Where to find more information on Maryland Online IEP wizard options

[Anonymous]

I'm in the process of comparing "new" IEP to last year's which was done with the MCPS in-house system. In several instances it would be super helpful to know if the changes are a result of 'that's the only option presented in new system' vs there was a better option that teacher chose not to use.

For example, categories weren't always included for present levels & goals in the old system. In DC's new IEP, executive function challenges have been categorized as "behavioral" when I think they should be under academic. Looking at the 2nd page of the process guide (https://docs.google.com/viewer?url=http%3A%2F%2Folms.cte.jhu.edu%2Folms2%2Fdata%2Fck%2Fsites%2F2698%2Ffiles%2FMaryland%2520IEP%2520Process%2520Guide%25207_1_16.pdf&embedded=true&chrome=false&dov=1) I see that there are 4 categories for present levels (academic, health, physical, behavioral). On page 90 it says that behavioral category is for social, emotional and behavioral areas but I don't see anything about it *only* being for these areas.

-> How do I find out what the pull down menu options are for these areas in the online IEP system?
I can only find bare glimpses looking at the system user guide:http://olms.cte.jhu.edu/olms2/data/ck/sites/4059/files/MD%20Online%20IEP%20System%20User%20Guide%20v13%20_%20Maryland%20Online%20IEP%20System%20User%20Guide%202017%20(v13)B(1).pdf. E.g. on page 18 I see subcategories under academic include reading comprehension, math problem solving and written language expression - but what are the other options? Page 241 has a bit longer list but still not complete. These "wizards" are listed on page 24 but no details (because it's assumed the reader has access to the full system.)

[Anonymous]

Does it really matter what category executive function challenges are in so long as the supports are adequate and appropriate?

[Anonymous]

I would think behavior is the appropriate category since executive functioning assessed through a psychological report and behavioral rating scales. You can always ask the case manager to clearly label the narrative text box with the words, “Executive Functioning” to insure it’s clear to the reader.m

[Anonymous]

I would think that executive function challenges could be either behavioral or academic, depending on how they manifest. My child's executive function challenges significantly impact his ability to write a grade level essay, which is clearly academic. He also has trouble packing up his backpack at the end of the day, which is harder to characterize.

Either way, OP, I think it's a reasonable question for the IEP team to ask why they chose to characterize a particular present level as behavioral instead of academic and what impact that has on goals and services.

[Anonymous]

I would think that executive function challenges could be either behavioral or academic, depending on how they manifest

OP: Yes - I think of "behavioral" as related to the way student is acting (e.g. melting down in tears is a behavior) DC's executive function challenges are more academic, e.g. cognitive fluidity (ability to go back and forth in levels of generalization - seeing both the forest and the trees) and need to use active working memory strategies

Executive Function as behavioral vs academic was just one example. I'd also like to understand why "written language" in the old IEP became "written language expression" in the new. In some cases it makes sense but in others I think "written language mechanics" would be more accurate - but I only know it's an option to distinguish them because of the graphic on page 241 of the users guide.

At the parent workshop sessions they were very clear that the long lists of accommodations and supports in the sample IEP handout weren't to be used as "laundry lists". I can see why they might have wanted to avoid distributing these lists but I don't see a reason to keep the drop down lists for the present level wizard secret.

[Anonymous]

Anonymous wrote:

I would think that executive function challenges could be either behavioral or academic, depending on how they manifest

OP: Yes - I think of "behavioral" as related to the way student is acting (e.g. melting down in tears is a behavior) DC's executive function challenges are more academic, e.g. cognitive fluidity (ability to go back and forth in levels of generalization - seeing both the forest and the trees) and need to use active working memory strategies

Executive Function as behavioral vs academic was just one example. I'd also like to understand why "written language" in the old IEP became "written language expression" in the new. In some cases it makes sense but in others I think "written language mechanics" would be more accurate - but I only know it's an option to distinguish them because of the graphic on page 241 of the users guide.

At the parent workshop sessions they were very clear that the long lists of accommodations and supports in the sample IEP handout weren't to be used as "laundry lists". I can see why they might have wanted to avoid distributing these lists but I don't see a reason to keep the drop down lists for the present level wizard secret.

Have you just called the central office and asked for them?

[Anonymous]

Teacher here. The new system does limit how we can title certain areas.