Slide 1

Top ten non compliance findings from the Office for Exceptional Children from their Special Education Onsite Reviews#10The annual goals of the IEP did not address the childs academic areas of need. (6)#9The IEP did not contain a statement of the services and supplementary aides and supports to be provided to enable the child to be involved and make progress in the general education curriculum. (7 & 11)#8The IEP did not indicate the location where specially designed instruction would be provided. (7)#7The IEP team and other qualified professionals did not review existing evaluation data on the child, including evaluations and information provided by the parents, if any, and identify what additional data were needed to complete the evaluation. (ETR)#6There was not sufficient evidence that the evaluation process addressed all areas related to the suspected disability. (ETR)#5The IEPs did not state the amount and frequency information for specially designed instruction. (11)#4The IEP did not have a statement that addressed how the childs disability effects their involvement and progress in the general education curriculum. (11)#3The IEP did not contain a statement of the extent to which the child will NOT participate with nondisabled children in the regular education classroom. (11)#2The IEP did not contain a statement of the specially designed instruction that addressed the needs of the child and support the annual goals. (7)#1The annual goals of the IEP are not stated in measurable terms. (6)

WHAT IS THE PURPOSE OF THE PLOP?Guiding QuantifiableBaseline

Directions for table groupChoose a Reporter, Recorder, Timer and Task MasterAnswer your QuestionBe Prepared to Report to the GroupMeasureable Annual GoalsDoes Your Goal Have The Following?Is the goal supported by information in the present level of performance which address the needs that result from the disability?Is who, the childs name, present ?Is what he/she will be able to do present ?Is what level or degree of performance present ?Are the conditions under how the child will be expected to perform present?Is the length of time to master the goal present ?Is how progress will be measured present?

Content standard connectionAre the goals connected to academic content standards? (This is intended to focus on student specific skill deficits needed to master the academic content standards and should be supported with data in the present level of performance. It is not a restatement of the academic content standard.)

Now your taskIn your table groups, review Johns or Allisons IEP.

The PLOP is already completed, your task is to write a measureable annual goal based on the information provided.

Each group should be prepared to present at least two goals for the student which they have chosen.

Teams will complete Feedback Forms on each goal as they are presented.

Difference between benchmarks and objectivesMechanism used to reach the annual goal.Benchmark is a specific statement of what the child should know and be able to do in a specified segment of the year. How much and by when.

Objective means a smaller, more manageable learning task that the child must master as a step toward achieving the annual goal. Objectives break the skills into discrete components that allow the child to successfully attain the goal.

Same 6 elements must be appliedSection 7 Specially Designed ServicesSpecially Designed InstructionRelated ServicesAssistive TechnologyHow do we determine what they need-what will their day look like-connecting to the goal

Specially Designed Instruction Adapting as appropriate to the needs of an eligible child, the content, methodology or delivery of instruction to address the unique needs of the child that result from the childs disability and to ensure access of the child to the general education curriculum so the child can meet the educational standards that apply to all children within the jurisdiction of the school district. Specially Designed Instruction Defined:

Specially Designed InstructionInstruction that supports the child to accomplish his/her IEP goals and NARROWS THE GAP between their present levels of performance and grade level benchmarks and indicators. Specially Designed Instruction describes the content, methodology, delivery of instruction. Completing Section 7 Are these elements present in the description?

Can anyone walk into the classroom and know what the students specially designed instruction is to entail?

Does the parent understand what the specially designed instruction is and how it is different from the instruction found in the typical general education classroom? Can all of the goals listed be attained through the description of the specially designed instruction? Specially Designed Instruction: Goals, Provider, Location of Services

If YES, multiple goals can be listed.

If NO, the goals are separated and aligned with an appropriate description of the instruction to be provided the child. Who will be providing this instruction? Only the title of the person is needed

Where will this instruction be provided? If it is provided in multiple locations, (ie: regular education classroom and resource room) it is considered multiple services and each listed separately. Specially Designed instruction: Goals, Provider, Location of Services

Begin and End Date Annotations state that this can be left blank if the beginning and end dates for the instruction is the same as the beginning and end dates of the IEP. Many districts do not allow this as it is confusing/unclear to parents. Specially Designed Instruction:

Amount of Time This refers to the amount of time instruction will be given toward the achievement of the goals listed, not amount of time in a class period or instructional period. If multiple goals are listed in this instructional box it is the total amount of time that will be given to those goals as a group, not individually. Those goals must be related and receive the same specially designed instruction.

