IEP Basics ESCCO Welcome Week 2022-2023 Monday, August 8, 2022 - Presented by Kristen Millet, Consultant State Support Team, Region 11
←
→
Page content transcription
If your browser does not render page correctly, please read the page content below
IEP Basics
ESCCO Welcome Week
2022-2023
Monday, August 8, 2022
Presented by Kristen Millet, Consultant
State Support Team, Region 11
Success Criteria • I understand IEP legal requirements and timelines • I can identify resources and information to assist me in writing and implementing compliant IEPs • I understand district expectations and know who to contact if I have questions
Session Norms • Be present • Be polite • Be proactive
Center yourself. What is your learning intention for this session?
Individualized Education Program An IEP is a written, legal document developed, reviewed and revised in a meeting, consisting of an IEP team, to best identify the specially designed instruction, related services, accommodations, modifications and supports that a school will provide for a child with a disability.
Sections of Ohio’s IEP
1. Future Planning 10. General Factors
2. Special Instructional Factors 11. Least Restrictive Environment
3. Profile 12. Statewide and Districtwide
4. Extended School Year Testing
5. Postsecondary Transition 13. Exemptions
6. Measurable Annual Goals 14. Meeting Participants
7. Specially Designed Services 15. Signatures
8. Transportation 16. Children with Visual
9. Nonacademic and Impairments
Extracurricular Activities
Cover Page
• District of Residence:
– District where the student resides
• District of Service:
– Educational Service Center of Central Ohio
• Dates:
– IEP Start Date- (if possible) 2 weeks from meeting date
– IEP Ending Date- 1 year minus 1 day from the IEP meeting
date
• Other Information:
– Documentation of 3 attempts
• **If documentation of attempts is not listed on the cover, they
must be documented on a separate document and brought
to the IEP meeting
– Parent Email
• Other Information (as it pertains):
– Safety concerns
• Flight risk
– Allergies
– Medical Information/ Plan
– English as a second language
– Need for interpreter and language
In the chat… What is the maximum number of days any IEP can be in effect?
Section 1: Future Planning
• Assists the IEP team in planning for a student’s future and
considers long-term goals
• Input from the family should be obtained prior to writing the IEP
and shared with specific related service staff, if applicable
– Parent-Teacher Conferences
– Phone Calls
– Future Planning Form (digital or hard copy)
– Preschool: Transition FormSection 2: Special Instructional Factors
Check either “Yes” or “No” based on
child’s needs.
All items checked “Yes” must be
addressed in the IEP.
• If an area from above is repeatedly
mentioned in the Profile or Present
Level of Academic Achievement and
Functional Performance, the box
should be checked “yes” and
addressed in the IEP.
• If there is a behavior goal, the box
should be checked “yes” stating the
child has a behavior that impleads
their learningSection 3: Profile
ESCCO requires these headings to be used:
– Statement of eligibility – Current Interventions and Accommodations
• (Name) is eligible for special education under the – State/ District Testing
disability category of (listed from ETR)
– Background/ Educational Information – RIMP
• For elementary students on a RIMP. Summarize
• Includes educational background information about progress.
– Concerns of the Parent – Independence
– Strengths and Interests • Include concerns with bathroom, feeding, navigating the
– Weaknesses school environment, etc.
– Learning Style – Progress Monitoring
– Medical and Safety – Related Service
• Includes any medical and safety information, including • Information added from related service providers
medication taken – Transition Planning
– ETR Information • For transition age students. Include information about
adult living, work, education.
• Includes summary of results of the most recent ETR that
are not addressed in the IEPSection 3: Profile
ESCCO requires these headings to be used:
– Statement of eligibility – Social-Emotional
• (Name) is eligible for special education under the disability – Fine Motor/Sensory
category of (listed from ETR)
– Background/ Educational Information – Gross Motor
• Includes educational background – Language/Communication
– Concerns of the Parent – ELA/COS
– Strengths and Interests • (Student) was administered the ELA (Early Learning
Assessment in (Fall/Spring) of (year). Student demonstrated
– Weaknesses relative strengths in the following
– Learning Style areas:._________________________. Student demonstrated
relative areas of need in the following areas:
– Medical and Safety _________________. (if the student has been given the ELA
• Includes any medical and safety information, including more than once, note any areas of improvement and list the
previous date of administering). Preschool scores are
medication taken
– ETR Information summarized through the COS (Child Outcomes Summary)
which looks at the developmental areas of social/emotional,
• Includes summary of results of the most recent ETR that are cognition and adaptive skills. Each area is scored on a scale
not addressed in the IEP from 1-7. (Student's) scores were as follows:
– Current Interventions and Accommodations (#)social/emotional, (#) cognition, and (#) adaptive skills.
