist
in determining whether an individual child is a child with a disability or continues
to be a child with a disability and the nature and extent of the special education
and related services that the child needs?
This information was communicated just a couple of weeks ago
through a Penlink that's dated September 18th, 2012.
So you can look that up to get some more clarification on that.
Okay, let's talk a little bit more about the NOR EP.
So within 10 calendar days of receiving the NOR EP parents are then
to select the appropriate option indicating whether they approve or disapprove
of the proposed action and there's that 10 days I was talking about before the parents need
to be given those 10 calendar days to mull over the contents of that NOR EP.
Parents always have the right to formally request mediation or due process
or they may prefer to work informally to reach agreement.
Notice the last bullet this is really important except for placement
in an interim alternative educational setting due to drugs, weapons or serious bodily injury.
If the parents do not approve the action or recommendation, the child will remain
in the current program or placement only if the parent requests a due process hearing
or mediation through the Office for Dispute Resolution.
If they don't do either of those things, the LEA will implement the action or recommendation.
You can find out more about that issue if you look at the annotated NOR EP.
The NOR EP is also used when the LEA receives written documentation from the parents asking
to revoke consent for special education related services which means that they are requesting
to cease special education services.
The issuing of the NOR EP is required by federal regulation.
Prior written notice must be issued within a reasonable period
of time typically defined as 10 calendar days.
The LEAs cannot use mediation or due process to override the parent's request to cease services
and all education programs and services must cease.
The child will no longer be identified as a child with a disability.
The parents cannot submit a revocation for some special education services or programs;
it's an all or nothing situation.
The LEA is not required to conduct a re-evaluation
or convene an IEP team meeting before issuing that NOR EP
and discontinuing special ed services and programs and I'm going to show you
on a later slide that there's a Q&A that the Bureau of Special Ed developed
that gives you more detail on parent revocation.
Probably the last form that we talk about in the IEP process is the summary
of academic achievement and functional performance and that's given to students
with disabilities who are exiting high school.
It is not required to be given when students exit under a GED or a certificate of attendance
and this summary document includes recommendations on how
to assist the student in meeting post secondary goals.
By providing these recommendations it's hoped that this document can serve as a bridge
that addresses the next steps necessary to complete the transition process
that has been ongoing for the child for several years.
We've talked a lot about standards aligned IEPs over the last few years
because of the legal requirements to provide students with disabilities access
to the general ed curriculum and we actually have two legal bases for talking
about access to the general ed curriculum.
The first one, of course, is no child left behind and you can see on the slide it talks
about the fact that students with disabilities need to receive reasonable adaptations
and modifications necessary for assessment
of achievement relevant to state academic standards.
The next one is the Federal Special Ed law, the Individuals with Disabilities Education Act
that requires the IEP to include goals designed to meet child's needs to enable the child
to be involved in and make progress in the general ed curriculum.
So, standards of IEPs help to ensure that the child will have access
to the general ed curriculum and the general ed curriculum occurs best
when the general ed curriculum is operationalized in terms
of appropriate standards based instructional and learning goals
for individual students with disabilities.
It happens when appropriate research-based instructional methods and practices
and research-based supports and accommodations and research-based materials
and media are being used that have evidence documenting their effectiveness
in helping students with disabilities learn general education content and skills
and it also occurs when appropriate tools and procedures are used for assessing
and documenting whether students with disabilities are meeting high standards
and achieving their instructional goals and you'll be hearing more about standards
of IEPs actually in our next webinar series which takes place on November 15th again
from 3:30 to 4:30 so make sure that you tune in and hear more about some major points
and misconceptions about standards of [inaudible] IEPs.
So I'm finished talking about the forms that are involved in the whole IEP process and I'm going
to turn the presentation over to Anne now who is going to walk us
through that connection among sections of the IEP.
Anne: Okay, thank you, Diane, and since we have just a minute here, Diane,
we had a number of questions come in regarding the completing the NOR EP as soon as possible
or I'm sorry completing the IEP implementing it as soon as possible within 10 days
or the 11th day that you mentioned in regards to the NOR EP.
