Rolling out the New Forms

1. Rolling out the New Forms State Support Team 13 Sue Bitsko, Susan Burns, Gretchen Estreicher, Deb McGraw, Patrick Wong

2. Top Ten Reasons for this IEP/ETR training • Sounded like a good idea • We Love being asked questions we can’t answer • We wanted our own special education March Madness • Because none of us had anything else to do • We love being the messenger that things have changed …again • You needed one more thing on your plate • We had requests from some of you to sit and listen for a whole day • You wanted to listen to Steve Winwood’s song • ODE made us • Ohio’s forms did not conform and we needed to be in compliance

3. So Just Roll With it…..

4. Outcomes for Today • Familiarize participants with new ETR and IEP forms. • Participants will identify components of the new ETR and IEP forms recently clarified by OEC. • Participants will review resources available from OEC and SST #13 NO QUESTIONS PLEASE – THERE JUST ISN’T ENOUGH TIME

5. Today’s Toolkit

6. www.edresourcesohio.org

7. EdReourcesohio.org & Adobe 9 • Fill-able form • Dynamic document • Printable • Name and dates populate • Check boxes to get various sections (i.e. transition, visually impaired) • Check boxes when sections are completed

8. PR-06 Evaluation Team Report ETR Tools Forms Annotated Guide

9. PR-01 Prior Written Notice

10. Initial Evaluation Flow Chart

11. School Aged Planning Form

12. Preschool Planning Form

13. Evaluation Planning Form • Suspected Disability: the category(s) of suspected disability as defined in the Operating Standards • Team members: name and position • Planning does NOT require a face to face meeting but must include the entire team’s input before the evaluation begins

14. Type of Evaluation • Initial: • Never identified as a SWD • Was a SWD but exited after an evaluation • Move in from out of state – district wants to evaluate • Reevaluation • Already identified as a SWD, even if last evaluation is expired • Move in from out of state and district accepted the out of state evaluation and serving the child under their out of state IEP or wrote a new IEP

15. Assessment Areas • The team decides what information is needed to determine whether or not the child is a SWD that qualifies under IDEA • Team decides if: • The information has already been collected & is current (not over a year) • If further information is needed • Person responsible: first and last name

16. Signatures on Planning • LEP and racial/cultural bias – taken into consideration (to show an accurate assessment of the child’s knowledge and skills) • Date = date each team member signs (will vary if not a face-to-face meeting) • Set your date for the ETR meeting at the planning meeting

17. ETR: Evaluation Team Report Cover Page

18. Child’s Information • Grade or Grades child will be for duration of IEP

19. Parent Information • Enter Parent’s information

20. Type of Evaluation • Timelines: • ETR must occur within 60 days of date district received parent consent • ETR must occur within 90 days from date of referral • Whichever is shorter • Last ETR: • If move in and can’t get write N/A • Referral Date: • Date received request for evaluation • After request is received the district has 30 days to determine if they suspect a disability or not and provide parents with PWN

21. ETR Form Status • As each section is completed and the box checked at the end, checks appear on the front for a quick check of process status

22. Instructions • Provides an overview of the entire form • Select school aged or preschool planning form

23. Part 1: Individual Evaluator’s Assessment

24. Individual Evaluator’s Assessment • Page for each person doing an assessment • Areas of Assessment: • vision, hearing, gross motor, academic skills, speech and language development, social-emotional functioning, behavior, cognitive ability, adaptive behavior, secondary transition skills, etc….

25. Evaluation Methods and Strategies • Indicate the method(s) used

26. Assessment Information • Summary of Assessment: • Clear and understandable description of performance and results compared to reason for referral • Any conditions/limitations that may have influenced the validity of the results • Educational Needs: • Including academic weakness, speech and language skills, etc… • Preschool: precursor skills, and needs to access the curriculum • Should tie directly to the implications for instruction and progress monitoring and provide direction for the IEP • Describe the child’s strengths • Implications for Instruction: • How these needs impact the child’s progress in the general curriculum

27. Part 2: Team Summary Page

28. Interventions Summary • Completed by the team • All but last 2 areas (Educational Needs and Implications for Instruction) can be done ahead of time prior to meeting • Interventions summary (prior to referral or as part of the evaluation) including the length, intensity, frequency and duration, assessment method used to monitor progress, and analysis of data collected. Charts can be attached

29. Reason for Evaluation/ Parent Info • Reason for Evaluation: • From PR-04 Referral for Evaluation, or the PR-04 can be stapled to the ETR • Summary of information provided by the parents • Include information from PR-04 • May contain results of checklists, interviews, outside evaluations provided to the team • Information provided by parents at the team meeting is also included here