– Adaptive
– Pre-academics/CognitiveIn the chat… True or False: It is acceptable to copy/paste ETR information directly into the IEP.
Section 4: Extended School Year
• ESY is based on IEP data, typically over long breaks from
learning
• Based on regression and recoupment
• Depending on the effective dates of the IEP, the team may consider to collect
further data to determine if ESY services are appropriateSection 5: Post Secondary Transition
Revisions to the Ohio Revised Code
3323.011
• Requires that full transition plan for a
student be included in the IEP if the
student turns 14 during the life of the IEP,
and thereafter.
• Additionally, the law requires that the
employment goal be related to
employment in a competitive environment
in which workers are integrated regardless
of disability.Indicator 13 Checklist Optional
Section 5: Post Secondary Transition
• Begins at age 14
– If a student will turn 14 during the IEP year, they must have transition services in their IEP
– When a student moves in, check that the age and transition services are correctly identified (amend
if not)
– Beginning at age 14 and every year thereafter: the student MUST be invited, but is not required
to attend
• You must notify the parents of the following:
– Purpose of the meeting
– Child has been invited
– If any outside agency will be invited
The child’s parents must be notified and provide consent before any other agency representative can
be invited to this meeting.Section 5: Post Secondary Transition
• Measurable Postsecondary Goals
• Education/Training
• Competitive Integrated Employment
• Independent Living, if data supports a need
• Age-Appropriate Assessment (AATA)
• Indicate student’s interests, needs and strengths (PINS)
• Transition Service/Activity
• Evidence Indicating completion of the transition Service/Activity
• State "other- transition log"
• Teachers can mark "work samples" or "checklists", but will still have to
complete the transition log for the school year as an ESC requirement.
• Target date for Child to GraduateTransition Progress Report (OP-6B)
Section 6: Goals • Present Levels of Performance (PLOP) • Goal • Progress Monitoring and Reporting • Objectives • Frequency of Written Reporting Toward Goal Mastery
Section 6: Present Level of Academic Achievement and Functional
Performance (PLOP)
ESCCO requires that you use the following headings:
• Progress Monitoring
– Include a summary of progress of current goal(s)/objectives related to the new goal/objectives
• Interventions/ Accommodations
– Include current interventions and accommodations for the specific subject that the student responds to
• Baseline Data
– Include current data of the listed goal and objectives, written in measurable terms.The measurement is
consistent with what is written as the goal and objectives. (Think: How does the student currently perform the
skill?)
• Assessment Data
– Include data from assessments (MAP, ULS, etc.) on the subject matter.
• Effect on Access to General Curriculum
– Include a statement of what typically developing children are expected to do (based on state standards).Section 6: Goal • Goals should be written as overarching skills – What is the skill that the student needs to master? – One subject may have multiple goals • Objectives should be written to provide skills needed to master the goal – Objectives should only include skills connected with the goal
6 Conditions for Developing Measurable Goals and Objectives
1. Under what conditions?
– Describe the situation, setting or given materials that needs to be in place
2. Who?
– The child
3. Will do what?
– Observable behavior describing what the child will do to complete the goal/objective
4. To what level or degree?
1. How many times the behavior must be observed to consider the goal/objective mastered
2. The level of achievement required
-Avoid using unlimited cues/faded prompting
5. In what length of time?
– Timeframe to complete goal or objectives (no ranges)
6. How will progress be measured?
– Select method(s) from the list on the IEP form
– The same method checked should be stated in the goal, objectives.Section 6: Example of a Measurable Annual Goal
with Benchmarked Objectives
Goal: Given a passage at his instructional reading level, Paul will accurately read the
selection at a rate of 100 words per minute on 3 consecutive passage timings, by the end of
the IEP as measured by curriculum-based assessments.
• Objective 1: Given a beginning third grade reading passage, Paul will accurately read the
selection at a rate of 40 words per minute on 3 consecutive passage timings by the end of
the first grading period, as measured by curriculum-based assessments.
