Guide to Quality Individualized

Education Program (IEP) Development and

ImplementationEdgefield County School District

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ContentsIntroduction.................................................................................................................................................4

IEP DEVELOPMENT......................................................................................................................................5

Dates.......................................................................................................................................................5

Consideration of Special Factors for IEP Development............................................................................6

Present Levels of Performance................................................................................................................7

Findings.................................................................................................................................................13

Transition IEPs.......................................................................................................................................16

IEP Goals and Objectives.......................................................................................................................20

Accommodations and Modifications.....................................................................................................26

Services..................................................................................................................................................29

Assessment Participation.......................................................................................................................33

Extended School Year (ESY)...................................................................................................................40

Prior Written Notice..............................................................................................................................41

Signature Page.......................................................................................................................................42

Expectations of Case Managers in Convening the IEP Conference............................................................42

Preparing the Draft IEP..........................................................................................................................46

Planning the Meeting:...............................................................................................................................48

CONDUCTING THE IEP MEETING WITHOUT A PARENT..............................................................................51

When an Invited IEP Team Member Cannot Attend the IEP Meeting.......................................................51

Further Expectations for Case Managers...................................................................................................51

Transfers (in and out of state)...................................................................................................................52

Discussing ESY Eligibility............................................................................................................................54

Prior Written Notice..................................................................................................................................54

Handling Referrals.....................................................................................................................................57

PRESCHOOL CHILD OUTCOME REPORTING...............................................................................................58

The Completed IEP Documentation Contains the Following.....................................................................59

Measuring Progress and Reporting to Parents..........................................................................................60

REVIEWING THE IEP...................................................................................................................................60

Dismissal from special education...........................................................................................................61

Manifestation Determination....................................................................................................................62

Students Leaving Enrollment.....................................................................................................................62

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REEVALUATION..........................................................................................................................................63

Procedures for Data Changes....................................................................................................................65

SPECIAL EDUCATION MEDICAL HOMEBOUND PROCEDURES....................................................................65

Transportation...........................................................................................................................................68

DISCIPLINE.................................................................................................................................................70

Removals Up to 10 Cumulative Days.....................................................................................................71

Manifestation Determination Review (MDR)........................................................................................72

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IntroductionThe Individualized Education Program (IEP) is the cornerstone of the special education process for each individual student. It is the tool to document how one student’s special needs related to his/her disability will be met within the context of an educational environment. This guidance document provides important information for schools and teachers in developing IEPs that are reasonably calculated to result in educational benefit to a student.

South Carolina State Standards (SCSS) include learning standards a student is expected to know or demonstrate at different levels. Standards serve as the basis for developing instructional curriculum.

In developing a student's IEP, it is the responsibility of the IEP Team to recommend goals and services that will assist the student to be involved and progress in the general education curriculum (or for preschool students, in appropriate activities). This means that members of an IEP Team will need to consider both the SCSS as well as the school- based instructional curriculum, which should be aligned to the SCSS. They will need to know the expectations of the general education classroom for the corresponding age of the student both in terms of what learning is expected (general curriculum) as well as how the students are expected to access/demonstrate that learning. This information will assist the IEP Team in determining if the student needs adaptations, accommodations, or modifications to the general curriculum for all or part of his/her learning. This is one reason it is essential that the student's general education teacher(s) participate in the Team meetings and for the school district representative to be knowledgeable about the general education curriculum.

To develop IEPs that are linked to the standards, the IEP Team should:

1. Review the content as well as the expectations for how the student will learn or demonstrate knowledge and skill in the content areas.

2. Identify the strengths and challenges for the student in relation to those expectations in the present levels of performance section of the IEP.

3. Identify how a student’s needs are linked to the general curriculum (e.g., a student's difficulty with visual processing may affect graphing skills required to achieve the math standards).