30. Summary of Observations • Summary of Observations is only required for SLD and Preschool • Child must be observed in a learning environment including regular ed. setting. • Can be done prior to referral or as part of referral • Data should quantify the performance in terms of frequency, duration, intensity or quality

31. Medical Information • Medical information that has an impact on the educational needs of the child or necessary to ensure the health/safety of the child • May record medications, explanation of medical procedures, instructions for school personnel to follow if … (i.e. seizure, diabetes)

32. Summary of Assessment Results • Concise summary of key findings – from all assessments, that led to the conclusions of the team • Not as detailed as what was in part 1 (individual evaluators)

33. Educational Needs/Implications for Instruction • Done as team at meeting • Summary of educational needs – “What does this mean?” • For preschool – focus on how the child will access the general preschool curriculum, as well as interactions with peers/adults • Describe the strengths of the child • Progress Monitoring: how the child’s needs have an impact on the progress in the general ed. curriculum – which will lead to the development of goals and identification of needed services

34. Part 3: SLD

35. Required Notification • If the child participated in RTI, were parents notified of: • Amount and nature of data collected, and support services provided? • Strategies to increase rate of learning • Parents right to request an evaluation

36. Identified Areas • For SLD • Identify which areas the team determined that the child is not achieving adequately for the child’s age or Academic Content Standards.

37. Response To Intervention • Either this section (B) or (C) must be completed • If the team used a RTI process they should summarize the results in this section • Include how the interventions were delivered with fidelity • Focus on the analysis of the data – which provides evidence to support the decision that the gap can not be closed with out specialized instruction

38. Strengths and Weaknesses • If the team conducted an evaluation process to determine patterns of strengths and weaknesses (not RTI) they would summarize the results here. • Multiple sources of data and information should support the need for specialized instruction • One ore more areas should be checked in Section A

39. Exclusionary Factors • Check the box ONLY if the team feels the factors listed are the primary reason for the academic deficiencies. • If checked – the child CANNOT be determined to be a child with SLD • The child should receive the necessary supports and services in the regular ed. environment

40. Not Due to Lack of Instruction • Document the data used to show the child was provided appropriate instruction, by qualified personnel, AND • Summarize the results of any assessments (i.e. curriculum based measurement, formative short-cycle assessment) used to monitor the child’s progress during instruction and how they were shared with the parents.

41. Observation • If information on observation has been reported in part 2 it does NOT need to be repeated – note information is found in 2 Team Summary • Child should be observed in the child’s learning environment (either prior to referral or as part of referral process) and the performance should be quantified in terms of frequency, duration, intensity or quality • Preschool or home bound – observe in an environment appropriate for a child of that age

42. Medical Findings • Any medical information not already provided in Part 2 Team Summary that would impact the child’s eligibility or be in the range of supports needed to be successful educationally

43. SLD Time Extensions • Federal law does not allow for waiving of the timelines – except if the team suspects SLD • If they suspect SLD, the team can extend the timeline to make an eligibility through the RTI process • The extension must be mutually agreed upon in writing - and there must be a specific date when you are done (i.e. extending the timeline until ___). • If another disability category is chosen in the end, that’s ok • If the parent asks to wait to gather outside information – the district can not waive the timeline unless SLD is suspected. • If medical information is needed, go ahead with the meeting, determine that the child isn’t eligible – pending further information

44. Part 4: Eligibility

45. Eligibility Determination • The primary reason for the deficiencies is NOT any of these to be identified as a SWD • Lack of instruction – i.e. absent, moved frequently (can still have a disability but tell how the child responds to interventions and high quality instruction in their current setting) • ELL-education inconsistent or if immigration impacted learning • Eligible for specific disability category AND it has an adverse impact on educational performance

46. Basis for Eligibility Determination • Provide a justification for the eligibility determination describing how the child meets the eligibility criteria and how the disability affects progress in the general ed. curriculum • It should not repeat the Team Summary, Section 2, but instead directly connect the performance and needs to the eligibility category

47. Preschool • Preschool: Were the disability categories (exclusive of developmental delay -DD) considered first for eligibility? • If Developmental Delay is the eligibility criteria: • Did the team consider all the other categories first? If not DD can not be used. • Is there evidence of a delay in physical, cognitive, communication, social-emotional or adaptive abilities? • Is the delay substantiated by 2 Standard deviations below the mean in 1 area or 1.5 SD in more than 1 area? • If the delay is not substantiated, the team should explain the preponderance of evidence as to how the child qualifies

48. Part 5: Signatures

49. Dates • Date must be within 60 days from receiving parental consent and within 90 days from referral, whichever is shorter

50. Evaluation Team Signatures • Date = day the individual signs, which may or may not be the date of the team meeting – if they don’t attend • Signify if they agree or disagree