1 IEP Training for Kansas SchoolsOverview and Preparation for the IEP This training is a cooperative effort of the members of the Kansas Technical Assistance System Network (TASN). It includes contributions from: Kansas State Department of Education Special Education Services team TASN Coordination and Evaluation Project Project Success (Reading, Math, and LRE) Secondary Connections Project TASN Autism and Tertiary Supports Project Kansas Inservice Training System (early childhood) Families Together Parent Information and Training Network 2015– 2016 Kansas State Department of Education Technical Assistance System Network (TASN)

2 TASN Introduction The purpose of this training is to provide support and resources to you as the “go to” IEP specialist in your district or special education Co-op, to have the tools and latest updates on how to develop IEPs. Note to facilitator: Here is a time for an icebreaker – to find out who is here and why. Depending on the nature of your group, you may choose from among a number of possible icebreakers – if the group already is familiar with each other, you may choose an icebreaker that involves updating each other on their personal lives, such as new babies, photos of children, latest events in their family, etc. Another option: Ask the group to discuss at their tables for 5 minutes and generate a list of expectations for the training on poster paper or sticky notes. What do they hope to learn? What issues or questions are most pressing regarding developing IEPs? At the end of 5 minutes, ask each group to post their list on the wall and explain a few of them. You may leave this list on the wall throughout the workshop and refer back to it during breaks, to “check in” and see if the training is meeting the group’s needs.

3 Overall Purpose of IEP Core TrainingProvide Kansas district IEP facilitators with materials and resources to support local personnel in developing Individualized Education Plans Provide up-to-date information on requirements for IEPs Provide recommended practices for developing high-quality IEPs There are three purposes for this training overall: Provide IEP facilitators with materials and resources to support local school teams in developing Individualized Education Plans. We recognize that the materials gathered here cannot possibly include everything related to resources for developing and using IEPs. We hope you will use this notebook as your central place to gather additional materials. We also have plans to continue adding resources as we identify them – we will be posting them on the TASN website for your use. In addition to providing guidance to the required elements for IEPs, we want also to provide you with tools to help your school teams move beyond the requirements into recommended practice. There is a large body of research and an even larger body of professional development material developed to help the IEP process become more useful and effective. These strategies are important not just to ensure your district is in compliance with the law with respect to IEPs, but also to help make sure the IEPs you develop lead to the best outcomes for our students, families and for staff. We should also emphasize what is NOT in this training: It does not cover the process of identification and evaluation for eligibility for special education services. The materials in these modules begin with the assumption that those you are training are dealing with students who are already deemed eligible. Second, it does not (currently) cover progress monitoring and follow up to monitor achievement of the IEPs.

4 The IEP training materials include modules on:Preparing for the IEP Present Levels of Academic Achievement and Functional Performance Measurable Annual Goals, Objectives and Benchmarks Supplemental Aids, Services, and Placement Early Childhood IEPs Developing Transition Plans for Adult Services Preparing for the IEP is a brief overview of the training (as we are doing right now) but more importantly, it provides information on preparing for the IEP ahead of time – what information you need to collect, and who should be involved. Present Levels of Academic Achievement and Functional Performance describes how to develop statements of Present Levels of Academic Achievement and Functional Performance (PLAAFP). This module will include information on how to make sure the Present Levels statement focuses on the various types of information needed about a student’s current functioning. Measurable Annual Goals looks at writing annual goals that relate to selected high priority student needs. Short-term objectives and benchmarks are components of the IEP needed for students taking the alternate state assessment and describe what is needed to help the student begin to close the gap between present performance and his or her grade level. Services– this module focuses on the services and supports the student needs to enhance his or her access to the general curriculum. Transition Plans for Adult Services. Throughout each of the steps in the IEP process, there are interwoven special considerations for making sure the annual IEP and the transition plan reflects the post-secondary goal. This module will address those issues. Early Childhood IEPs will cover special issues related to transition from Part C Early Intervention and from the Preschool to Kindergarten, as well as some of the differences in each of the steps for IEPs related to students in early childhood special education. Note to Facilitator: Insert here any other information on the logistics of the meeting – location of rest rooms, information about lunch and breaks, etc.

