IEP Development and Service

ModelsDivision of Students with Disabilities and English Language Learners

Summer 2010

Maura Basile, Larry Buckman, Nancy Frost and Paula Magdalena

SWD Support Specialists

Division of Students with Disabilities and English Language Learners

AGENDAIEP Development and Service Models

• Welcome and Introduction

• Phase 1 Connections: Creating a Common Language

• Engaging Parents

• IEP Development and Service Models

New Recommendations

Amending the IEP after the Annual Review

Students Entering New York City from a New York State School District

Students Entering New York City from Another State

• Case Studies

• Intake Procedures

A Two-Year Phase-in Process Focusing on the Advancement of Student Learning and Achievement

The Goal

Students with disabilities will be considered as individual students who have instructional plans that facilitate their participation in the general education curriculum, attending the school they would attend if they did not have an IEP. We will move away from focusing on groups of students with disabilities – e.g., 10, 12, 15 – with the group as a substitute for instructional planning.

Guiding Principles

1. Every school should educate and embrace the overwhelming majority of students with disabilities. A cohort of students with low-incidence disabilities or highly specialized needs will continue to be clustered in specialized instructional programs in community and/or specialized schools.

2. Hold all schools and students with disabilities accountable for goals that are standards-based. IEPs should reflect New York State learning standards and emphasize long-term educational outcomes.

3. All schools should have the curricular, instructional, and scheduling flexibility needed to meet the diverse needs of students with disabilities with accountability outcomes.

4. School accountability measures, funding formulas, and enrollment policies and practices will be aligned with the foregoing principles.

5. Schools must be active partners with parents of students with disabilities.

Your school, in collaboration with parents, and through the IEP process will refine instructional programs by taking a fresh look at the strengths and needs of students with disabilities.

The school will also strengthen its systems for analyzing student progress to make necessary adjustments for performance.

WHAT DOES THIS MEAN FOR YOUR SCHOOLS?

Three Important Considerations

1. What are the student’s long term educational goals?

2. Does each student with disabilities have access to the general education curriculum and is she/he educated alongside general education peers as much as possible?

3. Does each IEP include a focused recommendation for services targeted to student achievement?

In the past….

We made program recommendations and if that placement was not available in the school, parents would have been sent to the Office of Student Enrollment for another placement.

We have been accustomed to thinking of special education services as a “class” or a “place.”

Now….

If student is zoned for a school, the school has the flexibility to develop a personalized plan, within the law, to support student achievement and success.

Services can be used for different parts of the school day and in combination using the full flexibility of the continuum.

What does using the “Full Flexibility of the Continuum” mean?

A student may have multiple program recommendations. For example, a student may receive intensive reading instruction in a self contained setting and spend the rest of the day in a general education class with, or without support services.

Schools will be utilizing a wider array of special education service options.

Engaging Parents

How do we share this information with the school community/ parents?

• A letter was sent to all parents and members of the school community from Laura Rodriguez, the Deputy Chancellor for the Division of Students with Disabilities and English Language Learners. Ms. Rodriguez highlighted the upcoming improvements to instructional programs for students with disabilities.

• The DOE is currently holding workshops for Parent Coordinators in all boroughs.

How Do We Support a Unified Approach?

A parent goes into his home zoned school in September with his child and his child’s IEP.

The IEP has a recommendation for a program the school does not have.

What do we tell this parent?

Suggestions for Welcoming Parents and Students

Form a team whose members may include :

• An Administrator

• Special Education Teacher

• Guidance Counselor

• An IEP Team Member

• Parent Coordinator

• Pupil Accounting Secretary

Be ready to discuss…..

“Our school is taking part in the first phase of an initiative which emphasizes student achievement, student success, and personalized support. In the past, we have thought of special education services as a “class” or “place” where students spend the school day, like Integrated Co- Teaching (ICT), Self-Contained, or Special Class (SC). Your child’s IEP may state he is recommended for a self contained class and here at PS XX we are servicing our children in a different manner. We will review your child’s IEP and see how we can best meet the needs of your child. If it is necessary to modify your child’s IEP in any way, we will invite you to attend an IEP meeting.”

STRESS THAT…..