• Objective 2: Given an end of third grade reading passage, Paul will accurately read the
selection at a rate of 60 words per minute on 3 consecutive passage timings by the end of
the second grading period, as measured by curriculum-based assessments.
• Objective 3: Given a beginning of fourth grade reading passage, Paul will accurately read
the selection at a rate of 80 words per minute on 3 consecutive passage timings by the end
of the third grading period, as measured by curriculum-based assessments.Section 6: Example of a Measurable Annual Goal with Objectives
Goal: Given a 7th grade writing prompt, Joe will write a complete paragraph with a topic sentence,
supporting evidence and a conclusion with 100% accuracy in 4 out of 5 trials by the end of the IEP
as measured by work samples.
• Objective 1: Given a 7th grade writing prompt, Joe will write a topic sentence which expresses
the main idea with 100% accuracy 4 out of 5 times by the end of the IEP as measured by work
samples.
• Objective 2: Given a 7th grade writing prompt with a topic sentence, Joe will write 3 sentences
supporting the topic with 100% accuracy 4 out of 5 times by the end of the IEP as measured by
work samples.
• Objective 3: Given a 7th grade writing prompt with a topic sentence and supporting sentences,
Joe will write a concluding sentence with 100% accuracy 4 out of 5 times by the end of the IEP
as measured by work samples.Section 6: Progress Monitoring and Reporting
Reminders:
- If you choose multiple
methods for measuring
progress, you must use
ALL of them each time
you collect data on that
goal
- Progress reports must be
issued to families EACH
time report cards or
interims are issued to the
student body by the
districtMethods for Measuring the Student’s Progress Toward Annual Goal:
ESC Guidelines
• ESCCO Preferred Methods:
– Checklists
– Work Samples
• When Observation is used as a data collection
method, there must be a written record other than
the checklist or data sheet
• Avoid Running Records unless it is for reading
performance as a student reads a benchmarked
book
• Do Not Use Anecdotal Records as a data collection
methodData Collection
• Data should be kept on each IEP goal AND objectives and
reported according to district’s timeline
• Storing Data:
– 1 "folder" for the life of the IEP (effective start date through end
date)
• Based on method stated on student’s IEP.
• Data to be taken in Review 360, through checklists or work
samples
• Data will be uploaded to a virtual file
• Your coordinator will give specifics directions as to how the data
should be stored
• The only data that needs to be stored is the data/evidence that
supports the student's progress and which is reported on the
progress reported according to the IEP.How to Collect Meaningful Data
Using a Checklist
• Sample Objective: After reading a short story, student will correctly answer
"wh" questions with 80% accuracy on 3 consecutive sessions as measured
by a checklist
– Develop 10 "wh" questions per a story to ask student to answer
– Tally correct number of student responses
– Record on checklist yes/no if student met criteria (8 out of 10 correct
responses)
– File the completed checklist in data collection folder each grading periodSample Checklist
How to Collect Meaningful Data
Using Work Samples
• Sample Objective: Given scissors and a drawn model, Student will cut out a 4-
inch circle, keeping within ¼ inch guidelines, on 3 of 5 trials over 3
consecutive sessions, as measured by work samples.
– Collect a minimum of 3 work samples that meet criteria on 3 separate
occasions (this is a total of 9 work samples)
– The 3 sessions must be consecutive to reach mastery
– Each work sample must be dated, including the yearSection 6: Progress Reporting
• Progress reports must be provided to the child’s parents at least as often as
report cards and interim reports are issued in your building to the general
student population.
- e.g., School district issues interim reports to all students every 4.5 weeks, and grade
cards every 9 weeks; Your requirement would be to issue an IEP progress report every
4.5 weeks
- If the school district only issues interims to specific groups of students (those failing a
class, those whose GPA is below a specified threshold, etc), then you would only be
required to provide a progress report every 9 weeks
• Use the same unit/method of measurement when describing mastery toward
the goal that was used in present levels of performance and will be used in the
progress reports.
- Baseline: Student is able to print 10 out of 26 uppercase letters, 1 out of 5 trials.