Since we had so many could you just clarify the as soon as possible, 10 day, 11 day rule?
Under Pennsylvania regulations we're required to implement an IEP as soon as possible
but certainly within 10 calendar days.
However, if you're issuing a NOR EP with your IEP, which you don't have
to issue a NOR EP every time you give an IEP the parent needs to be given 10 days
to consider what you're proposing in that NOR EP.
So, at that point it really would be on day 11 but you couldn't go any later than that.
Now we're going to go to a section of the webinar that we're going to talk
about connecting the part of the IEP
and although the IEP can look very daunting particularly for parents.
It has a great deal of information to complete but it's real important to keep in mind
that the IEP document needs to have every segment of it connected
so that it's a cohesive document outlining the students need
for special education and related services.
So if you'll take a look at this graphic, there are many different parts to the IEP
and we're going to look at just several elements of it with this concept of connectivity
and the following slides we're going to take the six steps and break then
down just a little bit more but I'll give you a second to look at this.
The first one is really having present levels of academic achievement
and functional performance connecting that to identifying
and prioritizing the student's needs, identifying post-school goals
if the student is 14 years and older.
Especially designed instruction playing an important part and after having all
of that we can write a measurable annual goal which includes great process monitoring
and then determining the student's placement.
So let's break each of these down.
The entire foundation for the IEP is rooted in the present level
of academic and functional performance.
The information in that section of the IEP should consider the most recent assessments,
parent input, classroom anecdotal notes, data from progress monitoring of the most recent IEP,
age appropriate transition assessments if the student is 14 years and older
or possibly younger if appropriate.
That information should be clear enough to drive the development of the support
and services throughout the remainder of the IEP.
So it's really critical that as teachers the present levels are written very robustly
with a lot of data, a lot of information that's relevant to the child's current performance.
Again, building upon the student's strengths and let's not forget
to have parent input in that section.
So, as much as we learn from examples, we can also learn from non examples.
This slide is a listing of items that should not be part of the present levels of performance.
It's critical that the IEP be viewed as a comprehensive picture
of how the student is performing and it's not a document that has fragmented data
or statements written in sections just to complete the form.
The present level should tell cohesive story about how the child is performing academically,
functionally, and what their strengths are.
So you'll notice on these list of 5 bullets here there's a number of times
where I think the last one fragmented with details
that are unconnected becomes a little bit cumbersome in that section
and there will be listings and listings and sometimes redundant information or information
that just isn't really relevant to that IEP.
So, well written present levels contain a lot of good data
but they don't contain irrelevant data.
So sometimes less is more so you really have to have those present levels well developed.
The second step then is identifying the needs based upon the information
in the present levels.
Once a clearly articulated picture of a student is formulated,
the IEP team can determine the needs based upon that information.
Students may have multiple needs so it's possible that the needs may have
to be prioritized based upon what could be reasonably accomplished within a year's time.
These needs should be listed in the designated section under present levels
of academic and functional performance.
The third step is to identify post-school goals if the student is 14 years and older.
If they're not, this section won't apply to them.
For students who are 14 and older and that's 14 during, turning 14 even during the duration
of the IEP, there must be information included throughout the IEP regarding school
to post-school transition and it can be done at a younger age than 14 if appropriate.
The student's IEP must list in the transition section of the IEP post-school goals
which reflect what the student would like to do after graduation.
These goals should be directly connected to the transition assessment found
in the present educational levels and you'll notice the three areas
that are noted there post secondary education and training, employment
and independent living if appropriate.
The fourth part of connecting in the IEP is identifying the especially designed instruction.
So keeping all the parts of the story connected the IEP team will address the unique needs
of the student in the especially designed instruction portion
of the IEP this may include adaptations to content and modifications
to instructional delivery and any supplement agent services that are necessary to ensure
that the student has access to the general ed curriculum and they have their unique needs met.
So supplement agents serve as those need to be discussed and reviewed prior
to making any decisions about the child's participation in general education.
