ETR Basics
Who should sign the ETR signature page (Section 5)?
Only individuals who attended the meeting and participated in the discussion should sign the ETR signature page. This ensures that the signature page accurately reflects those involved in the decision-making process.
Clarification on Signatures: The signature page indicates participation in the discussion and decision-making process. Therefore, individuals who did not attend the meeting should not sign the page, as it would misrepresent their involvement.
Can service minutes be documented per academic month?
Yes, monthly statements are acceptable. As a best practice the frequency and duration of services should be included.
A student may receive only a related service (e.g., speech, OT, PT) as their specially designed instruction. True of False?
True. If the IEP team determines that the only service a student needs is a related service, that related service will be the specially designed instruction (SDI). The team's decision must be based on the student's individual needs and a comprehensive evaluation.
True or False.
A participant excusal form must be completed if a related service provider does not plan to attend an IEP meeting.
False. Excusal forms are only mandated for IEP team members whose attendance is required by the Ohio Operating Standards. A related service provider attending in a non-required capacity does not need to complete an excusal form if they are absent.
-Required Members vs. Participants
Only IEP team members whose presence is required by Operating Standards (OAC 3301-51-07,(F)(1-5)) necessitate an excusal form if they cannot attend. Related service personnel attending as participants, rather than required members for their area of expertise, do not.
-Documenting Information
If a related service provider provides information or recommendations but does not attend, the IEP should note this in Section 14 under "People not in attendance who provided information and recommendations," including the date their input was received.
-No Input, No Signature
Should a related service provider neither attend the meeting nor provide information prior to it, they are not expected to sign the IEP. Their signature only indicates attendance or the provision of information.
*Some Medicaid Billers are requiring IEP signature from related service providers for submission of claims. Not coming from DEW.
What is the difference between progress monitoring and progress reporting?
Progress monitoring is an ongoing assessment for instructional adjustments; progress reporting is communicating student performance.
Which is NOT one of the 3 prongs of Ohio eligibility?:
1.) Presence of a disability.
2.) Parent request for services.
3.) Adverse effect on educational performance.
4.) Need for Specially Designed Instruction (SDI)
2.) Parent request for services.
Three Prongs of Ohio Eligibility
1. Presence of a Disability: The student must meet criteria under IDEA/OAC.
2. Adverse Effect on Educational Performance: The disability must negatively impact school performance (academic, social, behavioral, or functional).
3. Need for Specially Designed Instruction (SDI): The student must require SDI to access and progress in general education.
The three-prong requirement comes directly from state and federal special education law. Ohio mirrors the federal definition. You can find this in 34 CFR 300.8. The “adverse impact” component is actually embedded within each disability category’s definition. So essentially, the “three prongs” appear across two places in the regulation: 34 CFR 300.8(a) and again in 300.8(c) within the 13 individual categories. (Ohio adds “developmental delay,” giving us 14 categories.)
Where should a personally owned AAC/AT device be documented?
Profile Section.
Proper documentation of Assistive Technology (AT) and Augmentative and Alternative Communication (AAC) devices is crucial for ensuring a student's access and educational success. The location of this documentation in the IEP varies depending on whether the device is school-provided or personally owned.
1. Personally Owned Devices
A student's personally owned AAC/AT device should be clearly documented in the Profile section of the IEP. This ensures that the IEP team acknowledges its presence and importance for the student's learning.
2. School-Provided Devices (Section 7)
In Section 7 (Assistive Technology Devices) of the IEP, you should specifically document any device that will be provided by the school district to the student.
3. Ensuring Access & Continuity
If a student consistently uses a personal device at school, the IEP team must ensure they have uninterrupted access to it. If the personal device is not available (e.g., forgotten at home, broken), then the school district is responsible for providing the device listed in Section 7 as a backup or alternative to maintain continuity of services.
Caseload decisions should be based only on the number of students assigned.
False, Districts must use a workload process, not just a student count. This includes service intensity, travel time, evaluation requirements, and administrative duties.
To ensure equitable access to assessments, a student with a documented Speech-Language Impairment (SLI) may receive individualized testing accommodations, as determined by the IEP team, to mitigate the impact of their disability on their ability to demonstrate knowledge and skills. True or False.
24. True. If a team determines that testing accommodations are appropriate for a student with a Speech or Language Impairment (SLI) and there is documented need, those supports cannot be withheld. This ensures equitable access to assessments for students with disabilities.
Additionally, the Individualized Education Program (IEP) team may document how the student is currently receiving interventions in academic areas and how their progress is continuously assessed to inform whether further evaluation is needed for additional academic concerns. According to the Ohio Accessibility Manual for Ohio’s State Tests, accommodations should adhere to the following principles:
-Individualized Need
Accommodations must be based on an individual student's specific needs, identified through a comprehensive evaluation process.
-Avoid Categorical Determination
Accommodations should not be determined solely by:
. The category of the student's disability.
. The student's level of English language proficiency.
. The level of or access to grade-level instruction.
. The amount of time spent in a general education classroom.
. The student's current program setting.
. The availability of staff.
What document must be provided when a district proposes or refuses a change to identification, evaluation, placement, or FAPE?
Prior Written Notice (PR-01).
Are "headers" required for ETR compliance?
No- Headers are not required for compliance.
While using clear headers significantly enhances the readability and organization of an Evaluation Team Report (ETR), they are not explicitly mandated by compliance regulations. Implementing them as a best practice helps ensure clarity for all stakeholders, including parents and other educators, facilitating easier navigation and understanding of critical information within the document.
In documenting related services on the IEP, is the phrase "individually and/or in small groups" considered a sufficiently specific description of the service delivery method to ensure clarity and compliance with IEP requirements?
No, IEP documentation requires a more explicit description of the service delivery method.
-Explicit Service Delivery Method
The IEP must clearly state whether the student will receive services individually or in a small group. Ambiguous phrasing like "individually and/or in small groups" does not meet documentation requirements.
-Specify Allotted Time
If a student is to receive both individual and group sessions, the time allotted for each service type must be precisely detailed. For example: "The student will receive services in a small group for 30 minutes per week and individually for 20 minutes per week."
-Therapy Log for Absences
Occasional individual sessions that occur due to the absence of other group members should be documented in the therapy log, not pre-planned into the IEP. The IEP reflects the standard service delivery plan, not contingency scenarios.
Are missed service minutes generally owed when students attend field trips or assemblies?
Service minutes are generally owed when a student misses a scheduled session due to a field trip or assembly. However, there are crucial exceptions that determine if these minutes must be made up, emphasizing the focus on service delivery and student benefit.
A school psychologist completed standardized testing and documented observations of the student's behavior during testing. Can the team use these as the required classroom observation.
Testing impressions are not a substitute for a required observation in the student's natural learning environment.
How often must an IEP be reviewed?
At least once every 12 months.
If a district rejects an out-of-state ETR, is the new evaluation initial or a reevaluation?
When a student transfers with an existing IEP from out of state, the receiving Educational Agency must provide comparable services until an Ohio evaluation is completed. Although the student may have had an ETR in another state, Ohio requires its own evaluation to determine eligibility under Ohio criteria.Therefore, when the district rejects an out-of-state ETR and conducts a new evaluation under Ohio's standards, it is considered an initial evaluation for EMIS reporting purposes (EMIS Date Type Element:IETR).
Is a general education teacher always required at an IEP meeting?
No.
If a student has no involvement in general education, the requirement for a general education teacher on the IEP team may be omitted. This exception ensures that the team composition accurately reflects the student's educational placement and needs.
Why is it important to collect workload data regularly?
*Data-Driven Advocacy: Workload data provides concrete evidence to support the need for additional staff and resources, ensuring that service providers are adequately supported to meet student needs.
The ETR Planning Form was completed, parent consent was obtained, and the evaluation process started. While assessing the student, the SLP decides an OT assessment for fine motor skills is also necessary. The team agrees. What happens next?
Contact the parents and explain the need for the OT assessment
If parents agree:
Amend the ETR planning form
Send Prior Written Notice
Make a notation on the Parent Consent Form
**This does not change the due date of the ETR
If I have a re-evaluation coming up for a preschooler who will be transitioning to kindergarten in the fall, should I complete a preschool or school age planning form?
Preschool children who are transitioning to kindergarten are only required to have a re- evaluation if their 3-year evaluation is due. In that case, it is a district decision as to which evaluation process (and planning form) to use. However, if there’s any chance that the child may not go to kindergarten (will not be of compulsory school age), then the preschool evaluation process should be used. (Sometimes the team agrees that a child will go to kindergarten, but then the parent and/or team change their mind, and the child remains in preschool). It is a requirement for preschool special education eligibility to have all developmental areas assessed using the required assessment types (as reflected on the preschool planning form). If the IEP team is confident that the child is going to kindergarten, then the school-age planning form would be appropriate.
**Note - A child can go on to kindergarten with a preschool planning form
If an evaluation lapses for an in-state transfer student, how is the new evaluation classified?
Re-evaluation.
Evaluations, while they may lapse, do not technically 'expire' in terms of a student's eligibility. If a student with an existing disability determination transfers in-state with a lapsed ETR, their eligibility status remains intact. Therefore, any subsequent evaluation needed to update or confirm services is considered a reevaluation, not a new initial evaluation.
Can a student with a speech language impairment (SLI) can be determined no longer eligible for IEP services during an IEP meeting alone?
No.
While an IEP meeting can adjust or exit speech therapy services as a related service, determining that a student is no longer eligible for a Speech Language Impairment (SLI) requires a formal reevaluation (RETR). An IEP meeting alone is not sufficient to change a student's eligibility status for a disability.
Can a related service provider who is the only SDI provider change services to consult only?
NO.
A related service provider who is the only provider of specially designed instruction (SDI) cannot change an IEP to consult-only services. If direct SDI is removed entirely, the student may no longer qualify as a student with a disability, as defined by the three prongs of Ohio identification.
If interventions have not been implemented prior to evaluation, what do we write in section 2 of the ETR?
School districts shall use data from interventions to determine eligibility for special education
Tips for Data from Interventions and the Planning Form
Can “school staff” be listed as the evaluator on an ETR planning form?
No — a specific evaluator’s position must be named.