Mamie D. Lee Case Management Handbook

Mamie D. Lee Case Management Handbook
Ms. McElwain,
Per our conversation last week, I would like for you to up grade the IEP Case Management Handbook to be reflective of the best practices the managers and RSPs are to follow this year. Please see me if you have any questions . My expectation is that a draft of this document will be available for her perusal by July 28 in preparation for the staff return in August.

Mamie D. Lee School
Individualized Education Program Case Management Handbook
2011-2012

The purpose of this document is to assist you in developing the best quality IEPs possible. Please follow these guidelines while developing an IEP in an effort to prevent mistakes and reduce delivery time.
Meeting Notices

Generate a meeting notice to the parent at least 10 days before the suggested meeting date. You must document every attempt made to contact the parent regarding the meeting notice. You must use three different modalities to contact parents, such as mail, phone, in person, or certified letter.

• When you contact the parent by phone with the suggested dates, create an entry in the Communication Log documenting the outcome of the phone call.
Select Parent Contacted – will attend the meeting,
OR
Parent could not be reached

When you send an invitation letter home with the student, create an entry in the Communication Log documenting the outcome of the letter. If the parent signs and returns the letter
Select Parent Contacted – will attend the meeting,
OR
if the parent does not respond, select No response

• Whenever a meeting is rescheduled, select Meeting rescheduled

Note:
• You must make and document three attempts to contact the parent. At least once by phone, one by letter sent home with the student, and once by certified mail.
• If the parent does not respond to the first two attempts, generate a final letter and select the third meeting option below. Send the letter home via certified mail. Be sure that the certified letter is sent at least 10 days prior to the scheduled meeting date.
Primary Language

Be sure to write in the student’s primary language on the final copy of the IEP.
Parent Information

Confirm parent information at the time of the meeting and make the necessary corrections before generating the final copy of the IEP. If the parent information does not display on the print out of the IEP:

1. Select Student/Parent Information from the menu at the top of the SEDS screen.
2. Click the Details button for the parent’s name.

3. Select all three options.

IEP Meeting Participants and Signatures

Add/remove meeting participants as needed before drafting the IEP. Confirm meeting participants and adjust the list of participants as needed on the day of the IEP in order to obtain appropriate signatures.
Parental Consent

Secure parental consent at the end of the IEP meeting. Ask the parent to select the check box and sign the IEP giving DCPS consent to implement the IEP.

If the parent participates by phone, send a copy of the signature page home and ask the parent to select and sign the consent statement granting DCPS permission to implement the new IEP.

Fax the IEP Cover Page

The signed cover page of the IEP must be faxed into SEDS no later than one day after the IEP meeting. Fax the page to the EasyFax number.

Present Level of Performance and Annual Goals by Area of Concern

Write the student’s present level of performance according to the following guidelines.

Sample Present Level of Performance:

• According to teacher observations on 3/5/2010, 4/11/2010, and 5/6/2010, and data collection instruments administered on 3/16/2010 and 4/27/2010 by
Ms. Diamond, counting coins with limited prompting is an area of strength for JT because she is able to identify all of the currency coins and is able to count coins to $2.79 accurately. However, counting dollars is an area of weakness because JT is only able to add the value of the $1 bill independently.

Sample Needs Statement:

• The first priority for instructional support for JT in the area of mathematics should be counting money and identifying currency because these are life skills that will be necessary for daily living and independence. Addressing this need will increase JT’s ability to access curriculum standards related to money and currency.

Sample Impact Statement:

• JT’s psychological evaluation conducted on 3/8/2008 showed that she has an intellectual disability. This affects JT’s ability to read, write, respond, and complete mathematical calculations in the general education classroom. JT is instructed using modified content that is appropriate to her ability level. She receives assistance with visual cues and verbal prompting in order to help to mitigate the impact of her disability.

Sample Goal:

• By May 17, 2010, when given varied coins, JT will add the values of the coins and will say the total value with 80% accuracy in 4 out of 5 attempts as measured by a teacher-made assessment instrument.

Notes:

The baseline statement should describe what the student is able to do in relation to the suggested goal.

The anticipated date of achievement must be 364 days from the day of the meeting. For example, if the meeting was held on 4/16/2010, then the anticipated date of achievement would be 4/15/2011.

The evaluation procedures and schedule should be adequate for the suggested goal.

***Evidence of data collected for EACH GOAL must be included in the student’s IEP portfolio. ***
Special Education and Related Services

Notes:

Ensure the setting for all services is Outside General Education.

The Begin Date for each service is the date of the IEP meeting.

The End Date for each service is 364 days from the date of the IEP meeting.

Special Education Services and Related Services hours must add up to 32 hours. Consultation services are not included in the 32 hours.
Dedicated Aide

The use of a dedicated aide for a student must be approved by the Office of Special Education prior to the IEP meeting. The teacher must complete and submit a Dedicated Aide Justification Form to Natalia Houston, OSE, along with the necessary supporting documentation.

For any student who HAS a dedicated aide, click the Modify Dedicated Aide button and adjust the service dates to reflect the IEP dates.

Classroom Accommodations and State Assessment Participation

If a student IS participating in the DC-CAS ALT:

• Select the Alternate Assessment option

• Print the Participation Guidelines Criteria form

Create and print the cover sheet for the DC CAS Alternate Assessment Participation Criteria

Notes:

Complete and review the Participation Guidelines Criteria forms with the parent and secure parent signature during the IEP meeting.