5 Each module includes: For Facilitators For ParticipantsPower Point presentation with notes, including the answers to the activities Activities Handout Resources Handout Power Point slides with lines for notes. Activities Handout Resources Handout Each of the modules contains 3 different types of materials and information. All these materials are posted on the TASN website. Make sure you have available to you the Activities and Resources handout for the Preparation for the IEP module. Facilitator materials for each module contains: Power Point presentation, including the notes for each presentation Activities– this contains descriptions of the group or individual activities, as well as the “Check In” evaluation questions that are at the end of each module.. Resources – these are background materials and additional information related to the module, which may be handy to have. Participants materials – these are to be copied and distributed to each of the participants in your training event. They include: Power point handout version – space provided for participants to write notes. Activities handout Resources handout

6 Preparing for the IEP IEPsIn this Module we will describe what is required and also what is recommended practice, to prepare for a successful IEP meeting. As in everything else in life, putting together an effective event – be it a Christmas party or a national conference – takes preparation and behind-the-scenes planning. We are sure you may have many of your own favorite strategies that you use to get ready for an IEP meeting and for writing an IEP. The law requires that parents be included in the IEP process – how do we make this a partnership with families? We also want to talk about how we include students in this process and make it useful for them

7 IEP requirements are only a piece of the puzzlePARENTS EVALUATION IEPs LRE FAPE 2004 IDEA STUDENTS In the Resources handout for Preparing for the IEP module, you will find a checklist from Special Education Services at KSDE that can provide the school team with an overview to plan, develop, and write an effective IEP. You may want to use this as a guide post for teams to use throughout their process, or as a “post-check” to make sure the finished IEP contains these elements. The next resource is a list of organizations and websites helpful for developing partnerships with parents and families. In addition to these resources, we suggest that you, as a trainer, become thoroughly familiar with the Kansas Process Handbook. This material is available on the KSDE website. Chapter 4 presents all the requirements for the IEP. PROCEDURAL SAFEGUARDS

8 Preparing for the IEP requires the right mix of information and people:Evaluation Assessments Data Standards Visions for future Basically, preparing for the IEP requires asking two questions: First, what information do we need to make decisions and write the plan, and second, who should be involved in the IEP and what can we do to prepare them for effective involvement? First we will consider information: what MUST be collected, and what SHOULD be collected? IEP

9 Collecting Student DataResults of most recent evaluation Results of current assessments Progress monitoring data Samples of student work Behavioral observations Impact of instructional or behavioral strategies Impact of accommodations and modifications Reports from parents The primary purpose of the annual IEP is to develop goals for the coming year. Therefore, the data to be collected need to help the team gain an understanding of how the student is doing, how previously tried strategies and accommodations have worked, etc. Therefore the data to be collected should answer several questions: How is the student doing now? -- current assessments, progress monitoring data, samples of student work, parent reports, teacher and student input What are the curricular expectations for a typically developing peer or where is the student performing in relation to the KCCR standards? What has been tried before? -- targeted strategies or interventions attempted For annual reviews, what services and supports have been provided and how successful were they?

10 Future vision for studentPerson-centered plan: Hopes, dreams, concerns, etc. of family, friends, and student Understanding the family’s and the student’s vision for the future is NOT a requirement, but it is a recommended practice, which increasing numbers of families are embracing as they plan for their family supports and their child’s future needs. The person centered plan is NOT an IEP but rather a long-term, future vision for a student with a disability that is gathered by the student him or herself, the student’s family and friends, peers, and – primarily on the sideline – professionals, including teachers, therapists, health care providers, and so on. In other words, the person centered plan goes beyond educational performance but does include it. A person centered plan can inform the IEP development by enabling the team to think about what needs to be accomplished NOW to lead the student toward that future vision. There are numerous forms of person-centered plans, including the MAPS (McGill Action Planning system), and GAP (Group Action Plan). Another difference between this process and the IEP is that the support group gathered to develop the vision should continue to meet on a regular basis and provide support to carry out the goals. In the Resources for Preparing for the IEP, we have provided a more detailed description of MAPS and an example of a MAPS plan for a student. If you are interested in pursuing this more informal option for gathering information from your students’ community circle of support, there are also further references. MAPS is a helpful process for post–secondary planning which will inform how the transition plan is created It is a good way to prepare for the IEP meeting and pulls in people who are not typically at the IEP meeting. This process can be useful for students of all ages and exceptionalities.