- Progress: Student is able to print 15 out of 26 uppercase letters, 3 out of 5 trials as
measured by work samples.Section 7: Specially Designed Instruction Types of Service: Describe the content, methodology, or delivery of instruction using action words – Specially designed instruction – Related services – Assistive technology – Accommodations – Modifications – Support for school personnel – Service(s) to support medical needs
Section 7: Specially Designed Instruction
• Each box outlining specially designed instruction service can only address one skill
– SDI in reading decoding separate from SDI in mathematical problem solving
• The IEP must specify the special education services, related, and other support services
that are needed to implement the goals and objectives, including:
• The size of the instructional grouping
– ex. small group (size must be defined), one-on-one / individual
• The specific service and a description of the service (HOW is the instruction specialized? What are you doing
with this student that the general education population would not necessarily receive as part of their typical
instruction?)
• Who is providing the service
– ex. intervention specialist, speech therapist
• The IEP may specify more than one service or provider for one goal
• i.e. Social Skills / Communication might be addressed by the IS and the SLPSection 7: Specially Designed Instruction
A program name should not be used in this section. Instead, provide
a description of what the program is designed to do.
– Example: Instead of citing Orton Gillingham, use “A multisensory
approach to reading with an emphasis on fluency and
comprehension.”Section 7: Specially Designed Instruction Specially Designed Instruction should include: § Method of delivery § Content § Methodology Examples: • Small group instruction (delivery) in addition skills (content) using manipulatives and multiple opportunities for practice (methodology). • Individual reading instruction (delivery) to build fluency (content) using decoding practice with word families, sight word review and repeated reading (methodology). • Small group instruction (delivery) to develop turn taking skills (content) through social modeling, demonstrations, and repeated practice with peers (methodology).
Section 7: Provider
Who will be providing this instruction?
• Only the title of the individual(s) is needed (no names!)
• The IEP must be clear as to which service providers are providing which
services
• Each service provider will designate services separately
• Aide/paraprofessional support goes under Accommodations and Support for
School Personnel
• The Intervention Specialist is always the person responsible for delivery of SDI
and implementation of the IEPSection 7: Location of Service
• The specific location where the service is being provided.
• Examples: Specialized Learning Environment, General Education
Classroom, Preschool Classroom, Designated Gross Motor Area
• If a service is provided in multiple locations, each should be listed
separatelySection 7: Time
• Amount of Time
– Amount of time instruction will be given toward the implementation of the specific goal, not
amount of time in a class period or instructional period
– The amount of time must reflect the need of the individual student.
• Frequency of Service
– Aligned with the amount of time
– Can be daily, weekly, monthly
• ”based on when students are in school”
• ESC Requirement: **IEP minutes should be tracked on a spreadsheetSection 7: Related Services
Section 7: Related Services
§ Each related service is placed in its own box, with its own description (content,
methodology, delivery of service) of what that service will address / be
provided to the student
§ ‘Amount’ and ‘Frequency’ applies to the amount of time instruction will be
provided regarding the goal(s) listed
§ Each goal must be in a separate box
§ Individual and group services are listed separately
§ The location in which the related service will be provided must be clearly
identified
** The amount of related service minutes a student receives should always be
individualized to the needs of that student**Related Services as Specially Designed Instruction
• SDI can be provided as a “stand-alone” service by the related service
provider
• For example, if the student’s primary disability category is identified as
Speech / Language Impairment and the student does not require any
specially designed instruction by an intervention specialist, the S/L service is
now specially designed instruction (rather than a related service)Section 7: Assistive Technology
Section 7: Assistive Technology
300.105
(a) Each public agency must ensure that assistive technology devices
or assistive technology services, or both, as those terms are defined in
Sec. 300.5 and 300.6, respectively, are made available to a child with a
disability if required as a part of the child's--
– (1) Special education under Sec. 300.36;
– (2) Related services under Sec. 300.34; or
– (3) Supplementary aids and services under Sec. 300.38 &
300.114(a)(2)(ii).
(b) On a case-by-case basis, the use of school-purchased assistive
technology devices in a child's home or in other settings is required if
the child's IEP Team determines that the child needs access to those
devices in order to receive FAPE.Section 7: Assistive Technology
• An assistive technology device means any item, piece
of equipment, or product system, whether acquired
commercially off the shelf, modified or customized, that
is used to increase, maintain or improve the functional
capabilities of a student with a disability.