4. Identify the goals that the student will be expected to achieve in one year and, when appropriate, short-term instructional objectives or benchmarks that are the intermediate steps to reach those annual goals. Standard-based goals do not mean that a student’s goals and objectives in an IEP are a re-statement of a standard or a curriculum goal in a specific content area, but rather are a statement that reflects the necessary learning that will lead to attainment of the standard. For example, a student may have goals to acquire essential learning strategies (e.g., mnemonics, self-questioning, paraphrasing and summarizing) that will help him or her better meet the expectations around how to learn the content.

5. Identify the special education services, including the adaptations, accommodations, or modifications to the general curriculum, and/or instructional environment and materials, as needed by the student to reach those standards.

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IEP Development

The first step in the IEP process is to choose the type of IEP developed. The teacher selects the type of IEP to create from the Add IEP button.

Types are:

Early Childhood (3 to 5)

School Age (6 to 12)

Transition (13+)

Transfer Student IEP/Comparable Services

The first piece of information is who the parents and student should contact with questions about the meeting. Usually this is the case manager.

Enrollment information is addressed next, naming the service district/school and home district/school. In the majority of instances, these will be the same. However, if the student is attending a school that is not their home school, they may be different. The Home district will remain Edgefield County UNLESS specific direction is given from the Special Education Director.

Dates

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The Start date is the date your IEP starts. The end date is 364 days after that. The next review date defaults to one year minus one day from the start date. It can be changed if you anticipate a review prior to that date.

Enrich also tracks the eligibility dates for the student. The latest eligibility date was the last time the student was evaluated/reevaluated.

Consideration of Special Factors for IEP Development

The IEP Team must include a statement in the IEP if, in considering the special factors of behavior, limited English proficiency, blind or visual impairment, communication needs and/or assistive technology requirements, the Team has determined a student needs a particular device or service (including an intervention, accommodation or other program modification) in order for the student to receive a free appropriate public education.

As the team considers each special factor, check yes or no as it pertains to the student. If the “Yes” button is checked, then a box will open for more information. For example, if Yes is checked for the question: “Does the student's behavior impede the student's learning or the learning of others?” Then a box will appear for the team to enter what positive behavior interventions and supports and other strategies have been and/or will be used to address the behavior.

Field What goes there?Behavior Here you will state specifically the interventions and supports

that have been or will be used to address this behavior. You will also address behavior in the IEP in Present Levels of Performance, through the Functional Behavioral Assessment and Behavior Intervention Plan, and/or through goals and services.

FBA If an FBA has not been conducted for the student, or the student’s FBA is not current, initiate the FBA process. The FBA process will include obtaining consent for the evaluation, conducting the evaluation, and reconvening the IEP team to consider the results of the evaluation and to amend the students IEP as necessary

Limited English Proficiency If the student has a limited English language proficiency, address the language that requires special education here. DO NOT list the student’s ESOL services here.

Braille (Blind/Visually Impaired only) Braille concerns are listed here.

Communication Needs: Communication needs are addressed here. They will also be addressed in other areas of the IEP as appropriate such as accommodations, services, and goals.

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Assistive Technology Services/Devices If the student’s needs indicate that AT services and/or devices are required, mark Yes. The type of service/device (e.g. voice output device), the frequency of use, and the location of the service/device will be specified in the drop down box. It is NOT appropriate to name a particular piece of equipment or specific methodology. Include calculator here.

Present Levels of PerformanceNarrative

Student Strengths, Preferences, Interests

The Case Manager and other service provider(s), if appropriate, should collaborate to draft this section of the IEP prior to the IEP Meeting. The Present Levels of Performance summarizes the student’s current performance and serves 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 Present Levels of Performance supports all sections of the IEP.

The Present Levels of Performance include:

How the student’s disability affects his/her involvement and progress in the general curriculum;

For preschool children, as appropriate, how the disability affects the child’s participation in appropriate activities;

For children with significant disabilities who take alternate assessments, a description of benchmarks

The Present Levels of Performance summarizes the student’s current performance and provides the foundation upon which all other decisions in the student’s IEP are made. The Present Levels narrative identifies and prioritizes the specific needs of a student and establishes a baseline from which to develop meaningful and measurable goals

Present Levels must include information about:

Current academic achievement and functional performance. This statement helps the team know where the broad areas of deficit, both academic and functional, are for the student. This statement provides a global understanding of the student.

