ESCLEW Community Schools Center - Special Education On-Site Review

• Educational Service Center of Lake Erie West - Community Schools Center Special Education On-Site Review

• School Name

• Date Conducted

  Date

• School Leader/Principal:

• Management Company:

• Special Education Contact:

• Number of SE Visits:

• ESCLEW Reviewer(s):

Demographics

• Caseload Requirements (1:16 El-MS, 1:24 HS or less if ODE calculator workload process indicates)

• Number of RIMPs:

• Number of 504s:

• Number of WEPs (if applicable):

• Number of SLI:

• Number of SWDs:

• Number of Students in Process of Initial Evaluation:

• Total Number of Intervention Specialists:

• Total Number of Gifted Coordinators (*Only required if the school formally identifies Gifted Students, rather than providing accelerated students enrichment)

A. Third Grade Reading Guarantee: SWDs Reading Improvement Monitoring Plans (RIMPs), if applicable

• Identify student's deficiency;

• Description of proposed supplemental instructional services that will target the student's identified reading deficiencies;

• Opportunities for the student's parents/guardians to be involved in the instructional services (signatures);

• A process to monitor the implementation of instructional services;

• A reading curriculum during regular school hours that assists students to read at grade level, provides for reliable assessments and provides ongoing analysis of each student's reading progress;

• A statement that unless the student attains the appropriate level of reading competency by the end of grade three, the student will be retained; and,*

• If the IEP Team decides the student is exempt from all aspects of the TGRG or from retention only, it must be stated in Section 12 of the IEP; and,

• Address how interventions should change, should a student be able to read mid year (i.e. Mid year promotion, etc.)

• Number of RIMPs Reviewed: (and notes)

B. Section 504 Plans, if applicable

• Written Parent Consent; *initials only

• Comprehensive Evaluation/Re-Evaluation

• Disability listed;

• Team approach;

• Regularly updated; and,

• Signatures

• Number of 504s Reviewed: (and notes)

C. Gifted Program, if applicable - Written Educational Plan (WEP)

• Number of students screened:____________

• Number of Students identified:____________

• Parents are informed of how gifted students are screened and identified;

• Parents are informed of how & when periodic reports will be sent in accordance with report cards;

• Gifted Coordinator is properly certified; and,

• Board approved gifted policy.

• Number of WEPs Reviewed: (and notes)

D. Special Education ~ Required Documentation:

• Parent Contact Log *Required for parents who are challenging to obtain signatures, communication, attendance to meetings etc. (should also include various ways of attempted contact, if applicable: email, certified mail, visits to home/place of business);

• File Access Log;

• Evidence of a Comprehensive Eye Exam *Required either prior to, or shortly after, implementation of an it initial IEP (but within 3 months);

• Evidence of student's response to scientific research-based interventions prior to evaluation (i.e. RtI);

• Data Collection Form (DV-3);

• Prior Written Notice (PR-01); *Required for an ETR and after an IEP (but prior to implementation of the IEP)

• Parent Invite (PR-02); *Required for ETR and IEP _____SWD of transition age is also included on the PR-02;

• Manifestation Determination (OP-03) (DIS-1); *Only required if the SWD reaches, or will exceed, the allowable 10 days of suspension (either cumulative or in one event)

• Manifestation determinations are conducted within 10 school days of the LEA's decision to change the placement of a child with a disability due to a violation of the Code of Conduct (DIS-2)

• The LEA conducted a functional behavior assessment (FBA) (OP-1) after the manifestation determination (if behavior is determined to be a manifestation of disability) (DIS-3)

• Behavior Intervention Plan (OP-2), if applicable (BIP Includes 4 areas of focus: (1) Adjustment of environmental factors; (2) Decrease of interfering behaviors; (3) Acquisition of replacement behaviors; and (4) Strengthen existing skills. The purpose of a BIP is to ensure the environment is conducive to learning and to teach the student what "to do instead".)

• Referral for Evaluation (PR-04); *Required for Initial Evaluations only

• Parent Consent for Evaluation (PR-05);

• Planning Form (ETR PR-06, page "Plan 1") is completed, signed and dated;

• Evaluation Team Report (ETR PR-06); *Parts 1-5 required, Part 3 suspected SLD/SLD only

• Individualized Education Program (IEP PR-07);

• Progress Reports (OP-6) are current and describe progress specific to Goals/Objectives and evidence that they are revised based on growth;

• Summary of Performance (OP-8 or district template) *for students who will graduate this year; (Compliance with the requirement for a "Summary of Performance" in IDEA 2004 Section 614(c)(5)(B)(ii). The Summary of Performance: (a) Provides information to students who are graduating with a regular diploma to assist them in meeting their post-secondary goals; and (b) Provides information to students who are leaving school because they exceed the age of eligibility for a free appropriate public education (their 22nd birthday) to assist them in meeting their post-secondary goals.)