The other thing that I think we find
in especially designed instruction is there's a little bit of sometimes a tendency
to have a little bit of a cookie cutter approach to it where students receive orally read tests
and extended test time and structured study guide.
You need to remember if it's in especially designed instruction it's there because back
in that present level of achievement and performance it's stated
that that was a unique need that that student needed to have happen in order for them to
but successful and have achievement.
So, if it isn't a need, it shouldn't show up in specially designed instruction and if it is
in there then we need to make sure that it's happening.
For the fifth step after considering the parts of the IEP that are written we're ready
to write a measurement annual goal and the writing of measurement annual goals was
from the content of those present level statements
where the IEP can describe the child's current performance
with baseline data and clarifying information.
As you can also tell by IDA's verbatim words on this slide,
a child's annual goal must be crafted with careful attention to enabling the child
to be involved in and make progress in the general ed curriculum.
This information will be useful to the IEP team in developing annual goals that are mindful
of the child's participation in general education.
An IEP goal should be written in measurable terms
and progress monitoring should be conducted to ensure that progress is being made towards
that goal and goals that are written should be anticipated
to be achieved in one year's period of time.
So when we talk about determining placement for a student, there are two elements
of the IEP that lead to this decision.
In Section 7 of the IEP, there are four questions for the IEP team to review and discuss
which help to determine the student's participation
with students without disabilities.
We'll talk more about that on the next slide.
Secondly after the discussion of those various questions, the type of support is determined.
So the student's placement decision is made by a group of persons including the parent that's
on the IEP team and other persons knowledgeable about the child and those
that can interpret meaningful evaluation data and so forth.
That IEP team is helping make this placement decision.
Here's the exact line which comes out of IDEA and there are four questions
which teams must review and discuss at the IEP meeting related to placement
and here are those four questions.
What supplementary agent services were considered?
What supplementary agent services were rejected?
What benefits are provided in the general education class
with supplementary agent services
versus the benefits provided in the special education class?
Third question what potentially beneficial effects or harmful effects might be expected
of the student with disabilities or the other students in the classroom even
with supplementary agent services?
Fourth, to what extent, if any, will the student participate with non-disabled peers
in extracurricular activities or other non-academic activities?
So this slide you're looking at is the exact language out of IDEA
which reinforces supplementary agent services must be an integral part of the discussion
and so we have those four questions in the IEP
that each team should be reviewing and discussing.
The other piece of this determining placement are these two statements here
and regular education.
I want to explain a couple of the words here because we get a number of questions in this.
The first bullet says explanation of the extent, if any,
to which the student will not participate with students
without disabilities in the regular education class.
Regular education class refers to the educational environments where students
without disabilities receive instruction and participate
in activities throughout the school day.
It includes instruction that occurs outside the actual classroom so to say as within the school
or community where interaction occurs with persons without disabilities.
When you look at the second bullet, explanation of the extent, if any,
to which the student will not participate with students without disabilities
in the regular education curriculum.
The curriculum refers to the content of the instruction that is taught
to the students in each grade and subject area.
In Pennsylvania, our general education curriculum must follow the content
of the PA State standards.
So that helps define regular ed class and regular education curriculum.
Lastly in your IEP for determining placement, it also requires the type
of support to be listed in the IEP.
Now, the amount of services refers to the level of service given to the student
by the special ed personnel including related service providers.
This is listed as [inaudible], which is less than 20% of their day; supplemental,
which is 21 to 80% of their day; or full time which is more than 80% of their day.
Again, when you're calculating the amount of services for level
of service that is the professional staff.
Special education teachers and related service providers; it is not calculated in this area
of professionals who may be looking at the student.
Number two, the type of service refers to the nine different types of services.
An example of this would be learning support,
life skill support, autistic support and so forth.
Third, the location of services refers to the where that the IEP is going to be implemented.
Which brings us back to thinking about these six elements together.
The IEP is intended to tell a cohesive story for the student and it begins
with that student's current performance driven by data, observations, parent input
and good assessment and from that current picture those needs can be prioritized
for the year.
