Family Center Update: Changes to ETR and IEP
In January 2018, the Ohio Department of Education (ODE) introduced new versions of the Evaluation Team Report and Individualized Education Program form.
Districts are required to start using the new forms in the fall for the 2018-2019 school year. We wanted to make sure families were aware of the changes. You can find the forms on ODE’s website: http://education.ohio.gov/Topics/Special-Education/Federal-and-State-Requirements/Ohio-Required-and-Optional-Forms-Updated
Evaluation Team Report
The Evaluation Team Report (or ETR) is where you find information on the assessments your child’s team has done, what documents or records they used, and what that means for your child. The ETR is also the document that tells whether or not your child is eligible for special education, and what category they qualify for (i.e., autism, emotional disturbance, multiple disabilities, etc.). Evaluation Team Reports are usually updated every three years, but it is possible to have an early reevaluation if needed.
The changes to this document are minor. There are a few formatting changes, and the word “mental retardation” has been changed to “intellectual disability.”
Individualized Education Program
The Individualized Education Program (IEP), is the form that outlines what special education and related services your child will receive. The IEP includes information about your child’s strengths and needs, their goals for the school year and the future. An IEP is reviewed at least once per year, but families can ask for an IEP meeting or changes to the IEP at any time.
Highlight of Changes:
- Section 3: Profile. Your child’s profile has to include a reading improvement and monitoring plan if applicable.
- Section 4: Extended School Year Services. Added as a separate section.
- Section 5: Postsecondary Transition.
- Postsecondary Training and Education. More clearly ties measurable postsecondary goal directly to age appropriate transition assessment. Requires team to indicate what evidence will demonstrate the transition service(s) have been completed, and adds a transition progress report form.
- Competitive Integrated Employment. Replaces “Employment” and more clearly ties measurable postsecondary goal directly to age appropriate transition assessment. Requires team to indicate what evidence will demonstrate the transition service(s) have been completed, and adds a transition progress report form.
- Independent Living. More clearly ties measurable postsecondary goal directly to age appropriate transition assessment. Requires team to indicate what evidence will demonstrate the transition service(s) have been completed, and adds a transition progress report form.
- Section 6: Measurable Annual Goals. Progress reporting must now be written.
- Section 10: General Factors.
- Extended school year services moved to a different section (See above).
- Question has been added regarding Third Grade Reading Guarantee.
- Section 11: Least Restrictive Environment. The team no longer has to include justification for “no” responses.
- Section 12: Statewide and District Wide Testing. Updated to reflect new assessments and alternate assessment.
- Section 13: Exemptions. New section allowing team to indicate if Third Grade Reading Guarantee, Graduation Tests, or Other Assessments will apply to the child.
If you want to know more about Evaluation Team Reports, Individualized Education Programs, Age Appropriate Transition Assessment or other topics related to education, check out these OCALI resources:
Ohio’s Parent Guide to Autism Spectrum Disorder: Accessing Educational Services
Third Thursday – The IEP Process: An Opportunity for Partnership
Take 5. Age Appropriate Transition Assessment (AATA). What Is It?
Take 5. Age Appropriate Transition Assessment: A Process of Asking and Answering Questions