11 Developing a Vision for the StudentThere must be documentation that the parent’s concerns were considered when planning the IEP. For students who need secondary transition planning, the students’ strengths, needs, preferences, and interests must be considered in the development of the IEP The first red flag on this slide is a reminder of a requirement of the IEP for there to be documentation that the parent’s concerns were considered. For Secondary Transition-aged students, the student’s strengths, needs, preferences and interests must also be considered in the development of the IEP. One way to gather information and prepare for the IEP would be to use some elements of person-centered planning. Check the Resources for Preparing for the IEP to find a list of links and materials related to gathering information about family concerns and a student’s future vision.

12 Preparing for the IEP requires the right mix of information and people:Parents Student General Ed Teachers LEA representative Evaluation specialist Information Evaluation Assessments Data Standards Visions for future Now we know WHAT to bring to the IEP, we need to know WHO should be at the IEP IEP

13 Required Members of the IEP TEAMParents/education advocate Not less than one regular education teacher of the child, if the child is or may be participating in the regular education environment Special education teacher Qualified LEA representative Someone to interpret evaluation results Student, when appropriate Others with special knowledge or expertise about the child, including related services personnel as appropriate and transition services (e.g., outside agency) participants where relevant In this slide, we list the required membership of the IEP team as described in the law. See Chapter 4 in the KSDE Process Handbook for a more detailed explanation of these requirements. Note: the school representative or designee must meet three criteria: Is qualified to provide or supervise provision of special education services Has knowledge of the general education curriculum, and Is knowledgeable about the availability of the school’s resources. There are additional representatives who should be invited for IEPs in early childhood, and for development of the Transition Services plan. The student must be invited to attend his/her own IEP meeting beginning at age 14, or younger, if a purpose of the meeting is consideration of the student’s postsecondary goals and the transition services needed to assist the student in reaching those goals. Beginning at age 18, if rights have transferred to the student, both the student and parents must receive 10-day written notice of the IEP team meeting. However, the parents no longer have the right to attend the meeting unless the student or LEA invite them. For IEPs related to younger students, it is recommended practice to include the student, but the parent has the right to determine whether or not the student may attend. We should also note that the IEP meeting may include anyone else the parent invites. The Local Education Agency (LEA) cannot exclude these individuals. We need to help the regular education teacher understand that they have an important role in this process and they are not just there to hear, but to participate.

14 Excusals from the IEP MeetingRequired Members of the IEP team may be excused: When the member’s curriculum area or related service IS being discussed, if 1) the parent and the LEA consent in writing to the excusal AND 2) the member submits written input to the parent and the IEP team prior to the meeting OR When the member’s curriculum area or related service IS NOT being discussed, if 1) parents and agency agree in writing that the member’s attendance is not necessary because that member’s curriculum area or related services is not being discussed A required team member may be excused from attending an IEP meeting when the IEP meeting will involve a discussion of the member’s curriculum area or related service if the parent and LEA consent in writing to the excusal, and the excused member submits written input prior to the meeting. A Required IEP team member may be excused from attending a meeting, in whole or in part, if the parents and agency agree in writing that the individual’s attendance is not necessary because that member’s curriculum area or related service is not being discussed. You can download a sample Excusal from Attendance form on the KSDE Special Education Services website.

15 Written Consent for Excusal is Needed Only for Required Team MembersRegular education teacher Special education teacher LEA representative Individual who can interpret evaluation results IEP meetings are to be scheduled at mutually agreed upon times and places. Because many if not most parents work, the team may agree to meet after school or during lunch to accommodate the parents. Be sensitive to the fact that some parents may have their pay docked if they leave their jobs during their scheduled work day. Again, scheduling the meeting 30 to 60 days before the IEP meeting may help maximize attendance. However, there are provisions in the law for excusals, as we noted in the previous slide. Sample Kansas forms for this purpose are in the process handbook Excusals apply only to the required IEP team members, shown here. If somebody has been invited in addition, but does not come, then it’s okay You can conduct an IEP team meeting without the parent if the school has made repeated attempts to include them. These must be defined and documented by the following: (a) telephone calls, (b) home visits, copies of correspondence, (c) other methods attempted.