Fax the Participation Guidelines Criteria forms into SEDS using the corresponding cover sheet.

If the student is NOT participating in the DC CAS-ALT test:

• Select the Regular Statewide Assessment – With Accommodations option

• Be sure NOT TO SELECT ANY testing or classroom accommodations highlighted in red.
Transportation

Complete AND finalize a transportation form for the student.

• Be sure to select Annual IEP as the reason for the transportation request.

• The Begin Date of Transportation Service needs to reflect the new IEP date.

• The End of Transportation Service needs to reflect the IEP end date.

Compensatory Education

If applicable, explain to the parent that compensatory education is not warranted because there has not been a break in services.

Extended School Year

Extended school year (ESY) refers to special education and/or related services provided beyond the normal school year for the purpose of providing a free, appropriate public education (FAPE) to a student with a disability in accordance with the child’s IEP.

The IEP team must discuss ESY services at an initial IEP meeting and at every annual IEP meeting. Team members may also discuss ESY services through an addendum to the annual IEP if necessary. School staff, parent(s), and/or the student may request an IEP meeting at any time to discuss ESY services. Any child receiving special education services may receive ESY services if the IEP team determines that they are necessary so that the student receives FAPE.

The IEP team members should discuss the following factors when they are considering ESY services:

Regression or Recoupment: The IEP team must determine whether, without these services, there is a likelihood of substantial regression of critical life skills caused by a school break and there likely will be a failure to recover those lost skills in a reasonable amount of time following the school break (e.g., six to eight weeks after summer break).

Degree of Progress: The IEP team reviews the student’s progress toward the IEP goals addressing critical life skills and determines whether, without these services, the student’s degree or rate of progress toward those goals or objectives will prevent the student from receiving benefit from his or her educational plan during the regular school year.

Emerging Skills and Breakthrough Opportunities: The IEP team reviews all IEP goals targeting critical life skills to determine whether any of these skills are at a breakthrough point. When critical life skills are at this point, the IEP team needs to determine whether the interruption in services and instruction on those goals or objectives during the school break is likely to prevent the student from receiving benefit from his or her educational plan during the regular school year without these services.

Interfering Behaviors: The IEP team determines whether, without ESY services, any interfering behaviors, such as ritualistic, aggressive, or self-injurious behaviors targeted by the IEP goals, have prevented the student from receiving benefit from his or her educational plan during the school year. The team also determines whether the interruption of services that addresses the interfering behaviors is likely to prevent the student from receiving benefit from his or her educational plan during the next school year.

Nature and/or Severity of the Disability: The IEP team determines whether, without ESY services, the nature and/or severity of the student’s disability is likely to prevent the student from receiving benefit from his or her educational plan during the regular school year.

Special Circumstances or Other Factors: The IEP team determines whether, without ESY services, there are any special circumstances that will prevent the student from receiving benefit from his or her education plan during the regular school year.

ESY services may be delivered through a variety of settings and methods, such as classroom instruction, a parent-guided home program with progress periodically monitored by the teacher, and/or consultative or supervisory support from staff members. ESY services could be provided in combination with existing summer school programs if such programs are available and are appropriate for the individual student.

If the student is recommended for Extended School Year services the IEP document should contain a comprehensive rationale for why these services are necessary. In this rationale, any quantitative or qualitative data that support the claim that the student needs services in the summer in order to secure the minimum benefits of a free and appropriate public education during the next school year should be included.

A student should be granted eligibility to receive ESY services if he or she meets 4 or more of the following criteria:

Post Secondary Transition Plan

Students must have a Transition Plan in place by the time they turn 16 years of age. This means that if the student is 15 years of age when his/her IEP meeting is held, the IEP team must complete a transition plan for this student so that it will be in place by his/her 16th birthday.

Post-secondary Goals

• Enter a long-range goal for the student’s post secondary education that is based on the student’s interest.

o Upon completion of high school, [STUDENT NAME] will attend/enroll in the DDS/RSA vocational training program to gain knowledge about [AREA OF INTEREST].

o Upon completion of high school. [STUDENT NAME] will work [FULL TIME/PART TIME] as a [JOB TITLE] to gain experience in the area of [TRADE OR CAREER].

Transition Assessments

• You must administer age-appropriate transition assessments annually to determine post school goals.
• Summarize the outcome of the transition assessments in the appropriate area of the IEP and use this information to determine the annual transition goals.

Annual Goals Related to Post-School Goals

• The Anticipated Date of Achievement for the goal should be 364 days from the IEP date.
• The course of study for the goal should be Academic Courses, Independent Living, and Vocational Training.

Transition Services

The transition service for education/training goal should identify Vocational Training.

• The Amount of Time should be 5 hours per day

• The Projected Begin Date should be the IEP date.

• The End Date should be 364 days from the IEP date.

• The Agency Responsible should be LRE – Special Education Teacher

• The Date Completed should be the same as the End Date.

Note: See the POST SECONDARY TRANSITION PLANNING TOOLKIT for specific information about how to prepare a secondary transition plan.
Goals/Objectives Bank

Blank Goal

By [DATE], when prompted, [STUDENT] will [SKILL OR TASK] to a level of 80% mastery in 4/5 trials as measured by teacher-made assessment.
PRIMARY LEARNING CENTER
Math

By [DATE], when shown a series of numbers, [STUDENT] will be identify the numbers in print to a level of 80% mastery in 4/5 trials as measured by teacher-made assessment.

