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Special Education Liaison MeetingJanuary 23 & 26, 2009

ANNUAL REVIEW COMPLIANCE & PAGE BY PAGE

OVERVIEW OF THE IEP

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Annual Review Compliance

• Status report: 19% are out of compliance in the Bronx (5145)

• Use of R326 and for a quicker turn-around the Projected Register Report

• The issue of open triennials preventing data entry of annual reviews

Process: Close triennial, enter annual review, re-open triennial Personnel: IEP team clerical or if there’s a vacancy, bring it to

ISC.

• Effect of out of compliance annual reviews on the process of waiving the triennial: Since waiver of the triennial is dependent on alternate sources of data being available, the lack of a current annual review affects the ability to waive the triennial.

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Annual Review – Data Entry Log

Student NYCID School Date Annual Completed

Date Annual Received

Submitted by

Date Entered

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SPOTLIGHT ON THE IEPPAGE-BY-PAGE

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e.g. Special Class with Related Services (if applicable)

VERIFY - VERIFY - NEVER LEAVE BLANKNEVER LEAVE BLANK

VERIFYVERIFY

VERIFYVERIFY

xxPrior to writing on this line, contact your school’s Special Education Liaison for “Specialized Transportation” Procedures

IEP meeting recommendations are written here at the end of meeting

Checking this box indicates “Special Education” Transportation

Don’t forget to check this box if applicable

Indicate the student’s current grade

Note: for all ICT classes K-12 the staffing ratio is 12:1

We urge schools to combine the 3-year-review (Tri) (if applicable) and the annual review, by moving the IEP Meeting up to the earlier compliance date, when possible

Medical/physical

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Mandated & designated by the Principal

All changes must be written here & check appropriate box

NOTE: All mandated members MUST sign this page only if they attend the IEP meeting

These dates must be indicatedThese dates must be

indicated

Mandated Member

Mandated Member

Mandated to invite at age 14 and older

Mandated Member

Check appropriate box below

SEE APPENDIXSample Student IEP Meeting

Invitation

These dates must be indicated

(not to exceed one year)

(not to exceed one year)

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IMPORTANT: All student’s academic needs described in this section should be addressed on IEP page 6-annual goals.Include present levels of performance from related service providers (if applicable).

Student’s STRENGTHS & needs should be described in this section.Describe the instructional implications of the testing results listed below(What do the testing results listed below look like in classroom instruction?).

Results in this section should not be teacher estimates & should be elaborated on in the PLOP above.

Results in this section should not be teacher estimates & should be elaborated on in the PLOP above.(Scores recorded should be current –within 1 year)(Scores recorded should be current –

within 1 year)

Indicate the instructional modifications and resources to enable the student to succeed (e.g. how to tailor instruction to fit in with student’s learning style/ strengths, and challenges through visual aids, books on tape, manipulatives, etc.) What will the student need immediately for access to grade-level curriculum what modifications, if any) while remediation related to Annual Goals is taking place?

Transition statements in the present levels of performance on this page must be used to develop transition plan goals on IEP page 10

JARGON-

FREE

__________

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PresentLevels of Performance

Needs & Concerns

Goals &Objectives

Accommodations&Modifications

Services&

Placement

Progress TowardGoals

13 years old7th graderComprehension on 5th grade level Weak content area vocabulary3rd grade decoding skills affect comprehensionWritten work shows good understanding of structure (i.e. connecting ideas)Weaknesses in grammar and spellingWeak long-term memory affects knowledge of Math facts and problem solving speedCan add and subtract with regroupingLevel 1Vocational indicates intent to attend a 4 year college and pursue a teaching career Shows frustration (by putting head on desk and refusing to continue working) when confronted with difficult assignments

Weak content area vocabulary3rd grade decoding skills affect comprehensionWeaknesses in grammar and spellingWeak long-term memory affects knowledge of Math facts and problem solving speedShows frustration (by putting head on desk and refusing to continue working ) when confronted with difficult assignments

Using vocabulary enhancement strategies, Susan will increase her content area vocabulary to approach grade level.Using a multi-sensory reading program for multi-syllable words, Susan will improve her decoding skills to approach grade levelUsing a structured explicit writing program which scaffolds lessons, Susan will write an essay approaching grade levelWill use Math fluency strategies to improve knowledge of Math facts and problem solving abilitiesUsing modeling and role playing strategies, Susan will improve her ability to respond appropriately when frustrated

InstructionalPreview vocabulary in content area reading assignmentsMake vocabulary pick lists availablePeer readerMulti-sensory reading programStructured, scaffolded writing programWork with a peer editor on writing assignmentsFrequent opportunities to assume leadership role in class activitiesProvide pick list or checklist of steps for problems involving Math computationUse of calculator when leaning more complex processesModelingRole-playing Chunking assignments into manageable partsAssessmentTime and a halfSeparate locationTest read aloud except when it interferes with the construct of the testDirections read aloud 2 more times then the standard number of times provided for all students

Special class in community schoolCounseling 1:40:3

Progress has been noted since last yearProgress reports will be filled out

Instructional Accommodations

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A BIP should be developed and implemented collaboratively by the teachers, paraprofessional (if applicable), related service providers (if applicable) and staff working with the student.