The child will continue to receive high quality instructionbased on his/her individualized academic and behavioralneeds. This is called “flexible scheduling” and is meant togive the child the services he needs according to hisindividual needs. All services the child has beenrecommended for will remain the same unless the parent iscontacted to discuss changes.

Try to avoid…..Having parents think “we don’t have a class for your child and therefore can not attend his zoned school.”

Come September….

Schools may be faced with the following situations:

• New recommendations (initials and reevaluations)

• Amending the IEP after the annual review

• Students entering from outside NYC with a NYS IEP

• Students entering from outside NYS with an IEP

New Recommendations

• Based on an IEP meeting that was either an initial or reevaluation, the program on the IEP does not match the program in the Phase I school.

Suggested Procedures:

• IEP team MUST contact parent to schedule a reconvene meeting to discuss how services will be delivered in the Phase I school.

• Hold an IEP meeting with all mandated members

• Create an IEP using the full flexibility of the continuum based on students’ needs

• Follow all Placement Procedures: Final Notice, Consent, Authorization

• Begin to service the student

Amending the IEP after the Annual Review

Amendments to an IEP after the annual review may be made by the IEP Team at an IEP Team meeting, or by amending the IEP without an IEP Team meeting.

Before an IEP can be amended without an IEP Team meeting, the IEP Team must clearly describe all proposed changes on the Waiver of IEP Meeting to Amend IEP Form which must include a clear description of all proposed changes, and send the form to the parent. Additionally, the IEP Team designee must discuss with the parent any and all changes that are being considered. If the parent needs further information regarding the proposed change(s) or believes that a discussion with the IEP Team is necessary before deciding to amend the IEP, the parent does not have to agree to the request to amend the IEP. If the parent does not agree to the proposed changes, the changes cannot be made without an IEP team meeting.

Once the IEP Team receives the signed Waiver of IEP Meeting to Amend IEP, the team may make the changes to the IEP, indicating next to every change the date on which changes were agreed.

Amending the IEP after the Annual ReviewThe parent and all staff responsible for implementing the IEP must be provided

with a copy of the amended IEP immediately (i.e., The IEP must be sent or otherwise transmitted the following day.) and all staff responsible for implementing the changes in the IEP must be informed of their IEP implementation responsibilities.

Additionally, a copy of the signed Waiver of IEP Meeting to Amend IEP must be placed in the student’s special education file.

Please Note: An IEP may be amended only after an annual review IEP meeting.

Scenario: A student attending a self contained class has an annual review in the spring. The recommendation is to remain in the current program. In the fall, the school decides to use the full flexibility of the continuum and add ICT for Math and General Education with SETSS for Science to the existing self contained recommendation.

Students Entering NYC from a New York State School DistrictWhen a student moves from a school district within New York State to New York City, and it has

been reported that the student received special education services in the prior district of attendance, the Committee on Special Education Office must accept the eligibility determination as it was developed in accordance with New York State’s Regulations, and, in consultation with the parents, provide the student with services comparable to those received in the other district.

The student’s records, including the IEP, supporting documents, and any other records relating to the provision of special education services provided to the student from the previous school in which the student was enrolled must be obtained immediately (not longer than 5 days).

After meeting with the parent to discuss comparable services, the Authorization to Attend a Special Education Program as a Comparable Service is sent or provided to the parent. This Authorization Form, the student’s previous IEP, and clinical materials are sent to the receiving school. Copies of the letters are to be placed in the student’s official record.

Within 30 days of the student’s enrollment at the school, the IEP Team at the school must develop an IEP in accordance with procedures laid in out in this manual.

Students Entering NYC from Another State

When a student moves from a school district in another state to New York City, and it has been reported that the student received special education services in another state, in consultation with the parents, the school must first provide such student with a free appropriate public education, including services comparable to those described in the previously developed IEP.

The student’s records, including the IEP, supporting documents and any other records relating to the provision of special education services provided to the student from the previous school in which the student was enrolled must be obtained immediately (not longer than 5 days).

The school district must then determine whether it will adopt the most recent evaluation materials and IEP provided by the prior school district. Since each state has its own eligibility requirements, the student’s evaluation materials and IEP might not necessarily be consistent with standards established by New York State.