By [DATE], when prompted, [STUDENT] will rote count to [NUMBER] to a level of 80% mastery in 4/5 trials as measured by teacher-made assessment.

By [DATE], when prompted, [STUDENT] will match sets to [NUMBER] in one to one correspondence to a level of 80% mastery in 4/5 trials as measured by teacher-made assessment.

By [DATE], when prompted, [STUDENT] will demonstrate the ability to match quantity to symbol using school experiences (count the number of students that need a pencil, then write the number down) to a level of 80% mastery in 4/5 trials as measured by teacher-made assessment.

By [DATE], when prompted, [STUDENT] will trace numerals from 0-10 to a level of 80% mastery in 4/5 trials as measured by teacher-made assessment.

By [DATE], when prompted, [STUDENT] will state the names of coins to a level of 80% mastery in 4/5 trials as measured by teacher-made assessment.

By [DATE], when prompted, [STUDENT] will tell time to the hour to a level of 80% mastery in 4/5 trials as measured by teacher-made assessment.

By [DATE], when prompted, [STUDENT] will explore quantities by manipulating objects in groups/sets to a level of 80% mastery in 4/5 trials as measured by teacher-made assessment.

By [DATE], when prompted, [STUDENT] will identify the quantity of a set to a level of 80% mastery in 4/5 trials as measured by teacher-made assessment.

By [DATE], when prompted, [STUDENT] will identify numbers in print to [NUMBER] to a level of 80% mastery in 4/5 trials as measured by teacher-made assessment.
By [DATE], when prompted, [STUDENT] will match/copy/write numbers to a level of 80% mastery in 4/5 trials as measured by teacher-made assessment.

By [DATE], when prompted, [STUDENT] will count by 5’s/10’s/to 100 to a level of 80% mastery in 4/5 trials as measured by teacher-made assessment.

By [DATE], when prompted, [STUDENT] will use manipulatives to combine two sets and identify a sum to a level of 80% mastery in 4/5 trials as measured by teacher-made assessment.

By [DATE], when prompted, [STUDENT] will use manipulatives to demonstrate 1 digit addition to 10 to 18to a level of 80% mastery in 4/5 trials as measured by teacher-made assessment.

By [DATE], when prompted, [STUDENT] will use manipulatives to demonstrate 1 digit subtraction to 10 to 18to a level of 80% mastery in 4/5 trials as measured by teacher-made assessment.
Reading
By [DATE], when prompted, [STUDENT] will read the days of the week to a level of 80% mastery in 4/5 trials as measured by teacher-made assessment.

By [DATE], when prompted, [STUDENT] will recognize own name in print to a level of 80% mastery in 4/5 trials as measured by teacher-made assessment.
Written Expression
By [DATE], when prompted, [STUDENT] will trace/copy/draw shapes to a level of 80% mastery in 4/5 trials as measured by teacher-made assessment.
By [DATE], when prompted, [STUDENT] will form most letters correctly when writing to a level of 80% mastery in 4/5 trials as measured by teacher-made assessment.
By [DATE], when prompted, [STUDENT] will trace/copy/print first and last name to a level of 80% mastery in 4/5 trials as measured by teacher-made assessment.
By [DATE], when prompted, [STUDENT] will label all classroom work with first and last name written and spelled correctly to a level of 80% mastery in 4/5 trials as measured by teacher-made assessment.
By [DATE], when prompted, [STUDENT] will print recognizable works with appropriate spacing to a level of 80% mastery in 4/5 trials as measured by teacher-made assessment.

Adaptive/Life Skills
Specialty Classes
**All students participating in these activities must have this goal as part of their IEPs**

The student will participate in specialized activities in school and community settings promoting skill development in the areas of social skills, socialization, music, art, adaptive aquatics, physical education, and transition/independent living with at least 80% mastery of skills.
Inclusion Activities
**All students participating in these activities must have this goal as part of their IEPs**

The student will participate in community inclusion activities (i.e. Special Olympics, community-related field trips, and partnerships), in school and community settings and will perform related activities with the use of visual/verbal prompts f with at least 80% mastery of skills.

INTERMEDIATE PROGRAM
Math

By [DATE], when given a set of manipulatives, [STUDENT] will use manipulatives to combine two sets and identify a sum to a level of 80% mastery in 4/5 trials as measured by teacher-made assessment.

By [DATE], when given a set of manipulatives, [STUDENT] will use manipulatives to demonstrate one digit addition to ten to a level of 80% mastery in 4/5 trials as measured by teacher-made assessment.

By [DATE], when given a set of numerals and manipulatives, [STUDENT] will match numerals to the corresponding set of objects to a level of 80% mastery in 4/5 trials as measured by teacher-made assessment.

By [DATE], when prompted, [STUDENT] will copy numerals to a level of 80% mastery in 4/5 trials as measured by teacher-made assessment.

By [DATE], when prompted, [STUDENT] will write numerals to a level of 80% mastery in 4/5 trials as measured by teacher-made assessment.

By [DATE], when prompted, [STUDENT] will trace numerals to a level of 80% mastery in 4/5 trials as measured by teacher-made assessment.
Reading

By [DATE], when prompted, [STUDENT] will recognize own name, address, and phone number in print to a level of 80% mastery in 4/5 trials as measured by teacher-made assessment.

