Prior Written Notice

Prior Written Notice Following an IEP Meeting

Overview of Prior Written Notice Requirements

• A prior written notice is now required after every IEP meeting, regardless of whether there is agreement or disagreement from parents.

• This requirement reflects a shift from previous practices where written notice was only necessary if there was disagreement.

• The presentation outlines specific components and considerations related to this requirement.

Child Information Section

• Child’s Name:

  • Use the child’s given name.

  • Avoid nicknames unless included in parentheses.

  • Ensure correct spelling to avoid parental frustration (misspelled names can lead to anger).

• Date of Birth:

  • Must be accurate.

  • For children turning 14 during the IEP cycle, remember transition requirements, including inviting the child to the IEP meeting.

• Date of Notice:

  • Important for adhering to specific time frame requirements for prior notices.

Actions Section

• Type of Action:

  • Check the appropriate action box; however, no specific box for IEP meeting decisions exists yet.

  • Instead, check "Other" and explain in the description section.

• Description of Proposed and Refused Actions:

  • Clearly detail all actions proposed during the IEP meeting. Examples include:

  • Proposing specific goals and objectives addressing identified needs.

  • Proposing a recommended amount of speech-language services.

  • Proposing group sizes for therapy.

  • Proposing accommodations and modifications necessary for the child's success.

  • Proposing extended school year (ESY) services if applicable.

• Each proposed action should be followed by descriptions of any refused actions from the school district.

• Example format:

  • Parents requested: Two hours of speech therapy.

  • District provided: Thirty minutes instead.

  • Justification for District’s Decision:

  • Data shows adequate progress is made with 30 minutes.

  • Increased time would disrupt other learning opportunities.

Justification and Explanation Section

• This section requires justification for every proposed action and refusal:

  • Goals: Decisions based on data identifying areas of need.

  • Objectives:Aligned with goals and meant to facilitate achievement.

  • Service Models: Chosen based on the child’s needs for focus, repetition, and minimal distractions.

  • Accommodations/Modifications: Selected because they address specific identified problems, such as receptive language difficulties.

  • Extended School Year Services: Recommended due to issues with regression during breaks, requiring additional support.

Description of Other Options Considered

• Describe any alternative services or proposals considered prior to decision-making:

  • Details around rejected proposals like the 2 hours of therapy, alongside data justifying shorter service durations.

  • Discuss the possibility of a home program or additional hours and why they were ultimately rejected.

Description of Relevant Data

• Document the data sources used to inform new proposals and refusals:

  • Therapy data: Includes tallies or direct observations from therapy.

  • Work Samples: Considerations from classroom observations or teacher interviews.

  • Standardized Tests: Reference specific tests from initial evaluations used in crafting the IEP.

  • Justification for Refusals: Relate to therapy tallies showing sufficient progress compared to baseline levels.

Other Relevant Factors

• If no relevant factors exist, explicitly state as such rather than using "N/A."

• Include recommendations for future follow-ups based on parental feedback or additional data becoming available.

  • Example: Schedule a follow-up to revisit speech needs after the next progress report.

Notice of Protection and Contact Information

• Parents should be informed of their procedural safeguards.

  • A summary is provided within the prior written notice, allowing them to understand decisions made during the IEP meeting.

  • This summary empowers parents to seek clarification or challenge decisions if needed, indicating their rights regarding procedures.

• Frequency of Notification: Parents should receive procedural safeguards at least once a year or upon specific requests, such as evaluations or complaints.

  • In Ohio, procedural safeguards are referred to as "Whose Idea Is This?"

• Contact Information Section:

  • Include details of the district representative (often the assistant principal or principal) for parents to reach out with questions.

  • Ensure contact information is clear and accessible to support parental involvement and understanding.