The needs then drive the goals for the IEP especially transition goals for students
over the age of 14 and measureable annual goals for all students regardless of age.
Especially designed instruction helps ensure the student's unique needs are addressed
and that the teams are mindful of having a student make progress in general education.
Once all of those elements are developed, the IEP team can determine placement
and placement decisions are the last event of the IEP team meeting not the first.
The decision is driven from everything else designed in the IEP and discussed by the team.
So, that gives us some information to think about how we can make sure
that the IEP isn't just a textbook filling in kind of process but that it really is a story
about the child from start to finish and it really always within those present levels
of academic and functional performance.
When that's really well developed and robust,
the rest of the IEP can typically fall into place pretty nicely.
So with that in mind we're going to talk a little bit
about some resources for the IEP development.
So, Diane, I'm going to turn it back over to you.
I was just looking at the questions and there's a question.
Diane: Thanks, Anne.
Of course I can't find it now, but a question was asked do we have to issue a NOR EP
with a permission to re-evaluate?
That goes back to the information that I had told you that just a couple of weeks ago
through that September 18th Penlink the state sort of gave the information to the field
that OSEP, the Office of Special Ed Programs, says that, yes,
parents have to be given the NOR EP or prior written notice,
which that's what we call our form prior to conducting an evaluation or re-evaluation
and so, yeah, the answer to that is that you do need to issue it.
Now remember with permission to re-evaluate you're only issuing that if,
in fact, you need additional data.
Don't forget that you only issue permission to re-evaluate if the IEP team has determined
that additional data are needed, but if you are sending permission to evaluate or permission
to re-evaluate, you now, and this is kind of new for us, you have to send a NOR EP.
It is through the NOR EP that the parent will agree or disagree and have an opportunity to go
to due process if, in fact, they want to do that.
So that's kind of the thinking behind that.
Okay, there were a couple of people, I think that maybe caught some people
by surprise, but it's fairly new.
It's only a couple of weeks old, but that's the scoop on that.
Okay, so let's take a look at some resources that are available to you on the Pattan website.
So we're going to go in to the Pattan website and I'll show you
where you can find our publications.
So, notice the website www.pattan.net, go to resources and go down to Pattan publications.
Again, you'll be able to search for different things on this form, on this page.
So, you'll see scroll down a little bit you'll see a couple of featured Pattan publications
and then you'll get to the point where you can do a search and you can search publications
by topic and usually those things that are a part
of the procedural safeguards information all the legal stuff if you will you will find
under either IDEA 2004 or Chapter 14 or Chapter 7,
11 which are the special ed regulations for charter schools.
Or, of course, you can just type in the name of the publication
if you know what the publication is that you're looking for.
Okay so I want to take you through a couple of publications that are certainly in keeping
with what we've been talking about today having to do with IEPs.
So the publications shown on this page reflect procedural safeguard issues.
So you'll see a parent guide to special education.
There's also a guide for charter schools for special education.
Information about parental revocation, about resolution meetings for parents and guidelines
for calculating least restrictive environment and there actually are a whole bunch
of other things that are related to procedural safeguards if you will.
The publications on the next slide might be of interest to IEP team members as they relate
to the development and contents of an IEP including timelines for completion of the IEP,
extended school year services, the summary of academic and achievement
and functional performance that I talked about earlier.
There's a nice document on extended school year services and there's a document
on developing standards aligned IEPs.
The next page has to do with the questions and answers and I forgot to do this.
Anne, can you just go back a couple of slides and click back into the Pattan website?
I want to show you were a lot of the other things
that we're talking about with legal things.
So under legal that's where you find forms.
You can also go under Pennsylvania law and regulations and you'll see
on the right hand side the Q&A that was done by the Bureau of Special Ed and there are
if you just scroll down you'll actually see the same information that I have on the slide
but if you look at the bulleted items so Q&A and there's the one on revocation.
So you can see the information but there are also on this list #2 and #3 and #8 all have
to do with evaluation and re-evaluation and I know when I get questions from folks
in the field those are ones that I look at all the time just
to get the clarification from the Bureau of Special Ed.