By [DATE], when prompted, [STUDENT] will recognize symbols and words in the classroom and community to a level of 80% mastery in 4/5 trials as measured by teacher-made assessment.

Written Expression

By [DATE], when prompted, [STUDENT] will trace/copy/draw shapes to a level of 80% mastery in 4/5 trials as measured by teacher-made assessment.
By [DATE], when prompted, [STUDENT] will form most letters correctly when writing to a level of 80% mastery in 4/5 trials as measured by teacher-made assessment.
By [DATE], when prompted, [STUDENT] will trace/copy/print first and last name to a level of 80% mastery in 4/5 trials as measured by teacher-made assessment.
By [DATE], when prompted, [STUDENT] will label all classroom work with first and last name written and spelled correctly to a level of 80% mastery in 4/5 trials as measured by teacher-made assessment.
By [DATE], when prompted, [STUDENT] will print recognizable works with appropriate spacing to a level of 80% mastery in 4/5 trials as measured by teacher-made assessment.
Adaptive/Life Skills

By [DATE], when prompted, [STUDENT] will interpret common warning/safety signs and symbols, in the classroom or community, to a level of 80% mastery in 4/5 trials, as measured by teacher-made assessment.

By [DATE], when prompted, [STUDENT] will identify common informational signs and symbols in the classroom or community, to a level of 80% mastery in 4/5 trials, as measured by teacher-made assessment.

By [DATE], when prompted, [STUDENT] will interpret common warning/safety signs and symbols in the classroom or community, to a level of 80% mastery in 4/5 trials, as measured by teacher-made assessment.

By [DATE], when prompted, [STUDENT] will interpret directional signs and symbols in the classroom or community, to a level of 80% mastery in 4/5 trials, as measured by teacher-made assessment.

By [DATE], when prompted, [STUDENT] will identify directional signs and symbols in the classroom or community, to a level of 80% mastery in 4/5 trials, as measured by teacher-made assessment.

By [DATE], when prompted, [STUDENT] will state personal information, to a level of 80% mastery in 4/5 trials, as measured by teacher-made assessment.

By [DATE], when prompted, [STUDENT] will identify personal information, to a level of 80% mastery in 4/5 trials, as measured by teacher-made assessment.

By [DATE], when prompted, [STUDENT] will identify and follow school/building/training site rules, to a level of 80% mastery in 4/5 trials, as measured by teacher-made assessment.

By [DATE], when prompted, [STUDENT] will exit the building in case of a fire/emergency, to a level of 80% mastery in 4/5 trials, as measured by teacher-made assessment.

By [DATE], when prompted, [STUDENT] will call 911 in case of a fire/emergency/sickness or injury, to a level of 80% mastery in 4/5 trials, as measured by teacher-made assessment.

By [DATE], when prompted, [STUDENT] will inform an adult if sick or injured, to a level of 80% mastery in 4/5 trials, as measured by teacher-made assessment.

By [DATE], when prompted, [STUDENT] will demonstrate when and how to call poison control, to a level of 80% mastery in 4/5 trials, as measured by teacher-made assessment.

By [DATE], when prompted, [STUDENT] will recognize signs of danger from other people, to a level of 80% mastery in 4/5 trials, as measured by teacher-made assessment.

By [DATE], when prompted, [STUDENT] will recognize signs of danger from fumes, smoke or fire, to a level of 80% mastery in 4/5 trials, as measured by teacher-made assessment.

By [DATE], when prompted, [STUDENT] will indicate how to report danger, crime or threat to the appropriate authorities, to a level of 80% mastery in 4/5 trials, as measured by teacher-made assessment.

By [DATE], when prompted, [STUDENT] will perform general cleaning tasks, to a level of 80% mastery in 4/5 trials, as measured by teacher-made assessment.

By [DATE], when prompted, [STUDENT] will keep personal area clean and neat, to a level of 80% mastery in 4/5 trials, as measured by teacher-made assessment.

By [DATE], when prompted, [STUDENT] will identify clothes for different seasons, to a level of 80% mastery in 4/5 trials, as measured by teacher-made assessment.

By [DATE], when prompted, [STUDENT] will name various weather conditions, to a level of 80% mastery in 4/5 trials, as measured by teacher-made assessment.

By [DATE], when prompted, [STUDENT] will identify clothing for different weather conditions, to a level of 80% mastery in 4/5 trials, as measured by teacher-made assessment.

By [DATE], when prompted, [STUDENT] will name the type of clothes worn to a job interview, to a level of 80% mastery in 4/5 trials, as measured by teacher-made assessment.

By [DATE], when prompted, [STUDENT] will name the type of clothes worn in the workplace, to a level of 80% mastery in 4/5 trials, as measured by teacher-made assessment.

By [DATE], when prompted, [STUDENT] will name clothing items that are worn for recreating/leisure, to a level of 80% mastery in 4/5 trials, as measured by teacher-made assessment.

By [DATE], when prompted, [STUDENT] will name characteristics of comfortable clothes, to a level of 80% mastery in 4/5 trials, as measured by teacher-made assessment.

By [DATE], when prompted, [STUDENT] will participates in various board games, to a level of 80% mastery in 4/5 trials, as measured by teacher-made assessment.