16 Strategies for Maximizing ParticipationParents Students General Education colleagues For some IEP team members, there are special issues and challenges to involving them. We want meaningful, not token, involvement. Each of these groups – parents, students, and general educators – poses some slightly different issues and have specific needs which we need to accommodate if we want to encourage maximum involvement on their part. In the sections that follow, we will provide some strategies for encouraging maximum involvement from each of these three groups. The point for you as a facilitator is to help participants in your training to brainstorm and develop their own strategies, given their specific knowledge about the families, students and general educators. Again, these strategies are not all-inclusive, but do reflect recommended practices. We encourage you to add more strategies and to share in the resources, any additional strategies you have found effective. It is important to remind people to suspend judgment—families may have values different from your own.

17 Preparing Professionals to Involve Parents as PartnersRecognize: Parents ARE involved with their children – maybe not with the school! IEP partnership is based on a long-term climate of respect, commitment, and trust Parents find IEP meetings highly stressful Cultural differences make a difference in participation We speak of parents as partners deliberately because we want to move beyond the idea of parents as merely “involved” with their child’s education, to an understanding that parents are their child’s first educator and that they spend far more time – and many more years – with their child than educators do. When we speak of parent involvement, we really mean involvement with the school, not with their child. Also, speaking of parents as partners signals the kind of participation we want, in order to have their meaningful input into the decisions reflected in the IEP. Meaningful participation includes having parents who: are able to provide information to the school team about their child’s strengths, needs, and accomplishments – what he or she can do at home may be more than what teachers observe at school. Or vice versa, there may be challenges (such as behavior) the parents experience at home with which they could use some help Are able to provide input to the IEP team about what strategies might or might not work with their student and their family culture. Remember, they know their child best! Are able to coordinate with strategies at home to reinforce steps taken at school to enhance the student’s performance. Involving parents in making decisions about their child’s educational program is not something that can be accomplished overnight. It is a product of the relationship cultivated throughout the year. If you have a long-term climate of respect and trust built up throughout the year, then you will have parents who are prepared to be meaningfully involved in the IEP process. It is important to look at the IEP process from the parent’s point of view. Parents in general find IEP meetings highly stressful. In numerous parent narratives, research articles, and general conversations with parents, they identify the IEP meeting as one of the most difficult aspects of having a child with a disability. The focus of many IEP meetings is on identifying deficits and weaknesses in their son or daughter. The effect of sitting at a table surrounded by an array of administrators, educators, psychologists, and perhaps other specialists, can extremely intimidating– the effect is like being put “on the spot.” Some parents have shared that they often feel unable to participate effectively because they are diverting much of their energy to simply keeping their composure in front of the group. This is why gathering information from parents ahead of time is a helpful strategy for including the parent perspective in the IEP. It is also helpful to give parents an idea of what they may expect at the meeting: who will be there, what will be discussed, etc. Another important point about partnering with families is the need to recognize cultural differences. For some cultures, it is not considered acceptable for parents to “challenge” the authority of professionals. Cultural awareness is another strategy for helping parents to feel comfortable with the IEP process.

18 Preparing Parents to be Involved in IEP Decision MakingProvide information ahead of time Create a safe atmosphere Provide checklists Review previous IEP and progress on goals What other strategies can teachers use to get parents involved? When preparing parents for IEP meetings: Provide information ahead of time through one trusted teacher or service coordinator Create an atmosphere where information can be share in a relaxed meeting Provide checklists or other tools to help parents think through their student’s strengths and needs Review previous IEP and progress on goals Ask yourself these questions: If a parent is unable to attend IEP meetings what am I going to do to get them involved? Besides coming to school, what are other ways a parent might be involved? Does the student’s culture impact the level of school involvement? Does the parent need an interpreter? This should NOT be the student! What are ways to communicate to families?

19 Parent Resources Direct parents to additional resources, including:• National parent organizations and advocacy resources State parent organizations Kansas Parent Information Resource Center (K-PIRC) Families Together LEA or other local community family supports The other side of a partnership is improving the skills of parents to enable them to participate more effectively. There are numerous resources available. See websites and parent organizations listed in the Resources section. Gaining skills will empower families to be more involved not only in the IEP but also in all aspects of their child’s education. There are a number of national parent organizations and advocacy resources. There are national organizations for almost every type of disability, and we have listed only a few. An example is the National Dissemination Center on Children with Disabilities – – which contains sections for family and community and provides descriptions of disabilities, overviews of IDEA and other laws, and links to other family resources. Kansas has two parent resource centers. Families Together, Inc., is focused on providing training to families of children and adults with disabilities, with a special focus on participation with special education. The other parent resource center is the Kansas Parent Information Resource Center (K-PIRC). We have provided links to these state organizations within the Resources handout. Finally, school teams need to be aware that they do not have to be alone when it comes to providing supports, referrals, and other information to families. Resources available to encourage family partnerships in the general education system should be available to families in special education as well. For example, most LEAs, especially those with Title I funding, have a parent involvement coordinator. The school social worker may also be knowledgeable about local community resources to provide referrals for social, health, and mental health services.