So, you definitely want to look especially at the one #8,
questions and answers regarding re-evaluation procedures and process.
There's a whole lot of really good information in there
and #5 as Anne just showed you a little while ago is the whole piece about revocation.
The last thing we really want to talk to you then
and then we can certainly do some more questions has to do with our IEP with our webinar series.
So last year those of you who joined us for our series last year know that we concentrated
on a lot of issues relating to evaluation and re-evaluation.
So we have presentations that talked about vocational evaluation and evaluations
for students with behavioral disorders.
We did a whole bunch of, we had a whole series on different kind of evaluation topics
and those all by the way are archived and I've been kind of typing in answers to people
when they ask about how they can go back to this presentation
or show it to some of their colleagues.
All of the sessions that we do are recorded and we have them archived on our website on exactly
where I showed you before under the legal and then you can look at videos.
The handouts also will be available.
This year we've decided that since we covered hopefully helped the field last year talk
about evaluation and re-evaluation that this year we would concentrate on IEPs.
So coming up as I mentioned before on November 15th is our next session which is
on standards aligned IEPs talking about major points and misconceptions.
On December 5th is a session that we're going to show you all the resources
on the Pattan website having to do with IEP.
We just showed you a few of them.
On February 20th is a session on IEPs with a focus of consideration on assistive technology.
So, for students for whom assistive technology is being considered that's going
to be the focus of that session.
On March 21st, we'll be talking about developing IEPs for students with reading
and writing disabilities and on April 10th looking at addressing behavior issues in the IEP
and our very last one on May 15th is going to address students with math deficits.
So we're hoping that you'll have a better idea of how to develop IEPs for students with a lot
of different academic as well as behavioral needs.
Remember they will all be archived and for those of you who were not able
to find the handout I'm just going to tell you verbally how you can still do that.
If you go to the Pattan website, www.pattan.net, go to training and then to training calendar.
You'll have the October calendar open.
If you scroll down to today's date, October 16th, and click on the title of this session,
that will open you up to a new page on the right hand side there will be a little link
that says handouts.
If you click on that, it will open up today's Power Point presentation and you can download it
and then you can print it or you can save it to your hard drive or do whatever you want to do
with that but that's how all of our sessions work so you have
to register for our sessions on courseware.
Once you register courseware will send you a link to the go to webinar link to the go
to webinar website or web page and that'll get you into the presentation to the audio
and visual part of the presentation.
Okay, Anna, at this point, I'm going to turn it over to you
and we'll look at some more questions.
We do have other questions here and Ronnie has been answering a number
of them throughout the session back to folks, but we have a few more questions coming
in regarding the NOR EP so let's just a little clarification on that.
Someone asked why don't you have to issue a NOR EP at ever IEP meeting?
Well, when you think about the reasons that you issue a NOR EP it's for, let's say, for example,
a student is in 4th grade and they are learning support, they receive an itinerant level
in their neighborhood school and so then the year goes by and now they're a 5th grade student
and the IEP meeting is held, the annual IEP meeting, and it's determined
that the IEP is written it's determined the child is still going to need learning support
at an itinerant level there in their neighborhood school.
Their placement hasn't changed, their level of special ed services didn't change,
their school building did not change.
So you would not have to issue a NOR EP again because the NOR EP
that had been issued the year prior still holds true for the child's placement.
So you don't have to issue a NOR EP every single time you have an IEP.
You certainly do if levels of services are changing or additional services are being added
or you're eliminating extended school year and you always have been providing it before,
those kind of situations warrant the NOR EP being issued
but not every single IEP meeting would necessarily warrant that.
We also had a question back related to Slide 35.
So, hold your eyes.
I'm going to flash back on this.
Okay. So, on the two questions, the bulleted questions, we asked for clarification
on regular education class and regular education curriculum.
Each of those coming from those two different bullets.
I think the best way to think of this is for the first bullet when we're talking
about the explanation for when they're not participating with students about [inaudible]
in regular education class or classes a little bit maybe deceptive it really is a good way
to think about it as environments.