By [DATE], when prompted, [STUDENT] will complete basic articles of crafts and hobbies, to a level of 80% mastery in 4/5 trials, as measured by teacher-made assessment.

By [DATE], when prompted, [STUDENT] will walk leisurely, to a level of 80% mastery in 4/5 trials, as measured by teacher-made assessment.

By [DATE], when prompted, [STUDENT] will play CDs, to a level of 80% mastery in 4/5 trials, as measured by teacher-made assessment.

By [DATE], when prompted, [STUDENT] will read magazines, to a level of 80% mastery in 4/5 trials, as measured by teacher-made assessment.

By [DATE], when prompted, [STUDENT] will name the basic food groups, to a level of 80% mastery in 4/5 trials, as measured by teacher-made assessment.

By [DATE], when prompted, [STUDENT] will develop a menu, to a level of 80% mastery in 4/5 trials, as measured by teacher-made assessment.

By [DATE], when prompted, [STUDENT] will compose a pictorial/written shopping list, to a level of 80% mastery in 4/5 trials, as measured by teacher-made assessment.

By [DATE], when prompted, [STUDENT] will indicate how to report danger, crime, or threat to the appropriate authorities, to a level of 80% mastery in 4/5 trials, as measured by teacher-made assessment.

By [DATE], when prompted, [STUDENT] will role play appropriate response in emergency situation, to a level of 80% mastery in 4/5 trials, as measured by teacher-made assessment.

Inclusion Activities
**All students participating in these activities must have this goal as part of their IEPs**

Vocational Awareness
**All students participating in these activities must have this goal as part of their IEPs**

The student will participate in career/vocational development and job awareness/training activities in school and the community settings with use of demonstration, simulation, and/or verbal/visual prompts for at least 4 out of 5 trials and with at least 80% mastery.

Travel Training (9th and 10th graders only)
**All students participating in these activities must have this goal as part of their IEPs**

The student will participate in travel training activities in school and community settings with the use of demonstration, simulation, and/or with verbal/visual prompts for at least 4 out of 5 trials and with 80% mastery.

Safety Awareness (7th and 8th graders only)
**All students participating in these activities must have this goal as part of their IEPs**

The student will participate in safety awareness activities in the school and community with use of real life experiences and simulations and/or using verbal/visual prompts for at least 4 out of 5 trials and with 80% mastery.
Specialty Classes
**All students participating in these activities must have this goal as part of their IEPs**

The student will participate in specialized activities in school and community settings promoting skill development in the areas of social skills, socialization, music, art, adaptive aquatics, physical education, and transition/independent living with 80% mastery of skills.
Vocational
By [DATE], when given an interest inventory, [STUDENT] will evaluate interests, activities and skills, to a level of 80% mastery in 4/5 trials as measured by teacher-made assessment.

By [DATE], when given a list of employment opportunities, [STUDENT] will identify one or more occupations/jobs that is interesting to pursue, to a level of 80% mastery in 4/5 trials as measured by teacher-made assessment.

By [DATE], when prompted, [STUDENT] will use a variety of resources, including electronic media, to explore career information and options, to a level of 80% mastery in 4/5 trials as measured by teacher-made assessment.

By [DATE], when prompted, [STUDENT] will identify occupational interests, to a level of 80% mastery in 4/5 trials, as measured by teacher-made assessment.

By [DATE], when prompted, [STUDENT] will collect data to utilize for a job application (birth certificate, social security card, photo ID), to a level of 80% mastery in 4/5 trials, as measured by teacher-made assessment.

By [DATE], when prompted, [STUDENT] will complete a real or simulated job application, to a level of 80% mastery in 4/5 trials, as measured by teacher-made assessment.

By [DATE], when prompted, [STUDENT] will identify appropriate interview behaviors (dress appropriately, arrive punctually, seat and speak appropriately, to a level of 80% mastery in 4/5 trials, as measured by teacher-made assessment.

By [DATE], when prompted, [STUDENT] will describe steps in tasks to be completed, to a level of 80% mastery in 4/5 trials, as measured by teacher-made assessment.

By [DATE], when prompted, [STUDENT] will perform a task with supervision, to a level of 80% mastery in 4/5 trials, as measured by teacher-made assessment.

By [DATE], when prompted, [STUDENT] will use a variety of methods (job shadowing, internship, community job placement) to explore career options, to a level of 80% mastery in 4/5 trials, as measured by teacher-made assessment.

By [DATE], when prompted, [STUDENT] will complete a task based on oral directions, to a level of 80% mastery in 4/5 trials, as measured by teacher-made assessment.

By [DATE], when prompted, [STUDENT] will work until the task is completed or it is time to quit, to a level of 80% mastery in 4/5 trials, as measured by teacher-made assessment.

By [DATE], when prompted, [STUDENT] will complete a task based on oral directions, to a level of 80% mastery in 4/5 trials, as measured by teacher-made assessment.

Independent Living Goals
**All students participating in these activities must have this goal as part of their IEPs**

By _______, when prompted, ______________will be able to make a bed to a level of 80% mastery in 4/5 trials as measured by teacher-made assessment.

By _______, when prompted, ______________ will follow a recipe to a level of 80% mastery in 4/5 trials as measured by teacher-made assessment.

By _______, when prompted, ______________ will identify the food groups to a level of 80% mastery in 4/5 trials as measured by teacher-made assessment.

By _______, when prompted, ______________ will plan a single lunch menu to a level of 80% mastery in 4/5 trials as measured by teacher-made assessment.

