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Revision: 8/1/2008

IEP Process Resource Manual:

“Explicit Expectations”

Horry County Schools Office of Special Education

Horry County Schools IEP Process Resource Manual

Acknowledgements

Horry County Schools Ruth Lilly, Coordinator for Special Education

Dr. Pat Galardi, Learning Specialist Athene Long, Excent Support Staff

Dr. Otis McNeil, Excent Support Staff Belinda Todd, Excent Support Staff Janie Zellars, Excent Support Staff

Berkeley County Schools

Dr. Susan Thomas, Director of Programs for Students with Disabilities Kelly Wulf, Coordinator for Transition/Secondary Services

SC Department of Education

Beckie Davis, Education Associate Michelle Bishop, Education Associate

Richland 2

Joan Yacobi, Coordinator


Table of Contents Introduction ………………………………….………………………………………. 1 How to Use this Manual ……………………………………………………… 1 Advance Organizer of the IEP Process ………………………………… 2 Chapter 1 Basic Assumptions………………………….………………. 3 Background Early Identification of Academic and Functional Needs Collaboration and Consensus Compliance Effective Instruction Quick Check: Basic Assumptions Chapter 2 Preparing for the IEP Meeting…………………….. 9

Types and Purposes of IEP Meetings Meeting Arrangements Selecting and Notifying Team Members IEP Team Attendance Excusing IEP Team Members Parent Notification Documenting Parent Contacts Other Tips for Parent Involvement Gathering Information Modifying the IEP without a Meeting

Quick Check: Preparing for the IEP Meeting Chapter 3 Drafting the IEP……………………………………………… 21 Section I Section II Section III Section IV Section V Section VI Section VII Section VIII Section IX Section X Quick Check: Drafting the IEP Chapter 4 Conducting the Meeting…………………………………….. 65 Running an Efficient Meeting Roles and Responsibilities of IEP Team Members


Starting the IEP Meeting Concluding the IEP Meeting Wrapping it up Quick Check: Conducting the IEP Meeting References……………………………………………………………………………………… 79 Appendices

Quick Checks………………………………………………………………….. A Sample IEP Agenda……………………………………………………….. B Roles & Responsibilities of IEP Team Members……………. C Essential Skills Matrix …………………………………………………… D Glossary ………………………………………………………………………………………… G-1


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Introduction

The Individualized Educational Program (IEP) is of critical importance to students, parents and educators. It is both the process by which we determine the content of a student’s educational program and a written document that is the blueprint of that program. The Process: The purpose of the IEP process, as Congress has intended since 1975, is to develop an individualized and meaningful educational program for an eligible student with a disability. In this process, a school team must (a) conduct relevant assessments of the student’s educational needs; (b) develop meaningful goals and objectives, based on the assessment, which direct a student’s educational program; and (c) determine evaluation and measurement criteria by which a student’s progress is monitored (Yell & Stecker, 2003). The Document: The written document describes the student’s educational needs and details the special education and related services that the school will provide to address those needs. Writing procedurally correct IEPs will not meet legal standards if the student’s educational program does not result in his or her achieving meaningful educational benefit. Crafting a legally correct and educationally meaningful document is not just about following procedures; it is also about developing special education programs that lead to educational progress for students (Yell & Stecker, 2003). This Resource Manual intertwines the Congressional intent for the IEP process and the IEP document development to provide Horry County Schools’ special educators with Explicit Expectations.

How to Use this Manual

This document is intended to be a resource to IEP team members as they venture through the special education process. Each chapter contains an explanation or discussion of the intent of the chapter and how to apply each sub-section to EXCENT Online, if appropriate. Additionally, each chapter contains a “Quick Check” which can be used by teachers as a checklist to ensure each key component has been addressed and/or by administrators as a quality assurance tool.


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IEP Process Advance Organizer

Preparing for the Meeting

Drafting the IEP

Conducting the Meeting

Implementing Services

Monitoring Student Progress

Basic Assumption: Early Identification of Academic and Functional Needs

Basic Assumption: Application of the Framework for Effective Special Education Services

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Chapter 1: Basic Assumptions

Background

Horry County Schools (HCS) have a long and distinguished history of providing exemplary educational programs and services for all children. The system’s current emphasis is to ensure that every student is fully prepared to function successfully in a rapidly changing, technologically advanced society. The curriculum, as well as the teaching and learning process, is student-centered, personalized and achievement-based. The system focuses on five (5) major components: 1) high levels of student achievement, 2) positive family, school and community partnerships, 3) human resources development, 4) providing a safe, nurturing and healthy learning environment, and 5) effectively allocating and efficiently managing resources. Meeting the special needs of students with disabilities is an integral part of the total educational process. The four (4) major goals for meeting those students’ needs are 1) access to the general educational environment and curriculum, 2) involvement and participation in the general educational environment, 3) implementing individualized interventions, and (4) showing progress in the educational standards of the general educational curriculum to the greatest extent possible. The overarching emphasis of the educational and functional services for children with disabilities is summarized in the system’s mission statement for special education, and it is as follows:

The mission of special education in Horry County Schools is to provide the highest quality educational services to students with disabilities by implementing individualized, research and standards-based interventions, instruction, and assessments as we prepare them to become productive, responsible members of their community (Horry County Schools, June 2005, [p.3]).

Basic Assumptions There are basic assumptions that must direct our thinking and guide our actions as educators as we attempt to meet the educational needs of diverse learners with disabilities. These basic assumptions are: 1) Early Identification; 2) Collaboration and Consensus; 3) Compliance; and 4) Effective Instruction. These assumptions along with their supplementing ideas establish the foundation for initiating and implementing the IEP process and meeting the explicit expectations.


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In order to carry out the educational mission for students with disabilities, it is important to set high academic expectations based on state standards. It is the responsibility of the district, the school, and the instructional staff to assist the student in acquiring the knowledge and skills necessary to function in the general curriculum using research-based practices. The educational program should also foster the development of the dispositions of responsibility, independence and self-sufficiency begun at home with the parent(s)/guardian(s) being the initial teacher. This allows the student to be successful in the schooling process and to make a smooth transition into adulthood and the world of work. To assist in this process, it is imperative that school personnel implement a structured, data-driven process for identifying a student’s academic and/or functional performance needs.

Early Identification of Academic and Functional Needs When problems or deficits are initially recognized, it is imperative

that those needs be addressed before the student experiences failure. At the elementary level, school personnel may need to consult with the Student Study Team (SST). The SST is a school-based group composed of various school personnel who are responsible for implementing a problem-solving approach to identify students’ academic and/or behavioral needs. By applying a five step problem-solving approach, the SST defines the problem, develops an assessment plan, analyzes the assessment plan, develops an intervention plan and then analyzes the intervention plan. The primary purpose is to design useful interventions for maximizing students’ potential in the regular education environment.

All children can learn, and it is the responsibility of HCS to provide

services for students with disabilities that allow them to progress in the general curriculum. Identifying and meeting the needs of students at an early stage in order to prevent the need for special education services is the first basic assumption.

Collaboration and Consensus

Effective educational services require a strong collaborative partnership among all personnel, including the parent. School personnel who have knowledge of the student must work collaboratively with the parent to continually support and monitor the educational needs of the student. In some situations it may be necessary for school personnel to collaborate with support personnel from the community and other agencies outside the school.


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The IEP meeting, itself, serves as a communication vehicle between parents and school personnel, and enables them, as equal participants, to make joint, informed decisions regarding the (1) child's needs and appropriate goals; (2) extent to which the child will be involved in the general curriculum and participate in the regular education environment and State and district-wide assessments; and (3) services needed to support that involvement and participation and to achieve agreed-upon goals. Parents are considered equal partners with school personnel in making these decisions, and the IEP team must consider the parents' concerns and the information that they provide regarding their child in developing, reviewing, and revising IEPs (US Department of Education, 1999, pp. 12440-12441) (IDEA, Sec.300.324(a)(1) and (b)).

The IEP team should always work toward consensus; however, sometimes this cannot be accomplished. School personnel have the ultimate responsibility to ensure that the IEP includes the services that the child needs in order to receive a free, appropriate public education (FAPE). It is not appropriate to make IEP decisions based upon a majority "vote." If the team cannot reach consensus, the school personnel must provide the parents with prior written notice of the agency's proposals or refusals, or both, regarding the child's educational program and the parents have the right to seek resolution of any disagreements by initiating an impartial due process hearing. Building consensus and fostering positive collaborative partnerships to provide effective educational services is the second basic assumption.

Compliance

State and federal constitutional guarantees, as well as legal precedence, have established that every child is entitled to a free and appropriate public education. One of the fundamental tenants of law that permeates education in general, and special education in particular, is the provision of due process of law. The legal history of education illustrates the importance of this due process concept. Due process is a course of legal proceedings or steps taken in accordance with the principles of law designed to protect individual rights. In providing due process of law for students with disabilities, schools must provide specific procedural safeguards that have been established to protect the rights of children with disabilities and their parents. The umbrella of due process requirements begins to unfold at the point in which student deficits are initially recognized. The process continues when subsequent consideration is given to removing a student from the general educational environment, adjusting the curriculum to be offered, or providing supplemental services and/or aids. Parental consent must be obtained for initial placements and all future evaluations and placement decisions regarding special education.


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IDEA and its subsequent reauthorizations have outlined the due process requirements related to the education of a student with a disability. It is the responsibility of each school staff member to ensure that due process is followed in all actions related to children with disabilities in terms of prior notification, timelines, decisions and impartial hearings and appeals. It is imperative for the staff to understand the importance of the legal implications of due process requirements and be dedicated to providing due process rights for each student with a disability. Additionally, schools must maintain confidentiality of all records pertaining to students with disabilities and make those records available to parent(s)/guardian(s) at reasonable times.

When differences of opinion or complaints arise between the parent(s)/guardian(s) of a student with a disability and the school regarding procedures, programs, or services, a plan of action for resolving the disagreement must be carried out in a timely manner. The building administrator in collaboration with the teacher should seek advice and assistance from district office personnel when parent(s)/guardian(s) challenge decisions about their child’s educational program. An integral part of ensuring that all due process rights are afforded to each student with a disability is the on-going review and monitoring for compliance. Every special educator must be cognizant of the specific requirements set forth in IDEA, its implementing regulations and SC Regulation 43-243. Because IDEA is an individual entitlement Act, these mandates must be employed for each student served under the Act. Therefore, school districts are obligated to monitor the application of these rules and regulations. As the third basic assumption, compliance alone cannot be the vehicle for effective special education services. In fact, research has found that there is little correlation between compliance with IDEA mandates and effective instruction. A 100% compliant IEP does not necessarily equate to increased student achievement. Far too many factors, in addition to compliance, impact positive student outcomes. Nevertheless, special educators in HCS are charged with ensuring that all laws and regulations are applied to every student on their caseload. Effective Instruction The fourth basic assumption is effective instruction. Every special educator and related services provider in HCS must know and understand how to apply the “HCS Framework for Effective Special Education Services.” Initially presented in 2003, this Framework is a barometer by which decisions are made and services are provided. The Framework


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delineates the four (4) core areas of effective special education services and provides quality indicators for each area. Additionally, this Framework sets forth those research-based peer reviewed instructional practices to be provided to students with disabilities enrolled in HCS. All staff development provided for special educators and related services providers flows from this Framework. A full description can be found at www3.hcs.k12.sc.us – special education homepage and has been included in each HCS Special Educator’s Reference Guide. Clearly understanding and incorporating the foregoing basic assumptions into the educational process are fundamental to effectively serving students with disabilities. Horry County educators are dedicated to providing high caliber special education services that allow all children with disabilities to be successful.


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QUICK CHECK: Basic Assumptions

REMEMBER:

□ 1. All children can learn.

□ 2. Students with disabilities are general education students first.

□ 3. Meeting the special needs of students with disabilities is an integral part of the total educational process.

□ 4. For students with disabilities, participation in the general curriculum and the regular classroom must be the first priority.

□ 5. When problems or deficits are initially recognized, it is imperative that those needs be addressed and interventions be implemented.

□ 6. Effective educational services require a strong collaborative partnership among all personnel, including the parent.

□ 7. Due process procedures are a fundamental part of the IEP process. Be familiar with the requirements and follow them for every student with a disability.


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Chapter 2: Preparing for the IEP Meeting

“Preparation is important for most things, but for IEPs it is indispensable.” (Gelfman and Rosenfeld, 1992, p.2)

The IEP meeting serves as a communication vehicle between parents

and school personnel and enables them, as equal participants, to jointly decide what the student’s needs are, what services will be provided to meet those needs, and what the anticipated results may be. To facilitate this process, thoughtful meeting preparation must be put in place. It is a step that cannot be minimized or skipped. When preparation is well executed, it leads to ease of implementation of the other elements of the IEP process. While it is important to arrange for the practical things such as scheduling the meeting space and equipment, it is also essential to support the strong personal relationships between the school and the family and among the respective staff members who will serve the student. Refer to Chapter 4 for a description of the roles and responsibilities of those serving on the IEP team. Initial oral and written communication will set the tone for all future interactions with everyone involved in the IEP process.

As the student’s lead special educator (hereafter “the case manager”) prepares for the IEP meeting, there are many things that must be accomplished. Some may be completed in linear order while many others must be handled simultaneously. It is important to anticipate all that will be needed to address the student’s needs and to adhere to both state and federal regulations in order to conduct an effective IEP meeting. Planning the delivery of educational and related services to a student with disabilities through the development of an IEP is fundamental to meeting the child’s educational needs. Types and Purposes of IEP Meetings

When preparing for the meeting, the case manager must keep in mind the types and purposes for IEP meetings. Those are:

• Initial Meeting: The first staffing1 or meeting to determine if a student is eligible to receive special education and related services.

• Annual Review Meeting: A meeting which is held before the year’s anniversary of the previous IEP meeting.

• Special Review Meeting: This meeting is scheduled to address any special concerns that surface during the effective dates of a current IEP and need to be addressed by the IEP team.

• Transition Meeting: If the student is 13 years old or will be turning 13 during the life of the IEP, transition services, which include student’s interests, course of study, and career choices, must be

1Staffing is defined as a team meeting convened for the purpose of identifying/changing the identification of a student with a disability and/or changing a student to more restrictive placement option. A Staffing requires the attendance of a school psychologist or a speech clinician for students being identified as a student with a speech/language impairment.


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addressed. If the student is currently receiving Early Intervention Services under Part C of IDEA, then an interagency Transition Meeting must be held no later than 90 days prior to the child turning three (3) years old.

• Reevaluation Review Meeting: This review, which is to be held every three (3) years, considers whether additional evaluation information needs to be gathered. This review is also required when a student transfers from another school district.

• Manifestation Determination Review: This is a staffing/meeting to review if the misconduct was caused by, or had a direct and substantial relationship to, the student’s disability or was a direct result of the school’s failure to implement the student’s IEP.

• Other: This category of IEP meeting would include any other type of meeting, for example the transfer of students from other schools.

Meeting Arrangements

In preparing for the IEP meeting, the case manager must arrange for

the necessary physical facilities. Keep in mind that it is best that the location of the meeting have a computer, printer (or network capabilities to a printer), access to duplication equipment and access to a telephone. It is also important to select a location that has sufficient space to allow team members to sit comfortably in a circular fashion. This arrangement contributes to effective person-to-person and group communication. Make sure that the facility is scheduled for both day and time to prevent conflicts from arising. It is imperative to keep the appropriate administrator well informed about the process in order to facilitate the involvement of the appropriate staff without disrupting the orderly operation of the school. Selecting and Notifying Team Members

After arranging for the facilities, it is important to focus on the development of the notification/invitation letters. One of the seven (7) purposes for conducting an IEP meeting (see above) must be documented on the notification/letter of invitation. The purpose of the meeting must be determined based on the circumstances relevant to the individual student and specific state and federal regulations concerning students with disabilities.

Once the location and purpose of the meeting have been established,

the meeting should be scheduled. Consult the parent(s)/guardian(s) and prospective attendees (team members) to facilitate the most convenient date and time for the meeting. This consultation should never interfere with the required schedule for providing written notification of the IEP


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meeting to the parent(s). IDEA requires that the time and location be mutually agreed upon by both the parent and school personnel.

As the case manager plans for the meeting, he/she must ensure that all appropriate people are included in the meeting. SC Regulation 43-243 (pp. 83, 84) requires that each IEP team be composed of the following participants: a. A [Local Education Agency (LEA)] representative of the school

district /agency, who is qualified to provide, or supervise the provision of, specially designed instruction to meet the unique needs of students with disabilities, who is knowledgeable about the general curriculum and about the availability of resources of the school district/agency. In HCS this may be: • a district representative/designee who meets state

certification requirements for school administrators, supervisors, or special education instructional personnel;

• a principal (or designee); • a special education learning specialist/coordinator; or • a school psychologist.

b. At least one general education teacher of the student with a disability, if that student is, or may be, participating in the general educational environment. As a member of the IEP team for a student with a disability, the general education teacher must, to the extent appropriate, participate in the development, review, and revision of the student’s IEP, including assisting in the determination of suitable positive behavioral interventions and strategies for the student and in the determination of supplementary aids and services, program modifications, or supports for school personnel that must be provided for the student consistent with this section of these regulations. [Interpretation of this regulation has been expanded to mean that the general education teacher should be one that has taught, is teaching, or will teach this particular student.]

c. At least one special education teacher who is qualified in the area of

the student’s disability or, where appropriate, at least one special education provider of the student. The speech-language therapist is considered to be a student’s teacher and must be in attendance during meetings to develop the IEP for any student who has only a speech-language disability. The speech-language therapist may not serve as both the school district/agency representative and the teacher during the same meeting.