I think if you think of that word it helps keep in mind what goes
under that bullet we're talking about where students
without disabilities receive instruction or participate
in activities throughout the school day.
So that could be lunch, that could be a history class,
that could be anything throughout the school day,
the different environments that kids are in.
When you look at the second bullet, it talks about regular education curriculum
and that's really referring to the content of the instruction
at that grade level and subject area.
So, for instance, if you have a student with disabilities who is not going to participate
in a 10th grade social studies class where the non-exceptional peers are.
That you would be describing why they are not participating with those students
in that regular education curriculum.
So think of regular education class as meaning more
of environments whereas regular education curriculum is referring to the content subjects.
All right so those are a couple.
Ronnie, do we have other questions or, Diane, if you want to unmute yourself
and answer a question or two we can kind of go back and forth as we work
through these during the remainder of our time.
Diane: Yeah, yeah.
I'll take a couple.
There are several people who I guess they're not believing the whole thing about the NOR EP
with eval and re-eval, but yes, you must issue a NOR EP when you send a permission to evaluate
or when you send a permission to re-evaluate document to the parent.
It's a new requirement but it's been available to us for a couple of weeks now.
Just remember with permission to re-evaluate you're asking for permission
because you need additional data.
You don't issue permission to re-evaluate just because the three years are up or two years
for a child with intellectual disability.
You are only issuing a permission to re-evaluate when, in fact, the IEP team has determined
that you need additional data to make a decision about a child's continued eligibility
or you need additional data, you know, in addition to the data
that you're collecting everyday on the child to be able
to write an effective IEP for that child.
So, yes, you must issue a NOR EP when you issue consent permission to evaluate or re-evaluate.
Yes, yes, yes, yes, yes, you have to do that.
There's also some confusion about the whole 11 day thing
that I talked about a little while ago.
So let me just clarify the use of the term days and school days.
So, once you under Pennsylvania regulations you must implement an IEP as soon as possible
but no later than 10 school days after the IEP is given to the parent.
So think about it 10 school days is about, it's like 2 full weeks.
It's like 14 calendar days if you will.
When you give a NOR EP to a parent, the parent has 10 calendar days
to respond to your offer on your NOR EP.
So even if the parent takes all 10 of those days,
those are calendar days you must implement the IEP with 10 school days,
which is really more like 14 calendar days.
So it's not in conflict.
You still even have a couple more days beyond the 10 calendar days that the parent has.
So, I know that that sounds confusing, but understand 10 school days for implementation,
10 calendar days for the parent to respond to the NOR EP.
So hopefully that is helpful.
Okay, Anne, back to you.
Anne: Okay, Ronnie, do we have some other questions over there?
We're sort of filtering through.
Looks like we've answered a number, but I'm sure there's more.
Okay. We have a parent.
Diane: Anne, how about if I jump in while you're looking?
Diane: There's a what if the parent does not return a signed NOR EP?
If they sign it and don't return it, it's like they didn't sign it in the first place
if the district or the charter school never got it.
So if the parent, if a school does not hear back from a parent, then they would go ahead
and implement a program as long as it's not an initial special ed program.
If a student is newly identified as a child eligible for special ed services,
you must have consent from the parent to begin providing the services.
If it's a re-evaluation situation if the child has a program that's been implemented
and the parent doesn't respond to your NOR EP, then you should go ahead
after waiting the 10 calendar days you should wait
and implement the program that you've offered.
If the parent disagrees, remember what I told you before the parent disagrees
but does not pursue mediation or due process then you would go ahead
and implement the program that you were offering.
If the parent asks for due process or remediation,
then the child's previous program goes into pendency which means that you would continue
to implement the old program until you work out the due process with the parent.
Okay, Anne, go ahead.
Anne: Okay, we have a question here.
We have a parent who does not want their child invited to the IEP meeting.
I assume as the LEA it is our obligation to invite if they are
of television age, is that correct?
And how do we address this with the parent?
Well, yes, you are correct is what I would say.