By _______, when prompted, ______________ will look through the grocery ads and pick out foods for a single day for breakfast, lunch and dinner to a level of 80% mastery in 4/5 trials as measured by teacher-made assessment.

By _______, when prompted, ______________ will sort clothing for laundry to a level of 80% mastery in 4/5 trials as measured by teacher-made assessment.

By _______, when prompted, ______________ will fold and hang on hangers clothing to a level of 80% mastery in 4/5 trials as measured by teacher-made assessment.

By _______, when prompted, _______________ will identify the items on a grocery receipt to a level of 80% mastery in 4/5 trials as measured by teacher-made assessment.

By _______, when prompted, _______________ will wash dishes as needed to a level of 80% mastery in 4/5 trials as measured by teacher-made assessment.

By ______, when prompted, _______________ will dry dishes using a dish towel to a level of 80% mastery in 4/5 trials as measured by teacher-made assessment.

By ______, when prompted, _______________ will demonstrate safe kitchen practices to a level of 80% mastery in 4/5 trials as measured by teacher-made assessment.

By ______, when prompted, _______________ will state and/or show proper action for spills or broken glass on floors and counters to a level of 80% mastery in 4/5 trials as measured by teacher-made assessment.
By ______, when prompted, ______________ will use measuring cups correctly to a level of 80% mastery in 4/5 trials as measured by teacher-made assessment.

By ______, when prompted, ______________ will identify/discuss health/nutrition as it relates to foods we eat to a level of 80% mastery in 4/5 trials as measured by teacher-made assessment.

By _______, when prompted, ______________ will set the table for an individual to a level of 80% mastery in 4/5 trials as measured by teacher-made assessment.

By _______, when prompted, ______________ will serve food to a minimum of one at a level of 80% mastery in 4/5 trials as measured by teacher-made assessment.

By________, when prompted, ______________will clear the table after eating to a level of 80% mastery in 4/5 trials as measured by teacher-made assessment.

By _______, when prompted, ______________ will demonstrate or identify the proper use of dishwater to a level of 80% mastery in 4/5 trials as measured by teacher-made assessment.

By _______, when prompted, ______________ will store dishes, utensils and equipment to a level of 80% mastery in 4/5 trials as measured by teacher-made assessment.
20. By _______, when prompted, ______________ will wipe clean the table, counter and appliances to a level of 80% mastery in 4/5 trials as measured by teacher-made assessment.

By _______, when prompted, ______________ will identify the food groups to a level of 80% mastery in 4/5 trials as measured by teacher-made assessment.

JOB TRAINING PROGRAM
Math
By [DATE], when given the names of four (4) or more items found in sales circulars, [STUDENT] will be able to add the cost of the items independently using a calculator to give the correct total in 4/5 trials to a level of 80% mastery as measured by teacher-made assessment.

By [DATE], when prompted for a response, [STUDENT] will be able to tell time by the hour, half-hour, quarter-hour, and three-quarter hour in 4/5 trials to a level of 80% mastery as measured by teacher-made assessment.

By [DATE], when given a sales receipt [NAME] will locate specified information on the receipt in 4/5 trials to a level of 80% mastery as measured by teacher-made assessment.

By [DATE], when given the price of an item on a simulated weekly circular or in a retail or restaurant environment, [NAME] will note the price of the item and estimate the cost using next dollar strategy in 4/5 trials to a level of 80% mastery as measured by teacher-made checklist.

By [DATE], when given a sales circular, [NAME] will identify the correct price for an item in 4/5 trials to a level of 80% mastery as measured by teacher-made assessment.

Reading
By [DATE], when prompted for a response, [STUDENT] will be able to read/identify words on common signs and warning labels in the community with a) verbal prompts, b) visual prompts, or c) independently in 4/5 trials to a level of 80% master as measured by teacher-made assessment.

By [DATE], when shown a sales circular, [STUDENT] will be able to read and interpret words related to shopping at grocery, clothing, and other retail environments with a) verbal prompts, b) visual prompts, or c) independently in 4/5 trials to a level of 80% mastery as measured by teacher-made assessment.

By [DATE], when given [AMOUNT] number of safety/danger signals (signs), [STUDENT] will be able to read or identify the signal (sign) in 4/5 trials to a level of 80% mastery as measured by teacher-made assessment.
By [DATE], when given a grocery/retail sales receipt [NAME] will locate specified vocabulary/information on the receipt in 4/5 trials to a level of at least 80% mastery as measured by teacher-made assessment/checklist.

By [DATE], when given a specified evacuation plan, [NAME] will sequence the steps needed to evacuate an area in 4/5 trials to a level of at least 80% mastery as measured by teacher-made checklist.
Adaptive/Life Skills
By [DATE], when given the opportunity to participate in a non-paid internship in a community setting on a weekly basis, [STUDENT] will demonstrate improved work habits and attitudes by completing assigned tasks a) with verbal prompts or b) independently in 4/5 trials to a level of 80% mastery as measured by teacher-made assessment.

By [DATE], when given three (3) scenarios describing problematic situations a public transportation, [STUDENT] will be able to provide appropriate answers on the procedures with a) verbal prompts or b) independently in 4/5 trials to a level of 80% mastery as measured by teacher-made assessment.