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d. The parent(s)/guardian(s) of the student with a disability. One or both of the student’s parents, legal guardian, or surrogate parents must be invited to participate in the meeting. (See Procedures for Surrogate Parents for more information about determining this need.)

e. The student who is the subject of the meeting, when appropriate. The

student must be invited to attend the meeting when the parents determine it is appropriate or when transition needs or services are to be discussed. (SC Regulation 43-243 requires that any student who will be turning thirteen (13) years of age or older during the life of the IEP must be invited to attend the meeting.)

f. Other individuals who have knowledge or special expertise regarding

the student, including related-services personnel as appropriate, at the discretion of the parent or the school district/agency. The determination of the knowledge or special expertise of any individual is made by the parents or the school district/agency who invited the individual to be a member of the IEP team.

g. An individual who can interpret the instructional implications of

evaluation results. This person may also be acting in another role as a member of the IEP team. For example, this may be a school psychologist who will also be serving as the LEA.

h. A representative of any other agency that is likely to be

responsible for providing or paying for transition services. Such a representative would be invited with the consent of the parent or adult student2.

The case manager is responsible for sending the letters of

notification/invitation for all IEP meetings to all participants, except a staffing meeting. The special education clerk will schedule the school psychologist and process the letters of invitations, in consultation with the case manager, for a staffing. IEP Team Attendance A member of the IEP Team specified above is not required to attend the IEP Team meeting, in whole or in part, if the parent of the student with a disability and the public agency agree, in writing, that the attendance of the member is not necessary because the member’s area of curriculum/related service is not being modified or discussed in the meeting. Additionally, a member of the IEP Team may be excused from a meeting even if the member’s area of curriculum/related service is being modified or discussed, if the parent, in writing, and the public agency

2Adult student is defined as a student with a disability that has reached the age of majority.


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consent to the excusal and the member submits, in writing to the parent and IEP Team, input into the development of the IEP prior to the meeting (See “Procedures for Excusing a Member of the IEP Team” on the HCS special education webpage). Excusing IEP Team Members:

IDEA ’04 allows for the excusal of IEP team members from an IEP/Staffing meeting for two (2) reasons: 1. A member of the IEP team is not required to attend an IEP team

meeting in whole or in part if the parent of a child with a disability and the District agree in writing that the attendance of the member is not necessary because the allocation of resources and/or a member’s area of the curriculum or related services is not being modified or discussed in the meeting, or

2. A member of the IEP team may be excused from attending an IEP team meeting, in whole or in part, when a meeting involves a modification to or discussion of the member’s area of the curriculum or related services;

if the parent, in writing, and the District consent to the excusal, and

the member submits, in writing, to the parent and the IEP team, input into the development of the IEP prior to the meeting.

Written parental consent must be obtained prior to the meeting

whenever an IEP team member is being excused from attending a meeting (34 C.F.R. 300.321).

The excusal of IEP team members applies to all IEP meetings other than the Initial Staffing/IEP development meeting and the Annual Review. Allowing IEP team members to be excused from IEP meetings is intended to provide additional flexibility to parents in scheduling IEP team meetings and to avoid delays in holding meetings when a team member cannot attend due to a scheduling conflict. The requirements that must be met in order to excuse a member of the team depend upon whether or not the member’s area of expertise is going to be discussed at the meeting. (See “Procedures for Excusing a Member of the IEP Team” on the HCS special education webpage). Parent Notification of the Staffing/IEP Meeting:

Parents have always been recognized as being vital members of the IEP team. Parents must be given notice of the IEP meeting early enough to ensure their participation. Although IDEA and SC Regulations do not require a specific timeline for prior notice of the meeting, it must be


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provided, either verbally (and documented) or in writing, early enough to ensure their participation. The standard timeline for sending a written invitation to a Staffing/IEP Meeting should allow for parental receipt of the invitation seven (7) calendar days prior to the meeting. However, if the parent agrees to attend an IEP meeting with only a day’s notice and/or without written notice of the meeting, then the case manager must document this agreement in the Parent Contact Log in EXCENT and may conduct the meeting without providing the parent with written notice.

If written notice is provided, remember to send the “Parent/Student

Response Form” along with the letter of invitation. This will serve as the parent(s)/guardian(s) opportunity to respond that they are able to participate at the time that has been scheduled or that alternative arrangements are needed.

The team may hold the Staffing/IEP meeting without the parent in

attendance if they are unable to convince the parent they should attend and has documented all attempts to do so. If unable to convince them, the case manager must keep a record of the attempts to arrange a mutually agreed upon time and place. See “Documenting Parental Contacts” on page 15 of this document for further details.

Applying EXCENT® Online

The form letters used by HCS have been developed by the SC Department of Education (SDE) in collaboration with EXCENT Online developers.

Go to the Process Section of the Menu Bar. From the Process Section on the Menu Bar,

select Meeting Letters. A summary of all meeting letters housed in EXCENT will appear on this screen. Click on the Add New Letter tab and input the necessary information as outlined in the Excent Users Guide.


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The case manager must complete the section of the letter that describes the details/logistics of the meeting, (i.e. room location, time of meeting). In addition, the case manager must provide the parent(s)/guardian(s) a copy of the Procedural Safeguards document entitled, “Your Rights as Parents Regarding Special Education,” once a school year, unless a parent requests another copy.

If a parent does not respond to the first notice, then a second

attempt must be made to ensure the parent has opportunity to participate in the IEP meeting. This second notice may be a made via phone or written invitation. If a written invitation will serve as this second notice, it must also be sent to ensure sufficient lead-time. HCS expects that the notice will be sent so it can be received five (5) calendar days prior to the meeting. Alternatively, the special educator can call a parent(s)/guardian(s) to let them know about the meeting. All parent contacts must be documented on the Parent Contact Log in EXCENT.

EXCENT also provides the opportunity for a third notification that can be used in two ways. First, it allows for a third notification when there is a


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need to confirm or change a meeting date/time. Second, it may be used for communication following a meeting when the parent did not attend.

Documenting Parent Contacts

Whether through written notices, phone calls or in-person conversations, all parent contacts regarding the IEP Process must be documented by using the Parent Contact Log in EXCENT.

From the menu bar select Supplemental. Then from the drop down menu select Parent Contact Log and enter appropriate information. Click on Form Completed and click on SAVE! Documenting parent contacts must include detailed records of telephone calls made or attempted; documenting dates of correspondence sent to the parents; and detailed records of visits made or attempted to the parent’s home or workplace. If the parent agrees to attend a Staffing/IEP meeting, but fails to be present at the meeting, the school must have made repeated attempts to encourage the parent to attend in order to hold the meeting without the parent. These repeated attempts must be documented in the Parent Contact Log in EXCENT. Other Tips for Parental Involvement

To ensure that clear communication takes place, IDEA regulations require that any written notification/invitation be understandable to the parent. The regulations specifically require that all notices be:

1. Written in a language that is understandable to the general public. 2. Provided in the native language of the parent or other mode of

communication used by the parent, unless it is clearly unfeasible to use that language or any mode of communication. If the native language or other mode of communication of the parent is not a written language, the school district/agency must ensure that:


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a. the notice is translated orally or by other means to the parent in his or her native language or other mode of communication,

b. the parent understands the content of the notice, and c. that there is written evidence that the requirements specified in 2 (a)

and (b) have been met (SC Regulation 43-243, pp. 94). If a parent requires a written notice in a language other than English or needs an interpreter at a meeting, the case manager must make arrangements for these services. Many schools have these resources readily available; if not, the case manager should contact the district office to assist with these arrangements. Occasionally, the parent may need assistance understanding the special education process or securing necessary resources for their child. HCS provides Parent/Educator Resource services through the provision of an employed parent of a child with a disability and a special educator. These services are available for any parent of a child with a disability who needs assistance. To secure these resources or find out more about the services available, call the Parent/Educator Resource Services staff at 488-6240. Gathering Information After notices have been sent and meeting logistics have been handled, the case manager must gather the necessary information to develop/draft the IEP. This step is the foundation of the IEP process. A complete and accurate profile of the student will facilitate the development of a meaningful and effective IEP. Information to be gathered at this point in the process should include, but not be limited to the following: statewide assessment results, district-wide assessment results, classroom performance information from all classroom teachers, medical information (if educationally relevant), SST intervention data, standardized assessment results, observation results, checklists, discipline records, and parent input. Additionally, academic and behavioral comparison data for non-disabled peers must also be available. The case manager must organize and review all information prior to developing the DRAFT IEP. The case manager will be expected to summarize all gathered information which will serve as the beginning point for the IEP. Amending the IEP without a Meeting: IDEA 04 and SC Regulations allow for IEP teams to amend an IEP after the initial development or annual review without an IEP meeting if


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certain conditions are met. The following conditions must be met in order to amend the IEP without a meeting:

• The parents and the District must agree to use this approach (not meeting) to amend the IEP;

• The amendments or changes to the IEP must be in writing; • The amendments or changes may only be clerical in nature; • All members of the IEP team, teachers, and service providers

must be informed of the changes made; and • This option can not be used for the initial development or annual

review of the IEP. This option only applies to modifications/changes the team might want to make after the annual review has been held.

Although IDEA and SC Regulations do not specify what form the amendment or changes take, the law does require that the modifications be in writing and be incorporated into the IEP. (See the EXCENT Manual for further details on how to amend/change an IEP). See the HCS “Procedures for Parent/District Agreement to Amend an IEP without a Meeting” for full details on the steps in this process. These may be found on the HCS special education webpage.


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QUICK CHECK: Preparing for the IEP Meeting

The Case Manager must:

□ 1. Determine the type and purpose of the IEP meeting.

□ 2. Make meeting arrangements: • Schedule the room for the meeting.

• Ensure that computer access and other equipment are available during the meeting

□ 3. Select and notify team members. • Identify on invitation letter the positions of individuals who

are invited or required to attend the meeting • Make personal or telephone contacts with parent(s)/guardians

and staff to facilitate convenient scheduling of the meeting. • Document attempts to secure parent participation on the

Parent Contact Log.

□ 4. When providing written notice of meeting. • Identify type of meeting and specific day, time, and place

(specify school, building, room number, etc.) for the meeting. • Ensure that all appropriate school personnel are notified:

LEA representative Regular educator Special educator Parent and student (if appropriate)

School psychologist (if evaluation/eligibility is being considered or discussed/reviewed) Agency personnel

• Mail letters of invitation ten (10) days in advance to ensure they are received seven (7) calendar days prior to the meeting date. Include a copy of the draft IEP and agenda.

• Send invitation to the student, if the student will be turning 13 during the life of the IEP.

• If parents have not responded to the letter of invitation, send second invitation/reminder five (5) days before the meeting or call the parents/guardians and student (when applicable) three (3) days prior to the meeting. Record all contacts/attempts on the Parent Contact Log.

• Make entries on the Parent Contact Log. • Collect input and document team member excusals, if

appropriate.


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□ 5. Determine if the parent will require assistance (i.e. interpreter, parent assistant).

□ 6. Gather student information to begin Drafting the IEP. • Statewide assessment results • District assessment results • Academic and behavioral comparison data for non-disabled

students • Classroom performance information from all teachers • Medical information (if appropriate) • Intervention results • Standardized assessment results, if appropriate • Observational data • Behavioral data (i.e. checklists, rating scales, discipline

referrals) • Parent input


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Chapter 3: Drafting the IEP

“…[D]eveloping IEPs is serious business. A great deal is at stake, most especially the education of children.”

(Bateman & Linden, 1998, p.25 as in Yell & Stecker, 2003, p.4)

As the case manager begins to draft an IEP for a student, several important key points must be held in the forefront throughout the development process. Because of the legal and educational importance of the IEP, it is imperative that the IEP team develop IEPs that are both legally correct and educationally meaningful. More specifically, as the IEP is drafted, teachers must remember: The IEP sets forth in writing a commitment of resources necessary to

enable the student with a disability to receive needed special education and related services;

The IEP is a management tool that is used to ensure that the student with a disability is provided the special education and related services appropriate to the student’s special learning needs;

The IEP is a document for verifying the delivery of services which is used by staff to determine whether the student with a disability is actually receiving the free appropriate public education (FAPE) agreed to by the members of the IEP team; and

The IEP serves as an evaluation device for use in determining the extent of the student’s progress toward meeting the projected outcomes.

(US Department of Education, 1981) Section I: Cover Page (Student Information) This section of the IEP document serves as a summary of critical student-specific information. Although this section is not required by IDEA, it certainly serves as the outline of student information.


In EXCENT, Section I: Cover Page consists of two (2) tabs: Dates and Transition.


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Tab 1 - Dates: SASI serves as the student information system which provides many of the details for this page. All basic student information (i.e. name, ID, etc.) are originated through SASI. Enter all other information where the field is blank or if the information needs to be revised.

• Current school year – enter the current school year. • Grade for this IEP – enter the grade for this IEP. • School for this IEP – click on the spyglass for a look-up listing or enter the

school the student will be attending. • Excluding Summer Months – check this box if this IEP does not include

services to be provided through the summer. • Type of IEP – click on the look-up listing of choices. • Date of the IEP meeting – click on the calendar or type in the date of the IEP

meeting. • Anticipated Date of Annual Review – click on the calendar or type in the

appropriate date. This date must be NO MORE THAN 365 days from the Date of the IEP meeting (365 days – 1 day).

Example:

Date of IEP Meeting: 11/21/2008 Anticipated Date of Annual Review: 11/20/2009 Non-Example:

Date of IEP Meeting: 11/21/2008 Anticipated Date of Annual Review: 11/22/2009

• IEP Initiation Date – click on the calendar or type in the appropriate date. This is the date for initiating the services described in this IEP.

• IEP Ending Date – click on the calendar or type in the appropriate date. This is the date for ending the services described in this IEP. This must not exceed 365 days from the IEP initiation date.


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NOTE: The Annual Review Date and the IEP Ending Date may be different. The IEP may run until the last day of school (Ending Date); however, it MUST still be reviewed before the Annual Review Date.

• Primary disability – click on the primary disability category as determined at the last eligibility/staffing meeting.

• Other disabling conditions – click on any other disabling conditions as officially determined at the last evaluation/reevaluation meeting. If the student does not have a secondary disability, this field is not required. Parent reported or teacher suspected disabling conditions should not be entered here. The student must meet eligibility criteria in one of the thirteen areas of categories of disability.

• Last Eval/Review Date – enter the date of the last reevaluation review meeting. This will be either the date of the student’s initial eligibility determination OR the date when continued eligibility was determined through the reevaluation review process. This date MUST match the information on the student’s Placement History screen which is maintained by the EXCENT System Administrator. Contact that office at 488-6947 or at [email protected] if you are uncertain as to the date to be entered.

• Anticipated date of 3 year Reevaluation – This date will automatically calculate 3 years after the date entered in Last Eval/Review Date; however, you can type in a date here if you prefer. This date must not exceed 3 years from the Last Eval/Review Date.

• You will not “see” the Percent of time student spends in regular

education environment statement until it defaults from Section IX. LRE. When the IEP Cover Page prints out, the LRE option will appear on the first page. This % of time will automatically calculate based upon the information you enter in Section IX. LRE.

Don’t forget to SAVE information before proceeding to the Transition Tab.


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Tab 2: Transition: IDEA ’04 defines transition services as a coordinated set of activities for a student with a disability that is designed within a results-oriented process that is focused on improving the academic and functional achievement of a student with a disability to facilitate the student’s movement to post-school activities. These activities include postsecondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation. In the past, IEP teams have addressed transition as a separate part of the IEP, but IEP teams must design a comprehensive transition program for every student with a disability age 13 or older. Therefore, the entire IEP for a student age 13 or older should be the coordinated set of activities intended by IDEA. As with every IEP, the “transition IEP” will be a coordinated set of activities that must be based on the individual student’s needs, taking into account the student’s strengths, preferences and interests, and must include:

• instruction, • related services, • community experiences, • the development of employment and other post-school adult-

living objectives, and, • if appropriate, acquisition of daily-living skills and functional

vocational education. The Transition Process: The transition process starts with the end or “outcome” in mind. That is, the purpose of transition planning is to determine the student’s post-high school outcome in the areas of education/training, employment and independent living skills; if applicable. The identified post secondary outcome must be derived from age appropriate transition assessments. The assessment component is a two (2) step process:

1. determine the student’s strengths, interests and preferences; and 2. determine the student’s current level of academic achievement and

functional performance. The results of these two (2) steps will guide the IEP team in establishing the post-secondary goal which leads to the student’s career cluster, course of study, areas for transition services, and meaningful annual goals with related and supplemental services. Each part of the IEP for a student age 13 or older will be based upon the 2 step assessment process. The transition process is on-going. The student’s interests/preferences, current performance levels and post-secondary goal will certainly evolve. The IEP team will continue to revisit and refine the post secondary goal/outcome through continued assessment of student interests,


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preferences, academic achievement and functional performance. The goal and, subsequently, the plan will change as a result of the ongoing assessment and progress of the student.

• Remember to invite the Career Development Facilitator to the IEP

meeting for a student who will turn 13 during the effective dates of the IEP. Their role is crucial as they will be able to review and revise the student’s Individual Graduation Plan (IGP) with the team.

Although SC requires transition services to be addressed for students age 13 and older, an IEP team may determine the transition process should be discussed for a student earlier than the age of 13.


Based upon the student’s date of birth, EXCENT will determine the student’s “transition age” and mark the initial Transition Services question accordingly. You must ensure that the correct response is marked.

If the student is not of transition age, NA should be marked by the system and the Transition questions will be grayed out and will not print.

If NA is marked, EXCENT will also mark Not applicable for grades K-8 at the bottom of the screen. Scroll down to be sure this has been selected. Remember, if the student is age 13 but not yet in the 8th grade, transition services must be addressed.

If the student is transition age, answer all Transition questions based upon the student’s documented interests and preferences. This information should be gathered from a variety of sources including transition assessments, surveys, inventories, etc. The transition planning process


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and this section of the IEP should describe a logical progression of how the student will proceed through school to obtain post-secondary goals.

Student’s interest and preferences – The student’s interests and preferences should be a brief description of the student’s interest and aptitudes derived from multiple sources of data including formal and informal assessments. These assessments should include both interviews and standardized measures. Interviews should be conducted with the student, parent, teachers and other service providers. The TEACHH Transition Assessment Profile, Transition Planning Inventory (TPI), Informal Assessments in Transition Planning, Enderle Severson Transition Rating Scales are examples of informal assessments that can be utilized. More formal measures can include, but are not limited to, the South Carolina Occupation Information System (SCOIS), the Cuder, PLAN, EXPLORE, and/or KeyTrain. The information gathered from these informal and formal assessments will lead to the development of the student’s post secondary outcome and course of study.

Examples: • Graham (13 yr. old middle school student with mild disabilities) - “Based on an

informal interview with the student and the parent, Graham is interested in playing basketball, video games and the possibility of going into the military.”

• Ruth (17 yr. old high school student with moderate disabilities) – “Based upon on-the-job observational work samples, interviews with the student’s current job coach and information gained from the Transition Planning Inventory, Ruth enjoys shelving books in the library and stocking shelves at the local hardware store.”

• Kelly (18 yr. old high school student with mild disabilities) – “According to the SCIOS and an informal student interview, Kelly is interested in helping people. She hopes to do this by enlisting in the Coast Guard, law enforcement or becoming a fire fighter. She is currently a volunteer firefighter.”

Non-Examples: • Susan is a nice student, who smiles a lot and has many friends. She is very social and

likes to talk to her friends. • Katie hopes to go to a 2 year school to learn a skill.


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SC Career Cluster – Once the student’s preferences and interests have been identified, the career cluster associated with those should be selected. These clusters are derived from the SC Education and Economic Development Act which provides for the development of a curriculum organized around a Career Cluster system that provides students with both strong academics and real-world problem-solving skills. These clusters include Arts, AV Technology and Communications; Agriculture, Food and Natural Resources; Architecture and Construction; Business, Management and Administration; Education and Training; Finance; Government and Public Administration; Health Science; Hospitality and Tourism; Human Services; Information Technology; Manufacturing; Marketing, Sales and Service; Public Safety and Security; Science, Technology, Engineering and Mathematics; Transportation, Distribution and Logistics; and, Family and Consumer Sciences Comprehensive (SC Department of Education (n.d.), pp.1-3).

Click on the spyglass and select the SC Career Cluster that the student will be pursuing. Examples: • Graham (13 yr. old middle school student with mild disabilities) - “Information

Technology” (Based on working with computers in the military) • Ruth (17 yr. old high school student with moderate disabilities) – “Marketing/Sales and

Service” (Based on the data described in the student’s interests and preferences) • Kelly (18 yr. old high school student with mild disabilities) – “Public Safety and

Security” (Based on the data described in the student’s interests and preferences) Non-Example: • Susan does not have a Career Cluster in mind. Course of Study – The Course of Study should describe the post-secondary outcome/goal and the path the student will follow to achieve this outcome. The student’s Individual Graduation Plan (IGP), if applicable, will be the guiding document and can be attached to the Course of Study. The Course of Study should encompass the curricular emphasis and requirements needed to meet the student’s post-secondary goal.


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Examples: • Graham (13 yr. old middle school student with mild disabilities) - “Upon completion of

high school, Graham will enlist in a division of the military to seek employment to work on computers. Therefore, his course of study is mastering grade level standards to successfully transition to the high school.”

• Ruth (17 yr. old high school student with moderate disabilities) – “Upon completion of high school, Ruth will obtain employment at a grocery or hardware store. Therefore, her course of study will reflect the obtainment of the 24 units needed to receive the District Occupational Diploma.”

• Kelly (18 yr. old high school student with mild disabilities) – “Upon completion of high school, Kelly will enlist in the Coast Guard to seek both employment and educational opportunities. Therefore, her course of study will be to successfully complete 24 Carnegie units and pass the HSAP to obtain a SC Diploma.”

Non-Examples: • Susan will participate in self-contained special education classes until she is 21. • Katie will take all the high school classes she needs to complete graduation

requirements. Areas of Transition – The purpose of this section is to ensure that a coordinated set of activities are planned for the student to enable the student to reach his/her post secondary goal/outcome.

[As of July 1, 2008, this section in EXCENT is in error. This statement should read “For students age 13 and older during the effective dates of the IEP, transition services in the areas of:…”] Click on each area which needs to be addressed in the student’s IEP in order for the student to reach the post secondary outcome.

• An annual goal/objective does not automatically need to be

developed in every area. Rather the IEP should address areas needed by the student.

Examples: • Graham (13 yr. old middle school student with mild disabilities) – Instruction would be

checked and, because of his disorganization, the IEP would contain goals related to his organizational skills needed for him to successfully transition to the high school.

• Ruth (17 yr. old high school student with moderate disabilities) - Instruction would be checked and the IEP would contain goals related to the skills needed to work in a grocery or hardware store. These skills could include categorizing and sorting and would be taught directly. Related Services may also need to be checked because Ruth needs to be taught fine motor skills in order to grasp objects securely. Community Experiences would also be selected, since at age 17, Ruth needs to be able to apply and generalize her classroom taught categorizing/sorting skills in a work environment.


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Age of Majority – This applies to students who will turn 17 or older during the life of the IEP. At age 17, the parent and student must receive a Notice of Transfer of Rights at Age 18. This informs the parents and the student that educational rights will be transferred to the student at age 18. If the parent or guardian wishes to retain educational rights, they must seek legal counsel to obtain the appropriate legal documents. A waiver is not permissible under state law.

Read the statement and click on the appropriate choice. Yes must be selected if the student will turn age 17 during the effective dates of the IEP. Not Applicable should be selected for students younger than age 17.

• Age of Majority MUST be addressed. Age of Majority procedures,

brochure, and forms may be found at www3.hcs.k12.sc.us – Office of Special Education – Procedures & Forms.

Diploma/Certificate – Every IEP for students age 13 or older must indicate the type of “exit document” the student will be receiving. This will, of course, relate to the previously identified course of study.

Check the anticipated type of ‘exit document’ the student will receive. • Regular State High School Diploma - An Anticipated Year of

Graduation is required. Provide the 4 digit year of anticipated graduation. The IEP team will determine how many years it will take the student to complete the requirements for a high school diploma based on the student’s present levels of performance and the student’s post secondary goal/outcome. This date may be changed by the IEP team as the student’s needs change.

• The Anticipated Year of Graduation date will be used to calculate the

graduation rate for the school’s AYP purposes. • District Diploma – This is the HCS Occupational Diploma. Check this

option if the student’s course of study would indicate this type of


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diploma is appropriate. A thorough review of the HCS Occupational Diploma requirements which can be found in the HCS Parent Student Handbook must take place with the parent and the student if this option is chosen. The IEP Team must ensure that the parent and the student understand that this is NOT a SC High School Diploma.

• Be sure to follow the process outlined in “A Teacher’s Guide to the

HCS Occupational Diploma” if the student will be pursuing an HCS Occupational Diploma. This Guide may be found at www3.hcs.k12.sc.us – Office of Special Education – High School.

• State Certificate – The state certificate is awarded when the student

receives the 24 required Carnegie units for high school graduation, but fails to pass the high school exit exam (HSAP).

• District Certificate – This is also referred to as a “certificate of attendance” and is awarded to students when they have attended school until the maximum age of 21 and have not completed all requirements for a State or District Diploma or a State Certificate.

• All students (diploma and non-diploma) must complete an individual

graduation plan (IGP). Be sure to follow the process outlined in “IGP-IEP Conferences: Individual Graduation Plans for Students with Disabilities” at www3.hcs.k12.sc.us – Office of Special Education – High School.

Don’t forget to SAVE information before proceeding to the Section II.

Section II. Academic and Functional Strengths and Needs As the case manager and related service provider, if appropriate, draft this section of the IEP, remember that the present levels of performance serve as the foundation for the remainder of the IEP. All other services listed in the IEP must link to this section. A strong description of current performance levels will support all remaining sections of the IEP. Present levels are specific statements that describe the student’s academic achievement and functional performance in the educational environment and must include how the student’s disability effects the student’s involvement in the general curriculum. Present levels should be written in observable, measurable terms to the extent possible and be understood by all persons involved in the student’s education, including general educators


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and parents. Present levels must provide specific information that supports the need for accommodations, modifications, supplementary services, and special education and related services. Academic Achievement relates to core academic areas. Examples include reading, language, math or written expression. Functional Performance relates to anything not related to the core academic areas that impedes the student’s attainment of goals and objectives or limits the student’s access to and progress through the general curriculum. Examples include study skills, organizational skills, time management, behavior, social skills, fine motor, gross motor, community involvement, daily living skills, hearing, vision, adaptive behavior, oral motor skills, etc.

• Check out the HCS Essential Skills Matrix on the special

education webpage and in the Appendix of this document for a more thorough listing of academic and functional skills.


Academic and Functional Strengths and Needs - This section is a narrative which describes a holistic, general “picture” of the student and how the student’s performance compares to that of his/her non-disabled peers both academically and functionally. This description should include the student’s strengths, as well as weaknesses, in both academic achievement and functional performance. Included in the description of the student’s present levels of academic achievement should be results of state and district assessments given to all students (i.e. norm referenced tests, state accountability tests). Included in the description of the student’s present levels of functional performance should be a general summary of classroom behavior, discipline reports/referrals and results of criterion-referenced measures. Also included here is a statement of how the student’s disability affects involvement and progress in the general curriculum.

Guiding Questions and Considerations helpful to developing this section: 1. What assessments are given to all students in the school? How does the student’s performance compare to the “norm” or “mean” of non-disabled


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peers on these assessments? Describe the answers to these questions. Consider including national and district norms, PACT results, MAP results, and other assessments given to all students. 2. How does the student’s performance compare to non-disabled peers in the core content areas? Describe the answer. Consider including grades, classroom performance and other measures of progress used with all students. 3. When addressing behavioral (affective) functional performance, be sure to include conduct, social skills, interpersonal relationships and mental health issues. Describe the answers to these questions: How many discipline referrals/suspensions, expulsions does the student have in comparison to non-disabled peers? How is the student’s behavior in the classroom in comparison to non-disabled peers? How does the student interact with peers and adults? 4. When addressing adaptive functional performance, be sure to include organizational skills, teacher-pleasing behaviors, study skills, strategic thinking, self-advocacy, self-help, independent living, etc. Describe the answers to these questions: Does the student organize materials at an age appropriate level? Does the student display teacher pleasing behaviors such as sitting up in class, tracking the teacher, raises hand, etc.? Does the student display age appropriate self-help skills? Does the student utilize strategies and/or study skills independently? Example of present level for a student with academic achievement needs and functional performance needs: The student is currently reading 2 grade levels below that of his sixth grade peers. The student has a RIT score on the Measures of Academic Progress (MAP) of _____ in the area of reading. This score is significantly below the mean score of _______. The PACT score from the spring of 2008 was below basic in the area of English-language arts. The student’s math RIT score on MAP was _____, which is significantly above the mean score of ______. The 2008 PACT score in the area of math was proficient. The student is able to access all grade level content standards with accommodations adjusting for a lower reading level. The student currently displays talking out behaviors in the classroom. He has received 15 discipline referrals during the school year for disrupting the class. Eighty-eight percent (88%) of the student’s non-disabled peers receive 0 or 1 referrals during the school year. The student’s communication and daily living skills are commensurate with those of his peers. The student’s difficulties in reading and behavior interfere with his access to and progress in the general curriculum.

• These present levels indicate a need for further diagnostic information in the areas of reading and behavior.

Example of present level for a student with academic achievement needs, but no functional performance needs: The student is currently reading 2 grade levels below that of his sixth grade peers. The student has a RIT score of _____ on the Measure of Academic Progress (MAP) in the area of reading. This score is significantly below the mean score of _______. The PACT score from the spring of 2008 was below basic in the area of English-language arts. The student is able to access all grade level standards with accommodations adjusting for a lower reading level. The student’s math RIT score was _____, which is significantly above the mean score of ______. The 2008 PACT score in


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the area of math was proficient. Additionally, the student follows the basic routine of the class and is able to participate by responding to questions during discussion.

• These present levels indicate a need for further diagnostic information in the area of reading alone. The student will not require further diagnostic information in the area of functional performance.

Example of present level for a student who is maintaining appropriate academic achievement levels, but has functional needs: The student has met the exit requirements on the HSAP in the areas of reading and mathematics and has currently earned 20/24 Carnegie Units required for graduation. The student is maintaining passing grades in all 11th grade classes. Without the support provided through his IEP, the student fails to complete and turn in assignments in a timely manner. Prior to this support, the student completed and turned in 25% of the assignments monthly.

• These present levels indicate a need for further diagnostic information in the area of functional performance alone. This student will not need anything additionally for academic achievement.

Functional Behavior - For any student with behavioral deficits/needs described in the preceding section, a functional behavior assessment (FBA) must be completed to further evaluate the student’s behavioral needs. This FBA serves as the diagnostic assessment to provide the IEP team with the information needed to address the behavioral concerns. The results of this FBA may lead to accommodations, behavioral goals and/or a behavior intervention plan (BIP).

If yes is checked, a prompt relating to the FBA will appear. You can hit Cancel to progress to the next section of the IEP and attach a previously developed FBA and BIP if those are still current and appropriate. Otherwise, proceed to the FBA & BIP sections of EXCENT and DO NOT hit Cancel. Present Levels of Academic Achievement and Functional Performance - ALL areas of deficit identified in the Academic Achievement/Functional Performance and Functional Behavior narrative sections should be addressed here in further detail. Diagnostic information taken from multiple sources of data should be listed for each area of deficit. If an FBA was completed in the previous section, the results should be referenced here. This section should not be a repeat of the strengths and weaknesses section, but rather should describe the results of the diagnostic information gathered about the student’s areas of deficit previously described.


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Each Area of Assessment listed here will appear automatically later on in the IEP form when selecting goals. Therefore, broad/general areas should be stated. Example: Reading Non-example: Fluency Example: Communication Non-example: Articulation Example of Academic Achievement using multiple data sources:

Example of Functional Performance (Behavior) using multiple data sources:


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• Pre-developed reports and graphs (i.e. MAP Progress Report) may be included in this

section, but they must be attached to the IEP. Attachments can be electronically done using EXCENT. See the EXCENT Manual for further information.

Service Category -

At the bottom of the Area of Assessment section, a Service Category should be selected for each area of assessment. Select whether the area will be addressed by special education, related services or both for each area of weakness you just described. Although Service Category does not appear in the printed IEP format, it is very important to select a Service Category on this screen. Completing this task will transfer the Area of Assessment to the appropriate drop down box in Section V of the IEP. Section III. Accommodations, Modifications and Supplementary Services: This section of the IEP begins the process of ensuring that instruction is provided in the least restrictive environment. Accommodations, modifications and/or supplementary services are changes made to the general curriculum to support the student in accessing and progressing in the general curriculum. Providing these types of services in the general curriculum must be considered prior to identifying the special education and related services.

Accommodations are changes in how a student accesses and/or demonstrates learning and do not substantially change the level or content of the information conveyed. Accommodations level the playing field, allow a student to show what he/she knows, and increases the student’s participation in the general curriculum. Assessment accommodations are driven by instructional accommodations (Shriner, (n.d.), p.2). Accommodations can be categorized into the following areas: setting, scheduling and time, presentation, and response options. • Setting accommodations are typically changes in the place where the

instruction would occur for students without disabilities. • Scheduling and timing accommodations are adjustments to when

instruction occurs and the duration of instruction. • Response accommodations are changes in the way the student

demonstrates knowledge. • Presentation accommodations are changes in the way the teacher

presents information during instruction and/or independent work.


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Data should be collected on the effectiveness of the accommodations and this data can be used by IEP teams to determine testing accommodations. Example: A student is given an accommodation for extended time of 1 additional day to complete out-of-class assignments. Data should be collected to determine if the student utilizes the extended time and if the use of the extended time enables the student to successfully access the general curriculum. The following information is taken from “A Parent Advocacy Brief” sponsored by the National Center for Learning Disabilities entitled, No Child Left Behind: Determining Appropriate Assessment Accommodations for Students with Disabilities. Guiding Questions and Considerations helpful to designing instructional accommodations: 1. What accommodations is the student regularly using during classroom instruction and on tests? 2. What is the student’s perception of how well an accommodation has worked? 3. Has the student been willing to use the accommodation? 4. What are the perceptions of the parents, teachers and others about how the accommodations have worked? 5. Have there been difficulties administering the selected accommodations? 6. Considerations for evaluating the accommodations: Student perception of how well accommodation is working; effective combinations of accommodations; perceptions of teachers, paraprofessionals and other specialists about how the accommodations appear to be working. Modifications are changes in what the student is expected to learn or demonstrate in the general curriculum. Key concepts and sub-skills in the content are identified. To determine these, the special educator should help teams understand the student’s needs so that they can determine the breadth and depth of the content area information. The general educator will assist the team in determining the key concepts and sub-skills. These concepts then become the focus for the instruction in the general curriculum with special educators and/or related service providers providing the specially designed instruction. Methods for demonstrating mastery of the content of the general curriculum are also identified. An assessment method would only be considered a modification if there is a change in what the student is expected to know or do or if it challenges the validity of the test. Example: Reading aloud a reading test would be a modification because when measuring reading, the student must be able to read. However, reading aloud a science test to the student


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would not be a modification because the test is measuring science knowledge and not the student’s reading ability. Guiding Questions and Considerations helpful to developing this section: 1. Review the data on the effectiveness of modifications currently being utilized. 2. What are the perceptions of the parents, teachers, and others about how the modifications will or have worked? 3. Does the student’s present level of performance indicate a need to narrow the breadth and depth of the content standards? If yes, the general educator(s) should inform the team of the key critical concepts that should be covered. Supplementary Services are services and supports that are provided in general education classes or other education-related settings to enable students with disabilities to be educated along with non-disabled students to the maximum extent appropriate. Supplementary services are provided to a student with a disability by a person. Supplementary services can include, but are not limited to: educational interpreting/transliterating, adult supervision during transition times, note taking, assistive technology services, and training for general educators.

Any accommodations, modifications and/or supplementary services must be supported by the student’s needs as described in the present levels section (Section I) of the IEP.


Accommodations—Type in the accommodations to be provided to the student based upon present levels of performance. In this section, describe the accommodation to be provided and the conditions under which it will be provided.


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Example: When presented with oral content during science and social studies, the student will provide oral responses rather than written responses during classroom instruction and on end of chapter tests. Non-Example: oral testing (this does not specify the conditions under which it will be provided).

Modifications—Click ‘Yes” if the student requires modifications to the general curriculum. The modification must describe the changes in what the student is expected to learn or demonstrate in the general curriculum. Example: Given the 3rd grade social studies standards, the student will master the 10 key concepts as attached. Non-Example: Social studies - self-contained class.

• This page can be printed out and provided to general education teachers. Be specific to

ensure clarity!

Supplementary Services—Supplemental services are provided to the student or on behalf of the student by a person. Services described here must clearly indicate what service(s) the person will provide to the student or on behalf of the student and are based upon the student’s needs detailed in the present levels. Supplementary services are designed to


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assist the student in the general education environment. This differs from related services. Related services are those services provided in order for the student to benefit from the special education services. Example 1: Behavioral support from an adult for continual redirection when the student attends Science class – 90 minutes daily. Example 2: Training for each of the student’s general education teachers regarding ADHD – One 30 minute training. Non-example: Speech services, OT, PT

• Any accommodations, modifications and/or supplementary services to be provided

must be supported by the needs of the student as described in the present levels. Section IV. Goals and Objectives: All areas of academic and/or functional need/deficit must be addressed in the IEP through accommodations, modifications, supplementary services and/or goals/objectives. Goals must be developed for all areas needing special education or related services as documented in the present levels section (Section II). Goals - Goals must describe the expected student outcome/results. Goals should not be content based (i.e. science, social studies). Goals should be based on the skills needed for the student to access and progress in the general curriculum (i.e. reading, math, language, behavior and/or functional skills). Goals must contain the condition, be observable, measurable, and attainable within a 12 month period.

Some students may need both academic and functional goals, some may need just academic goals and some may need just functional goals. Behavioral goals are required when instruction in behavioral/ social/emotional skills (i.e. social skills, aggression replacement, time on task, etc.) are needed for the student to participate successfully in the general curriculum. Behaviors covered in a Behavior Intervention Plan (BIP) do not require separate goals and objectives.


The Goals section in EXCENT allows the user to record goals, objectives, criteria and evaluation information for the student’s IEP. If the student does not have goals previously developed in EXCENT, click on the Goals & Objectives tab. Goals can be entered manually or through the use of Banks. If entering manually, simply type in the desired goal into the Goal Description field and click on whether this will be addressed as a related service, special education service or transition service.


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If choosing the Goals Banks, click on the arrow to view the Goal Banks currently maintained in EXCENT. From here, the teacher or related service provider can select an annual goal contained in the chosen bank. The teacher or provider may choose to type in their own annual goal. If you use the Goals Banks, be sure that the goal selected contains all appropriate components (i.e. condition, observable, measurable, and attainable within a 12 month period) as previously described. If it does not, the teacher or related service provider must edit the goal to include all appropriate components. Choose whether the goal is a related service goal, instructional/special education goal and/or a transition goal. Whether added manually or through the Goal Bank option, if the goal specified is a related service goal, then click on the look-up button and select the area addressed in the goal. Click on the look-up spyglass to select the location(s) where this goal will be delivered.

• Goals should always reflect the deficits noted in the present levels. They must be

measurable and have data noted in the present levels to substantiate progress.


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Example 1: Samantha will increase time on task during a class activity or assignment (observable) from 3 minute to 15 minute intervals (measurable) in all academic classes (condition). Non-Example 1: Samantha will finish class work by completing 80% of the following objectives. Example 2: Given a 7th grade passage (condition), the student will improve skills in reading by increasing fluency (observable) from 100 words per minutes to 140 words per minute with 90% accuracy (measurable) on story retells (condition). Non-Example 2: The student will increase skills in reading by mastering 80% of the following short-term objectives. Example 3: Given pre-teaching in the essential elements of literature (condition), the student will master necessary standards (observable) to earn a Carnegie Unit (measurable) in English I by the end of the 1st semester. Non-example 3: The student will pass English I with a 70% average. Example 4: Given independent work requiring reading (condition), Susan will ask for assistance by raising her hand and letting the teacher know she needs help (observable) if the reading is preventing her from completing the assignment 100% of the time (measurable). Non-example 4: Susan will complete all assigned tasks 100% of the time. Example 5: Given 2nd grade addition and subtraction problems, Kelly will increase her correct digits per minute from 20 digits to 38 digits by the end of the school year. Non-example 5: Claire will improve her math skills by increasing the correct number of digits per minute she can compute by the end of the school year. Example 6: Graham will increase his percent of positive days for using non-aggressive language (data gathered from daily point sheets) from 48% to 75% by June 2009. Non-example 6: Graham will increase his number of positive days by the end of the school year. Example 7: Given the phone number for the YMCA and a YMCA application, John will call to request an application and complete the application by writing his personal information in the spaces provided with 90% accuracy by June 2009. Non-example 7: John will learn how to complete an application. Example 8: Tony will produce the sounds s and z correctly during a 10 minute structured activity with a maximum of 2 verbal corrections by June 2009. Non-example 8: Tony will improve his ability to produce the s and z sounds in conversation. Example 9: Given a story starter, Sam will increase the number of words written per minute from 7 to 20 words per minute by June 2009. Non-example 9: Given a story starter, Sam will improve his written expression skills by June 2009. Objectives - IEPs for students with disabilities who take alternate assessments aligned to alternate achievement standards must include a description of benchmarks or short-term objectives. These objectives must identify the specific knowledge and/or skills the student is to demonstrate, the conditions under which they are to be exemplified, and the level of


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proficiency at which the new behaviors are to be performed. They should serve as the building blocks or sub-skills for accomplishing the goals. Other students may have benchmark objectives to show progress toward their annual goals; however, they are not required. (See Example)


Objectives to be accomplished by the student can be selected from the chosen Objectives Bank or may be manually entered. Each objective must contain mastery criteria and a method for evaluating the student’s progress in reaching the objective.

Example of a Goal and benchmarks: Annual Goal: Given a 4th grade reading passage, Nikki will increase her oral reading fluency from 70 to 106 words per minute by the end of the school year. Benchmarks: • Given a 4th grade reading passage, Nikki will increase her oral reading fluency 79

words per minute by the end of the 1st quarter. • Given a 4th grade reading passage, Nikki will increase her oral reading fluency to 88

words per minute by the end of the 2nd quarter. • Given a 4th grade reading passage, Nikki will increase her oral reading fluency to

97words per minute by the end of the 3rd quarter. • Given a 4th grade reading passage, Nikki will increase her oral reading fluency to 106

words per minute by the end of the 4th quarter. Example of a Goal and short term objectives: Goal: The student will use a voice output device to indicate basic requests for assistance 100% of the time when requesting food, drink, restroom, activities and rest. Objectives: 1. The student will identify pictures representing food, drink, restroom, activities and rest.


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2. The student will touch the appropriate pictures representing food, drink, restroom, activities and rest on the voice output box upon request. 3. The student will identify pictures representing food, drink, restroom, activities and rest independent of verbal prompts. Non-example of a Goal and short-term objectives: Goal: The student will request assistance by completing 80% of the following objectives. Objective 1: The student will raise hand. Objective 2: The student will ask for assistance when he has a problem. Objective 3: The student will attend speech therapy to improve speaking skills. Section V. Special Education and Related Services: After goals and objectives have been developed, the IEP should describe how “the strategies that will be most effective in realizing these goals” (US Department of Education, 1999, p.12471) will be provided. The special education and related services statements should describe what the IEP team has concluded are needed in order for the student to receive appropriate educational services. This section should clearly describe how the accommodations, modifications, supplementary services and goals/objectives will be addressed by the student’s instructional team. Each special education and related service specified must include the location, type and amount of time to be committed and must be written so that they are clearly understandable to all members of the student’s IEP team.

Special education and related services will be provided either through Direct or Indirect services. Direct services are instructional services, therapies or interventions provided one-on-one or in groups to an eligible student in the school, home or community setting. Indirect services are provided by a special educator to the student’s general educator to directly benefit the student, such as consultation with the regular educator, training for paraprofessionals, etc. Some areas of service will need to be provided through both direct and indirect.


The Services Section consists of two (2) tabs – Special Education and Related Services.


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Tab 1 - Special Education:

Click on the arrow at the end of the Areas of Service box. Each Area of Assessment marked as a special education service in Section II will appear in a drop-down box. This is where the Service Category Section from Section II becomes important. If not selected correctly in Section II, the area will not appear in the correct Areas of Service drop-downs.

Select whether the Area of Service will be addressed through direct services or indirect services.

Type a description of the instructional delivery to be provided. A general statement is sufficient – Specific methodologies should not be stated nor should specific program names be used. Teachers and related service providers should refer to broad/general peer reviewed practices such as Direct Instruction, applied behavior analysis, etc.


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Example: Reading – Direct – small group, direct instruction in beginning reading. Non-Example: Reading – Direct – SRA. Some areas of service may need to be selected more than once to reflect that the Area of Service will be provided through both direct and indirect service. These will need to be entered two (2) times – once indicating Direct instruction and another to indicate Indirect instruction. Example 1: Organizational Skills – Direct – Study skills strategies and organizational skills – special education classroom – 5 hours/week. Organizational Skills – Indirect – Consult with regular education teachers to monitor completion of assignments – regular classroom – 30 minutes weekly. Example 2: Behavior – Direct – small group intensive social skills training – special education classroom – .5 hours per week. Behavior – Indirect– monitor implementation of behavior contract – counselor’s office -- 6 minutes/day or 30 minutes per week.

• When dealing with behavioral issues, it is conceivable that a student may require direct

and/or indirect services. These may be provided through a BIP only in which goals/objectives are not required, or where goals/objectives only are required in the IEP, or through both the BIP as well as the IEP.

The location, length and frequency must be specified for each Area of Service.


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Example: special education classroom; 250 minutes; weekly. Non-Example: Conway High School; as needed. Don’t forget to SAVE information before proceeding to the Related Services tab or Section VI: Testing.

If no related services are needed, proceed to the instructions for Direct/Indirect Minutes per Week. Tab 2: Related Services:

List each related service required by the student to assist him/her to benefit from special education services. See the Glossary for a definition of related services as defined in IDEA 2004. Related Services that are provided to address instruction related to weaknesses in present levels of performance require the development of goals and objectives. This includes students who receive consultative (indirect) services. If the reason the student has a consultative (indirect) services is to ensure maintenance, then this should described and a goal addressing the student’s maintenance of the skills must be written. A related service that provides a service to the student but does not have an instructional purpose (i.e. transportation or nursing) does not require goals and objectives; however, it should be addressed in the holistic present levels of performance description. In EXCENT, these can be entered into the Related Service box without selecting an Area of Service.


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Click on the arrow at the end of the Areas of Service box. Each Area of Service listed in the present levels will appear in a drop-down box.

• This is where the Service Category Section from Section II: Present Levels becomes

important. If not selected correctly in Section II, the area will not appear in the correct Areas of Service drop-downs.

Next specify the amount of time to be addressed through direct services and indirect services. Direct services are instructional services, therapies or interventions provided one-on-one or in groups to an eligible student in the school, home or community setting. Indirect services are provided by a special educator/therapist to the student’s general/special educator to directly benefit the student.

Select a location(s) where the related service will be provided and the length and frequency that it will occur. Describe how the related service will be provided using a clear general statement.

Remember? This choice appears at the bottom of the screen in Section II


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Example: Socialization - Counseling – 30 (direct); 10 (indirect) – counselor’s office – (2) 20 minute sessions/week - small group. Non-example: Behavior – counseling – as needed

• If a student is provided special transportation due to behavioral issues, the skills to be

taught to the student in an effort to get the student back into regular transportation should be addressed through an FBA, a BIP and/or goals and objectives.

Don’t forget to SAVE information before proceeding.

Return to the Special Education Tab!

Once all special education and related services have been entered, the amount of direct and indirect instructional services must be entered.

Direct/Indirect Minutes per Week —To satisfy the Education Finance Act (EFA) requirements, this section is the TOTAL time for all services (special and related) listed above regardless of the setting. This calculation DOES NOT transfer to any other portion of the IEP. The time documented here should reflect the appropriate instructional needs of the student as determined by the IEP Team.

• This calculation may not necessarily be the same as the time the student spends inside the special education classroom in Section IX - the LRE page.

Don’t forget to SAVE information before proceeding to Section VI. Testing.


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Considerations for Related Services: 1. Before a student is provided special transportation due to the student’s removal from regular bus transportation due to behavioral reasons, a functional behavior assessment should be conducted, present levels of performance written to address the results of the FBA, and goals and/or a BIP developed. 2. If a student requires a related service that does not require goals/objectives, a statement in the present levels should state the student’s needs. For example: (1) The student requires medical services daily because of diabetes; (2) The student requires transportation because of limited mobility.

Section VI. Testing: The IEP must specify how the student will participate in statewide and/or district-wide assessments. This participation will be dependent upon the student’s needs as described in the present levels, accommodations/modifications/supplementary services and goals and objectives. Any accommodations or modifications that are recommended for testing must be based on the accommodations and/or modifications the student requires in daily instruction and assessment. The accommodations or modifications used in daily instruction should not be limited to only those allowable on PACT or HSAP (refer to Section III for a full explanation of aligning IEP goals to standards). All allowable accommodations and modifications for PACT and HSAP are listed in Appendix C of the Test Administrator’s Manual for each assessment. Before choosing testing accommodations, IEP teams must ensure that students have been taught to use the accommodations, the accommodations are currently being implemented during classroom instruction, and that the successful effectiveness of the accommodations have been documented.


The Testing Section consists of two (2) tabs – HSAP/PACT and Other Assessments.

Tab 1: HSAP/PACT This tab reports testing information for HSAP, PACT and SC-ALT. Both HSAP and PACT are divided into sections by sub-test. This allows for reporting testing conditions,


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accommodations and/or modifications that may be appropriate for one (1) sub-test, but not others.

The Accommodations/Modifications look-up boxes are populated with the most recent information from the SC Department of Education and will be updated in accordance with the Test Administrator’s Manuals. There are 3 testing conditions for each section of these tests:

o Standard with No Accommodations o Standard with Accommodations o Non-Standard with Modifications

When selecting items from the look up, the code preceding the description will indicate whether the selection is an accommodation (ACC) or modification (MOD) for that test section. Examples: ELA_ACC09 – reading aloud to self. This code indicates this to be an accommodation for the ELA portion of the test. ELA_MOD01 – oral administration. This code indicates this to be a modification for the ELA portion of this test. SC-ALT has links that will provide the User with further information related to these testing conditions.

• Any accommodations or modifications that are recommended for

testing must be based on the accommodations and/or modifications the student requires in daily instruction. Be sure this corresponds with Section II of the IEP.


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Tab 2: Other Assessments This tab contains information related to the South Carolina Readiness Assessment (SCRA), SCRA-Alt, ELDA, End-of-Course Tests and District Assessments. The End-of-Course section is constructed like the HSAP/PACT section which specifies the individual tests and requires the accommodations/modifications to be listed for each EOC Test. District Assessments - the test titles must be specified and any appropriate accommodations listed. MAP is considered to be a District Assessment and, therefore, must be addressed here. For students NOT participating in a District Assessment being used with all non-disabled peers, the reason(s) the student will not be assessed should be stated and the alternate means by which the student’s progress in that area will be measured must be identified.

Norm-referenced tests (NRT) - Be sure to address the “Norm-referenced test” question. All students should be included in NRT unless they can not access the test with any success. Remember the purpose of this test is to demonstrate how the student performs in comparison to their peers. This information is valuable to include when writing the student’s strengths and weaknesses in the holistic section of the present levels of performance. Students excluded from NRT might include those students needing Braille, assistive technology to access the test, or students with moderate/severe cognitive abilities.

Field Testing - All students should be included in field testing unless they cannot access the test with any success. The purpose of this test is to test items and it is important to have students with disabilities represented in this sample. Field tests have no consequences for students, teachers, schools, or districts. Participation to the maximum extent possible is strongly encouraged.


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Don’t forget to SAVE information before proceeding to Section VII. Areas of Consideration.

Section VII. Areas of Consideration: Special areas to be considered by the IEP team are included in this section.


Physical Education – Indicate the manner in which the student will participate in PE. Participation conditions in these programs can include: • Regular – The student is going to the regular physical education classes

with regular education peers with no accommodations or only the accommodations outlined in the Accommodations section of the IEP (Section II).

• Adaptive – The student is going to the regular physical education classes with regular education peers, requiring modifications to the curriculum which must be listed either here or in Section II with a statement to that effect here.

• Specially Designed (goals and objectives required) – The student is completing a totally different program from that of the general curriculum/standards. This is typically provided in a special education setting. Successful completion of this PE program would be based on meeting program competencies and/or the IEP goals and objectives.

Career and Technological Education – Indicate how the student will participate in CATE courses/services that will prepare the student for occupations in a technologically advanced society. These are prescribed by the general curriculum. See the Appendix for a listing of CATE courses. Discipline – All students are expected to follow the school rules/guidelines. This section refers to the extent to which or the conditions under which the regular school discipline policies apply or do not apply to the special education student. If specific areas of behavior will be


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targeted through a BIP which require adaptations to school rules/guidelines, explain those adaptations here. It is not necessary to restate all components in the BIP; however, a general statement/reference should be included.

Academic Plans for Students (APS) – Read the statement and click on the appropriate response. Reporting to Parents – This question refers to how often parents receive information concerning the student’s progress toward the completion of annual goals. This is required at least quarterly since all non-disabled students receive a quarterly progress report. A copy of the progress report should be attached to the IEP for documentation purposes. Parents of students with disabilities should also receive interim reports and report cards as often as the general school population receives them and under the same conditions as regular students. Promotion/Retention - Indicate if alternative promotion/retention standards will be applied for this student. If yes, clearly describe the IEP team’s decision about what and how these alternatives to promotion/retention will be implemented. Example: The student will be promoted based upon attaining goals/objectives in this IEP. Non-example: If the student attends school for 180 days, he will be promoted.

• Students following the requirements for a SC High School Diploma

are required to meet certain standards and pass the End-of-Course Tests; therefore, answering “yes” to this question for such students is not appropriate.

Section VIII. Consideration of Special Factors: This section of the IEP should be considered as a review of all previous sections of the IEP. Answer each question based upon whether the factor


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is a concern for the student. If a concern, then more detailed description of area should be evidenced in Present Levels and addressed at some point in the IEP.


If the factor is not a concern to the student, then click on “no, not a concern.”

This page may be left blank for completion at the meeting; however, the User must still click on SAVE in order for it and the signature page to print.

Assistive Technology Services/Devices – If the student’s needs as described in the present levels require assistive technology services and/or devices, mark yes. If so, be sure that the type of service/device (i.e. voice output device, writing devices, magnification devices, ambulation devices, positioning devices), the amount (daily) and the location of the service/device (in all school settings) are specified elsewhere in the IEP. DO NOT name a particular piece of equipment or methodology (i.e. Dynavox, Write Out Loud).


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Behavior, Braille, Communication Needs, Evaluation, LEP, and Strengths/Concerns—Simply read the statements and answer the questions accordingly. If “yes” is selected, be sure that the IEP clearly describes this special factor.

Extended School Year (ESY)—Consideration for ESY services must be discussed by the IEP team annually for every student served by an IEP. There are 3 choices based on the ESY consideration at the meeting:

1. The IEP team considers the student’s need for ESY services by completing an ESY Review Form and determines the student does not require these services. No further action is needed;

2. The IEP team considers the student’s need for ESY services by completing an ESY Review Form and determines the student does require these services. The ESY Addendum is developed at this meeting or at a meeting closer to the initiation of services; OR

3. The IEP team defers the ESY Review at this time and a decision to provide services will be deferred until later in the school year. This date is documented on the IEP. If ESY Eligibility is deferred until a later date, the IEP team must meet prior to the deferred date indicated on the IEP to review student progress and determine if ESY services are appropriate.

• If the 3rd option above is chosen, be sure the IEP team reconvenes

prior to the deferred date on the IEP to complete the ESY consideration process.

• As standard practice, ESY services should not be determined before the last 3-4 months of the regular school year.

Section IX. Least Restrictive Environment (LRE): IEP teams must carefully consider and document the extent to which a student with a disability cannot participate with his/her non-disabled peers full-time in the regular classroom and/or in other extracurricular and non-academic activities. This consideration must be based upon information described in the present levels of performance section of the IEP.


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Applying EXCENT® Online READ the opening statement in this section carefully. Mark the areas in which the student WILL NOT participate in the general education curriculum. If the student will be removed from the general education curriculum for “pull out” services, be sure to indicate the subject that the student will be not be receiving with non-disabled peers. If any area is checked, be sure an explanation is evident in the present levels to support the rationale for the student’s non-participation.

• When students are pulled for special education services during an

exploratory or elective course, there must be a reason described in the present levels of performance as to why the student can not participate in that class. It is very important that schools examine their master schedule and include an enrichment time for students who need supplemental assistance. Students can not be pulled from the general education curriculum for administrative or scheduling convenience.


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Calculate the amount of time per week that the student will spend inside the general education environment and inside a special education classroom, enter the amounts and hit TAB or <Enter>. Make sure that the hours/periods reported here and added together include the student’s entire school week, including lunch, breaks, class changes, etc.

The % of time for LRE data collection purposes will automatically calculate for you depending upon the time ratio entered. Remember, this percentage will transfer to the cover page of the IEP when it is printed out.

• BE SURE the hours spent in general education and special education

add up to the student’s total school day – not just the student’s instructional day.

• Be consistent with your colleagues! Check with your HCS Special Education Leadership Team member or department chairperson to make sure that you are calculating the total school day correctly.

Even though the computer will automatically check the placement option based upon the time entered above, check to be sure that a placement option has been selected in the correct age group applicable to the student. If the percentage choice is not chosen or you think the wrong one have been chosen, check to make sure you put the correct time in the correct box, then return the cursor to the time in special education field and hit TAB Again. Note the Placement Options are different for students Ages 6-21 and Ages 3-5.


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• Even though a 5 year old student may attend a Kindergarten class in

a school building, the Preschool Settings Placement Options (Ages 3-5) apply until the child turns 6 years old.

Answer the questions at the bottom of the screen and mark them accordingly, based upon the completed components of the IEP. All items must be considered at each IEP meeting. That is, even though these items are marked in the draft IEP, they MUST be discussed at every IEP meeting. Section X. Signature Page: Documentation should be available to evidence that all IEP team members were in attendance at the meeting. The Signature Page serves as this documentation. At the top of the signature page, ALL persons in attendance at the IEP meeting should sign to indicate they were involved as members of the IEP team. This includes the parent. No agreement is


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implied by their signature in this section - This is only to indicate attendance at the meeting.

The parent, guardian or age of majority student should then be asked to sign and date under the Parent Statement section. If a parent, guardian or age of majority student refuses to sign, document this refusal on the signature page and in the IEP/Staffing Meeting Summary (meeting minutes).

• Even if a parent does not “approve” of the IEP, the District is obligated

to implement the IEP developed by the IEP team. If this scenario occurs and the parent has been a member of the IEP team, be sure to explain the parent’s rights and provide them a copy of “Your Rights as Parents Regarding Special Education.”

• The Signature Page will not appear in the EXCENT program; it prints out with the LRE page.


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QUICK CHECK: Drafting the IEP

Section I: Student Information • Verify student information:

□ 1. Name

□ 2. Student ID

□ 3. Grade

□ 4. Age ● Enter other information:

□ 5. School Year

□ 6. Grade for this IEP

□ 7. School for this IEP

□ 8. Excluding Summer Months ● Enter current and future dates:

□ 9. Type of IEP

□ 10. Date of IEP meeting

□ 11. Anticipated Date of Annual Review

□ 12. IEP Initiation Date

□ 13. IEP Ending Date

□ 14. Last Eval/Review Date

□ 15. Anticipated Date of 3 year Reevaluation Review ● Enter transition information:

□ 16. If under the age of 13, verify NA has been marked If 13 during the life of the IEP, enter:

□ 17. Student Interests/Preferences

□ 18. SC Career Cluster

□ 19. Course of Study

□ 20. Areas of Transition

□ 21. Age of Majority, if turning age 17

□ 22. Diploma/Certificate


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Section II: Academic and Functional Strengths and Needs

□ 23. Clearly describe academic and functional strengths and needs:

• Write a descriptive “holistic” overview that compares the student with his/her non-disabled peers.

• Identify both educational strengths and needs (deficits). • List most recent state and district test scores and how

the results impact the student’s performance in comparison to non-disabled peers.

• Describe how the student’s disability affects performance and progress in the general curriculum. Indicate the name of test, observation/checklist, or other method of assessment.

• Ensure that functional performance has been addressed. • Review the Guiding Question and Considerations to

assist in developing this section.

□ 24. Address Functional Behavioral Assessment and Behavior Intervention Plan (if required)

□ 25-29. List present levels of academic achievement and functional performance:

• Select from the narrative above those areas of need deficits) and describe each method of assessment targeting each area of deficit.

• Describe multiple sources of data for each area of deficit.

• Since EXCENT has word processing capabilities, copy and paste data from other sources to use in this section, if desired.

• Use the spell check capability. Section III: Accommodations to the General Curriculum

□ 30. Describe accommodations to the General Curriculum. • These do not alter the content of the curriculum

□ 31. Describe modifications to the General Curriculum. •These are changes needed by the student to access the standards being taught to the student’s general educational peers).

□ 32. Describe Supplementary Services: •This is a service provided by a person to allow the student to participate in the General Curriculum.


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Section IV: Goals and Objectives

□ 33. IEP Goals: Type, Location of Service • Ensure that goals match the areas of deficit identified in Section II. • Ensure goals are skills-based and include all required

criteria.

□ 34. IEP Objectives: If the student is working on alternate achievement standards.

Section V: Special Education and Related Services

□ 35. Special Education Services: Area, Direct/Indirect, Instructional Delivery, Location, Length, Frequency.

□ 36. Specify amount of minutes of actual service, regardless of the setting: Direct, Indirect

□ 37. Related Services: Area of Service, Related Service, Direct/Indirect, Location, Length, Frequency, Description

• Ensure that Direct and Indirect service times are described correctly.

• Indicate amount of time for all services listed regardless of setting.

Section VI: Participation in Statewide [and District] Testing

□ 38. Participation in Statewide Testing

□ 39. Participation in District Testing

□ 40. Norm-Referenced Tests/Field Tests • Ensure this section reflects current policies and procedures

for both State and District testing programs. Section VII: Areas of Consideration

□ 41. Physical Education

□ 42. Career and Technological Education • Goals and objectives are required for any specifically

designed instructional needs in these areas. • Show evidence of this in both Section II and in Section IV.

□ 43. Discipline

□ 44. Academic Plans for Students: The Academic Plan must address any of the four areas in which the student scores below basic. [Grades 3-8 PACT] Even if the IEP serves as a


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part of that Plan, parent and student involvement must be completed in the AP document.

□ 45. Reporting to Parents • Be sure to document both how and when progress toward goals will be communicated to parents. A report card alone is not sufficient as it does not correlate directly with the goal.

□ 46. Promotion/Retention Section VIII: Consideration of Special Factors

□ 47. Special Factors: Select a choice for each item Special Factors: Assistive Technology Service(s)/Device(s), Behavior, Braille (Blind/Visually Impaired ONLY), Communication Needs, Evaluation, Limited English Proficiency, Strengths/Concerns, Extended School Year, ESY Eligibility Review, ESY Addendum Attached (IF APPLICABLE)

Section IX: Least Restrictive Environment (LRE)

□ 48. Least Restrictive Environment (LRE): Placement Setting • If the student will be removed from the general curriculum at any time during the day for the provision of special education and related services, check the area(s) that the student will not participate. • Remember to explain why the student CANNOT/WILL

NOT participate with non-disabled students in the regular class and/or in extracurricular and other non-academic activities.

□ 49. Amount of Time in Regular Education Environment: (hours, periods) per week

□ 50. Amount of Time in Special Education Environment: (hours, periods) per week

• Reminder: The amount of time in regular/general environment and time in special education environment must equal time in the total school week for this student’s school. • It is best to compute parts of hours in decimal equivalents (45 minutes=.75 of an hour).

□ 51. Placement Options: Ages 6-21, Ages • Ensure the time in General Education Environment is

computed correctly in relationship to the Least Restrictive Environment option chosen by the computer.


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□ 52. Document each of the Least Restrictive Environment Assurances:

Section X: Team Members [Signature Page]

□ 53. Ensure the parent/guardian signature page is available for signatures. • During the meeting, the PARENT signs both as a TEAM

Member (at the top of the page) and as PARENT/GUARDIAN on the signature line (at the bottom of the page)

□ 54. Print copies of the IEP.


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Chapter 4: Conducting the IEP Meeting

“Collaboration and teaming have become critical parts of how educators do their work in

schools today.” (Correa, 2000, p.4 as in Heward, 2000, p. 55)

After appropriate planning has taken place and a draft IEP has been developed, the next prerequisite to providing services is conducting the IEP meeting. As previously stated, the IEP meeting serves as a communication vehicle between parents and school personnel. Conducting an effective and efficient IEP meeting is essential for supporting positive interpersonal interaction, meaningful collaboration and consensus. Every IEP meeting should be run in an efficient, professional manner. Running an Efficient Meeting Develop an agenda: The use of a clearly defined agenda will ensure that essential items will be covered, will keep the group focused on the purpose of the meeting, and will facilitate the best use of the time available for all parties in attendance. No matter how short the IEP meeting, an agenda should be used. The agenda should always follow the special education process mandated by IDEA. In other words, regardless of the format of the Agenda, the team should always be able to answer these four (4) questions in this order: What are educational and functional performance needs of the student? How will the student’s needs be addressed? Where will the services be provided? How and when will the student’s progress be monitored and reported?

The agenda that focuses on the reason(s) for the meeting and

purpose(s) described in the invitation/notification should be reviewed at the beginning of the meeting by the Case Manager or designated Meeting Chairperson. New items suggested by other team members may be incorporated into the agenda at the appropriate point. The agenda should always match the purpose of the meeting stated on invitation/notification.

A sample Agenda may be found in the Appendix of this document. Assign Tasks: The LEA Representative may want to assign some “housekeeping” tasks to fellow team members to facilitate the smooth flow of the meeting such as 1) taking meeting minutes (IEP/Staffing Meeting Summary – IEP-10), 2) operating equipment (typing changes in EXCENT or operating a tape recorder), and/or 3) completing the quality control document, “Quick Check” (see Appendix) to ensure that all procedural requirements have been completed during the meeting.


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Begin with introductions: At the beginning of the meeting, the LEA Representative should give all attendees the opportunity to introduce themselves and describe their function in the IEP process. All attendees should be thanked for their participation and contributions to the IEP process.

If there are any attendee positions that were not included in the letters of invitation, obtain parent(s)/guardian(s) approval for the individual to be included and document that permission was granted on the IEP/Staffing Meeting Summary. If permission is refused, make adjustments as necessary or reschedule the meeting.

Please be reminded that a special education teacher and an administrator must be present at all IEP meetings. Depending on the purpose of the meeting, additional personnel will need to be included. Please refer to Chapter 2 of this document for a listing of the categories of people who are required to be in attendance for the IEP meeting. Also, the be sure to access and follow the “Procedures for Excusing a Member of the IEP Team” and “Procedures for Modifying the IEP without a Meeting” specify the steps to be taken when a team member is being excused from a meeting.

There are circumstances when the parent(s)/guardian(s) cannot or will not attend the meeting even though every effort has been made to accommodate their needs. Parents do not need to be physically present, but may, instead, participate via conference call. Using alternative methods of parent attendance at IEP meetings is strongly encouraged. Every effort should be made and documented to have the parents participate/attend the IEP meeting. When situations arise that a parent is not in attendance and has not responded to several documented attempts to obtain their participation (See Chapter 2 for these steps), then the team may continue with the meeting and provide the parents with copies of all documents developed at the meeting within seven (7) days after the meeting. Be sure that the IEP/Staffing Meeting Summary (IEP-10) documents the decisions proposed/refused by the team (Section D).

It is important to remember that the meeting may need to continue without the parent(s)/guardian(s) so that the IEP will not expire before a new one is put in place. This may ONLY be done if the parent indicates that they do not wish to be in attendance and numerous parent contacts have been made/documented in this regard. Document decisions made by the team: The HCS IEP/Staffing Meeting Summary (IEP-10) serves as the tool to document the actions taken by the IEP team, as well as any other pertinent information. An IEP-10 must be


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completed at every IEP meeting, no matter how short. Completing the IEP-10 is extremely important and should be assigned to a team member that can legibly, accurately, succinctly and professionally summarize the topics discussed by the team.

Roles and Responsibilities of the IEP Team Members

The IEP team members play an integral role in the planning and delivery of services to students with special needs. Each member of the IEP team makes contributions to the development, review and revisions of the IEP based on his/her area of expertise. Team members assist in determining suitable positive interventions, accommodations/modifications and strategies. They help to determine appropriate supplementary aids, supports and services and help to decide where the services will take place. Furthermore, IEP team members help to identify any student-specific training for school personnel that would be essential for meeting the special needs of the student. Each team member must keep abreast of notices concerning the various required IEP meetings and schedule sufficient time to be an effective member of the team. It is important that each team member collaborates in the IEP development process and meets all deadlines for completing the information for which he/she is responsible.

Respective team members may be called upon to assist the case

manager with some procedural/logistical activities during the IEP meeting. Cooperation and assistance with these activities will lead to an effective and productive IEP meeting that flows smoothly. It is important that the case manager and each team member exercise care when entering information into EXCENT Online making sure that all vital information is current, accurate and readily accessible for generating required reports. Further details regarding the application of EXCENT Online are found in Chapter 3.

The Case Manager In addition to his/her responsibility for providing instruction, each special education teacher has responsibilities for serving as a case manager for a group of students with disabilities and for serving as a team member for developing IEPs. It is essential that the case manager and other team members, including the parent, establish rapport with all parties involved in the IEP development process. Effective collaboration demands that communication is straightforward, congenial, open, and that consideration is given to understanding the time constraints and the schedules of others.


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The case manager has other responsibilities related to advocating for children and managing the IEP process. These responsibilities include gathering and compiling data, facilitating the IEP process, delivering services, and monitoring/assessing/documenting student performance and program outcomes. It is important to remember that data must be gathered, organized, verified and kept current for planning and developing the IEP, to guide the delivery of services, and to be used in developing district, state and federal reports. These responsibilities also involve adding students to and deleting students from the special educator’s class roster. Verifying his/her class roster must be an ongoing process for the case manager. Other responsibilities of the case manager include identifying his/her caseload and assigning others to participate as IEP team members.

More specifically, as the case manager, the special educator is responsible for 1) developing, 2) implementing, 3) maintaining, and 4) reviewing the IEPs for all students on his/her class roster. While some of these responsibilities may be more time consuming than others, they are all equally important. Developing the Draft IEP must be built around gathering information to fully address the student’s present level of performance. Other expectations pertaining to the development of the IEP are fully outlined in Chapter 3 of this manual. Implementing the IEP and providing services demand the case manager to ensure that a current and complete IEP is in effect prior to provision of special education and related services. It is essential to remember that all services identified in the IEP must be implemented as outlined. The case manager is directly responsible for ensuring that all services specified in the student’s IEP are provided. Maintaining the IEP requires the case manager to adhere to and implement all regulations that would result in modifying or changing the IEP (i.e. special reviews). Reviewing the IEP compels the case manager to ensure that all applicable timelines are identified and followed (i.e. annual reviews).

The Administrator It is important for principals to be supportive of teachers and

orchestrate the provision of sufficient time for team members to assess, plan, collaborate and conduct the necessary meetings for completing the IEP process. The principal or his/her administrative designee is a required member of the IEP team and serves as the Local Education Agency (LEA) representative. Typically, this means that the administrator will serve as the facilitator of the meeting. As stated in SC Regulation 43-243, the LEA representative must be knowledgeable of the general curriculum and resources available to meet the unique needs of students with disabilities. Refer to Chapter 2 for the definition of employees who may serve as the LEA representative.


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Related Service Providers The related service provider must utilize his/her particular expertise

and knowledge in planning, implementing and assessing services. The determination of the need for a related service is ultimately a data-driven IEP team decision. Collaboration among students, parents, teachers and related service providers must occur throughout the delivery of services. With a collaborative focus, related service providers can assist special educators in formulating a holistic set of services for each student based upon the expertise from all team members.

The Regular Classroom Teacher The regular classroom teacher has responsibility to seek assistance

and to refer students who are consistently not making sufficient progress toward the educational standards as well as for those who may have a disability. The regular classroom teacher plays a key role in collaborating with parent(s)/guardians(s) and special educators. He/she must gather and share information, assist in planning the IEP, and provide accommodations and modifications to services in the general education environment as deemed appropriate in the IEP. In previous regulations, the role of the regular classroom teacher was stated as “… the general education teacher must, to the extent appropriate, participate in the development, review, and revision of the student’s IEP, including assisting in the determination of suitable positive behavioral interventions and strategies for the student and in the determination of supplementary aids and services, program modifications, or supports for school personnel that must be provided for the student consistent with this section of these regulations.” This previous guidance provides an excellent statement as to the intent of having the regular classroom teacher in attendance. Interpretation of this regulation by the SC Department of Education has defined the general education teacher as a regular educator that has taught, is teaching, or will teach this particular student.

The Parent(s)/Guardian(s)

The parents of a child with a disability are expected to be equal participants along with school personnel, in developing, reviewing, and revising the IEP for their child. This is an active role in which the parents (1) provide critical information regarding the strengths of their child and express their concerns for enhancing the education of their child; (2) participate in discussions about the child's need for special education and related services and supplementary aids and services; and (3) join with the other participants in deciding how the child will be involved and progress in the general curriculum and participate in State and district-wide assessments, and what services the agency will provide to the child and in what setting (US Department of Education, 1999, p. 12473).


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District Office Personnel District office personnel provide supervisory, clinical and/or technical

support to special and regular teachers, related services providers and administrators. These personnel share with the school staff the responsibility for adhering to local, state, and federal policies and regulations and providing information and assistance for each of the steps in the IEP process. District office personnel have responsibility for planning, guiding, providing supplementary funding, and special initiatives designed to assess and improve the quality of services for students with disabilities. They also assist the school staff in counseling with parent(s)/guardian(s) and mediating differences that arise during the IEP process. The Student

Involvement of the student with disabilities in planning his/her individual educational program must be pervasive throughout the process. As the student matures, every effort should be made to involve him/her to the extent to which the student feels at ease. It is imperative that the case manager and team members strive to make the student feel involved and that all regulations setting specific age required processes be followed.

The IDEA Amendments of 1997 and carried through to IDEA 2004

also contain provisions that greatly strengthen the involvement of students with disabilities in decisions regarding their own futures, to facilitate movement from school to post-school activities. For example, those amendments (1) retained, essentially verbatim, the "transition services" requirements from the IDEA Amendments of 1990 (which provide that a statement of needed transition services must be in the IEP of each student with a disability, beginning no later than age 16); and (2) significantly expanded those provisions by adding a new annual requirement for the IEP to include "transition planning" activities for students beginning at age 16. SC Regulations require that transition planning begin at age 13 to correlate with the SC Education and Economic Development Act.

With respect to student involvement in decisions regarding transition

services, IDEA further requires that "the public agency must invite a student with a disability to attend his or her IEP meeting if a purpose of the meeting will be the consideration of the postsecondary goals for the student and the transition services needed to assist the student in reaching those goals… If the student does not attend the IEP meeting, the public agency must take other steps to ensure that the student's preferences and interests are considered" (US Department of Education, 2006, p. 12473, (Sec. 300.321(b)(1) and (2)).


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As HCS employees, each IEP team member must understand their role, as well as their responsibilities for ensuring that the IEP process mandates are met. A chart depicting the roles and responsibilities of various IEP team members is included in the Appendix of this document. Starting the IEP Meeting

After introductions, the meeting facilitator should begin the meeting by reviewing the Agenda items and asking if all items have been included. Secondly, the facilitator should review the items in Section A of the IEP/Staffing Meeting Summary, page 1 (IEP-10) and have all attendees document their attendance. Next, begin discussing the draft IEP, which must follow the sequence set forth by the IEP document (i.e. Section I, then Section II, then Section III, etc.) Emphasis must be on the student’s involvement in the general curriculum with non-disabled students. All sections of the draft IEP must be discussed, because the approved IEP will determine the type of educational and related services to be provided, the frequency with which the service will be provided, and the least restrictive environment in which the service(s) will occur. It is imperative that the case manager be very familiar with each section of the draft IEP. The case manager should present the draft IEP soliciting input from the respective team members (i.e. the school psychologist will provide any formal evaluation results), but keeping in mind that the student’s IEP is data-driven. The Quick Check at the end of this chapter provides step-by-step guidance of items to be discussed. Concluding the Meeting

Following the discussion of the draft IEP and any other Agenda items, there are several things that must be done to conclude the meeting. In order to bring closure to the process and pave the way for the provision of service, the case manager and team members will need to ensure that the applicable laws, policies and procedures have been followed. Review the results of the Quick Check to be sure that all items have been addressed. In addition, it is important to voice appreciation to each team member for his/her valuable contribution to the IEP process. While the Quick Check is being reviewed, the case manager can: 1) validate the IEP in EXCENT, 2) print the IEP from EXCENT, and 3) mark the “IEP Complete” in EXCENT. It is imperative that any adjustments/changes to the draft IEP that arose during the meeting be made prior to completing these 3 steps. The case manager should check through the IEP and ensure that all the areas have been addressed.


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Once the approved IEP has been printed, mark the IEP Complete, as outlined in the EXCENT Manual, if all of the following criteria have been met:

1. After all Access Members (i.e. related services personnel and other appropriate team members writing portions of the IEP) have added their information into the students IEP;

2. After the IEP meeting has been held and a signed document

exists;

3. After any additions or deletions made to the Draft IEP during the meeting have been entered on the Online document, and

4. After all errors reported under Validate IEP have been rectified.

If all of these cautionary items have been followed, the IEP is ready

to be marked IEP Complete by following the steps below.

It is also extremely important that the case manager document in EXCENT whether the parent participated in the meeting. To do this, check the EXCENT Manual.


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Note that once the IEP has been marked IEP Complete, it will appear in the read only format, no changes can be made to this document until the “New IEP” process has been initiated.

When a computer is not accessible at the IEP meeting, handwritten changes to the Draft IEP document should be made following the guidelines below:

1. Draw a single line through the words or dates to be changed/deleted;

2. Write the new information to correct the IEP in/above/near the

changed/deletion;

3. Date all changes/deletions; and, 4. Both case manager and parent (s)/guardian(s) should initial each

addition, deletion, or change. Wrapping it up After the IEP has been printed, provide the parent(s)/guardian(s) with a copy of the entire IEP. Other team members should be provided relevant portions of the IEP that will allow them to fulfill their responsibilities as related to implementing the IEP, if needed.

The case manager (or designee) should then review the IEP/Staffing Meeting Summary (IEP-10) and verbally confirm that the minutes of the meeting are accurate and complete. If the parent(s)/guardian(s) did not attend the meeting, provide a follow-up letter, a copy of the IEP and IEP-10 within seven (7) calendar days.


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Finally, the case manager/school psychologist/speech clincian must follow the steps outlined in the “Procedures for Records” for submitting documents to the District Office Records Room. They are as follows:

Effective with the 2008-09 school year, all original forms/documents and signature pages will be stored in the DO Records Room. Copies of these documents will be stored in the student’s school folder. Additionally, only those forms, signature pages or other documents not contained within EXCENT are required to be submitted/collected via the DO Records Room.

1. Within 5 school days of a Staffing1 or an IEP meeting: a. the special educator case manager will submit to the DO Records

Room: • the IEP-Section X (signature page); • the current IEP/Staffing Meeting Summary (IEP-10); • the ESY and/or BIP signature pages, if appropriate; and • any parent and student responses to IEP Meeting invitations.

To verify that all the required elements of this section of the IEP Process have been completed, use the following “Quick Check” items.


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QUICK CHECK: Conducting the IEP Meeting

1. Run an efficient, professional meeting

□ Develop an Agenda

□ Assign tasks

□ Begin with introductions

2. Be sure all members of the IEP team understand their roles and responsibilities

3. Start the meeting by:

□ Reviewing the agenda

□ Recording the actions of the team

□ Reviewing the Draft IEP in the proper sequence as follows- (a full explanation of each section can be found in Chapter 3)

Section I: Student Information

□ 1. Confirm the accuracy of student and parent(s)/guardian(s) information.

□ 2. Review and reiterate the dates of the IEP reviews, etc.

□ 3. Explain transition, career clusters, etc. as is necessary based on the student’s age and/or grade level. (See Chapter 3 for a listing of the South Carolina Career and Technology Education Curriculum Standards (Career Clusters).

Section II: Present Levels

□ 1. Review the “holistic” overview emphasizing the student’s academic and functional strengths and clarifying the academic and functional needs.

□ 2. Address the need for a Functional Behavior Assessment (FBA) and the results of that assessment. Indicate that the needs identified in this area will be addressed through a Behavioral Intervention Plan (BIP), if appropriate or goals and objectives.

□ 3. Discuss the areas of need and the data used to analyze these areas. Summarize the findings.


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Section III: Accommodations to the General Curriculum

□ 1. Explain accommodations (supplementary aids) to the general curriculum that are to be provided to enable the student to participate and to progress in the general curriculum as well as in any non-academic and/or extra curricular activities.

□ 2. Stipulate the need, if any for modifications to the general curriculum, such as change in content.

□ 3. Describe specific supplementary services and training of personnel necessary for the student’s participation in the general curriculum.


□ 1. Review information on the measurable skills-based goals and objectives.

□ 2. Emphasize that goals and objectives reflect what is to be taught to enable the student to attain access and develop skills to progress through the chosen course of study.


□ 1. Outline the special education and related services(s) proposed denoting the area of service, describing the instructional delivery, the instructional location and the frequency.

□ 2. Ask the related service provider(s) to describe how the related service(s) will enhance the student’s progress.

□ 3. Explain the direct and indirect services to be provided.


□ 1. Discuss the student’s participation in both statewide and district testing programs, and identify accommodations/ modifications needed.

□ 2. Describe any accommodations/modifications provided in classroom instruction that will be applied to the testing environment.

Section VII: Areas of Consideration

□ 1. If the student is fifteen (15) years of age or in the ninth grade, whichever has occurred first, determine the type of career and technological education.


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□ 2. For students in Grades 3-8 who scored below basic on PACT, determine the elements of an academic plan.

Section VIII: Special Factors to be Considered

□ 1. Review the special factors and make decisions based on the needs of the student.

□ 2. Considerations must be given annually to Extended School Year (ESY) services. Inform the parent(s)/guardian(s) that the decision can not be made before the last three (3) months of the regular school year. This may require the IEP team to reconvene prior to the deferred date on the IEP.

Section IX: Least Restrictive Environment

□ 1. Discuss the Least Restrictive Environment (LRE) requirements referring to the educational and functional assessments. It is especially important to identify any activities in which the student will not participate in the general curriculum with regular students.

□ 2. Explain why full participation is not possible for identified areas. During the discussion, account for the entire school day not just the instructional day. Clearly identify the placement option that is most appropriate and the environment where the services(s) will be provided.


□ 1. Verify that the appropriate categories of team members were present at the meeting and obtain signatures along with the titles of the team members and the date of the signature.

□ All meeting attendees, including he parent(s)/guardian(s) or adult student should sign at the top of the page. The parent(s)/guardian(s) or adult student should also sign at the bottom of the page.

□ In the event that the parent(s)/guardian(s) or adult student should refuse to sign their refusal must be noted and dated on the IEP by the case manager.

4. Conclude the meeting by:

□ Validating the IEP


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□ Printing the IEP

□ Marking the IEP Complete (See EXCENT Manual) 5. Wrap up the meeting by:

□ Providing a copy of the IEP to the parent

□ Reading the minutes of the meeting

□ Providing copies of the IEP-10 to the parent

□ Submitting original documents to the DO Records Room as per the Records Procedures.


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strengths: Concepts and practices. Columbus, OH: Zaner-Bloser, Inc. Bateman, B.D. & Linden, M.A. (1998). Better IEPs: How to develop legally

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of Terms & Acronyms. (Retrieved February 2, 2005). http://www.cec.sped.org/law_res/doc/law/regulations/regs/definitions.php.

Culatta, R. A.; Tompkins, J. R. & Werts, M. G. (2003). Second Edition.

Fundamental of special education: What every teacher needs to know. Upper Saddle River, NJ: Merrill.

Fapeonline. (n.d.). Terms. (Retrieved November 10, 2005).

http://www.fapeonline.org/terms.htm. Gelfman, M. H. & Rosenfeld, S. J. (1992, April). Improving the quality of

IEP meetings. EDLAW Briefing Paper, (1), 10, 1-15. Hallahan, D. P. & Kauffman, J. M. (2003). Ninth Edition. Exceptional

learners: Introduction to special education. Boston, MA: Allyn and Bacon.

Heward, W. L. (2000). Sixth Edition. Exceptional children: An introduction

to special education. Upper Saddle River, NJ: Merrill. Horry County Schools. (2005). 2005-06 Parent student handbook. Conway,

SC: Horry County Schools.


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Horry County Schools. (2005, June). Building a framework for excellence. Conway, SC: Horry County Schools.

Iowa City Community School District. (n.d.). Glossary of special education

terms. (Retrieved November 10, 2005). http://www.iowa-cityk12.ia.us/Teacher/SpecEd/sped/glossary.asp.

Ldonline. (n.d.). Glossary. (Retrieved November 10, 2005). http://www.ldonline.org/ld_indepth/glossaries/ld_glossary.htmnl. Parent Pals.com. Special Education Resources. Special Education Guide.

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Philpot, D.J. (2002). Glossary of Special Education Terms. (Retrieved

November 3, 2005). http://www.dphilpotlaw.com/html/glossary.html. Polloway, E. A. & Patton, J. R. (1997). Sixth Edition. Strategies for

teaching learners with special needs. Upper Saddle River, NJ: Merrill. Salend, S. J. (2001). Fourth Edition. Multimedia Edition. Creating inclusive

classrooms: Effective and relective practices. Upper Saddle River, NJ: Merrill.

Shriner, J. (n.d.). Effective individualized education programs. Ideas that

Work. US Office of Special Education Programs. Participation Accommodation Reporting. (Power-point Handout) Sponsored by the South Carolina Department of Education. Office of Curriculum and Standards and the Office of Exceptional Children.

South Carolina Code of Laws (2005). Title 59 Chapter 20 Education

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rights as parents regarding special education: South Carolina Department of Education.

http://www.myscschools.com/offices/ec/publications/page276.cfm Special School District, Town & Country, Missouri. (n.d.). Key special

education and disability-related terms. (Retrieved November 3, 2005).

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Appendices

Quick Checks………………………………………………….. A Sample IEP Agenda………………………………………….. B Roles & Responsibilities of IEP Team Members……. C Essential Skill Areas………………………………………….. D


Appendix A

QUICK CHECK: MASTER

QUICK CHECK: Basic Assumptions

REMEMBER:

□ 1. All children can learn.

□ 2. Students with disabilities are general education students first.

□ 3. Meeting the special needs of students with disabilities is an integral part of the total educational process.

□ 4. For students with disabilities, participation in the general curriculum and the regular classroom must be the first priority.

□ 5. When problems or deficits are initially recognized, it is imperative that those needs be addressed and interventions be implemented.

□ 6. Effective educational services require a strong collaborative partnership among all personnel, including the parent.

□ 7. Due process procedures are a fundamental part of the IEP process. Be familiar with the requirements and follow them for every student with a disability.


QUICK CHECK: Preparing for the IEP Meeting

The Case Manager must:

□ 1. Determine the type and purpose of the IEP meeting.

□ 2. Make meeting arrangements: • Schedule the room for the meeting.

• Ensure that computer access and other equipment are available during the meeting

□ 3. Select and notify team members. • Identify on invitation letter the positions of individuals who

are invited or required to attend the meeting • Make personal or telephone contacts with parent(s)/guardians

and staff to facilitate convenient scheduling of the meeting. • Document attempts to secure parent participation on the

Parent Contact Log.

□ 4. When providing written notice of meeting. • Identify type of meeting and specific day, time, and place

(specify school, building, room number, etc.) for the meeting. • Ensure that all appropriate school personnel are notified:

LEA representative Regular educator Special educator Parent and student (if appropriate)

School psychologist (if evaluation/eligibility is being considered or discussed/reviewed) Agency personnel

• Mail letters of invitation ten (10) days in advance to ensure they are received seven (7) calendar days prior to the meeting date. Include a copy of the draft IEP and agenda.

• Send invitation to the student, if the student will be turning 13 during the life of the IEP.

• If parents have not responded to the letter of invitation, send second invitation/reminder five (5) days before the meeting or call the parents/guardians and student (when applicable) three (3) days prior to the meeting. Record all contacts/attempts on the Parent Contact Log.

• Make entries on the Parent Contact Log.


• Collect input and document team member excusals, if

appropriate.

□ 5. Determine if the parent will require assistance (i.e. interpreter, parent assistant).

□ 6. Gather student information to begin Drafting the IEP. • Statewide assessment results • District assessment results • Academic and behavioral comparison data for non-disabled

students • Classroom performance information from all teachers • Medical information (if appropriate) • Intervention results • Standardized assessment results, if appropriate • Observational data • Behavioral data (i.e. checklists, rating scales, discipline

referrals) • Parent input


QUICK CHECK: Drafting the IEP

Section I: Student Information • Verify student information:

□ 1. Name

□ 2. Student ID

□ 3. Grade

□ 4. Age ● Enter other information:

□ 5. School Year

□ 6. Grade for this IEP

□ 7. School for this IEP

□ 8. Excluding Summer Months ● Enter current and future dates:

□ 9. Type of IEP

□ 10. Date of IEP meeting

□ 11. Anticipated Date of Annual Review

□ 12. IEP Initiation Date

□ 13. IEP Ending Date

□ 14. Last Eval/Review Date

□ 15. Anticipated Date of 3 year Reevaluation Review ● Enter transition information:

□ 16. If under the age of 13, verify NA has been marked If 13 during the life of the IEP, enter:

□ 17. Student Interests/Preferences

□ 18. SC Career Cluster

□ 19. Course of Study

□ 20. Areas of Transition

□ 21. Age of Majority, if turning age 17

□ 22. Diploma/Certificate


Section II: Academic and Functional Strengths and Needs

□ 23. Clearly describe academic and functional strengths and needs:

• Write a descriptive “holistic” overview that compares the student with his/her non-disabled peers.

• Identify both educational strengths and needs (deficits). • List most recent state and district test scores and how

the results impact the student’s performance in comparison to non-disabled peers.

• Describe how the student’s disability affects performance and progress in the general curriculum. Indicate the name of test, observation/checklist, or other method of assessment.

• Ensure that functional performance has been addressed. • Review the Guiding Question and Considerations to

assist in developing this section.

□ 24. Address Functional Behavioral Assessment and Behavior Intervention Plan (if required)

□ 25-29. List present levels of academic achievement and functional performance:

• Select from the narrative above those areas of need deficits) and describe each method of assessment targeting each area of deficit.

• Describe multiple sources of data for each area of deficit.

• Since EXCENT has word processing capabilities, copy and paste data from other sources to use in this section, if desired.

• Use the spell check capability. Section III: Accommodations to the General Curriculum

□ 30. Describe accommodations to the General Curriculum. • These do not alter the content of the curriculum

□ 31. Describe modifications to the General Curriculum. •These are changes needed by the student to access the standards being taught to the student’s general educational peers).

□ 32. Describe Supplementary Services: •This is a service provided by a person to allow the student to participate in the General Curriculum.



□ 33. IEP Goals: Type, Location of Service • Ensure that goals match the areas of deficit identified in Section II. • Ensure goals are skills-based and include all required

criteria.

□ 34. IEP Objectives: If the student is working on alternate achievement standards.


□ 35. Special Education Services: Area, Direct/Indirect, Instructional Delivery, Location, Length, Frequency.

□ 36. Specify amount of minutes of actual service, regardless of the setting: Direct, Indirect

□ 37. Related Services: Area of Service, Related Service, Direct/Indirect, Location, Length, Frequency, Description

• Ensure that Direct and Indirect service times are described correctly.

• Indicate amount of time for all services listed regardless of setting.


□ 38. Participation in Statewide Testing

□ 39. Participation in District Testing

□ 40. Norm-Referenced Tests/Field Tests • Ensure this section reflects current policies and procedures

for both State and District testing programs. Section VII: Areas of Consideration

□ 41. Physical Education

□ 42. Career and Technological Education • Goals and objectives are required for any specifically

designed instructional needs in these areas. • Show evidence of this in both Section II and in Section IV.

□ 43. Discipline

□ 44. Academic Plans for Students: The Academic Plan must address any of the four areas in which the student scores


below basic. [Grades 3-8 PACT] Even if the IEP serves as a part of that Plan, parent and student involvement must be completed in the AP document.

□ 45. Reporting to Parents • Be sure to document both how and when progress toward goals will be communicated to parents. A report card alone is not sufficient as it does not correlate directly with the goal.

□ 46. Promotion/Retention Section VIII: Consideration of Special Factors

□ 47. Special Factors: Select a choice for each item Special Factors: Assistive Technology Service(s)/Device(s), Behavior, Braille (Blind/Visually Impaired ONLY), Communication Needs, Evaluation, Limited English Proficiency, Strengths/Concerns, Extended School Year, ESY Eligibility Review, ESY Addendum Attached (IF APPLICABLE)

Section IX: Least Restrictive Environment (LRE)

□ 48. Least Restrictive Environment (LRE): Placement Setting • If the student will be removed from the general curriculum at any time during the day for the provision of special education and related services, check the area(s) that the student will not participate. • Remember to explain why the student CANNOT/WILL

NOT participate with non-disabled students in the regular class and/or in extracurricular and other non-academic activities.

□ 49. Amount of Time in Regular Education Environment: (hours, periods) per week

□ 50. Amount of Time in Special Education Environment: (hours, periods) per week

• Reminder: The amount of time in regular/general environment and time in special education environment must equal time in the total school week for this student’s school. • It is best to compute parts of hours in decimal equivalents (45 minutes=.75 of an hour).

□ 51. Placement Options: Ages 6-21, Ages 3-5


• Ensure the time in General Education Environment is

computed correctly in relationship to the Least Restrictive Environment option chosen by the computer.

□ 52. Document each of the Least Restrictive Environment Assurances:


□ 53. Ensure the parent/guardian signature page is available for signatures. • During the meeting, the PARENT signs both as a TEAM

Member (at the top of the page) and as PARENT/GUARDIAN on the signature line (at the bottom of the page)

□ 54. Print copies of the IEP.


QUICK CHECK: Conducting the IEP Meeting

1. Run an efficient, professional meeting

□ Develop an Agenda

□ Assign tasks

□ Begin with introductions 2. Be sure all members of the IEP team understand their roles and

responsibilities 3. Start the meeting by:

□ Reviewing the agenda

□ Recording the actions of the team

□ Reviewing the Draft IEP in the proper sequence as follows- (a full explanation of each section can be found in Chapter 3)

Section I: Student Information

□ 1. Confirm the accuracy of student and parent(s)/guardian(s) information.

□ 2. Review and reiterate the dates of the IEP reviews, etc.

□ 3. Explain transition, career clusters, etc. as is necessary based on the student’s age and/or grade level. (See Chapter 3 for a listing of the South Carolina Career and Technology Education Curriculum Standards (Career Clusters).

Section II: Present Levels

□ 1. Review the “holistic” overview emphasizing the student’s academic and functional strengths and clarifying the academic and functional needs.

□ 2. Address the need for a Functional Behavior Assessment (FBA) and the results of that assessment. Indicate that the needs identified in this area will be addressed through a Behavioral Intervention Plan (BIP), if appropriate or goals and objectives.

□ 3. Discuss the areas of need and the data used to analyze these areas. Summarize the findings.


Section III: Accommodations to the General Curriculum

□ 1. Explain accommodations (supplementary aids) to the general curriculum that are to be provided to enable the student to participate and to progress in the general curriculum as well as in any non-academic and/or extra curricular activities.

□ 2. Stipulate the need, if any for modifications to the general curriculum, such as change in content.

□ 3. Describe specific supplementary services and training of personnel necessary for the student’s participation in the general curriculum.


□ 1. Review information on the measurable skills-based goals and objectives.

□ 2. Emphasize that goals and objectives reflect what is to be taught to enable the student to attain access and develop skills to progress through the chosen course of study.


□ 1. Outline the special education and related services(s) proposed denoting the area of service, describing the instructional delivery, the instructional location and the frequency.

□ 2. Ask the related service provider(s) to describe how the related service(s) will enhance the student’s progress.

□ 3. Explain the direct and indirect services to be provided.


□ 1. Discuss the student’s participation in both statewide and district testing programs, and identify accommodations/ modifications needed.

□ 2. Describe any accommodations/modifications provided in classroom instruction that will be applied to the testing environment.

Section VII: Areas of Consideration

□ 1. If the student is fifteen (15) years of age or in the ninth grade, whichever has occurred first, determine the type of career and technological education.


□ 2. For students in Grades 3-8 who scored below basic on PACT, determine the elements of an academic plan.

Section VIII: Special Factors to be Considered

□ 1. Review the special factors and make decisions based on the needs of the student.

□ 2. Considerations must be given annually to Extended School Year (ESY) services. Inform the parent(s)/guardian(s) that the decision can not be made before the last three (3) months of the regular school year. This may require the IEP team to reconvene prior to the deferred date on the IEP.

Section IX: Least Restrictive Environment

□ 1. Discuss the Least Restrictive Environment (LRE) requirements referring to the educational and functional assessments. It is especially important to identify any activities in which the student will not participate in the general curriculum with regular students.

□ 2. Explain why full participation is not possible for identified areas. During the discussion, account for the entire school day not just the instructional day. Clearly identify the placement option that is most appropriate and the environment where the services(s) will be provided.


□ 1. Verify that the appropriate categories of team members were present at the meeting and obtain signatures along with the titles of the team members and the date of the signature.

□ All meeting attendees, including he parent(s)/guardian(s) or adult student should sign at the top of the page. The parent(s)/guardian(s) or adult student should also sign at the bottom of the page.

□ In the event that the parent(s)/guardian(s) or adult student should refuse to sign their refusal must be noted and dated on the IEP by the case manager.

4. Conclude the meeting by:

□ Validating the IEP


□ Printing the IEP

□ Marking the IEP Complete (See EXCENT Manual) 5. Wrap up the meeting by:

□ Providing a copy of the IEP to the parent

□ Reading the minutes of the meeting

□ Providing copies of the IEP-10 to the parent

□ Submitting original documents to the DO Records Room as per the Records Procedures.


Appendix B

Sample IEP Agenda

School Name

Name of student Date of the meeting

Location of the meeting Type of meeting

1. Introduction of participants and delineation of roles a. Membership review b. Excusal of Members, if appropriate (Section A of IEP-10)

2. Review Agenda and add items at the appropriate IEP sections, if necessary

3. Review of Draft IEP a. Section I: Student Information b. Section II: Academic and functional strengths and needs c. Section III:

Accommodations/Modifications/Supplementary Services d. Section IV: Goals and Objectives e. Section V: Special Education and Related Services f. Section VI: Testing g. Section VII: Areas of Consideration h. Section VIII: Special Factors i. Section IX: LRE

4. Obtain signatures 5. Confirm meeting minutes (IEP Addendum) 6. Provide appropriate copies 7. Set dates for future activities/meetings, if appropriate


Appendix C

Roles & Responsibilities of IEP Team Members

Parent

Student

Special Educator

Regular Educator

Building Admin

District Rep

Clerk

Before IEP

Meeting

- Generate a list of issues/ concerns to be discussed. - Review Parents Rights Handbook. - Respond to invitations. - Invite other individuals.

- Respond to invitation (age appropriate).

- Schedule meeting area and convene IEP meeting prior to the annual review date. - Send invitations and parent rights handbook if requested. - Confirm meeting with all invited. - Send copies of agenda and DRAFT IEP to parent, when appropriate. - Send 2nd notice to parent and reminder to IEP team. - Review current assessments and progress information relevant to existing IEP goals and objectives. - Update IEP with DRAFT information. - Document parent contacts on Parent Contact Log.

- Gather relevant information pertaining to student achievement/ behavioral data.

- Serve as LEA at meetings -Assign tasks to team members - Assign administrative designee as LEA representative to provide discipline records, when appropriate. -Consult with staff regarding issues/concerns, when appropriate.

- When appropriate, gather clarification information for upcoming IEP meeting.

- Develop and send invitations for staffings. - Schedule school psychologist to attend staffings, where appropriate. - Schedule school psychologist and district rep to attend BMD. - If testing was completed as a result of a Reevaluation Review, send psycho-educational results to parent with invitation to staffing.

During IEP

Meeting

- Actively participate in discussion.

- Attend and actively participate in discussion at age 14 or older.

- Takes notes for meeting summary, when assigned. - Facilitate meeting, when appropriate. - Present relevant and updated data and information. - Review DRAFT IEP with team members. - Enter any changes to DRAFT IEP into EXCENT as discussed. - Make copies of IEP for team members.

- Present relevant and updated data and information.

- Facilitate meeting -Establish and ensure appropriate conduct of all meeting participants. - Attend meeting and ensure all team members are in attendance. - Commit building level resources.

- Provide technical assistance. - Commit resources as necessary.

After IEP

Meeting

-Communicate with teachers about student performance.

- At age 18, accept the rights of the parent relevant to IDEA.

- Ensure all regular education teachers are aware and understand their role for implementing portions of IEP. - Provide a copy of the final IEP to the parent. - Submit originals of paperwork to Records Room - If parent was not in attendance, send follow-up letter and copy of IEP and IEP-10. -

- Implement accommodations

- Ensure all services identified in the IEP are provided.

- Secure resources that are not available in the building. - Facilitate any request for state level mediation and/or due process hearing. - In case of IAES to alternative school, transfer student records immediately.

- Log in and file originals from meetings. - Provide information to EXCENT office as needed.


Appendix D

Horry County Schools

Essential Skill Areas June 2006

Academic Achievement:

Reading Mathematics Language Written Expression • Phonemic

Awareness • Phonics • Fluency • Comprehension • Vocabulary

• Numeration and Operations

• Application

• Semantics (meaning) • Syntax (grammar) • Morphology

(linguistics)

• Content and Development • Organization • Voice • Conventions

Functional Performance:

Communication Motor Executive Affective Daily Living • Voice • Fluency • Articulation • Pragmatics • Oral Motor

• Fine • Gross

• Organization • Time Management

• Social • Emotional • Interpersonal • Coping

• Self-care • Home living • Health & Safety • Leisure • Work •Community Use


G-1

GLOSSARY

-A- Accommodations - Changes in how a student accesses and /or demonstrates learning and do not substantially change the level or content of the information conveyed (Iowa City). Achievement Test - A test that measures the extent to which a person has acquired certain information or mastered certain skills, usually as a result of planned instruction (Ldonline). Achievement/Ability Discrepancy - A criterion often used to determine whether a child has a learning disability. It asks - is the child working up to expectations? (The Council for Disability Rights p.1). Adapted Physical Education (APE) - A diversified program of developmental activities, games, sports, and rhythms suited to the interests, capabilities and needs of children with disabilities who may not successfully engage in a regular physical education program (Iowa City). Adaptive Behavior - The individual’s ability to act appropriately in social situations and attend to their personal needs (Fapeonline p.1). Addendum – an addition to the IEP (or other documents) that verifies a meeting will be held and records the actions taken. Advocate - An individual who is not an attorney, but who assists parents and children in their interactions with school districts regarding the children’s special education programs (The Council for Disability Rights p.1). Age Appropriate - Within the child’s chronological age. Age of Majority/Transfer of Rights - When a student with a disability reaches the age of 18, all rights accorded to a parent transfer to the student. The parent and student must be informed of the transfer of rights at least one year prior to the student’s 18th birthday (Iowa City p.1). Alternative Assessment - Any form of measuring what students know and are able to do other than traditional tests; and may include portfolios, performance-based assessments and other means of testing students.


G-2

Annual Goals - A required component of an IEP with specific, measurable statements of expected educational accomplishments to be completed within the duration of the IEP. Annual Review - A meeting held at least once a year to review, discuss, and study a student’s IEP. The purpose of the review is to make decisions about changes in the IEP, review the placement, and develop a new IEP for the year ahead (The Council for Disability Rights p.2). Articulation Disorders - Difficultly with the production of speech sounds (Fapeonline p.3). Asperger’s Syndrome - Was first described by a German doctor, Hans Asperger, in 1944. Children with Asperger’s have a qualitative impairment in social interactions with marked delays in nonverbal behaviors (i.e., gesturing, facial expression, body posture); impairments in establishing peer relationships; absence of “spontaneous seeking to share enjoyment, interest or achievements with others”, and delays in social reciprocity. Other characteristics that may be present include preoccupation with one restricted area of interest; inflexibility or rigidity, sticking to a set, sometimes nonfunctional routine; stereotypical and repetitive motor movements; sensory problems; movements clumsy and awkward; or preoccupation with parts or objects (Iowa City p.1). Assistive Technology Device - Any item, piece of equipment, or product that is used to increase, maintain, or improve functional capabilities of individuals with disabilities. Assistive technology needs are determined by the IEP team (Council for Exceptional Children p.5). Assistive Technology Service - Any service that directly assists an eligible individual in the selection, acquisition, or use of an assistive technology device (CEC p.6). Attendee – Any of the equally participating members of the IEP team. Attention Deficit Disorder (ADD) - A term frequently used to describe the academic and behavioral problems of individuals who have difficulty focusing and maintaining attention (Fapeonline p.2). Attention Deficit Hyperactivity Disorder (ADHD) - Persistent pattern of inattention and/or hyperactivity-impulsivity that is more frequent and severe than is typically observed in individuals at a comparable level of development and that interferes with developmentally appropriate social/academic functioning (Iowa City p.1).


G-3

Auditory Discrimination - The ability to detect differences in sounds (Fapeonline p.4). Autism - A developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before the age of three, that adversely affects an individual’s educational performance. Other characteristics associated with autism are engagement in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences (CEC p.8). -B- Behavioral Intervention Plan (BIP) - A behavioral intervention plan is developed and describes what modifications, positive intervention strategies, and skill instruction will be used in an effort to change the student’s behavior. It is developed from the information in FBA. (see Functional Behavior Assessment) (Philpot). -C- Career and Technology Education (CATE) - Education services that prepare students for occupations in a technologically advanced society. Career Cluster - Consists of a grouping of occupations and broad industries based on commonalities. Career clusters connect what the student learns in school with the knowledge and skills they need for success in college and careers. Each career cluster identifies different pathways from secondary school to two and four year colleges, graduate school, and the workplace (SC Career p.1). Case Manager - An individual who is responsible for initiating, implementing, and managing the IEP process and monitoring student progress on IEP goals and objectives. Cognitive – The mental process by which information is learned.

Consent - Parental permission, usually given by signing a letter or form, agreeing to let the schools take an action which affects a child’s education. Consent is required before a student can be evaluated or receive special education services. Continuum of Services - The range of services which must be available to the students of a school district so that they may be served in the least restrictive environment (Council for Disability Rights p.2).