FBA & BIP RequiredIf either of these last 2 boxes are checked then

____

Don’t forget to include strengths as well as challenges, to describe social interaction patterns, and to link the PLOP

with counseling goals, managements needs, and test modifications and other accommodations, if needed.

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Discussion Question #1

Is my school psychologist solely responsible to write the FBA & BIP?

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Any Special Alerts from IEP page 1 should be reflected here

e.g. F.M. Unit, adaptive equipment (walkers, Rifton chair)

Include present levels of performance from related service providers (if applicable, e.g. OT, PT, Health, etc.)

Do not write specific name of any medication This should be reflective of page 1

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See Progress key below

# of Report cards

PROGRESS KEY

Annual Goals are statements which are created from the PRESENT LEVELS OF PERFORMANCE and in measurable terms, describe a skill, knowledge or behavior that the student can be reasonably expected to accomplish within one year.•All Related Service Providers must collaborate & contribute functional goals

Short term objectives are required for alternate assessment students only

•Goals relating to transition should address the educational instruction that will be provided to the student to achieve post-secondary goals & interests as indicated on IEP pages 3 &10

Progress reports are to be completed

and sent home every marking period for every annual goal

13Staten Island Integrated Service Center

Annual Goals

Annual Goals need to be SMART!

S – SpecificM – MeasurableA – AchievableR – RelevantT – Time related

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Discussion Question #2

How often do you send out a page 6 progress report to parents?

A. Annually

B. Every marking period

C. Every time you complete a mandated 3-year review

D. Only at the end of each school year

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For students who receive related services as a supplementary aid & service simply indicate “Related Service(s) [see page 9] .” It is not necessary to list each related service here since they are specified on page 9.

For students who receive related services as a supplementary aid & service simply indicate Related Service(s). It is not necessary to list each related service here since they are specified on page 9.

.

For ICT (Integrated Co-teaching Services), do not

write “core subjects” or “content area subjects.”

• You must indicate the name of each subject which will be

team taught (e.g. Math).• Don’t automatically put “all” or “35” for periods per week. Consider the model you want

to use and the student’s individual needs.

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•General Education with Supplementary Aids & Services should be your first consideration.•Provide an explanation of all programs/services considered and the reason for rejection.

The programs listed should be written in the language consistent with the Continuum of Services (e.g. Special Education Teacher Support Services, etc.)

Students who demonstrate severe language & communication difficulties which significantly interfere with their school performance may be considered for exemption. These deficits must be clearly indicated in the Present Levels of Performance & the team must provide an explanation for the exemption.

NOTE: All services/program options discussed at the IEP meeting should be listed

_____________________

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General Education Classroom OR Separate Location

Specify time

Indicate the mandated group size

“Conference Result” I-INITIATIONC-CONTINUATION M-MODIFICATION T-TERMINATION

e.g. Speech and Language Therapy

(Must be consistent with page 2)

Testing accommodations MUST reflect the individual student’s needs and be related to the Present Levels of Performance. The accomodation

should be described specifically. Be careful not to use CAP codeshort hand like “answers recorded any manner.” Specifics are needed!(SEE N.Y. State Education Website for Testing Accommodations Memo.)

(SEE APPENDIX-Promotion Criteria)

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The school year that the student turns 14

The school year that the student turns 14

The school year that the student turns 15

Measurable post secondary goals

NOTE: Transition MUST be reflected throughout the IEP - e.g. pages 3 & 6

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Discussion Question #3

Should transition information be written as part of the PLOP

(Page 3) as well as on page 10?

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Chapter 408

Ensure that all of your students’ current IEPs are in your school and distributed to teachers & providers (Chapter 408), prior to implementation, in paper or electronic form.

ALL providers must receive a copy of the IEP (special education teachers, general education teachers & related service providers).

Teachers must review IEPs with paraprofessionals since paraprofessionals should only have access and do not receive a copy of the IEP.

The principal must let staff know the designee responsible for reviewing with them their responsibilities in implementing IEPs.

Chapter 408! It’s the law!