By [DATE], when given the task of [TASK], [STUDENT] will be able to complete the given task in [NUMBER] minutes in 4/5 trials to a level of 80% mastery as measured by teacher-made assessment.

By [DATE], when given a specified task of [TASK], [STUDENT] will be able to complete the given task with minimal errors in 4/5 trials to a level of 80% mastery as measured by teacher-made assessment.

By [DATE], when prompted, [NAME] will name [NUMBER] food groups in 4/5 trials to a level of 80% mastery as measured by teacher-made assessment.

By [DATE], when prompted, [NAME] will place [FOOD ITEMS] in the correct food group in 4/5 trials to a level of 80% mastery as measured by teacher-made assessment.

By [DATE], when prompted for a response, [STUDENT] will identify departure/arrival/break or lunch time by the hour, at the school or work training site, in 4/5 trials to a level of 80% mastery as measured by teacher-made assessment.

By [DATE], when prompted for a response, [STUDENT] will identify lunch meal at the school or work training site, in 4/5 trials to a level of 80% mastery as measured by teacher-made assessment.

Inclusion Activities
**All students participating in these activities must have this goal as part of their IEPs**

Vocational Awareness
**All students participating in these activities must have this goal as part of their IEPs**

The student will participate in career/vocational development and job awareness/training activities in school and the community settings with the use of demonstration, simulation, and/or verbal/visual prompts for at least 4 out of 5 trials and with 80% mastery.

Travel Training
**All students participating in these activities must have this goal as part of their IEPs**

The student will participate in travel training activities in school and community settings for at least one day per week and with the use of demonstration, simulation, and/or verbal/visual prompts for at least 4 out of 5 trials and with 80% mastery.

Safety Awareness
**All students participating in these activities must have this goal as part of their IEPs**

The student will participate in safety awareness activities in the school and community for at least one day per week with use of real life experiences and simulations and/or using verbal/visual prompts for at least 4 out of 5 trials and with 80% mastery.

Specialty Classes
**All students participating in these activities must have this goal as part of their IEPs**

TRANSITION GOALS

Post-Secondary Training

Upon completion of high school [STUDENT] will participate in appropriate training program available through the Department of Disabilities Services in order to obtain employment in a [sheltered/supported] employment setting.

Employment

Upon completion of high school [STUDENT] will work [Part-Time/Full-Time] in [sheltered/supported] employment setting as a/an [OCCUPATION].

Independent Living

Upon completion of high school [STUDENT] will follow the laws of [his/her] community, demonstrating and understanding of the need for laws to ensure [his/her] and other’s safety.

IEP Portfolios
Every student must have an IEP portfolio which documents progress towards IEP goals/objectives.

• Each IEP goal must have a corresponding data sheet and at least two supporting work samples.

• Data must be collected and work samples assembled by the teacher that instructs the disciplined identified in the goal

o Intermediate Reading/English/Language Arts
Ms. Jarvis/Ms. Gall
o Intermediate Math
Ms. Carothers
o Science
Ms. Carothers
o Art
Ms. Diaz
o Music
Mr. Berzen
o Independent Living Goals
Ms. Lechner
o Community Inclusion/CBEE
Ms. Newman/Ms. Carothers/PLC Teachers
o Career Awareness
Homeroom Teacher
o Adaptive Aquatics
Ms. Crosiar
o Special Olympics/Physical Education
Mr. Madison
o Adaptive/Life Skills
IEP Case Manager/Homeroom Teacher

Extended School Year Guidelines
DEFINITION OF EXTENDED SCHOOL YEAR (ESY) SERVICES

Extended school year (ESY) services are IDEA Part B special education and related services that are provided to a student with a disability beyond an LEA’s regularly scheduled school year. Similar to other Part B services, ESY services must be provided in accordance with the student’s IEP and at no cost to the parents of the student. The designation of ESY services must be individualized to the unique needs of each student. LEAs may not limit ESY services to particular categories of disability or unilaterally limit the type, amount, or duration of these services.

DIFFERENCE BETWEEN ESY SERVICES AND SUMMER SCHOOL
By definition, ESY services are distinct from summer school and summer enrichment programs, which typically offer generalized content on a predetermined schedule. A student’s need for ESY services cannot be fulfilled by summer programming that is not implemented according to the student’s IEP. ESY services are often considered for the summer break, but may be provided during other times outside of the normal school year, such as before and after regular school hours or during winter or spring break, if the IEP Team determines that the student requires ESY services during those time periods in order to receive FAPE.

ELIGIBILITY FRAMEWORK FOR EXTENDED SCHOOL YEAR (ESY) SERVICES

Eligibility for ESY services must be considered on an annual basis as part of the IEP process for every student with a disability. The intent of ESY services is to provide FAPE, not to provide additional resources or maximize programming beyond FAPE. When an IEP Team makes a decision regarding ESY eligibility, it is determining whether the benefits gained during the regular school year would be significantly jeopardized if the student does not receive ESY services. OSSE has established the following criteria for the IEP Team to apply in determining ESY eligibility:

Criterion 1: Impact of Break in Service on Critical Skills

The IEP Team begins the ESY determination process by considering whether the break in service will jeopardize one or more critical skills. In the context of ESY services, the phrase critical skill refers to a skill that is essential to a student’s overall educational progress. A critical skill may be an academic skill, such as reading, or a non-academic skill that has a direct educational impact, such as a fine motor skill. 6The IEP Team is required to describe the educational impact of the break in service on any identified critical skill and to support any identified concerns with student data. See Analysis of Student Data Section. ESY services are not necessary for FAPE if the IEP Team does not have concerns about the impact of the break in service on any of the student’s critical skills.

