WWHS IEP Info

A compilation of info received from various sources

Meeting Details...

What to have ready before an IEP meeting

  • IEP (previously mailed or delivered home one week prior to meeting)
  • Prior Written Notice (NEW form in Aspen)
  • Student ready for a student led IEP
  • Student Led Checklist off of Aspen

Documents...

  • Copies of transition assessments: should be kept in the filing cabinet in Kim's office (do not send to Admin Special Ed)
  • Student Led IEP Checklist: SHOULD be sent to Admin Special Ed

Transfer Meetings

Be sure that all components of IEP are filled in, just as in all IEP's no section of an IEP can be blank. Even if it is blank in the IEP that the student came with, we must amend IEP and provide information in each blank spot of the IEP.

For example: If a student comes to us as a transfer and has no transition assessments or post-secondary goals. We can not JUST type in what the old IEP has written and leave it blank. Instead, we have to do a transition assessment, provide appropriate data and fill in all blanks that the old IEP left blank.

IEP Transition Documents, Resources

The following documents can be found in the transition folder in the special education shared folder:

  • Transition assessments
  • Resource Transition Curriculum
  • Application Info fro services and other important transition info

When amending IEP's....

Make sure all dates are changed to the amendment meeting start date. All dates in:


  • Special Education Services
  • Related Services
  • Supplementary Aids
  • Transition services
  • Details page

IEP Details in Aspen...

Servicing Time Collabs

Be sure that you do not use more than 4 weeks for service.


1 Collab Class: .75/5/4

2 Collab Classes: 1.5/5/4

3 Collab Classes: 2.25/5/4

Full Collab: (4 classes) 3.0 / 5 /4


Description in service box:

"I will receive individual, small, and whole group instruction for my.......needs"


*Should be also outlined in Program of study, example: I will continue to take an English 11 Collaborative and resource to meet my academic and organizational needs.

Servicing Time Self Contained

Be sure that you do not use more than 4 weeks for service.



3.75 / 5 / 4


Description in service box:

"I will participate in a self contained program which provides specialized and intensive instruction in..."




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Service Location

Regular: any time that a student is in the presence of regular education peers. (accessibility to typical peers)

Other: Any time it is exclusively just special education peers


*You have to pick one or the other, don't leave blank

*You can NOT pick both

Consultation Services

Any consultation must be listed in:


  • Supplementary Aids and Services

Support Professionals

If students are receiving non-consultation services, support professionals such as: OT, PT, SLP do NOT have to be written the services section. They could be in the program of study or somewhere else.

Assurance of Transition Services

Be sure to check off the “Assurance of Transition Services” for all secondary IEPs.


*This can be found below the program of study*

Transportation

Transportation is a related service (it is a choice in the pick list)

Provider is School Department

*Can not exceed 1.95 hours

APE Services and Vision Services

These services should be written in Special Education Services section





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Job Coaching

Job Coaching services should be outlined in either or both:


  • Program of Study
  • Supplementary Aids and Services

ESY Services

ESY Services including service providers, transportation should be outlined in a separate spot in the services section

Medical Services and Other Medical Nursing Personnel used for students who directly receive medical services

Students who receive nursing services in their IEP must include in related services.


Related Services: Medical Services

Provider: Nurse

*Do not use Other Medical

Areas to be Addressed During the Timeframe of This IEP

All items checked off in this section should match determination data outlined at determination meeting. All areas checked off should be addressed in some capacity in the IEP. Either: goals, program of study, transition services...

Goals and Corresponding Rubrics

Most typically, IEP's should be aligned with some form of rubric. Rubric should ALWAYS be attached to original and copies of IEP's.


Some examples of helpful rubric are stored in: shared special education folder







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Transition Section...

Transition Items

  • At least 2 transition assessments must be completed each IEP year.
  • Mention of assessments and transition assessments should occur at least 2-3 times in strengths and needs section of plop. "According to the Transition Planning Assessment, I need to ....
  • A connection should be made from the Measurable Post-School Goals and the PLOP of Functional Performance AND the Transition Services. Both should be a direct result of the students post-school goals and a clear connection should be made.
  • A notation surrounding being compared to same aged peers. Example: "As compared to same aged peers, John is significantly below grade level in reading comprehension."


*Transition Assessments, Transition Service Menu, and IEP Planning Sheet can be found in shared special education folder*

Exit Survey's

Although option, these may be helpful. Digital IEP Exit survey's for both students and parents can be found in the shared special education folder.

PARCC...

PARCC Accommodations

List of Accessibility Features Identified for Computer-based Testing

* Use can input these right into the testing accommodations sections*


Answer Masking: End of year for ELA and End of year for Math


Background/Font Color: Performance Based Assessment and End of Year for ELA and Color Performance Based Assessment and End of Year for Math Algebra 1 and Geometry


Text-To-Speech the Mathematics Assessment: Performance Based Assessment and End of Year for Mathematics, Algebra 1


Read Aloud (Human Reader): The Mathematics Assessment Performance based Assessment and End of Year for Mathematics


Pencil and Paper Edition of the ELA/Literacy and Math Assessments: Performance based Assessment and End of Year for ELA/Literacy and Math Assessments




Text to Speech or signing for the ELA/Literacy Assessments:, including items, response options, and passages: Performance Based Assessments and End of Year for ELA/Literacy


Read Aloud (Human Reader) for the ELA/Literacy Assessments, including

responses options, and passages: Performance Based Assessments and End of Year for ELA/Literacy


Calculation Device and Mathematics Tools (on Non-Calculator Sessions of Math

Assessments): Performance Based Assessments and End of Year for Mathematics


Extended Time: Performance Based Assessment and End of Year for ELA/Literacy and Mathematics Assessments


Scribing or Speech to Text: Performance based Assessment and end of Year for ELA/Literacy (i.e. Dictation or Signing of responses by student; Transcription by test administrator) for constructed responses on The ELA/Literacy Assessments


Scribing or Speech to Text: (i.e. Dictation or Signing of responses by student; Transcription by test administrator) for the Mathematics assessments; and for selected response (not constructed response item on the ELA/Literacy assessments: Performance Based Assessment and End of Year for ELA/Literacy and Mathematics



Word prediction of the ELA/ Literacy Performance Based Assessments: Performance Based Assessment for ELA/Literacy


When signing up for accommodations: Must fill out an Accessibility features and Accommodations form. When identifying accommodations it is important to consider the following:

  • IEP team decisions made for each student, they should consider the following:

    • Disability or issue should be documented in evaluations, IEP

    • Tools should be used on an ongoing basis in classroom instruction (should already be used- not just exclusively for testing)

    • students should be receiving ongoing, intensive instruction and.or intervention based on the accommodation needed














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Special Education Shared Folder Info Includes: