IEP Forms by wantyou

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									IEP Forms
Notice of IEP Team
     Meeting
Notice of IEP Team Meeting
 Meets Prior Written Notice requirements 34
  CFR 300.503
   Description of action- Dear Parent (format)
   Reason for proposed action – purpose of
    meeting
   Other options considered and reasons rejected
    and any other relevant factors if any
   Identifies position of the IEP team members
   Statement of special education rights for parents
    & children
Notice of IEP Team Meeting
 Provides acknowledgement of parent
  participation
 Optional
   Postsecondary transition services consent
     Consent to invite representatives from agencies
      who may assist with postsecondary transition
      planning
     Consent to attend and participate in IEP team
      meeting
     Consent does not release of personally
      identifiable information
Notice & Consent for
 Excusal of an IEP
    Team Member
Notice & Consent for Excusal of
an IEP Team Member
 Meets Prior Written Notice requirements 34 CFR
  300.503 & IEP Team 34 CFR 300.321
   Description of action - Dear Parent (format)
   Identifies required member requesting excusal
       Excused member will submit report in writing to IEP
        team and parents prior to IEP team meeting
    Reason for proposed action – excusal of required IEP
     team member
    Other options considered and reasons rejected and
     any other relevant factors if any
    Statement of special education rights for parents &
     children
    Parent consent
Individual Education
      Program
       (IEP)
Individual Education Program
(IEP)
PART I: Section I: Development &
   Review of IEP
A. Results of Initial Evaluation or
   Reevaluation and Summary of
   Progress
   Academic
   Developmental
   Functional
     Classroom based assessments
     Classroom based observations
     State & district-wide assessments
       •   34CFR 300.324 (a) (iii)
       •   Chapter 7, Part 5, Section 6 (a) (iii)
Individual Education Program
(IEP)
PART I: Section I: Development &
   Review of IEP
B. Strengths of the Child
   Academic
   Developmental
   Functional
     34CFR 300.324 (a) (ii)
     Chapter 7, Part 5, Section 6, (a)(i)
Individual Education Program
(IEP)
 PART I: Section I: Development
   & Review of IEP
C. Concerns of Parents
  Academic
  Developmental
  Functional
    34CFR 300.324 (a) (ii)
    Chapter 7, Part 5, Section 6, (a) (ii)
Individual Education Program
(IEP)
   PART I: Section I: Development & Review of
    IEP
D. Extended School Year (ESY)
 Services provided beyond the normal school
   year of the public agency.
       Available as necessary to provide FAPE
       Provided if a child’s IEP team determines, on an
        individual basis that ESY services are necessary for
        the provision of FAPE to the child.
            May not limit to particular categories of
              disability
            Unilaterally limit the type, amount, or duration
              of ESY services.
              • 34CFR 300.106
              • Chapter 7, Part 5, Section 9
Individual Education Program
(IEP)
 PART I: Section II: Consideration of Special
   Factors
The Child’s Behavior Impeded the Child’s Learning
   or that of Others

   Consider the use of positive behavioral interventions and
   supports, and other strategies, to address that behavior

    Teacher training 34CFR 300.156
    Research based materials 34CFR 300.226(b)(1)
    Individual basis 34CFR 300.324(a)(2)
       34CFR 300.324 (a) (2)(i)
       Chapter 7, Part 5, Section 6,(b)(i)
Individual Education Program
(IEP)
 PART I: Section II: Consideration of
  Special Factors
 The Child has Limited English
  Proficiency
   Questions to Ask
     Does the disability impact the student’s
      involvement in bilingual or ESL program
     What accommodations are necessary for
      instruction or testing
     What language or mode of communication will
      be used to address parents
      •   34CFR 300.324 (a)(2)(ii)
      •   Chapter 7, Part 5, Section 6, (b)(ii)
Individual Education Program
(IEP)
 PART I: Section II: Consideration of
  Special Factors
 The Child is Blind or Visually Impaired

   Provide for instruction in Braille and the use of
    Braille

      Unless the IEP Team determines, after an
       evaluation of the child’s reading and writing
       skills, needs, and appropriate reading and
       writing media, that instruction in Braille or the
       use of Braille is not appropriate for the child
        •   34CFR 300.324 (a)(2)(iii)
        •   Chapter 7, Part 5, Section 6, (b)(iii)
Individual Education Program
(IEP)
 PART I: Section II: Consideration of Special
  Factors
 Communication Needs
 For the Child who is Deaf or Hearing
  Impaired
    Consider the child’s language and communication
     needs, opportunities for direct communications with
     peers and professional personnel in the child’s
     language and communication mode, academic level,
     and full range of needs including opportunities for
     direction instruction in the child’s language and
     communication mode.
         34CFR 300.324 (a)(2)(iv)
         Chapter 7, Part 5, Section 6, (b)(iv)
Individual Education Program
(IEP)
 PART I: Section II: Consideration of
  Special Factors
 Assistive Technology
   Can assistive technology devices or services
    facilitate student success in the general
    curriculum, nonacademic & extracurricular
    activities?
     Auditory information
     Written communication
     Printed materials
       •   34CFR 300.324
       •   Chapter 7, Part 5, Section 6, (b)(v)
Individual Education Program
(IEP)
 PART I: Section III: Present Levels of
  Academic Achievement & Functional
  Performance (PLAAFP)
 School Age Children
   How the child’s disability affects the child’s
    involvement and progress in the general
    education curriculum.
 Preschool Children
   As appropriate how the disability affects the
    child’s participation in appropriate activities
     34CFR 300.320 (a) (1)
     Chapter 7, Part 5, Section 5, (a)(i)(ii)
Individual Education Program
(IEP)
 PART I: Section IV: State & District-
  wide Assessments
 Participation in State and District-wide
  Assessments
  •   Participation without Accommodations:
  •   Participation with Accommodations:
 Participation in Alternate Assessment
  •   Why the child cannot participate in the regular
      assessment
  •   The particular alternate assessment is
      appropriate for the child
         34CFR 300.320 (a)(6)
         Chapter 7, Part 5, Section 5, (f)
Individual Education Program
(IEP)
   PART I: Section V: Measurable Annual Goals
   Based on present levels of performance
   What can be reasonably accomplished in a year’s time
   Are measurable
   Components of a 5 part Measurable Annual Goal
     Direction of change (increase, decrease, maintain)
     Deficit or excess (area of need)
     Present level of performance
     Expected annual ending of performance
     Resources needed to accomplish expected annual
       performance
Individual Education Program
(IEP)
 Measurable Annual Goals        (example)
  • Jerry will increase turn taking play
    skills with other children from taking his
    turn only with verbal prompts to taking
    his turn independent of verbal
    prompts 3 out of 4 opportunities
    during an organized game with an age
    appropriate group of children for six
    consecutive games to 4 out of 4
    opportunities for 3 consecutive
    games
Individual Education Program
(IEP)
   PART I: Section V: Measurable Annual Goals
   How the Child’s Progress Towards Meeting this
    Annual Goal will be Measured
    •   Evidence
    •   Documentation
   Periodic Reports of Progress Towards Meeting the
    Annual Goals Will be Provided
    •   Will be provided such as through the use of quarterly or other
        periodic reports, concurrent with the issuance of report cards
   Key for Measuring Progress
    •   Is progress sufficient
   Benchmarks or Short-term Objectives
    •   Required only for children that the IEP Team has determined
        will take alternate assessments.
           34CFR 300.320 (a)(2)(B)(ii)(3)(i)(ii)
           Chapter 7, Part 5, Section 5,(a)(iii)(b)(c)
Individual Education Program
(IEP)
  PART II: Services
   Section I: Special Education
A. Special Education
 Specially Designed Instruction
    Adapting content, methodology or delivery of
     instruction
           Based on peer-reviewed research to the extent
            practicable
           Peer-reviewed research generally refers to research
            that is reviewed by qualified and independent reviewers
            to ensure that the quality of information meets the
            standards of the field before the research is published
    •   Physical Education:
           Specially Designed
           Regular
            •   34CFR 300.39
Individual Education Program
(IEP)
 PART II: Services
   Section I: Related Services
B. Related Services
   Needed to benefit from special education
       Based on peer-reviewed research
        to the extent practicable
  •   34CFR 300.320 (a)(4)
  •   Chapter 7, Part 5, (d)
Individual Education Program
(IEP)
 Based on peer-reviewed research
     Generally refers to research that is reviewed by
      qualified and independent reviewers to ensure
      that the quality of the information meets the
      standards of the field before the research is
      published
     No single definition because the review process
      varies depending upon the information
 To the extent practicable
     Generally means that services and supports should
      based on peer-reviewed research to the extent that
      it is possible, given the availability of peer-reviewed
      research
Individual Education Program
(IEP)
 PART II: Services
   Section II: Supplementary Aids
A. Supplementary Aids & Services
   Aids, services & other supports provided in the
    regular education classes or other education-
    related settings, and in extracurricular and
    nonacademic settings
   Generally refers to accommodations that do not
    alter the general curriculum
     Based on peer-reviewed research to the extent
      practicable
Individual Education Program
(IEP)
   PART II: Services
    Section II: Program Modifications & Supports
B. Program Modifications or Supports for
   School Personnel
 Change in Program
    Generally refers to a change in the
     general curriculum to meet alternate
     learning outcomes
    Teacher/Staff Training
         34CFR 300.320 (a)(4)
         Chapter 7, Part 5, (d)
Individual Education Program
(IEP)
   PART II: Services
    Section III: Least Restrictive Environment
A. Participation with Nondisabled Children
   in the Regular Classroom
B. Participation with Nondisabled Children
   Extracurricular & Nonacademic
   Activities
    Even with the use of supplementary
      aides and services
         34CFR 300.320 (a)(5), 34CFR 300.114
         Chapter 7, Part 5, Section 5,(e), Chapter 7, Part 5, Section 8,(a)
Individual Education Program
(IEP)
 PART III: Educational Placement
   Section I: Placement Decision
A. Placement
   Made by a group of persons including
    parents
   Made in conformity with LRE
   Determined at least annually
   Based on the child’s IEP
   As close as possible to the child’s home
Individual Education Program
(IEP)
 PART III: Educational Placement
  Section I: Placement Decision
B. Other Options Considered
   It should include a list suggestions or relevant
    information considered by the IEP team,
    whether each idea was accepted or rejected,
    and the rationale for acceptation or rejection.
    This requirement encourages effective
    communication and offers an excellent way to
    document the of standpoint of the issues
    considered.
Individual Education Program
(IEP)
 PART III: Educational Placement
   Section I: Placement Decision
C. Special Education Rights for Parents
   and Children
     Must be given only one time a school year
       Except:
         Upon initial referral or parent request for
           evaluation
         Receipt of first State Complaint or Request for
           Due Process
         In accordance with discipline procedures
         Upon request of parent
         •   34CFR 300.116, 34CFR 300.114, 34CFR 300.503, 34CFR 300.50
         •   Chapter 7, Part 5, Section 8,(c), Chapter 7, Part 2, Section 1 & 2
Individual Education Program
(IEP)
    PART III: Educational Placement
     Section II: Documentation of IEP Team Members
A.   IEP Team Members Excusal Agreement
        An IEP Team member may be excused in whole or part if the public
         agency and the parent agree in writing
        Two types of excusals = two types of agreements
            Written agreement
            Informed consent
            34CFR 300.321 (e)
            Chapter 7, Part 5, Section 3, (d)
B.   IEP Team Members Present
        The public agency must ensure that the IEP Team for each
         student includes
            34CFR 300.321
            Chapter 7, Part 5, Section 3,(a)
Individual Education Program
(IEP)
   PART III: Educational Placement
    Section II: Documentation of IEP Team
    Members
C. IEP Document
       The public agency must give a copy of the child’s IEP
        at no cost to the parent
       The child’s IEP is accessible to each regular
        education teacher, special education teacher, related
        services provider, and any other service provider
        who is responsible for its implementation
       Each teacher or provider is informed of his/her
        specific responsibilities related to implementing the
        child’s IEP
           34CFR 300.323 & 300.322
           Chapter 7, Part 5, Section 1, (a)(iv)(v)
    Postsecondary
Transition Individual
  Education Program
        (IEP)
Postsecondary Transition
Individual Education Program (IEP)
 PART I: Section I: Student Preferences
  & Interests
 Transition Services are based on the
  individual student’s needs taking into
  account the student’s preferences &
  interests and includes
  •   Instruction, Related Services, Community
      experiences, employment & other post-school
      adult living objectives and if appropriate
      acquisition of daily living skills and provision of a
      functional vocational evaluation:
         34 300.43 (a)(2)
Postsecondary Transition
Individual Education Program (IEP)
 PART I: Section II: Development &
   Review of IEP
A. Results of Initial Evaluation or
   Reevaluation and Summary of Progress
   Academic
   Developmental
   Functional
     Classroom based assessments
     Classroom based observations
     State & district-wide assessments
      •   34CFR 300.324 (a) (iii)
      •   Chapter 7, Part 5, Section 6 (a) (iii)
Postsecondary Transition
Individual Education Program
(IEP)

 PART I: Section II:
   Development & Review of IEP
B. Strengths of the Student
   Academic
   Developmental
   Functional
     34CFR 300.324 (a) (ii)
     Chapter 7, Part 5, Section 6, (a)(i)
Postsecondary Transition
Individual Education Program
(IEP)

 PART I: Section II:
   Development & Review of IEP
C. Concerns of Parents
   Academic
   Developmental
   Functional
     34CFR 300.324 (a) (ii)
     Chapter 7, Part 5, Section 6, (a) (ii)
Postsecondary Transition
Individual Education Program
(IEP)
 PART I: Section II:
  Development & Review of IEP
D. Extended School Year (ESY)
 Services provided beyond the normal school
   year of the public agency.
       Available as necessary to provide FAPE
       Provided if a student’s IEP Team determines, on an
        individual basis that ESY services are necessary for
        the provision of FAPE to the child.
            May not limit to particular categories of
              disability
            Unilaterally limit the type, amount, or duration
              of ESY services.
              • 34CFR 300.106
              • Chapter 7, Part 5, Section 9
Postsecondary Transition
Individual Education Program
(IEP)

 PART I: Section III:
  Consideration of Special Factors
 The Student’s Behavior Impeded the Student’s
  Learning or that of Others

  Consider the use of positive behavioral interventions
  and supports, and other strategies, to address that
  behavior
   Teacher training 34CFR 300.156
   Research based materials 34CFR 300.226(b)(1)
   Individual basis 34CFR 300.324(a)(2)
      34CFR 300.324 (a) (2)(i)
      Chapter 7, Part 5, Section 6,(b)(i)
Postsecondary Transition
Individual Education Program
(IEP)
 PART I: Section III: Consideration of
  Special Factors
 The Student has Limited English
  Proficiency
   Questions to Ask:
     Does the disability impact the student’s
      involvement in bilingual or ESL program
     What accommodations are necessary for
      instruction or testing
     What language or mode of communication will
      be used to address parents
        •   34CFR 300.324 (a)(2)(ii)
        •   Chapter 7, Part 5, Section 6, (b)(ii)
Postsecondary Transition
Individual Education Program
(IEP)
 PART I: Section III: Consideration of Special
  Factors
 The Student is Blind or Visually Impaired
   Provide for instruction in Braille and the use of Braille
      Unless the IEP Team determines, after an evaluation
       of the child’s
           reading and writing skills,
           needs, and appropriate reading and writing media
      That instruction in Braille or the use of Braille is not
       appropriate for the student
        •   34CFR 300.324 (a)(2)(iii)
        •   Chapter 7, Part 5, Section 6, (b)(iii)
Postsecondary Transition
Individual Education Program
(IEP)
 PART I: Section III: Consideration of Special
  Factors
 Communication Needs
 For the Child who is Deaf or Hearing
  Impaired
    Consider the child’s language and communication
     needs, opportunities for direct communications with
     peers and professional personnel in the child’s
     language and communication mode, academic level,
     and full range of needs including opportunities for
     direction instruction in the child’s language and
     communication mode.
         34CFR 300.324 (a)(2)(iv)
         Chapter 7, Part 5, Section 6, (b)(iv
Postsecondary Transition
Individual Education Program
(IEP)
 PART I: Section III: Consideration of
  Special Factors
 Assistive Technology
   Can assistive technology devices or services
    facilitate student success in the general
    curriculum, nonacademic & extracurricular
    activities?
     Auditory information
     Written communication
     Printed materials
        •   34CFR 300.324
        •   Chapter 7, Part 5, Section 6, (b)(v)
Postsecondary Transition
Individual Education Program
(IEP)

 PART I: Section IV: Present
  Levels of Academic Achievement
  & Functional Performance
  (PLAAFP)
 School Age Students
   How the student’s disability affects the
    student’s involvement and progress in
    the general education curriculum.
     34CFR 300.320 (a) (1)
     Chapter 7, Part 5, Section 5, (a)(i)(ii)
Postsecondary Transition
Individual Education Program
(IEP)
 PART I: Section V: State & District-
  wide Assessments
 Participation in State and District-wide
  Assessments
  •   Participation without Accommodations:
  •   Participation with Accommodations:
 Participation in Alternate Assessment
  •   Why the student cannot participate in the
      regular assessment
  •   The particular alternate assessment is
      appropriate for the student
         34CFR 300.320 (a)(6)
         Chapter 7, Part 5, Section 5, (f)
Postsecondary Transition
Individual Education Program
(IEP)
 PART I: Section VI: Measurable Annual
  Goals
 Measurable Postsecondary Goal
  Training/Education, Employment &Independent Living (if appropriate)

  •   Corresponding Measurable Annual Goal
       How the student’s progress towards meeting
        this annual goal will be measured:
       Periodic Reports of Progress Towards Meeting
        the Annual Goals Will be Provided:
       Benchmarks or short-term objectives:
          •   34CFR 300.320 (a)(2)(b)(i)
          •   Chapter 7, Part 5, Section 5,(h)(i
Postsecondary Transition
Individual Education Program
(IEP)
 PART I: Section VI: Measurable Annual
  Goals
 Age Appropriate Transition Assessments
  • Ongoing process of collecting data on the
    student’s needs, preferences and
    interests as they relate to future
    employment, education, living, personal
    & social entities.
  • Can be informal or formal
 Measurable Postsecondary Goal
  • An outcome – not a process
Postsecondary Transition
Individual Education Program
(IEP)
 PART I: Section VI: Measurable Annual
  Goals
 Measurable Postsecondary Goal –
  Training/Education
  • Upon completion of high school Mary will
    enroll in courses at a technical or
    community college
      Meets standards I-13 standards
       • Participation in postsecondary education is the
         focus
       • Enrollment is the explicit observable outcome
       • Takes place after Mary has graduated from
         high school
Postsecondary Transition
Individual Education Program
(IEP)
 PART I: Section VI: Measurable Annual Goals
 Measurable Annual Goal
   Is based on present levels of performance.
   Is what can be reasonably accomplished in a year’s time.
   Is measurable: (Components of a 5 part measurable goal)
    •   *Direction of change (increase, decrease, maintain)
    •   *Deficit or excess (area of need)
    •   Present level of performance
    •   *Expected annual ending of performance
    •   Resources needed to accomplish expected annual performance
 Corresponding Measurable Annual Goal                    (example)
    •   Mary will increase knowledge of admission
        requirements and deadlines to a technical college from
        no knowledge to demonstrating without error an
        online search of the admissions process for two
        technical colleges to the high school career counselor
        by the end of 3rd quarter during activity period in the
        high school computer lab using an online computer
Postsecondary Transition
Individual Education Program
(IEP)
 Measurable Postsecondary Goal –Employment
  •   Upon graduation from high school Mary will obtain a
      part-time job when enrolled in a technical or
      community college
       Meets standards I-13 standards
         •   Obtaining employment is the focus
         •   Working part-time is the explicit outcome
         •   Takes place after Mary has graduated from high school

 Corresponding Measurable Annual Goal
  (example)
  •   Mary will increase sustained attention to task
      from 15 minutes to 30 minutes when working
      on a Excel, or Access project during Integrated
      Business Computer Application class
Postsecondary Transition
Individual Education Program
(IEP)
 Measurable Postsecondary Goal –Independent
  Living
  •   Upon completion of secondary school Mary will obtain
      full time residency in a supported living program
      apartment
       Meets standards I-13 standards
           •   Obtaining residency is the focus
           •    Full time residency is the explicit outcome
           •   Takes place after Mary has graduated from high school
 Corresponding Measurable Annual Goal
  (example)
  •   Mary will increase performance of personal
      care skills with verbal prompts to
      independent performance of personal care
      skills through use of a visual schedule for
      brushing teeth and doing laundry
Postsecondary Transition
Individual Education Program
(IEP)
 PART I: Section VI: Measurable Annual Goals
 How the Student’s Progress Towards Meeting this
  Annual Goal will be Measured
   •   Evidence
   •   Documentation
 Periodic Reports of Progress Towards Meeting the
  Annual Goals Will be Provided
   •   Will be provided such as through the use of quarterly or
       other periodic reports, concurrent with the issuance of
       report cards
 Key for Measuring Progress
   •   Is progress sufficient
 Benchmarks or Short-term Objectives
   •   Required only for students that the IEP Team has
       determined will take alternate assessments
          34CFR 300.320 (a)(2)(B)(ii)(3)(i)(ii)
          Chapter 7, Part 5, Section 5,(a)(iii)(b)(c)
Postsecondary Transition
Individual Education Program
(IEP)
  PART II: Services
   Section I: Special Education
A. Special Education
 Specially Designed Instruction
    Adapting content, methodology or delivery of
     instruction
           Based on peer-reviewed research to the extent
            practicable
           Peer-reviewed research generally refers to research
            that is reviewed by qualified and independent reviewers
            to ensure that the quality of information meets the
            standards of the field before the research is published
    •   Physical Education:
           Specially Designed
           Regular
            •   34CFR 300.39
Postsecondary Transition
Individual Education Program
(IEP)

 PART II: Services
  Section I: Related Services
B. Related Services
   Needed to benefit from special
    education
       Based on peer-reviewed research
        to the extent practicable
  •     34CFR 300.320 (a)(4)
  •     Chapter 7, Part 5, (d)
Postsecondary Transition
Individual Education Program
(IEP)

 Based on peer-reviewed research
       Generally refers to research that is reviewed by
        qualified and independent reviewers to ensure
        that the quality of the information meets the
        standards of the field before the research is
        published
       No single definition because the review process
        varies depending upon the information
 To the extent practicable
       Generally means that services and supports should
        based on peer-reviewed research to the extent that
        it is possible, given the availability of peer-reviewed
        research
Postsecondary Transition
Individual Education Program
(IEP)
 PART II: Services
   Section II: Supplementary Aids
A. Supplementary Aids & Services
   Aids, services & other supports provided in the
    regular education classes or other education-
    related settings, and in extracurricular and
    nonacademic settings.
   Generally refers to accommodations that do not
    alter the general curriculum
     Based on peer-reviewed research to the extent
      practicable
Postsecondary Transition
Individual Education Program
(IEP)
 PART II: Services
  Section II: Program Modifications &
  Supports
B. Program Modifications or
   Supports for School Personnel
   Change in program
   Generally refers to a change in the
    general curriculum to meet alternate
    learning outcomes
   Teacher/Staff Training
       34CFR 300.320 (a)(4)
       Chapter 7, Part 5, (d)
Postsecondary Transition
Individual Education Program
(IEP)

 PART II: Services
   Section III: Courses of Study
List of courses
   Needed to assist the student in reaching
    measurable postsecondary annual goals
   Duration of the IEP
   Projected
       34CFR 300.320 (b)(i)
       Chapter 7, Part 5, Section 5, ((h)(ii
Postsecondary Transition
Individual Education Program
(IEP)

 PART II: Services
  Section IV: Least Restrictive
  Environment
A. Participation with Nondisabled Students
   in the Regular Classroom
B. Participation with Nondisabled Students
   Extracurricular & Nonacademic Activities
   Even with the use of supplementary
    aides and services
        34CFR 300.320 (a)(5), 34CFR 300.114
        Chapter 7, Part 5, Section 5,(e), Chapter 7, Part 5, Section 8,(a)
Postsecondary Transition
Individual Education Program
(IEP)
 PART II: Services
   Section V: Age of Majority
A. Guardianship
   Granted under Wyoming State Law for a
    student who has reached the age of majority
B. Transfer of Rights
   All rights accorded parents under Part B transfer
    to the student at the age of majority (18)
    unless guardianship is attained by the parent.
        34CFR 300.520
        34CFR 300.320 (c)
Postsecondary Transition
Individual Education Program
(IEP)
 PART III: Educational Placement
   Section I: Placement Decision
A. Placement
       Made by a group of persons including parents
       Made in conformity with LRE
       Determined at least annually
       Based on the student’s IEP
       As close as possible to the student’s home.
Postsecondary Transition
Individual Education Program
(IEP)
 PART III: Educational Placement
  Section I: Placement Decision
B. Other Options Considered
   It should include a list of all suggestions put on
    the table for consideration, whether each idea
    was accepted or rejected, and the rationale for
    acceptation or rejection. This requirement
    encourages effective communication and offers
    an excellent way to document the disposition of
    each item.
Postsecondary Transition
Individual Education Program
(IEP)
 PART III: Educational Placement
   Section I: Placement Decision
C. Special Education Rights for Parents
   and Children
     Must be given only one time a school year
       Except:
         Upon initial referral or parent request for
           evaluation
         Receipt of first State Complaint or Request for
           Due Process
         In accordance with discipline procedures
         Upon request of parent
         •   34CFR 300.116, 34CFR 300.114, 34CFR 300.503, 34CFR 300.50
         •   Chapter 7, Part 5, Section 8,(c), Chapter 7, Part 2, Section 1 & 2
Postsecondary Transition
Individual Education Program
(IEP)
    PART III: Educational Placement
     Section II: Documentation of IEP Team Members
A.   IEP Team Members Excusal Agreement
        An IEP Team member may be excused in whole or part if the public
         agency and the parent agree in writing
        Two types of excusals = two types of agreements
            Written agreement
            Informed consent
            34CFR 300.321 (e)
            Chapter 7, Part 5, Section 3, (d)
B.   IEP Team Members Present
        The public agency must ensure that the IEP Team for each
         student includes
            34CFR 300.321
            Chapter 7, Part 5, Section 3,(a)
Postsecondary Transition
Individual Education Program
(IEP)
 PART III: Educational Placement
   Section II: Documentation of IEP Team
   Members
C. IEP Document
       The public agency must give a copy of the student’s
        IEP at no cost to the parent
       The student’s IEP is accessible to each regular
        education teacher, special education teacher, related
        services provider, and any other service provider
        who is responsible for its implementation
       Each teacher or provider is informed of his/her
        specific responsibilities related to implementing the
        student’s IEP
         34CFR 300.323 & 300.322
         Chapter 7, Part 5, Section 1, (a)(iv)(v)
Notice of Amendment
of the IEP Without
an IEP Team Meeting
Notice of Amendment of the IEP
Without an IEP Team Meeting
 Meets Prior Written Notice requirements 34 CFR
  300.503 & Agreement to amend annual IEP without
  and IEP team meeting 34 CFR 300.324
   Description of action- Dear Parent (format)
   Description of changes to annual IEP
   Reason for proposed action –Amendment to annual
     IEP without IEP team meeting
   Information sources used to decide proposed action
   Other options considered and reasons rejected and
     any other relevant factors if any
       Document agreement to amend IEP without meeting
    Identifies IEP team members who participated
    Copy of revised IEP upon request
    Statement of Special Education Rights for Parents &
     Children
 Extended School Year
        (ESY)
Consideration for ESY
      Worksheet
Extended School Year (ESY)
Consideration for ESY Worksheet
 34 CFR 300.106
 Consideration
     Evidence of regression
     Recoupment
     Nature, severity or multiplicity limit recoupment
     Crucial skills
     Availability of alternative resources including
      parental training or support services
 Determination
Extended School Year
       (ESY)
Individual Education
      Program
       (IEP)
Extended School Year
Individual Education Program
 Based on annual IEP
 In accordance with 34 CFR 300.320
  through 300.324
 Any services beyond the normal
  school year that the IEP team
  identifies are necessary to provide
  FAPE
Notice of Graduation
    & Summary of
    Performance
Notice of Graduation & Summary
of Performance
 Graduation with Regular Diploma 34 CFR
  300.305
 Dear Parent- (notice format)
 Informs parent that FAPE ends upon
  graduation with regular diploma
 Summary of performance
   Summary of Academic performance
   Summary of Functional performance
   Recommendations to assist in meeting post
    secondary goals
Notice of Services
 Ending Due to Age
         &
     Summary of
    Performance
Notice of Services Ending Due to Age
& Summary of Performance
 Notice of FAPE ending due to exceeding age
  eligibility 34 CFR 300.305
 Dear Parent- (notice format)
 Informs parent that FAPE ends due to
  exceeding age eligibility
 Summary of performance
   Summary of Academic performance
   Summary of Functional performance
   Recommendations to assist in meeting post
    secondary goals
Notice of Services
 Ending Due to Age
         &
     Summary of
    Performance
Notice of FAPE Ending
 Graduation with regular diploma &
  exceeding age eligibility
   Not an IEP process- a notice
   Public agency determines who prepares
    it and when sent out- must be prior to
    termination of child’s eligibility
 NO evaluation required before
  termination of a child’s eligibility due
  to graduation with regular diploma or
  exceeding age eligibility
Manifestation
Determination
Manifestation Determination
Manifestation determination 34 CFR 300.530
 Must be held within 10 school days from
  decision to change placement due to violation
  of student conduct
   This MEETING includes parent and relevant IEP team
    members
   If an IEP Team Meeting the IEP Team Meeting Notice
    is required
 Review of data required
   School files and information by parent
   Teacher observations
   Review of IEP in place at time of incident
Manifestation Determination
 Manifestation Determination
   Criteria- (two factors)
 Was violation a direct and substantial
  relationship to child’s disability
 Was violation a result of agency
  failure to implement IEP
 If yes to either
   Behavior IS a Manifestation of the child’s
    disability
Manifestation Determination
 Behavior was Manifestation of
   Disability- (what to do)
Either
   Conduct FBA or review/revise it
   Develop a Behavior Intervention Plan
    (BIP) or review/revise previous BIP
   Return child to previous placement
    unless parent and agency agree to a
    change of placement
Manifestation Determination
 Options if not a Manifestation 34 CFR
  300.530 (c)
   Agency may apply relevant disciplinary
    procedures in same manner and duration as
    those procedures would be applied to children
    without disabilities
   Except
      Child continues to receive FAPE
      IEP is implemented
        Enable child to continue to progress in general
          education curriculum
       And
        Progress towards meeting annual goals
        Although in another setting
Notice & Consent for
 Initial Placement
Notice & Consent for Initial
Placement
 Meets
      Prior Written Notice 34 CFR 300.503
      Consent for Services 34 CFR 300.300(b)
      LRE Requirement 34 CFR 300.114
      Continuum of Alternative Placements 34 CFR 300.115
 Notice
      Details dates of IEP meeting
      Parent or adult student participation
      Where the IEP will be implemented
 LRE statement relative to attending neighborhood school
 Statement of special education rights for parents &
  children
 Response from parent required before placement
      Failure to respond is refusal
      No override option for refusal to grant initial placement
       consent
Notice of Placement
 Transfer Student
Notice of Placement Transfer
Student
 IEPs for children who transfer public
  agencies 34 CFR 300.323(e-f), Chapter 7
  Part 5, Section 2
 Notice
   Not an IEP team meeting
 Documentation of parent consultation
 Three options
   Adopt previous IEP without changes
     Then notice placement using supplemental form
   Convene IEP to develop a new IEP
   Out of State evaluate to determine eligibility and
    develop an IEP if eligible
Notice of Placement Transfer
Student
 Transfer requirements if agency chooses NOT
  to adopt the IEP from the previous public
  agency
    Provide comparable services
         Retains present level of performance
         Retains goals & short term objectives
    Comparable services potentially change
         Amount
         Frequency
         Location
         Duration
         Placement in LRE
 Other options considered and basis for decision required
 Statement of special education rights for parents &
  children
Notice of Placement Transfer
Student
 Transfer timelines
       34 CFR 300.323(c)
       34 CFR 300.301
 All in State transfers
     Are continuing children with a disability and new IEP
      must be within 30 days of enrollment in new public
      agency
 Out of State transfers (Including Developmental Delay if public
    agency does not recognize the category)
       60 day timeline applies for evaluation
       30 day timeline applies to develop IEP after date of
        eligibility determination meeting
 Comparable services continue during both
  timelines
Notice of Placement
   Supplemental
Notice of Placement -
Supplemental
 Form applies to
   34 CFR 300.300
   34 CFR 300.114
   34 CFR 300.115
 Notice format same as other placement
  notices
 Used when public agency receives transfer
  child and ADOPTS previous IEP from
  previous public agency
   Consent not required
 Statement of special education rights for
  parents & children

								
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