• Jon Peterson/Autism Scholarship Notification *Required upon Initial Evaluation (ETR) and at the annual review of the IEP

Important Timelines

• First SE Timeline: Within 30 days of a Referral for Evaluation (PR-04), must obtain Parental Consent (PR-05).

• 60 Day Timeline (DV-4): Within 60 days of receiving Parent Consent (PR-05), must conduct an Evaluation Team Report (PR-06).

• Initial IEP Timeline: Within 30 days of completing the ETR (PR-06), an initial Individualized Education Program (PR-07) must be written and implemented.

• Re-Evaluation Timeline: A re-evaluation must be completed once every 3 years, unless the team agrees testing (formal) is not necessary. However, this must be in writing and the collection of evidence/ review of records by the team is still required.

Evaluation Team Report (ETR)

• Various assessment tools and strategies are used to gather relevant functional developmental information about the child, including information provided by the parent and information ensuring the student makes the most progress in the general curriculum.

• The students is assessed in all areas of suspected need including, if appropriate, health, vision, hearing, social/emotional status, general intelligence, academic performance, commutative status and motor/physical ability (Planning form, PR-06).

• No single procedure, assessment and/or criteria are used in determining whether the student has a disability and team approach is included.

• There is a clear and concise summary of the data and assessment results and not a word for word copy of all the assessments conducted (CF-5).

• The description of educational needs contains specific and adequate information about the student that allows for the IEP team to develop an effective and actionable IEP (CF-6).

• The ETR clearly describes the need and implications for specially designed instruction and related services, including how progress could be monitored in relation to IEP goals and services (CF-7).

• Evidence that ETRs/IEPs were correctly adopted *Districts can choose to completely adopt or completely re-write documents.

Part 1. Individual Evaluator's Assessment (separate assessment from each evaluator)

• Summary of Assessment Results (based on methods marked (above) (CF-5);

• Description of Educational Needs (based on assessment results) (CF-6);

• Implications for Instruction and Progress Monitoring (describe how the child's needs impede progress in the general curriculum, and address each of the child's identified educational and functional needs) CF-7;

• A group of qualified professionals appropriate to the suspected disability determine if the student is a child with a disability (CF-8). *Re-evaluation: IEP Team (CF-9)

• Section includes all authentic signatures/dates (not typed).

Part 2. Team Summary

• Includes a summary of all Individual Evaluator's Assessments, prior interventions (RtI data, if initial) and remaining sections of form are completed, if applicable.

Part 3. Documentation for Determining the Existence of a Specific Learning Disability (SLD)

• Required Notification section is complete with each notification marked Yes or No.

• If student is/suspected SLD, Section A is completed; identifying one or more of the following areas in which the team has determined that the child is not achieving adequately.

• Section B (Response to Scientific, Research-Based Intervention) OR Section C (Patterns of Strengths and Weaknesses) must be completed;

Part 4. Eligibility

• Upon completing a comprehensive evaluation, the team determines if the students is a student with a disability and under which disability category the student meets eligibility criteria.

• The team justifies the eligibility determination decision, describing how the student meets or does not meet eligibility criteria as defined in OAC 3301-51-01(B)(10)(Definitions) and OAC 3301-51-06 (Evaluations), including how the disability affects the student's progress in the general education curriculum.

Part 5. Signatures

• (Best Practice for IETR) Intervention Specialist, regular education teacher, parent, psychologist and if possible and applicable, any related service providers.

• Any staff/parents in disagreement-is indicated.

Individualized Education Program (IEP)

• Demographic portions complete;

• If applicable, the amendment section is completed; providing evidence the team was notified of all changes; *Remember amendments do not change the effective dates of the IEP and cannot include a change of placement.

• Evidence of ongoing progress monitoring and formative assessment of student progress, goals, and objectives;

• Revisions to the IEP were made based on data indicating changes in student needs or abilities; and,

• Evidence of alignment between written documentation and actual practice.

Section 1. Future Planning

• List students Preferences, Interests, Needs and Strengths (PINS). *If student is transition age, information should be included concerning student's interests/goals for education and/or employment after high school; and,

• IEP alignment with future plans is evident.

2. Special Instructional Factors (Any box marked should be addressed within the IEP with goals/objectives)

• Behavior: Behavior needs are included, if necessary. *If applicable, IEP may include behavior goals/objectives, may include a BIP and/or a Crisis Intervention Plan.

• Limited English Proficient: The language needs of the student are addressed and included, if appropriate.

• Blind or Visually Impaired: (PR-07) is completed, if necessary.

• Does the child have communication needs (required for deaf or hearing impaired)(IEP includes the communication needs of the student, if appropriate)

• Does the child need assistive technology devices and/or devices (LRE-1) ((Evidence the team discussed whether the student would benefit from any AT)

• Does the child require specially designed physical education (If the IEP Team determines the need for Specially designed PE)

Section 3. Profile (not the same information as the information listed in Present Levels)

• A general summary that begins to lay the foundation for services. Include strengths/weaknesses, parent concerns, student interests, relevant medical info., attendance issues, future goals after high school, back ground information, impact statement (how the student's disability impacts his or her involvement and progress in the general education curriculum), successful interventions, performance on past State/District-wide assessments; and, needs that are identified in the ETR, but will not be addressed in the IEP and reason.

Section 4. Postsecondary Transition (14 years or older and younger, if appropriate) (DS-1)

• A statement of transition services needs of the child that focuses on the student's course of study (Includes a specific focus of study based on IEP Sections 1-3)

• Age appropriate Transition Assessments (PINS-identifies student: Preferences, Interests, Needs, & Skills) (a summary of results, individuals who conducted; and, date conducted)

• The plan identifies supports, services, activities and linkage necessary to move toward the transition goal.

Section 5. Postsecondary Transition Services

• Measurable Postsecondary Goal Section:

• Based on age-appropriate assessments and other data, the goal is measurable and specific. It addresses education/training/employment and independent living skills, if applicable. (i.e. "After High School, Sally will attend The Ohio University and major in education.")

• Include a functional Vocational Evaluation, if needed.

• Course of Study Section:

• Identify course of study that the student needs for instruction during the day (college prep courses, career tech, Ohio Core)

• The graduation path the student will follow according to Ohio Core Requirements is identified; -End of course exams with accommodations -Score a "remediation-free" score on a nationally recognized college admissions exam (i.e. ACT or SAT) -Earn a State Board of Education approved, industry-recognized credential or a state-issued license for practice in a career and achieve a score that demonstrates workforce readiness/employment on a job skills assessment -IEP Determined Diploma, graduate solely by meeting the goals on the child's IEP (if exempt from the consequences of end of course exams, must be documented). *Only be your 1% students (students with the most significant cognitive disabilities, whose achievement is measured against alternate academic achievement standards)

• Transition Services/Activities:

• Complete all appropriate sections;

• List services/activities that will be necessary to support the measurable Postsecondary goals; *(ODE now requires it to state, (vocation Coordinator, Job Coach, IS, etc..).....will guide student in _____________.")

• Students and/or parent cannot be listed as responsible for service; and,

• Invitations to any utilized agency and meeting attendance is documented.

• Education/Training Section:

• (Same as above) Postsecondary education and training listed

• Employment Section:

• (Same as above) Completed, if not combined with Postsecondary Education and Training.

• Independent Living Section:

• Completed, if needed. *If not needed, must state in IEP elsewhere that student has skills necessary to live independently

• Target for Graduation *Expected date listed

Section 6. Measurable Annual Goals

• Present Levels of Performance Section (DS-2)

• Detailed summary of current, daily, baseline performance in the areas of academics, behavior (if applicable); and, functional performance (strengths and needs);

• Describe how the characteristics of the student's disability affects their progress in the general curriculum;

• Compares student's ability to peers of the same grade;

• Information is in understandable terms and avoids acronyms;

• Input from all team members, included the parent and student;

• Each identified prioritized need in the ETR is addressed through a Goal/Objective (including related services, if applicable);

• Progress from last IEP; and,

• If transition age, include information concerning performance toward Postsecondary transition goals.

• Measurable Annual Goals Section:

• Ensure each measurable goal includes the following 6 elements of a goal; -Who, will do What, To What Level or Degree, Under What Conditions, In What Length of time, and How Progress will be measured (DS-5).

• There is a goal for each prioritized need indicated in the ETR;

• Objectives/Benchmarks are linked to goals and describe steps/skills to help meet goal;

• Direct relationship between each measurable goal and the Present Levels of Academic and Functional Performance (DS-4);

• If student participates in Alternate Assessment, district is reporting progress;

• How parents will be informed is specific;

• Evidence of ongoing progress monitoring and formative assessment of student progress, goals, and objectives (DS-14);

• Instructional data collected from each annual goal with evidence to inform future instruction.

• Evidence of ongoing progress monitoring and formative assessment of student progress, goals, and objectives (DS-6);

• Revisions to the IEP were made based on data indicating changes in student needs or abilities (DS-15);

• Evidence of alignment between written documentation and actual practice; and,

• Subsequent IEPs contain measurable annual goals and services/placement consistent with progress made.