If the student turns 14 during the duration of the IEP or is 14 years of age or older
at the time you're doing the IEP a student is to be invited
as well as the parent is to be invited.
So regulatory wise, yes, that's what you do.
Now, how do you help that situation?
That's difficult but what I would suggest is that you meet with the parent,
you meet with the student and maybe you don't have them both
in the IEP meeting at the exact same time.
Maybe you meet with the parent through a phone conference that's not really the IEP meeting
but just to talk to them ahead of time to find out what their concerns are
and maybe the student comes in for a portion of the IEP meeting
and then the parent can have some remainder of time to talk with school folks
but the bottom line is if the student is 14 years and over you need to be inviting them
to the IEP meeting and they need to have voice in that process as well as the parent.
So, I tried to find some kind of compromise to hear from both of those parties as part
of the IEP meeting would be our best recommendation.
Diane: And, Anne, I just want to add to that a little bit.
The regulations require that if the child is not present for the IEP meeting
where transition planning is happening, that it's important that the child's interest
in preferences and all of that kind of information be brought to the meeting
so that planning can at least happen around, you know,
around what the child wants to do in his or her adult life.
I also want to talk about a question what do you do
if you don't receive the NOR EP for the re-evaluation?
What's going to happen with this issuing of the NOR EP is that so the parent is going
to get the consent form and they're going to get the NOR EP and the NOR EP is going
to tell them probably under other that you're requesting permission
to evaluate or re-evaluate the child.
If the parent is okay with your request to evaluate or re-evaluate the child,
they're going to return the consent form.
They're not going to have to return the NOR EP.
So, if they don't agree to the eval or re-eval, then they would send back the NOR EP.
So hopefully that will clarify that a little bit.
Okay, Anne, if you can do one more, then we'll probably call it.
Anne: All right.
Are you able, let's see I can get the whole question shot from here.
What is a good rule of thumb as to the dates and how many dates
of data how old or recent should it be?
I have seen data that's a couple of years old and I don't think it's
as relevant to the current student.
Okay, so this is a question regarding the present levels of academic performance
and we really do emphasize that you need baseline data and that it needs to be relevant.
So, if you have data that is 3, 4, 5 years old, that may not be relevant.
It might be better served to do somewhat of a summarization of that data that sort
of let's maybe the team know the rate of progress the child has, the rate of learning
or as we call it slope sometimes or their rate.
That might help to summarize it.
What usually is not too helpful is when you have a student let's say that's in 7th or 8th grade
and you see a string of achievement tests from back in 2nd grade and 3rd grade
and there comes this long list of assessments that we're given that are standard scores
and [inaudible] and I think that becomes very overwhelming to parents.
We want this document to be parent friendly.
So, that means that the data that's in there not only has to be data in a sense of numbers
that are written but analyzed and interpreted for the parent so that it's meaningful data.
It doesn't do a lot of good for me to say the student scored a 1260 on the PSSA
but it might be much more meaningful to say the student scored a 1260
on the PSSA that is in the basic category.
The student is not yet proficient in that subject area.
When you add some analysis to the numbers of the data,
then it starts to make sense and you don't want to overwhelm.
I don't think it matters to say, look, the PSSA scores were back in 3rd grade for a student
who is in 8th grade but you could summarize maybe you would have something
that says the student was below basic during 3rd, 4th and 5th grade
and they have been basic in 6th and 7th.
That kind of analysis data I think is more meaningful.
So, we don't want gobs and gobs of data so to say.
We want meaningful data, relevant data and data that's going to be useful in driving the rest
of the parts of the IEP so that when you write those measurable goals it's really
for a one-year duration of time; a realistic one-year duration of time.
Diane: I think we're out of time.
So, we want to thank all of you for participating with us.
Right now you can see both Anne's and my email addresses.
If you would like to email us to ask us questions we didn't get to,
we're more than happy to take those questions and get back to you.
We probably can't get them all done in one day but give us a couple of days
and we'll make sure we get back to you, but thank you so much.
Hopefully you've got some good information that you didn't have before
and hopefully you'll join us for the webinar in November on standards [inaudible] IEPs.