The IEP Team will review the current IEP and evaluation materials and determine if the student meets the New York State eligibility criteria. If the IEP Team agrees that the student needs special education services, the team will develop a new IEP. The IEP Team must provide the appropriate notice to the student’s parents and arrange for services in accordance with procedures laid out in this manual.

Students Entering NYC from Another State

In the meantime, comparable services must be determined in consultation with the parent and provided. Additionally, the Authorization to Attend Special Education Program as a Comparable Service must be provided to the parent.

If the IEP Team elects not to adopt the eligibility determination and the IEP from the previous state, the Team must evaluate the student without undue delay. The social worker must obtain parental consent immediately following the meeting. Arrangements must be made to immediately provide the student with services comparable to the previous IEP. The evaluation will be completed by the IEP Team at the school.

Authorization to Attend a Special Education Program as a ComparableService

{Please note: This letter is used only for students who are entering the New York City public school system from a special education program outside of New York City}

Date: ____________________________

Student Name:_____________________ DOB: ________________________________

NYC ID#: _________________________ CSE #: _______________________________

Home Address:____________________________________________________________

District:__________ School: ___________________________

Current Class/Program: _____________________________________________________

Dear Parent:

After considering the information provided from your child’s last special education program and consulting with you, the IEP Team has determined that the program below offers services comparable to those your child last received:

Classification:_______________________ Program: _____________________________

Related Services:__________________________ Service Category:_________________

School Name and Address: __________________________________________________

School Phone: ____________________________________________________________

You have the right to visit this site before or after you provide consent. If you would like to arrange a site visit, please contact:

Contact Information

Name: ___________________________________

Phone:___________________________________

Address: _________________________________

You may bring your child to the program and school indicated above on_______________.

Please accompany your child to school on the first day to provide required information and to meet your child’s teacher who may answer any questions that you have. If busing has been requested for your child, the Office of Pupil Transportation will notify you shortly regarding the first day of service. In the meantime, you may bring your child to school.

Please Note: This service may be temporary, as a New York City IEP must be developed in order to appropriately serve your child. You will receive notification regarding your input into this process.

If you have any questions about your child’s school, the recommended special education placement, or transportation, please call __________________________ at_______________________________ and we will be happy to assist you.

A copy must go to: Principal School Psychologist Student File

Other:________________________________________

ESSENTIAL CONSIDERATIONS FOR CASE STUDIES

What are the student’s long term educational goals?

Does each student with disabilities have access to the general education curriculum and is she/he educated alongside general education peers as much as possible?

Does each IEP include a focused recommendation for services targeted to student achievement?

What do you know about student?

What can you do to support student and meet his/her needs in the classroom?

What program recommendations can you make?

CAROUSEL DIRECTIONS

Three case studies

Divide group into three groups

Five minutes to review each of the three case studies to determine appropriate program recommendation

Chart responses in carousel

Record recommendations on case study sheet

Discuss in whole group

CASE STUDIESCase Study # 1: Michael, Grade 4

Student with a new recommendation

Case Study # 2: Weston, Grade 6

Student with a New York State IEP, outside of New York City

Case Study # 3: Lucy, Grade 10

Student with an IEP entering New York City from another state

CASE STUDY #1- Michael, Grade 4Psycho-Educational Assessment: May 2010 Intellectual Functioning: Middle limits of the average

range

Academic Achievement

Student demonstrated slow and steady progress in the following areas:

Visual motor and grapho-motor skills, Decoding skills and spelling skills close to grade level

Able to perform mathematic operations involving addition, subtraction, multiplication and division

Proficient in money and telling time concepts, Demonstrates ability to compose basic sentences

Student demonstrated deficiency in the following areas:

Reading comprehension skills: difficulty answering questions involving inference skills

Delays in vocabulary development

Difficulties writing a paragraph addressing a theme

Difficulties solving mathematical word problems

Functional Performance

Reading: Decoding: 3.5 Comprehension: 2.0

Instructional reading Level: 2.5 Math: Operations: 3.5 Problem Solving : 2.5

Instructional Math Level: 3.0

Student scored a low level 2 on the State ELA Test and a low level 3 on the State Math Test

Learning Characteristics

Is able to follow directions when sitting in close proximity to the teacher

Benefits from using manipulatives and visual cues to comprehend concepts

Displays artistic abilities, Benefits from graphic organizers to structure tasks and scaffold information, Difficulties in attending to details in order to derive meaning from text

Difficulties in processing information

Some distractible behaviors which interfere with ability to concentrate on academic tasks

Social Development

Cooperative , well mannered

Although student gets along well with peers, he can become defensive when teased.