Impact of the disability upon ability to access and progress in the general curriculum.

The Present Levels narrative includes specific information that clearly describes how the student’s disability and areas of deficit impacts access or progress within the general education curriculum. This statement provides information to determine exactly what the student’s needs are and which ones are of highest priority. For students ages 13 and older (or younger if appropriate), the Present Levels describe the student’s transition needs in the areas of education/training, employment, and where appropriate, independent living skills.

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Baseline data provides the starting point to develop measurable annual goals. IEP Goals have an obvious and direct link using the same measurement method as the baseline data.

Baseline data is:

Specific and observable Objective so that others can measure it Measurable so it can be observed, counted, or somehow measured Collected periodically to assess progress

The IEP Team must ensure that the present levels of performance and individual need statements are developed in consideration of:

results of the student’s most recent individual evaluation(s); student’s strengths; student’s results on State and district-wide assessments; parents’ concerns for enhancing the education of their student; special factors related to the student’s disability such as a student’s needs in the areas of

behavior, communication, limited English proficiency, instruction in and the use of Braille, and assistive technology devices and services;

how the student’s disability affects involvement and progress in the general curriculum, or for preschool students, participation in age-appropriate activities; and

results of age-appropriate transition assessments and the student's strengths, preferences and interests as they relate to transition from school to post school activities.

Present levels of performance and need statements:

summarize information from a variety of sources; translate information from technical evaluation reports to clear, concise statements; identify the instructional implications of evaluations; and describe, in language the parents and professionals can understand, the unique needs of the

student that the IEP will address and identify the student’s level of performance in those need areas.

The IEP recommendation must report the student’s present levels of performance and indicate the individual needs according to each of four areas:

1. academic achievement, functional performance and learning characteristics;2. social development;3. physical development; and4. management needs.

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The report of the student’s present levels of performance and individual needs in the above areas must include how the disability affects involvement and progress in the general curriculum (i.e., the same curriculum as for students without disabilities), or for preschool students as appropriate, how the disability affects participation in age- appropriate activities.

Consider all areas in the Present Levels section. This includes the student’s current levels of knowledge and development in subject and skill areas, including, as appropriate:

activities of daily living (e.g., personal care, preparing meals, household activities, managing resources);

level of intellectual functioning (e.g., general intelligence, attention, memory, problem-solving ability, language functioning);

adaptive behavior (e.g., the effectiveness with which the individual copes with the natural and social demands of his or her environment; how the student makes judgments and decisions);

expected rate of progress in acquiring skills and information (e.g., the pace in which a student learns new information or skills, in consideration of factors such as those associated with the student's levels of cognitive skills, interests, age and history of rate of progress); and

learning style (e.g., how the student learns best such as through visual or auditory modalities, hands-on approaches, cooperative learning, repetition).

Social Development

The degree and quality of the student’s:

relationships with peers and adults; feelings about self; and social adjustment to school and community environment.

Physical Development

motor and sensory development; health; vitality; and physical skills or limitations that pertain to the learning process.

Management Needs

Management needs means the nature and degree to which the following are required to enable the student to benefit from instruction:

environmental modifications (e.g., consistency in routine; limited visual/auditory distractions; adaptive furniture);

human resources (e.g., assistance in locating classes and following schedules; assistance in note taking); and

material resources (e.g., instructional material in alternative formats).

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Management needs must be developed in accordance with the factors identified in the areas of academic or educational achievement.

Guide for completion

Field What goes there?Student’s academic and functional strengths Describe what the student is doing now: Related to his

disability area, what are his strengths? If he can perform in areas commensurate with peers, here is the place to record that.

Student’s academic and functional needs Describe the student’s needs in core academic areas. Examples include reading, language, math, written expression, etc.

Also address needs not related to the core academic areas that impede the student’s attainment of goals and objectives or limit the student’s access to and progress in 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, articulation, etc.