Specially Designed Instruction:Specially Designed Instruction: Frequency of Service Aligned with the amount of time Can be daily, weekly, monthly etc. Does your district automatically place all students with disabilities in the regular education classroom?40Does your district offer all of the continuum placement options?

41If your answer was No, what option(s) are not offered?42Why are these options not available to students with disabilities in your district?43Who makes your LRE decision in your district?44When is the least restrictive environment decision made in your IEP process?45Are the parents involved in the LRE decision process?46What justifications do you consider when you remove a student with disabilities from the regular education classroom setting?47The IEP must include a justification for why the child was removed from the regular education classroom, and

- Is based on the needs of the child, not the childs disability.

- Reflects that the team has given adequate consideration to meeting the students needs in the regular education classroom with supplementary aids and services.48 - Documentation that the nature or severity of the disability is such that education in regular education classes, even with supplementary aids and services, cannot be achieved satisfactorily.

- Describes potential harmful effects to the child or others, if applicable. 49Can a regular education teacher refuse to implement an IEP because he/she asserts they are not properly trained to educate students with disabilities?To what extent could a school consider the impact of a SWD regular education class placement on non-disabled students?

First and last name of the child

Enter the date that the evaluation or IEP team planned the childs evaluation. entire teams input, including that of the parents, must be gathered and recorded using this form,

Enter the month, day and year of the childs birth

SSID number, the social security number of the child, or another number that the district utilizes to identify the child.

Initial Evaluation: first evaluation.

An evaluation completed when a child transitions from Help Me Grow to preschool special education;

who has never been identified

An evaluation completed for a child who was previously exited from special education services

An evaluation completed for a child who moves in from out of state with identification as a child with a disability under IDEA and the IEP team at the receiving school determines that they will conduct an evaluation to determine if they agree with the out-of state sending district that the child is a child with a disability.

chair of the team or other person designated to oversee the evaluation process. The team chairperson may or may not be the district representative

Therefore, the signature line for the district representative may be left blank or may be utilized by the team chairperson by simply scratching out district representative and adding in team chairperson

category or categories of suspected disabilities as defined in the Operating Standards for Ohios Education

Enter the first and last names of all team members along with their positions

Reevaluation: Check this box if the child has already been identified as a child with a disability under IDEA.

.

If the child has moved into Ohio from an out-of-state district and an Ohio district accepted the childs out-of -state evaluation by not conducting an evaluation and serving the child under either their out-of- state IEP or an IEP written by the receiving Ohio district, this box is checked as this is a reevaluation for the child.

Assessment Areas Related to Suspected Disability(ies): The evaluation or IEP team must decide what information is needed to determine whether or not the child is a child with a disability that qualifies for special education and related services under the Individuals with Disabilities Education Act

Under Other, it states that, Braille needs as determined by VI teacher or appropriately trained/licensed personnel. If the

services of a local Certified Teacher of the Visually Impaired (CTVI) are not available, contact the Ohio State School for the Blind Outreach Service for assistance at www.ossb.oh.gov/Outreach.html.

The evaluation or IEP team must decide if the data and information have already been collected

and is available. If the data and information are available, place a check mark in this column.

have relevance in determining if the

child has (or continues to have) a disability.

If the data and information is NOT available, place a check mark in this column to show that testing will be completed to address the assessment area.

If an individual identified on the planning form as responsible for gathering information or conducting assessments in one of the assessment areas is unable to do so due to any circumstance (i.e., maternity leave, medical problems), the planning form will need to be revised to identify the name and position of the person who will now be responsible for that portion of the evaluation

The Team has taken into consideration limited English proficiency in planning this assessment. If the child is an English language learner, the team must consider how the child will be assessed so the assessments provide an accurate portrayal of the childs knowledge, skills and abilities. The team must ensure that the assessments are not simply measuring the childs inability to speak English.

The titles under the signature lines on the form may be revised to reflect the titles of the team members who participate in the planning meeting

and who sign the form. The date is the date that the planning meeting was held.

The Team has taken into consideration possible sources of racial/cultural bias in planning this assessment.

The team must ensure that the assessments used are norm referenced for the racial and cultural background of the child that is being tested. The assessment must be measuring the childs knowledge, skills and abilities and not the childs unfamiliarity with specific cultural norms.