G-4

Co-teaching – Providing special education services within the regular classroom utilizing cooperative planning and collaboration between a regular and special education teacher. Criterion-Referenced Test – Compares a student’s performance to a specific level of mastery, not in comparison to others. Cross-Categorical - Refers to a system in which a teacher addresses more than one disability within one instructional period. Curriculum - A planned appropriate course of study based on the student’s ability to achieve. Curriculum is the body of knowledge that is taught. Curriculum-Based Assessment - A very broad term that describes any testing strategy that uses a student’s curriculum as a basis for decision making. Curriculum-Based Measurement – A scientifically validated form of student progress monitoring that incorporates standard methods for test development and administration for data utilization. Curriculum-based measurement is one form/a particular type of Curriculum-based Assessment. -D- Deaf-blindness – Means concomitant hearing loss and visual impairment, the combination of which causes severe communication and other developmental and educational needs that they cannot be accommodated in special education programs solely for children who are deaf or hard of hearing or children with blindness (CEC p.9). Deafness – Means a hearing loss that is so severe that the child is impaired in processing linguistic information through hearing, with or without amplification, that adversely affects a student’s educational performance (CEC p.9). Deficit - A level of performance lower than the expected norm. Developmental Disability - A disability or delay in the developmental process that may be attributed to mental retardation, cerebral palsy, epilepsy, autism, or other neurological disabling conditions. Such disability originates before age 18, continues, or can be expected to continue, indefinitely, and constitutes a substantial disability.


G-5

Developmentally Delayed – A term often used to encompass a variety of disabilities of infants or young children indicating that they are significantly behind the norm for development in one or more areas such as motor development, cognitive development, or language (Hallahan & Kauffman, 2003, pg. 64). Developmental Reading Assessment (DRA) - A reading assessment used to measure reading skills (HCS Parent Student Handbook, pp. 29-30). (See DRA chart in Appendix). Direct Instruction – An instructional approach that is systematic, well-sequenced, and highly focused that includes demonstration, modeling, guided practice, and independent application. Direct Services - Services that include instruction, therapy, or intervention provided by an appropriately certified professional, (one-on-one or in groups) to a student receiving special education services. This service can occur in school, home or community settings. Disability - A physical or mental condition that prevents someone from functioning at a normal rate and characterized by functional limitations that impede typical development as the result of physical or sensory impairment or difficulty in learning or social adjustment (Heward, p. G-4, 2000).

Draft IEP – A proposed individual education program/plan developed by the IEP team. Due Process - A course of legal guarantees designed to protect individual rights. -E- Educable Mentally Disabled (EMD) - An eligibility category under IDEA including children whose cognitive development and adaptive behavior is delayed (The Council for Disability Rights p.4). Education Finance Act (EFA) of 1977 – A funding act to establish equitable funding for public school education in South Carolina. Emotional Disability - Emotional disability or disturbance typically refers to the manifestation of symptoms of a mental health disorder in a child or adolescent. In the educational context, an emotional disability is a condition that, over a long period of time and to a marked degree,


G-6

consistently interferes with a student’s learning process and adversely affects the student’s educational performance (Philpot). Evaluation - A process used to determine if a student is eligible/qualifies for special education services. The process consists of a variety of standard and/or non-standard tests, observations and background information and is completed by a team (Parent Pals p. 9). Expressive Language – Communication through writing, speaking, and/or gestures (Ldonline p.6). Extended School Day - A provision for a special education student to receive instruction for a period longer than the standard school day. Extended School Year Services (ESY) - Special education and related services provided to an eligible student with disabilities beyond the normal school year, in accordance with the student’s Individual Education Plan and at no cost to the parent of the child. The student’s IEP team determines the need for extended services (Iowa City p.2). -F- Family Education Rights and Privacy Act (FERPA) – The Act requiring information about a student with disabilities be kept confidential and requires that such information be made available to the parents and/or student (at age of majority) at reasonable times (United States Department of Education). Fine Motor - Functions which require tiny muscle movements. For example, writing or typing would require fine motor movement (The Council for Disability Rights p.4). Free Appropriate Public Education (FAPE) - Special education and related services are provided to students with disabilities by the Local Education Agency (LEA) – Area Education Agency (AEA) at public expenses and under public supervision and direction at no cost to the student’s parents (Iowa City p.2). Functional Behavior Assessment (FBA) - A process of attempting to understand the purpose, motivation, and correlates of inappropriate behavior. The result of the process is the development of an appropriate behavior support and management plan (Iowa City p.2). Functional Curriculum - A curriculum focused on practical life skills and usually taught in community based settings with concrete materials that


G-7

are regular part of everyday life. The purpose of this type of instruction is to maximize the student generalization to real life use of his/her skills (The Council for Disability Rights p.4).

Functional Performance – Relates to any behavior(s) or conditions not related to deficits in the core academic areas, which impedes the student’s attainment of goals and objectives or limits the student’s access to and progress through general curriculum. -G- Gross Motor - Functions which require large muscle movements. For example, walking or jumping would require gross motor movement (The Council for Disability Rights p.4). -H- Hearing Impairment – Means a hearing loss, whether permanent or fluctuating, that adversely affects a child’s educational performance but that is not included under the definition of deafness in this section (CEC p.10). High School Assessment Program (HSAP) – State required exit exam administered at the end of the student’s second year of high school and is one of the components for determining the type of diploma the student is eligible to receive. Homebased Services - Services provided in either a family’s home or mutual location for a defined period of time. Homebound Services - Instruction provided in a student’s home, a hospital setting or other site of confinement because the student is medically unable to receive instruction at the school. -I- IEP Meeting - A gathering required initially and at least annually thereafter under IDEA in which an IEP is developed for a student eligible for special education services (The Council for Disability Rights p.4). Inclusion – Providing special education services within the regular classroom utilizing collaboration and co-teaching between regular and special education teachers.


G-8

Indirect Services – Collaboration with or assistance provided to a student’s teacher(s) or other service providers for the benefit of a student receiving special education services. Individualized Education Program (IEP) - A yearly education plan for a student with disabilities written by a team which includes teachers, administrators, therapists, psychologists, etc. and the student’s parent(s)/guardian(s) and the student when appropriate. Individuals with Disabilities Education Act (IDEA) – IDEA is the revisions and amendments to the 1975 Education of the Handicapped Act, that grant entitlement for special education services to students with disabilities. Initial Placement - The first placement in which the special education service(s) are delivered to a student. Intervention – any set of activities that focus on modifying aspects of the student’s environment so as to improve performance. -J- -K- -L- Learning Disability (LD) - A disability in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in a diminished ability to listen, think, speak, read, write, spell or to do mathematical reasoning and calculation. This includes conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, and developmental aphasia. The term does not apply to individuals who have learning problems that are primarily the result of physical or mental disabilities, behavior disorder, or environmental, cultural, or economic disadvantage (Iowa City p.3). Learning Styles - The channels through which a person best understands and retains learning such as visually, auditory, kinetic. Least Restrictive Environment (LRE) – Placement of a student with disabilities in an environment that allows maximum contact with students who do not have disabilities, while appropriately meeting the student’s special education needs. Local Educational Agency (LEA) - A local public school district.


G-9

-M- Manifestation Determination - A decision to determine whether a student’s misconduct is a manifestation (caused by) the student’s disability, and inappropriate IEP, or the school’s failure to implement the IEP as written. Measures of Academic Progress (MAP) – Electronically administered and scored achievement tests designed to measure growth for individual students, classrooms, schools, and the district. The tests measure students’ general knowledge in reading, language usage, and math. HCS students in grades 2-9 and selected other high school students will take the tests in September, December, and March. Mental Disability – Substantial limitations in present functioning; characterized by significantly subaverage intellectual functioning, existing concurrently with related limitations in two or ore of the following applicable adaptive skill areas: communication, self-care, home living, social skills, community use, self-direction, health and safety, functional academics, leisure and work. Mental disability manifests itself before age 18 (AAMR, 1992). In accordance with SC Regulation 43-243, mental disability means significantly subaverage general intellectual functioning, existing concurrently with deficits in adaptive behavior and manifested during the developmental period that adversely affects a child’s educational performance. Modification - Changes in the curriculum or instruction that substantially alters the requirements of the class or substantially alter the content standards or benchmarks (Iowa City p.4). Multidisciplinary Evaluation – Assessment and evaluation of a student using a variety of test instruments and observation procedures. This type of evaluation is required by IDEA whenever an assessment is being conducted for eligibility purposes. Such an evaluation prevents misdiagnosis and misplacement of a student as a result of considering only one test. Multidisciplinary Team - Team of teachers and/or other educational specialists including speech and language pathologist, psychologist, occupational therapist, used to help determine the student’s needs (Parent Pals). Multiple Disabilities – Means concomitant impairments (such as mental retardation-blindness, mental retardation-orthopedic impairments, etc.),


G-10

the combination of which causes such severe educational needs that they cannot be accommodated in special education programs solely for one of the impairments. The term does not include deaf-blindness (CEC p.10). -N- Norm Referenced Testing – This type of testing compares a student’s performance to that of the norm group of the same age. -O- Objective - A statement identifying the short-term steps/benchmarks to be taken in order to reach an annual goal. IEP objectives are the steps between a student’s present level of performance and an annual goal. Occupational Therapy - Concerned with fine or small muscle movement, such as the use of hands and fingers, to help a person learn or re-learn how to perform daily tasks such as eating and work that requires hand and eye coordination (Special School District). Orthopedic Impairment – Means a severe orthopedic impairment that adversely affects a child’s education performance. The term includes impairments caused by congenital anomaly, impairments caused by disease, and impairments from other causes (CEC p.10). Other Health Impaired - Having limited strength, vitality or alertness due to chronic or acute health problems, that adversely affects a child’s educational performance (CEC p.11). -P- Palmetto Achievement Challenge Test (PACT) - A South Carolina criterion referenced test administered each year to students in grades 3-8 and administered as a district test for some students in grades 1-2. Parent Contact Log – A registry of all contacts with parents of students with disabilities. Peer Assisted Learning Strategies (PALS) – PALS is a version of class wide peer tutoring. Teachers identify which children require help on specific skills and who the most appropriate children are to help other children learn those skills. Using this information, teachers pair students in the class, so that partners work simultaneously and productively on different activities that address the problems they are experiencing. Pairs are changed regularly, and over a period of time as students work on a variety


G-11

of skills, all students have the opportunity to be "coaches" and "players." PALS is used as a supplement to the regular reading program. Performance-Based Assessment - Requires students to show their knowledge and skills in an active way; usually requires completion of a complex task, often involving creation of a product. Personalized Learning Plan (PLP) – Required for students in grades 3-8 who scored below basic in English/Language art, math, science, and social studies. Physical Therapy - Activities for promoting self-sufficiency primarily related to gross motor skills such as walking, sitting and shifting position. Helps students with adaptive equipment such as wheelchairs, prone standers and braces (Special School District). Placement - The setting in which a child with disabilities is educated such as the school, the classroom, and community-based services. Preschool Child with a Disability - Means a child ages three, four, or five whose developmental progress is delayed to the extent that a program of special education is required to ensure his/her adequate preparation for school-age experiences. Psychological Evaluation – The portion of a student’s overall evaluation/assessment for special education that may test his or her general aptitudes and abilities, eye-hand coordination, social skills, emotional development, thinking skills, and achievement/performance. Present Levels of Educational Performance (PLEP) - A required component of the IEP which states the student’s current academic and functional strengths and weaknesses based on evaluations/assessments, and provides the basis for the development of accommodations, modifications, supplementary services and/or individual goals (Polloway p.49). Primary Disability – The main category of disability that leads to the student’s need for special educational services. As defined in IDEA, there are thirteen (13) areas of disability: 1) autism; 2) deaf-blindness; 3) deafness; 4) emotional disturbance; 5) hearing impairments; 6) mental retardation; 7) multiple disabilities; 8) orthopedic impairment; 9) other health impairment; 10) specific learning disability; 11) speech/language impairment; 12) traumatic brain injury; and 13) visual impairment including blindness.


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-Q- -R- Receptive Language - The process of receiving and understanding written, gestured, or spoken language (Parent Pals p.16). Reevaluation Review Meeting - A meeting held to discuss eligibility for special education and related services. This meeting must take place at least once every three (3) years or more frequently if conditions warrant; or, if the parent or school personnel request a reevaluation review. In doing so, the IEP team must review existing evaluation data (e.g. standardized tests, current classroom performance, observations, and parent input) to determine if any additional data is needed. Referral - A request for an intervention or evaluation of a student based on educational problems identified through the screening process, which includes information about the concerns and attempts to correct the concerns. A referral sets certain timelines in place (Special School District). Regression/Recoupment - The amount of loss of skills a child experiences over instructional break (primarily summer vacation) and the amount of time it takes him/her to recover the lost skills. An important factor for determining ESY eligibility (The Council for Disability Rights p. 8). Regular with Support - A LRE placement that uses regular education with special education support services as the educational activity model. Related Services – Transportation and such developmental, corrective and other supportive services as required to assist a student with a disability to benefit from special education, and includes speech-language pathology and audiology services, psychological services, physical and occupational therapy, recreation, including therapeutic recreation, early identification and assessment of disabilities in children, counseling services, including rehabilitation counseling, orientation and mobility services, and medical services for diagnostic or evaluation purposes. The term also includes school health services, social work services in schools, and parent counseling and training (CEC pp.19-20). Resource Classroom - A separate learning environment for students who are enrolled in general education classrooms for most of the school day, yet require special education instruction in specific areas. The resource room is designed to support academic instruction and facilitate integration with peers during the school day (Special School District).


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-S- Screening - A brief process designed to identify individuals with an increased risk of having disorders that warrant immediate attention, intervention, or more comprehensive review. Screening is not intended to provide an accurate diagnosis, but to distinguish those individuals who are particularly troubled and who may need a more comprehensive evaluation in order to identify specific deficits (Philpot p.1). Secondary Disability – A disabling condition that is subordinate to the primary disability and is one of the thirteen (13) areas of disability as defined by IDEA. Section 504 - Provision of the Rehabilitation Act of 1973 which allows accommodations and prohibits recipients of federal funds from discrimination against persons with disabilities (The Council for Disability Rights p.8). Self-Contained Classroom - A special education learning environment where students receive the majority of their instruction from a special education teacher (Special School District). Short-Term Objectives - A required component of an IEP. Each annual goal must have at least two skill-based short-term measurable objectives (The Council for Disability Rights p.8). Social Skills – Behaviors that conform to generally accepted conventions of decorum. Special Education - Specially designed instruction, at no cost to the parents, to meet the unique needs of an eligible individual, includes the specially designed instruction conducted in schools, in the home, in hospitals and institutions, and in others settings. Special education provides a continuum of services in order to provide for the education needs of each eligible individual age three (3) to twenty-one (21) years, regardless of the nature or severity of the educational needs (Iowa City p.5). Special Review – A called meeting of the IEP team to address issues that have arisen since the last IEP meeting. Specific Learning Disability (SLD) – see Learning Disability.


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Speech/Language Clinician/Pathologist - A trained, licensed person who provides therapy to students with speech/language impairments. Speech or language impairment – Means a communication disorder, such as stuttering, impaired articulation, a language impairment or a voice impairment that adversely affects a student’s educational performance. Standardized Tests - Tests which have norms reflecting a larger population (usually these are age or grade based norms reflecting the performance of children through out the country or state on the same tests) (The Council for Disability Rights p.9). State Education Agency (SEA) – Any of the fifty state departments of education. Student Study Team (SST) - A multidisciplinary team that meets regularly to support the needs of students with academic, social, behavioral concerns. The focus of the team is to provide support to classroom teachers to implement accommodations/modifications so that students can be successful in general education. The team can also coordinate with community services and refer students for further evaluation. Supplementary Services – Services and supports that are provided in general education classes or other education-related settings to enable students with disabilities to be educated along with non-disabled students to the maximum extent appropriate. Supplementary services are provided by a person. These can include services such as, but not limited to: educational interpreting/transliterating, adult supervision, note taking, assistive technology service, and training for general educators. -T- Team Member (Also Attendee) – Any of the equally participating members of the IEP team. Temporary IEP – An interim thirty-day IEP developed to allow services to be provided while additional information is gathered, reviewed, and confirmed. Trainable Mentally Disabled (TMD) - A moderate delay in cognitive development and accompanied by similar delays in adaptive behaviors (The Council for Disability Rights p.9). Transition Services - A coordinated set of activities, including instruction, that promote movement from school to post school education, vocational


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training, integrated employment (including supported employment), continuing and adult education, adult services, related services, independent living or community participation. Transition goals are determined by the IEP team beginning at age fourteen (14) and are based on student and family vision, preferences, and interests (Iowa City p.5). Traumatic Brain Injury – Means an acquired injury to the brain caused by an external physical force, resulting in total or partial functional disability or psychosocial impairment, or both, that adversely affects a child’s educational performance. The term applies to open or closed head injuries resulting in language; memory; attention; reasoning; abstract thinking; judgment; problem-solving; sensory, perceptual, and motor abilities; psychosocial behavior; physical function; information processing; and speech (CEC p.12). -V- Validate – A procedure used in EXCENT Online to locate and identify critical errors in IEP draft document. Visual Discrimination - Ability to detect differences in objects, forms, letters or words (Fapeonline p.25). Visual Impairment - Means an impairment in vision that, even with correction, adversely affects a child’s educational performance. The term includes both partial sight and blindness (CEC p.12). Visual Memory - The ability to remember visual stimuli by significant features on a short and long term basis. Visual Motor - Coordination of what is seen with an action. For example, one uses visual motor coordination when catching a ball (The Council for Disability Rights p.10). Vocational Education - An educational program that provides training in daily living skills, occupational skills for paid or unpaid employment and/or career preparation for students (Special School District). Vocational Rehabilitation (VR) - Federal program that provides transition supports for eligible students who receive special education services in high school. Referral to Vocational Rehabilitation is determined by the IEP team during the student’s junior year in high school (Iowa City p.5).


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-W- Waiver – A document that grants release from a legal requirement. WRAP Services – School and/or family supportive counseling services provided to students who have emotional and/or behavioral needs. These goal directed services aim at improving student academic performance and appropriate social behavior.

Documents

2008 IEP Process Manual June - SharpSchoolhorrycountyschools.sharpschool.com/UserFiles/Servers/Server_743372... · ... 8/1/2008 IEP Process ... which direct a student’s ... The