Takes great pride when complimented for artistic abilities

Anxious about school-work and exhibits frustration as the complexity of tasks increase

CASE STUDY #2 – Weston, Grade 6Psycho-Educational Assessment: May 2010 Intellectual Functioning: Higher limits of the average range

Language: Student is bilingual and speaks Spanish at home. He often translates for his parents.

Student demonstrated steady progress in the following areas:

Decoding skills on grade level

Well developed vocabulary

Strong comprehension skills and student is capable of answering inference questions when focused

Able to perform basic math operations in addition, subtraction, multiplication and division

Student demonstrated deficiency in the following areas:

Grapho-motor skills

Poor spelling skills interfere with student’s ability to express himself in writing

Difficulties performing math operations involving fractions, decimals and measurement

Difficulties solving mathematical word problems

Weston, Grade 6Functional Performance

Reading: Decoding: 6.5 Comprehension: 6.0 Instructional Reading Level: 6.3

Math: Operations: 4.0 Problem Solving : 3.5 Instructional Math Level: 3.8

Student scored a Level 3 on the State ELA Test and a low Level 2 on the State Math Test

Learning Characteristics

Difficulties following directions

Highly disorganized and requires visual cues to remain on task

Proficient in computer skills

When motivated by reading selection, capable of attending to details in order to derive meaning and draw conclusions from text

Weston, Grade 6Social Development

Can be verbally abusive to adults when he finds the assignments too difficult or boring

Will leave the classroom without permission

Demonstrates reactive behaviors and becomes involved in physical altercations with peers.

Rarely completes classroom assignments

Rarely communicates feelings or discusses issues that are of concern

Works more successfully with individualized attention and/or in mall groups

Self-esteem is enhanced when given the opportunity to use computer skills to assist classroom teacher in developing instructional materials and assignments.

CASE STUDY #3 - Lucy, Grade 10

Academic Achievement

Student demonstrated slow and steady progress in the following areas:

Ability to grasp key concepts

Note taking, time management, following directions

Concepts for money, telling time and simple operations

Using multiple meaning words to express feelings

Student demonstrated deficiency in the following areas:

Narrative, creative writing skills

Fine motor skills

Developmental language delays affecting receptive and expressive language, reading comprehension

Phonemic awareness and auditory discrimination

Semantic and inferential understanding

Lucy, Grade 10

Functional Performance

Reading: Fluency Grade 4 Comprehension: 6.0 Instructional Reading Level: Grade 3-4

Math: Operations: 4.0 Problem Solving : 3.5 Instructional Math Level: 3.8

Did not meet the Massachusetts State Performance Standards for 9th grade Math, ELA, Global Studies and Earth Science

Student achieved 17 out of 31 IEP objectives related to study skills, math, speech-language skills and motor development

Demonstrated improvement in some math and language skills

Standard scores on measures of reading remained the same.

Learning Characteristics

Uses graphic organizers to organize ideas

Difficulty remaining on task

Limited note taking and organization skills for written material, uses computer

Lucy, Grade 10

Learning Characteristics

Requires continued drill and practice

Self correction skills for reading and writing are simplistic

Social Development

Some increase in her ability to initiate appropriate interactions with peers

Modified deviant behaviors towards teachers and classroom aides

Quiet girl who is at ease in small structured settings

Difficulty attending and focusing

Lacks confidence in social situations

What is the Toolkit?

The toolkit is a website which can be searched using plain language, to provide answers to the most common questions principals and school teams have about Special Education processes and procedures.

Forms and supporting documents related to these questions may be accessed from the answer pages on the website.

www.achievementconnection.org

FORMS

Authorization to Attend a Special Education Program in a Comparable Service

Waiver of an IEP meeting to Amend IEP After Annual Review