IEP Development Overview: Making the Shift from Paper to Process

Podcast Script

Laura LaMore, Consultant, OSE-EIS

April 29, 2010April 29, 20101

Welcome

• On behalf of Jacque Thompson, Director for the Office of Special Education and Early Intervention Services at the Michigan Department of Education WELCOME!

• And thank you for tuning in to the IEP Development Overview Podcast

• My name is Laura LaMore and I am a consultant with the OSE-EIS

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Overview

• This is the first in a series of 9 podcasts designed to walk and talk you through the state model forms for IEP and Notice.

• Additionally, the podcast series is the first of several training resources being developed to assist students, families and districts in understanding the purpose and content requirements of the IEP process. – Among the training resources are the Quick

Reference Guides.

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Overview• There are changes from the last version of the

state model form – last updated in 2007.• One change is how we want you to think about

the IEP process.• But perhaps the greatest change to the process

is the removal of Commitment Signatures from the IEP form – Notice, while a part of the IEP process, is a separate activity.

If you have not already done so, we recommend that you download the model IEP and Notice forms to view with this podcast.

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Overview

• Before presenting a description of the sections; we want to provide you with the big picture in terms of purpose.

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Setting the Stage

• We were faced with the need to build an integrated system that implemented requirements and practices that were compliant; as well as focus on results for students.

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Making Connections through Alignment

• Curriculum Assessment • Assessment State Standards • State Standards IEPs • Instruction Outcomes

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Eligibility in MichiganDecember 1, 2008

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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

When you focus on high expectations you get increased results.

In general, IEP Development is 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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The Result?

• A shift has been made to take us from paper producers to process thinkers.

• There are format changes AND practice changes.

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The Result?• The IEP model form now presents with:

– A logical progression– Options for present level and goal page

development– Regulatory content changes (eligibility, factors

to consider, emphasis on curriculum-based instruction)

– Removal of the Commitment Signature page resulting in the provision of Notice as a separate activity

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

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

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Notice Model Forms

• Notice for Provision of Programs and Services –Initial

• Notice for Provision of Programs and Services – Reevaluation/Annual Review

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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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Quick Reference Guide

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Section 1: Demographic Information

Section 2: Present Level of Academic Achievementand Functional Performance (PLAAFP)

• Purpose

To provide big-picture overview of needs specific to academic achievement and functional performance; and to accurately describe current performance in areas affected by disability.

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Section 2: PLAAFP

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Quick Reference Guide

Section 3: Secondary Transition Considerations

• Purpose

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

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Section 3: Secondary Transition Considerations

Quick Reference Guide

Section 4:Goals and Objectives/Benchmarks

• Purpose

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

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Section 4:Goals and Objectives/Benchmarks

Quick Reference Guide

Section 5: Supplementary Aids and Services

• Purpose

To provide aids and services based on peer reviewed research to the greatest extentpracticable; and to support access to instruction to enable the student to be educated with students who are not disabled.

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Section 5: Supplementary Aids and Services

Quick Reference Guide

Section 6: Assessment-Participation and Provisions

• Purpose

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

Michigan Merit Exam (MME), Michigan EducationalAssessment Program (MEAP), MEAP with Accommodations, MEAP- Access, MI-Access, and English Language Proficiency Assessment (ELPA).

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Section 6: Assessment-Participation and Provisions

Quick Reference Guide

Section 7: Special Education Programs and Services

• Purpose

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

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Quick Reference Guide

Section 7: Special Education Programs and Services

Notice for Provision of Programs and Services (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 for Provision of Programs and Services

• No longer “section” or attached to the IEP• The provision of Notice is a separate activity

designed to conclude the IEP process• Signature and date of notice is the district

offer of a FAPE

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Notice for Provision of Programs and Services

Wrap Up/Next Steps

• Roll Out “April 30, 2010“• IEP model form• Notice model form – Initials• Notice model form – Reevaluation/

Annual Review• Podcast (Overview and Notice)• Quick Reference Guides (1-3 and Notice)

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Wrap Up / Next Steps

• Remainder of podcasts• Remainder of the Quick

Reference Guides• Webinar• Michigan Special

Education One Pager• Training Modules• Tool Kit• IEP Addendum Form

• IEP Development Process PowerPoint

• Frequently Asked Questions (FAQ)

• Regional / Focused Trainings

• MAASE Monday - June 7, 2010 Training Day

• Institutes of Higher Education (IHE) - September 24, 2010

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) 335-0448lamorel@michigan.gov

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