• An assistive technology service is any service that
directly assists a child with a disability in the selection,
acquisition, or use of an assistive technology device.Section 7: Assistive Technology
• Includes:
– Devices and services that are FAPE required
– High tech and low tech supports
• i.e. calculator, pencil grip, FM system, LAMP, eye gaze system
• Must describe how and when that service is to be used
• Proprietary names (i.e. iPad, PECS) should not be used
• A surgically implanted device is NOT assistive technologySection 7: Accommodations
Can include, but is not limited to:
• Presentation of material
• Student alternate responses
• Setting/Timing/Scheduling
• Conditions/Criteria for implementationSection 7: Accommodations
• An accommodation means making changes in the way materials
are presented or in the way students respond to the materials, as
well as changes in setting, timing and scheduling, with the
expectation that the student will reach the standard set for all
students.
• Changes in the way materials are presented or in the way the student
demonstrates learning, as well as in setting, timing, scheduling
• The expectation is that the accommodation will assist the student in
reaching the learning standard set for all children
• What a student needs all the timeSection 7: Accommodations
• Several accommodations can be listed in the same box but should be listed
separately by provider
• Conditions of the accommodations must be specified (when, where, and on
what are they being utilized?)
– The use of “extended time” should be defined by how much extra time a
student should receive (1.5x that of peers, 2x that of peers, etc) and for
what activity (e.g. tests, projects, essay)
• Some accommodations may be acceptable for classroom instruction but not
statewide testing (i.e. material read aloud)
– Do not use “as needed"- always explain when it is neededSection 7: Accommodations
One-on-one direct aide services must be
documented in Accommodations*
* USM Transcript IEP Part 2, Page 5, Slide 15 4/14/20Section 7: Accommodations for State and District Assessments • If accommodations are needed for state and district assessments, they must also be listed in Section 7, under Accommodations. • If the accommodation is something they do not need and use daily, it cannot be listed as a State/District accommodation • "Per Testing Protocol"
Examples of Accommodations – Extended time on tests: double amount of time – Extended time for assignment completion: up to 2 days – Two scheduled 5-minute breaks per hour – Preferential seating near instructor to accommodate hearing loss in right ear – Human reader (for text over 5th grade) – Familiar test administrator
Section 7: Modifications
Section 7: Modifications
• Modifications are changes made to the content that students are expected
to learn, where amount or complexity of materials is significantly altered
from grade level curriculum expectations
• If a student is accessing the Extended Standards, that should be
stated here
• Addresses the alteration of content, evaluation materials, and criteria to
demonstrate understanding or performanceSection 7: Support for School Personnel
Section 7: Support for School Personnel
• This area documents interaction between adults
• Identify the specific support provided, by whom, and when it will occur
– Services provided by a teaching assistant/aide (one-on-one or classroom); training;
resource materials; equipment
– Transition Specialist to support school team and family with transition activities
• Consultation is considered support for school personnel
– Example: OT to provide consultation to classroom staff to monitor sensory diet
activities for 30 minutes per quarter
– If a related service is only providing Support for School Personnel, progress
reports must be completed to document the outcome of the consultation.ESC Specific: Consultation Log
Section 7: Service(s) to Support Medical Needs
Section 7: Service(s) to Support Medical Needs
• Medical services that the child needs to receive FAPE
• May or may not be tied to specific goals
• May also include school health services & school nurse
services
• Can include:
– medications that must be dispensed during the school day
– medical services, such as intermittent catheterization, feeding
tube, or breathing therapySection 8: Transportation as a Related Service
• Beware of using
“door to door”
• In SWCS: “Closest
public access
provided by
SWCSD”Section 8: Transportation as a Related Service (PRESCHOOL) ESC Specific • Unless services will take place in the home, all 3 questions should be responded to with yes • Reynoldsburg Preschool will answer no to question1 • If a private service will be providing transportation, the other box should read: District transportation is transporting the child from home to school and back. • If the parents will be providing the transportation, the last question in the other box should read: Parents are transporting the child from home to school and back.
Section 9: Nonacademic and Extracurricular Activities
(Name) will have the same opportunity to participate in
nonacademic/extracurricular activities as their nondisabled
peers.Section 10: General Factors
"Regarding the Third Grade Guarantee, is the child on-track for reading?"
• This is asking if the team has considered this, not if the child is on trackSection 11: Least Restrictive Environment
• The IEP includes a justification for why the child was removed from the
regular education classroom
• Based on the needs of the child, not the child’s disability
• The nature or severity of the disability is such that education in regular
education classes, even with the use of supplementary aids and services,
cannot be achieved satisfactorilySection 11: School Age-Least Restrictive Environment Justify Explain why the instruction or service cannot be delivered in the General Education setting with non-disabled peers • The presence of a disability alone is NOT a justification • This includes ALL special education services, including related services
Section 11: Preschool-Least Restrictive Environment
• An explanation of where services will take place needs to be included. This includes
special education and related services.