Disability effect statement How the student’s disability affects the student’s involvement and progress in the general education curriculum (the same curriculum as for nondisabled students) OR for preschoolers, how the student’s disability affects involvement in age-appropriate activities.

Parent input Address parent concerns here. They can be from previous conversations with the parent, especially if the parent does not attend the meeting.

Key Characteristics

Can you describe what the student is doing now?o Strengthso Needs related to the student’s disabilityo Parent concerns

To what extent, if any, the student would not be involved in the general curriculum or, for preschoolers, age-appropriate activities?

Do the Present Levels establish a baseline of information about the student that can be used as the starting point from which to determine progress toward annual goals?

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Describes both academic and non-academic areas such as classroom, community, bus, lunchroom

Includes current formal and informal educational performance data Describes performance areas meaningful in the student’s life and daily environment Uses understandable language Describes learning accommodations, learning strategies

The following are guiding questions to assist IEP teams develop Present Levels of Performance:

In the areas of concern (or deficit), what is the student’s present level of performance in relationship to the standards and benchmarks in the general education curriculum?

In the areas of concern (or deficit), what is the student’s present level of performance in relationship to the level of performance that will be required to achieve the postsecondary goals?

Are there functional areas of concern related to the disability not reflected in the general education curriculum (i.e. self care/self help skills, social skills, organization skills, etc.)?‐ ‐

What is the degree of match between the skills of the student and the instructional environment?

What strengths of the student are relevant to address the identified concerns (or deficits)?

Present Levels must be understood by all persons involved in the student’s education, including general educators and parents. Present levels must provide specific information that supports the need for accommodations, modifications, supplementary services, and special education and related services.

Helpful Template for Developing the Present Levels Section

Develop four paragraphs or sections as described below to organize your writing for Academic and Functional Strengths and Needs:

A brief description of the student’s current situation in school For each academic area, describe the student’s performance in global terms and compare the

student’s performance to that of his same age/grade peers. Provide objective data to support the conclusion/comparison. Include both strengths and weaknesses.

Describe the student’s functional performance in global terms and compare the student’s functional performance to that of his same age/grade peers. Include both strengths and weaknesses.

Describe the impact of the student’s disability on his/her involvement in the general curriculum. Or for preschool age children, describe the disability affects the student’s participation in appropriate activities.

It is possible that the student will have only academic needs/deficits. It is possible that the student will have only functional needs/deficits. It is possible that the student will have BOTH academic and functional needs/deficits.

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Example of Academic and Functional Strengths and Needs for a student with academic achievement needs and functional performance needs:

Johnny displays appropriate handwriting. His letters are well formed, and legibility is considered commensurate with that of his same grade peers. Johnny learns concepts well when he is actively involved in instructional activities, when written material is presented orally, and when assignments are provided in small “chunks.”

Johnny’s communication, social skills, and daily living skills are commensurate with age level peers.

Johnny is currently reading 2 grade levels below that of his 4th grade peers. Johnny’s word recognition score is grade 2.0 and reading comprehension score is 2.5. The PASS score from the spring of 2012 was below basic in the area of English language arts.‐Johnny’s writing samples have poorly developed paragraphs and have more convention errors than that of his 4th grade peers. He consistently completes written assignments more slowly than his 4th grade classmates.

Johnny’s math skills are 1 to 2 years below that of his 4th grade peers. Math calculation score is grade 3.0 and math problem solving score is 2.5. The 2012 PASS score in the area of math was basic.‐In his general education classes, teacher comments indicate that he fails to complete projects and turn in homework. Johnny demonstrates a greater number of disruptive behaviors than that of his same grade peers. Johnny currently displays talking out behaviors in the classroom. He received 18 discipline referrals during the 11/12 school year for disrupting class with talk outs. This is an average of 2 write‐ ‐ups per month. 88% of his 4th grade peers receive 0 or 1 referrals during the school year. Johnny is observed to be off task three times more often than his classmates and he misses important directions and information.

Johnny’s difficulties in reading, math, and behavior interfere with his access to and progress in the general curriculum. His below level reading skills affect his learning from print material, though he does learn well auditorily and when actively engaged. His below level writing skills interfere with success on assignments where a constructed written response is required. Johnny’s difficulties with on task and ‐attending behavior cause him to miss important information and instruction in all settings. Johnny’s disruptive talk outs cause instruction to stop and affect both Johnny’s learning and the learning of his ‐classmates. In addition, when Johnny receives a disciplinary referral for his disruptive behavior, he misses instructional time.

These present levels indicate a need to report assessment data in the areas of reading, math, and behavior.

Example of present level for a student who is maintaining appropriate academic achievement levels, but has functional needs:

Tommy is a senior in high school this school year and it is anticipated that he will graduate with a State High School Diploma.

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Tommy is reads and calculates on grade level and is maintaining grades of “C” or better in all of his classes. This performance is consistent with his same age/grade classmates.

Tommy works slowly, accurately, and methodically on school assignments which sometimes causes him to turn in assignments after they are due. Tommy becomes anxious during class tests which may cause him to perform poorly and work even more slowly. Tommy does not consistently demonstrate self ‐advocacy skills with his high school teachers. If he has need for more time or an accommodation to get the assignment or test done, he may fail to approach the teacher and ask for the assistance. Typical high school seniors are able to complete assignments and tests in a timely manner, are not negatively affected by anxiety on school related tasks, and are able to ask adults or teachers for the things that ‐they need.

Tommy is clear about his post secondary goals and knows what types of career options are available in ‐the field of data processing. Tommy knows how to access community resources and has a supportive social network of friends and family. Tommy has a driver’s license and plans to buy a car.

Tommy’s slow work habits and his poor self advocacy skills have the potential to negatively impact his ‐performance in the general education setting. To achieve his post secondary goal to attend Aiken ‐Technical College to pursue a career in data processing, Tommy needs instructional and testing accommodations to perform his best. Tommy needs to develop and practice self advocacy skills in all ‐realms of life to achieve his maximum potential.

These present levels indicate a need to report assessment data in the area of functional performance alone. This student will not need any special education services for academic achievement.

Functional Behavior

If the academic and functional needs indicate that the student’s behavior impedes his/her learning or that of others, the IEP team must consider the use of positive behavioral interventions and supports, and other strategies to address the behavior.

Findings

ALL areas of deficit (i.e. need) identified in the narrative will be documented here in further detail through test scores or specific interpretation of data.

Diagnostic information taken from multiple (at least 2) sources of data should be listed for each area of deficit.

Examples of data sources for academic achievement include:

analysis of the intervention plan and data obtained from progress monitoring analysis of data on IEP goals and BIP target behaviors analysis of performance in the general education classroom (work samples, grades, anecdotal

records, consultation with the general education teacher, weekly behavior reports, home‐school communication, etc.)

analysis of discipline, attendance, medical history, etc. results of criterion referenced assessment

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results of standardized tests (if current enough to describe the student’s Present Level of Performance)

results of statewide assessments ( SC PASS, ACT Aspire, EOC, SC Alt, NCSC, Access for ELLs)‐ results of district utilized assessments (MAP, Dominie, DIBELS, end of unit tests, pre/post-tests,

teacher made tests, assessments utilized from Teacher Toolbox, etc.) assessments related to transition for students age 13 and older observation (when used as a method of assessment, observations must be documented

through the use of anecdotal records, teacher logs, frequency counts, or any other data collection). Observation cannot stand alone as a method of assessment.

Other (STAR reading tests, AIMSweb, curriculum based measurements, etc.)Examples of data sources for Functional Performance include:

Functional Behavioral Assessment (FBA) social skills checklists adaptive behavior checklists charts of normal development adaptive behavior measures reported in psychological reports for initial placements behavior rating scales reported in psychological reports for initial placements assessment from the Life Centered Career Education (LCCE) curriculum data driven observations (ex. frequency counts) task analysis

If behavioral deficits have been identified, an FBA has been conducted and the FBA is used as the method of assessment with results reported in the Functional Performance section of Present Levels. It is possible to identify deficits in Academic Achievement alone, Functional Performance alone, or both Academic Achievement and Functional Performance.