Criterion 2: Degree of Regression of Critical Skill

The IEP Team must consider the degree of regression that the student will experience in any critical skill identified as potentially being jeopardized by the break in service. In the context of ESY services, the term regression refers to a decrease in performance level or ability related to a previously attained critical skill. Since most students experience some natural regression during breaks in service, the IEP Team should use student data to determine if there is a likelihood of significant regression (i.e. the student would need to relearn the critical skill or skill set in its entirety, to the detriment of his/her overall educational progress). See Analysis of Student Data Section. ESY services are not necessary for FAPE if there is little or no risk of significant critical skill regression.

Criterion 3: Time Required for Recoupment of Critical Skill

The IEP Team must consider the time the student would require for recoupment of any critical skill identified as potentially being jeopardized by the break in service. In the context of ESY services, the term recoupment refers to a student’s capacity to recover a regressed critical skill to a degree demonstrated prior to the break in service. Due to natural regression, most students will require a reasonable amount of time for recoupment once school reconvenes. The IEP Team must use student data to assess whether the time the student requires for critical skill recoupment is extraordinary. See Analysis of Student Data Section. ESY services are not appropriate for students with disabilities who can recoup critical skills with re-teaching in a reasonable amount of time.

ANALYSIS OF STUDENT DATA

IEP Teams must use student data to quantify, to the extent possible, the likely impact of a break in service on educational benefit, through a rigorous discussion of critical skill regression and recoupment. In order to make well-informed ESY eligibility and service decisions, IEP Teams must utilize at least three months of progress monitoring data from the current school year. The term progress monitoring data refers to student information that, collected and measured over time, demonstrates a performance trend toward or away from the achievement of a specified goal in the student’s IEP. Examples of progress monitoring data include assessment data, progress or service notes, classroom observations, and student work samples. Other sources of data that IEP Teams must use, if available, to inform and support their decisions include:

• Historical data that documents the level of regression of a critical skill and time needed recoupment of the critical skill following previous breaks from service;
• Medical records or evaluations that speak to the nature/severity of the student’s disability relates to the student’s need for consistent access to highly-structured programming; and
• Peer-reviewed literature that provides research substantiating the incremental nature critical skill acquisition, along with developmental data that indicate that the student critical stage of learning or on the verge of acquiring an emerging skill within a skill set.

For an IEP Team’s ESY decisions to be considered complete, the IEP Team must identify the source of student data utilized and describe the analysis of such student data for each eligibility criteria in the student’s IEP. All supporting documentation must be uploaded to the Special Education Data System (SEDS) no later than 5 business days after the ESY eligibility determination.

APPROPRIATE DESIGNATION OF ESY SERVICES

Once an IEP Team has completed its analysis of student data and has determined whether the student is eligible for ESY services, the IEP Team must designate special education and/or related services that are directly relevant to preventing the anticipated significant regression of the identified critical skill. Designated ESY services may include all, some, or at minimum one, of the special education and/or related services that the student receives during the school year. It is inappropriate for an IEP Team to designate an entirely new service that is not substantively linked to the student’s existing services.

The IEP Team must specify frequency, duration, and setting of ESY service delivery in the IEP in a manner consistent with OSSE’s Related Services Policy. The term frequency refers to how often a special education or related service will be provided (i.e. the number of sessions per week and the length of each session). The term duration refers to how long the LEA will continue to provide the special education or related service (i.e. how many weeks or months of service as indicated by start and end date). The term setting refers to the decision regarding whether the designated services will be delivered in a general education or a non-general education learning environment.

Similar to special education and related services provided during the year, ESY services must be provided in the student’s least restrictive environment (LRE). However, LEAs are not expected to create entire programs to accommodate individual students in a general education setting. 7 The IEP Team may make alternative arrangements (e.g. services within the student’s home) if such a location does not interfere with service delivery or conflict with ESY goals (e.g. those goals specific to socialization).

Eligibility for ESY-Related Special Education Transportation Services

Students eligible for transportation as a related service during the school year are eligible for transportation as a related service for the duration of ESY services. Students who were not determined eligible for transportation as a related service during the school year may be eligible for transportation as a related service for the duration of ESY services, if the IEP Team, applying new student data such as location of ESY services, determines that the student is eligible using the established state-level criteria. All ESY-related transportation eligibility decisions must be recorded in the student’s IEP. LEAs must submit a completed ESY administrative transportation request form to OSSE-DOT no later than 5 business days after the ESY-related transportation eligibility determination.

DEVELOPMENT OF ESY GOALS

An IEP Team that determines that a student is eligible for ESY services must develop and document at least one ESY goal per identified critical skill. The goal should be designed to ensure that the student will retain the identified critical skill rather than acquire new skills. However, LEAs are not prohibited from teaching a new skill if required to assist the student in retaining the identified critical skill. The goal(s) must link service delivery to critical skill performance in a way that is specific, measurable, attainable, relevant, and time-limited. Each goal should have a clear description of the content taught, the way in which the student’s progress will be measured, and the frequency with which the student’s cumulative data will be assessed for necessary adjustments. All service decisions, terms, and goals must be documented in SEDS.
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