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IEP Procedures
IEP Procedures
Can proposed goals and objectives be drafted?
Yes, proposed goals and objectives can be drafted. (See MCS Procedures Manual in Schoology)
How can the special ed. process move faster for students who need help or who are incorrectly placed?
It’s important that the MTSS process is followed to ensure student’s rights. Data collection, purposeful and meaningful interventions will ensure students receive the supports they need to make progress.
How do you want behavior goals written? I’m getting really poorly written behavior goals.
All goals including behavior goals must be written using S.M.A.R.T. (specific, measurable, activity-phrased, realistic, and timed).
Annual goals describe what the child can be reasonably expected to accomplish within twelve months. Short-term objectives are measurable, intermediate steps or targeted sub-skills to assist in accomplishing the annual goal. Partner with your TSS to review goals and objectives.
Do BIPs need to be updated yearly, or can they transfer year to year?
A student’s behavior intervention plan should update yearly as the student makes progress towards mastery of IEP goals. It’s vital that data is collected frequently and task analyzed. Please meet with your TSS for additional coaching needs on writing and collecting data.
What does proper data collection look like? Be specific to subject areas.
DCSs/Data Collection Systems look different per case manager and subject area. Best practice is to collect data frequently (daily or weekly) to determine the effectiveness of SDI and interventions. There are several types of data collection methods to include: permanent records, curriculum based measurements, checklists, interviewing, observations, self-reports, etc. Please contact your TSS for coaching on DCS.
How do we draft supports to allow for meetings to not last too long?
After analyzing and evaluating a student’s present levels, consider drafting supports in a word document to recommend to the IEP team. Be sure to provide reasons for the supports based on their PLAAFP.
How should the transportation service line be inserted for pre-school students?
Transportation is a related service and should be added to the service line for daily services. It’s best practice to provide at least 60 minutes (to and from school) to allow for possible delays.
We have about 20 students in a low incidence class that all have general ed. P.E. which is our planning time. We need help with scheduling. Does he need to attend all 20 plus IEP meetings?
Your TSS and Admin. can assist with any scheduling concerns. According to the MCS Procedures manual, “No less than one of the student’s general education teachers, if the student is or may be participating in the general education environment (for preschool children, this representative is someone who is currently providing preschool services to nondisabled preschool children);…..”. (MCS Procedures Manual p.g. 3).
Someone who is familiar with the curriculum and can answer questions regarding grade level expectations, i.e., Academic Coach, a teacher who is dually certified, etc.
Where can I find behavior support?
The Special Education Teacher Schoology Course has a folder full of behavior resources, documents, etc. If you need further assistance, contact your TSS.
When will Pre-School have Adaptive P.E.?
Adaptive P.E. for pre-school is a long-term goal that is currently being discussed.
Can a student have a 504 and IEP?
Yes. However, the 504 and IEP teams should determine if an IEP can provide the support and equity. Each situation should be determined on a case-by- case basis.
Since Snap and Read and Co-Writer are available to all students in MCS, should case managers and IEP teams reference these softwares in IEPs?
Accessiblity tools should be referenced in IEPs under the AT section (special factors tab) since a student may transfer out of the district, and these AT tools are needed to provide equity and access to the general ed. curriculum.
How many objectives should be written for each goal?
At least 2 objectives should be written for each goal.
Do sped. services "override" ESOL services? I keep being told by administration that a student cannot receive sped. and ESOL services.
Special Education services do not override ESOL services. If a student qualifies for ESOL services, he or she must receive the services they need. Please consult with your TSS, Admin, and ESOL teachers if you have concerns about the ESOL services a student is receiving.
Is documentation required in IEPs for students being monitored in ESOL?
ESOL students who are monitored only do not need any ESOL services or info. documented in IEPs.
When should the eligibility discussion happen for upcoming eligibility meetings? How should this discussion look?
Marietta City Schools review eligibilities every 2 years. On the BOY checklist, each sped. teacher is required to review IEP dates to include re-eligibilities and annual reviews. Complete the IEP and Re-evaluation Consideration Due Date form. Redetermination consideration should occur for all students whose eligibility will expire by July 31, 2022.
IEP teams can choose to review the PLAAFP first and then re-determine eligibility, review eligibility first and then IEP, or go over IEP and then eligibility.
Please partner with your TSS to support you in this process.
What is the expectation of meeting IEP deadlines in the event that one participant is unavailable to come to the meeting (generally, notice provided at the last minute)?
Contact the parent to determine a mutually agreed upon meeting date, time, and location. It is recommended this occur no less than 30 days prior to the annual IEP review date.
Per the MCS Procedures manual, it’s best practice to schedule an IEP meeting 30 days prior to the annual review date to allow for unforeseen changes. If a last minute change occurs, ensure to document the changes along with the parent’s permission to proceed with the meeting if another participant can take their place.
I'm a new sped. education teacher, and I'm unsure how to identify, create, and write goals for students. Any suggestions?
The PLAAFP (aka PLOP) identifies a student's strengths and weaknesses. This info. and data should be compiled using a variety of sources (MAP data, EOG data, classroom grades, cognitive and achievement data from current psych., teacher observation and data, etc.) Goals must be created to address areas of weaknesses.
Is there a MCS lesson plan template that all teachers must follow?
Each school has a lesson plan requirement. Please collaborate with your TSS and Admin regarding lesson plans requirements.
How do I handle bell to bell teaching if I’m called out of class for another reason?
Our first priority is providing exemplary services and SDI to our students. If you are absent due to other reasons, please communicate with your TSS and Admin to ensure students are receiving the services and supports they need to make progress.
What should final minutes include?
The FN should capture the essence of the IEP meeting from beginning to end, and clearly communicate what was discussed by the IEP team, how parental concerns were addressed, services determined, etc. Ensure Assistive Technology is considered for every student. Best Practice: If someone who did not attend the meeting read the FN, would they have a clear picture and understanding of what was discussed?
How often should the Brigance be administered?
In the past, MCS had teachers do it in August and before the IEP to document progress and document regression/recoupment. It is suggested that once a year is sufficient in most cases. The Brigance should be administered yearly to provide present levels for students who are being exposed to the general ed. curriculum.
Why are objectives necessary? We have not written them before.
Goals are the big picture, whereas, objectives are the steps. Writing objectives is best practice and are required for all students with an IEP in Marietta City Schools.
HELP! If I have a student exhibiting challenging behaviors, what should I do?
If a student is exhibiting challenging behaviors, contact your TSS and Administrators to communicate your concerns. Teacher completes Behavior Identification Worksheet, Behavior Skills Inventory, FBA/BIP (and data). Submit all forms to your TSS. The procedures for requesting for help with behavior is located in the Sped. Teacher Schoology Course.
Do we have to amend all our IEPs now that we have a new school schedule?
IEPs and schedules must match. If there is a discrepancy, please communicate with your TSS and Admin. to ensure services are being provided.