20 Mary E. Morningstar, PhD © 2005Involving Students in IEPs: “If a student floated in a lifejacket for 12 years, would he/she be expected to swim if the jacket were jerked off?” Beyond parents, it is also important to include the student him or herself in the IEP meeting. Having the student present has several advantages. For the school team, having the student present helps everyone to remember that the student is a person, not a “case” or a set of scores, and to encourage respectful, strengths-based discussion. Some parents have talked about bringing a picture of their child to the IEP meeting and setting it on the table in front of everyone – just as a reminder of the “real person” who is being discussed. Imagine how much more “real” it would be to have the actual student present! The second advantage is for the student him or herself. The IEP process itself is a “teachable moment” for the student, providing a model for problem-solving and planning. The ability to express preferences and problem-solve responsibility is a hallmark of self-determination. Students who have self-determination skills as young adults are better able to function in the community. If students are involved in their IEP early on, they have an opportunity to develop these skills. In contrast, expecting students to be able to plan their future lives without self-determination skills when they transition to adulthood is like removing a lifejacket without teaching someone to swim. If we haven’t prepared students to know themselves, make decisions, and communicate appropriately we can’t expect them to be able to actively participate in their educational planning. Finally, research suggests that students who participate in their own IEPs are more invested in achieving their goals and following through with strategies. For secondary students planning for post-secondary training, it’s important to think about whether there will be a need to ask for accommodations from each professor. The IEP team may want to invite the college disability coordinator to the IEP meeting. Mary E. Morningstar, PhD © 2005

21 Inviting the Student to the IEPPrepare the student for participating in the IEP meeting. Support the student in developing self-determination skills. For students 14 and older, there must be documentation that the student was invited even if it is known he/she cannot attend. Prepare the student for participation in the IEP meeting. Discuss the purpose of the IEP with the student. Work with the student to explore different ways the student can participate in the IEP meeting. Student participation can range from conducting an interview with the student, if he/she will not be attending the meeting, to having the student leading/facilitating the meeting. It is important to begin early to assist the student in developing self-determination skills. The student needs to understand how his/her exceptionality affects the ability to achieve desired post-school outcomes, and should be able to describe the combination of supports that are needed to assist the student in reaching his/her goals. Active student participation in the IEP meeting is an excellent opportunity for the student to practice self-determination skills. Help students make choices, create power point, introduce people at the meeting, If the student does not attend the IEP meeting, use other means to ensure the student’s needs, strengths, interests and preferences are considered. There must be documentation that the student was invited even if it is known the student will be unable to attend. 21

22 Preparing General Educators to be Involved in IEPsBuild a positive & trusting relationship with general education colleagues serving the student Educate general education teachers about the IEP process Have a dialogue about basic requirements for success in the general education class Discover the general educator’s concerns and needs for support to effectively include the student Include the general educator in collecting assessment data Preparing general educators for IEP meeting is very important. They play more of a role than they may realize. [Note to presenter: Tell stories or quotes from general educators reflecting their confusion about IEPs] Help them understand the process, Consider training for regular education on IEP, accommodations /modifications, different disabilities [Note to presenter: The next 3 slides include directions for activities which you may choose to use.]

23 Involving Participants in IEPsACTIVITY Involving Participants in IEPs Please refer participants to the Activities handout for Preparing for the IEP. Directions: Please divide into small discussion groups at your table. There are three activity sets related to involving: a) Parents b) Students c) General Education colleagues Each set contains (a) two vignettes illustrating very different examples of the group (parents, students, general educators). Please read the vignettes and discuss as a group how to approach the two example cases to encourage greater involvement in the IEP. What will you do similarly for the two cases? What will be different? Take 10 minutes to read and discuss. Report results in a whole group discussion (if the audience is small enough). Note to Facilitator: You may choose to divide into 3 groups and have each group address one (parent, student, general educator). Or you may want to have your whole audience (broken into groups) focus on only one of these target participants, if there is a particular area of concern among your participants. Inform your audience where the materials are located and what the instructions are for conducting the activities.