• Guidance as to terminology to use and what should be included in LRE statements will be
provided by your coordinator.Section 12: State and District Wide Testing (ESC Specific) • Teachers will need to fill out the Alternate Assessment Decision Making Tool for the student prior to the annual IEP review meeting (for any student in second grade going into third or above) • Prior to the meeting, the AA Decision Making Tool will be reviewed by the teacher and coordinator • During the IEP meeting, the team will review and discuss the decision
Section 13: Exemptions • Excusal for EOC exams can only be written into the IEP after the student takes the test, receives remediation, and takes the test again
Section 14: Meeting Participants Required Team Members: • Parent / guardian • Intervention Specialist • General Education Teacher • District Representative
Section 14: Meeting Participants
Meeting Participants
• Parents must be given the opportunity to participate; time and location must be mutually agreeable
• District is responsible to ensure meetings are scheduled early enough so that all parties have the
opportunity to attend
– Alternative means of participation, phone conference, video conference must be documented
• Meeting participant names should be added to the IEP prior to the meeting
– Listing parents first is helpful in the process
• If a team member who provided information and recommendations for the IEP will not be in
attendance, the team member should sign in that portion of Section 14 prior to the meeting.
Team Member Excusal
• Additional form
• School District and parent must agree prior to the meeting
• Excused members must provide input in the development of the IEP in writing to both the district
and parent prior to the meetingSection 15: Signatures • Pay close attention to where parents sign to ensure it is in the correct place • A hard copy of the Procedural Safeguards must be presented to the parent at least once per year • A copy of the IEP must be provided to the parent, at no cost, within 30 calendar days of the meeting
Section 16: Children with Visual Impairments
ESC’s IEP Timeline
Complete Final Progress ReportsIEP Pointers
• IEP meetings need to be scheduled well in advance
• Notify ALL team members of the meeting date and time
• Invite required AND non-required participants (PR-02)
– Parent
– Student (if 14 years or older)
– District Representative
– General Education Teacher
– Intervention Specialist
• Document ALL attempts to contact parent
– Documentation of attempts form on PB
– If no response, call, send PR-02 home with student and send one via US mail,
email if possibleESC’s IEP Pointers
1 2 3 4
Once a draft of the IEP Notify coordinator if the Review and check At the beginning of the
has been sent home, parent indicates that dates throughout the meeting, let your
follow up with the additional participants document coordinator know if an
parent prior to the will be attending the invitation and/or
meeting meeting excusal form need to
be signed by the
parentESC Specific: • For the final progress reporting,
the document should reflect
SameGoal Follow Up progress for all reporting periods
• Either all reporting periods
• If a document is created and ends up not being
were copied and pasted in the
needed, please delete the unused document
generated document
• If it is unknown if the document can be deleted, • OR the document with the
please consult your coordinator other reporting periods is
attached to the newly
generated progress report
documentA Guide to Parent Rights in Special Education
(Procedural Safeguards)
• Located on the ODE website
• English + 21 languagesODE Resources
• ODE’s Universal Support Materials: https://education.ohio.gov/Topics/Special-
Education/Special-Education-Monitoring-System/IDEA-Onsite-Reviews/OEC-Monitoring-
Training-Materials
• ODE’s Operating Standards for the Education of Children with Disabilities:
https://education.ohio.gov/Topics/Special-Education/Federal-and-State-
Requirements/Operational-Standards-and-Guidance
• Parent Procedural Safeguards: https://education.ohio.gov/Topics/Special-Education/A-
Guide-to-Parent-Rights-in-Special-Education
• IDEA Monitoring Process Guide:
https://education.ohio.gov/getattachment/Topics/Special-Education/Special-
Education-Monitoring-System/IDEA-Onsite-Reviews/2022-2023-IDEA-Monitoring-
Guide.pdf.aspx?lang=en-USwww.sst11.org
for additional
resources and
training
opportunitiesSuccess Criteria Revisited • I understand IEP legal requirements and timelines • I can identify resources and information to assist me in writing and implementing compliant IEPs • I understand district expectations and know who to contact if I have questions
Contact Info
@MrsMilletEDU
@SSTRegion11Questions?
You can also read