Section 7. Specially Designed Instruction

• Specially Designed Instruction describes: the content, methodology, or delivery of instruction (DS-7). -Identifies the provision of specially designed instruction; -Describes the nature of the instruction that aligned with the needs of the student; -Supports the achievement of the annual goals (DS-8); -Statement of specially designed instruction indicates locations (DS-9); and, -Statement of specially designed instruction indicates amount of time and frequency.

• Related services are included, if applicable:

• IEP identifies related services that address the needs of the child and support annual goals and indicates the location the services will be provided (DS-12); and,

• Indicates related services time and frequency (DS-13)

• Assistive Technology is listed, if applicable, (LRE-1); -Assistive technology is identified to enable the child to be involved in and make progress in the general education curriculum.

• Accommodations:

• The IEP identifies accommodations provided to enable the child to be involved in and make progress in the general education curriculum (LRE-2)

• Modifications, if applicable (LRE-3):

• The IEP identifies modifications to enable the child to be involved in and make progress in the general education curriculum

• Support for School Personnel, if applicable (LRE-4):

• The IEP identifies supports for school personnel to enable the child to be involved in and make progress in the general education curriculum.

• Services to Support Medical Needs, if applicable.

Section 8. Transportation as a related service, if applicable:

• All sections are completed accurately.

Section 9. Nonacademic and extracurricular activities:

• A statement is included that states the student will be permitted to participate in extracurricular activities; and,

• If appropriate, a justification for why the student will not participate in non-academic and/or extracurricular activities; -Is based on the needs of the student and not the student's disability -Reflects team consideration for meeting the student's needs; -Documents the nature or severity of the disability; and, -Describes potential harmful effects to the student or others, if applicable

Section 10. General Factors

• All boxes are marked; and,

• If ESY Services are necessary, goals/objectives are listed.

Section 11. Least Restrictive Environment

• All appropriate boxes are marked and a justification statement is present (description of how the nature or severity of the student's disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily) (LRE-5).

Section 12. State-Wide and District-Wide Testing

• This is complete for all District/State/Classroom assessment the student will take;

• Description of allowable accommodations/modifications for each allowable subject (accommodations listed on testing page are also included in Section 7)

• Date graduation test requirements are met;

• If the team determines the student is not responsible for the consequences of not passing a specific graduation requirement or district-wide test, the excused subject areas are provided;

• If the team determines the student is exempt from all aspects of the TGRG or from ONLY retention, it must be documented in this section; and,

• If the student is participating in an Alternate Assesssment, a detailed description is provided.

Section 13. Meeting Participants

• Meeting consisted of a qualified team (Parent, Gen. Ed. Teacher, IS, District Representative, qualified individual to interpret instructional implications) (LRE-6);

• All appropriate boxes are marked *If some team members were face-to-face and via phone, both boxes should be checked);

• Dates are indicated; and,

• Required participants who did not attend are listed, but a signed Parent/Guardian Excusal Form (OP-5) is included.

Section 14. Signatures

• All required signatures are included (District Representative, IS, Gen. Ed. Teacher, Parent and Student (if transition age 14 y/o or older);

• Parent Notice of Procedural Safeguards/Copy of the IEP is marked, signed and dated;

• Periodic Review Agreement is marked, signed/dated, if applicable;

• Consent for Change of Placement is marked, signed/dated, if applicable;

• Absent team member signatures are included and provided written recommendations.

• Number of SE Files Reviewed:

• Notes:

Review Summary Findings:

• Special Education Programming Strengths:

• Special Education Programming Areas of Need:

• Next Steps:

• Follow-up Visit Required

• Date:

• Professional Development Required

• By Date:

• Desk Audit Required

• Date:

Signature Page

• File Review Numbers:

• Number of RIMPs Reviewed

• Number of 504s Reviewed

• Number of WEPs Reviewed

• Number of Special Education Files Reviewed

• ESCLEW SE Staff (Print Name, Signature, Title, Date)

  Sign

• School Leader/Principal (Print Name, Signature, Title, Date)

  Sign

• Management Company Rep (Print Name, Signature, Title, Date)

  Sign

• Intervention Specialist (Print Name, Signature, Title, Date)

  Sign

• Other (Print Name, Signature, Title, Date)

  Sign

• ESCLEW SE Staff (Print Name, Signature, Title, Date)

  Sign

• Intervention Specialist (Print Name, Signature, Title, Date)

  Sign

• Other (Print Name, Signature, Title, Date)

  Sign