24 Preparing Notice of MeetingProvide 10 calendar day notice Date, Time, Location of meeting Purpose of meeting Titles or positions of people who will attend Inform Parent of right to invite individuals whom parents believe to have knowledge or special expertise about their child To ensure that team members are involved in an effective and meaningful IEP planning process, it is important to think beyond the 10 day required minimum. Contacting parents and collecting their feedback ahead of time, as well as collecting all the student data you need, obviously requires more time – and will go more smoothly – if you start well before ten days ahead of the IEP meeting date. For example, some teachers begin talking with parents 60 days ahead of the meeting. IEP meetings are to be scheduled at mutually agreed upon times and places. Because many, if not most parents work, the team may agree to meet after school or during lunch to accommodate the parents. Be sensitive to the fact that some parents may have their pay docked if they leave their jobs during their scheduled work day. Again, scheduling the meeting 30 to 60 days before the IEP meeting may help maximize attendance. Take a moment to review the “Notice of Meeting” sample form that is included in the resources section of the Participant’s guide. An editable version of this document is available for download in the Notices and Forms section listed in the Special Education Services Index of the special education services division of the KSDE website.

25 Who can give consent for educational decisions?Parent is available: Natural (biological) parent(s): Notify both parents unless a court order precludes this from happening. Consent from one parent is sufficient. Adoptive parent(s): If adoption is not final, an education advocate is needed; Guardian: “Letters of Guardianship” issued by a court. Parent is unknown or unavailable (Person acting as a parent): Person Acting as a Parent: A person other than a parent who is legally responsible for the welfare of a child. Education Advocate: Appointment as education advocate completed Foster parent: If appointed as education advocate The student at age 18: At age 18 the student becomes his/her own educational decision-maker unless otherwise determined by a court An important consideration of the IEP process is determining who can give consent for education decisions and making sure the correct people are invited to the IEP meeting. Parents include: Natural (biological) parent(s); If parents are divorced, then both parents should be notified unless a court has ordered otherwise. Consent related to the IEP is sufficient from one parent even if the other parent refuses to consent. Adoptive parents. If adoption is not final, then an education advocate is needed. Decree of adoption is documentation. Guardian: Guardianship is documented by “Letters of Guardianship” issued by the court system. If a parent is unknown or unavailable, then the IEP planning should include: Person Acting as a Parent: A person other than a parent, such as a grandparent, stepparent or other relative with whom a child lives, who is legally responsible for the welfare of a child. Education Advocate: Appointment as an education advocate has been completed and is documented with a Letter of Appointment from Families Together. Foster parent: Only if appointment as an education advocate has been completed and is documented with a Letter of Appointment from Families Together. The student at age 18: At age 18 the student becomes his/her own educational decision-maker unless determined by a court to be incompetent. Refer to SPED Process Handbook for additional information and definitions of a parent.

26 Check In The Preparing for the IEP Check In is in the Activities handout. Directions: There are a set of 6 True/False questions. Please answer the questions and then we will discuss.

27 Check In Following are correct answers and related points that should be made: False. You should report comprehensive evaluation results only if they are the most recent results and are still relevant to the student’s current functioning. You do not need to have IQ scores. True. The purpose of the annual review is to update the IEP goals and services, and, in order to accomplish this, the team needs data to help understand how previous interventions and supports have worked. True. For students needing transition planning, the team must consider the students strengths, needs, preferences and interests. This information needs to be collected prior to the IEP meeting so that it can help inform the development of goals. False. It is required that students be invited to the IEP meeting at age 14. While it is not a requirement to include the student at a younger age, there are several advantages to including the student as young as pre-school age. False. There must be documentation that the parent’s concerns were considered when planning the IEP. – Parent input should go into the development of the IEP. Gathering information ahead of time allows parents to be meaningfully involved. False. Based on the 2004 amendments to IDEA, a general education teacher is required to participate in the IEP. A written consent for an excusal of attendance and written input prior to the meeting is required if a general education teacher is not present.