It is appropriate to include information from specific curriculum based measures. It is also appropriate to attach a copy of pre developed reports from the curriculum based measure, if available. The ‐recording of Present Levels of Performance must be “parent friendly” and easily understood by all members of the IEP team.

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Keep this in mind! Present Levels of Performance is complete when:

It describes both the academic achievement and functional performance of the student; It describes the student’s disability related needs in an observable and measurable way; A stranger can read it and understand what the student is doing; AND It describes how the disability affects the student’s involvement and progress in the general

education curriculum.

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Transition IEPs

For students aged 13 and above, the IEP is a transition IEP. It contains Post-School Considerations.

Transition services are a coordinated set of activities for a student with a disability that are designed within an outcome oriented process, focused on improving the academic and functional achievement of‐ the student to facilitate the student’s movement from school to post school activities. This includes ‐post secondary education, vocational training, integrated employment (including supported ‐employment), continuing and adult education, adult services, independent living, or community participation. This coordinated set of activities 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 section should describe a logical progression of how the student will advance through school to obtain post secondary goals. The National Secondary Transition Technical Assistance Center ‐defines a postsecondary goal to be “generally understood to refer to those goals that a student hopes to achieve after leaving secondary school (i.e., high school)" rather than "the process of pursuing or moving toward a desired outcome."

Postsecondary goals identify the student’s long-term goals for living, working and learning as an adult. The projected postsecondary goals in the student’s IEP establish a direction for the school, student, student’s family and any participating agencies to work towards in recommending transition activities for the student. These post-school goals guide planning for activities that prepare the student to move from school to post-school activities and for discussion with appropriate public and private community agencies regarding their contributions to the student’s transition process. The student’s IEP should include goals, services and activities to incrementally prepare the student to achieve the measurable postsecondary goals.

Guide for Completion

Field What goes there?Transition Assessment List the assessment(s) the student completed to determine

transition needs. Include findings just as for any assessment.

Student’s Interests and Preferences The student’s interests and preferences are obtained through formal/informal interviews, formal/informal interest inventories, components of the Transition Planning Inventory (TPI), components of the Life Centered Career Education (LCCE) curriculum, the South Carolina Occupation Information System (SCOIS), and/or other sources.

Post Secondary Education/Training A sentence stating the student’s post-secondary education

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Goal or training goal.Career Employment Goal A sentence stating what the student will do after

completing education and/or training.Independent Living Skills Goal Fill out when appropriate for the student.SC Career Cluster The student’s Individual Graduation Plan (IGP) identifies the

student’s SC Career Cluster. All students must have an IGP in place.

Course of study Pick appropriate course of studyRecommended courses to support post-secondary transition

Does not have to be specific. Can be Occupational Credential course completion, college prep courses, etc.

High School Projected Outcome Pick appropriate selection. At the end of the 8th grade, a selection MUST be made.

Transition Services Based on the student’s interests and preferences and the identified Course of Study, choose from the drop down and specify where the services will occur and if they are to be provided by an outside agency. Check all areas to be addressed through the IEP. Note that for every area checked, the IEP will include corresponding goals.

Age of Majority For the student that will turn 17 years of age during the course of the IEP, the parents and student must be informed that at age 18 the due process rights for the student will transfer from the parent to the student unless a court order has ruled the student incompetent. For students who have reached the age of majority, parents should continue to be notified of IEP Meetings; however the due process rights now belong to the student. If there is a court order, the due process rights remain with the parent and a copy of the court order must be provided for the district’s records. Maintain a copy in the IEP working file and send a copy to the Special Education Coordinator for filing at the District Office.

Key characteristics

Developed beginning when the student first becomes 13, or younger if appropriate. Then, reviewed and revised annually

Part of an ongoing process of transition assessment Takes into account individual needs, preferences and interests Describes the student’s post-school goals Measurable annual goal(s) have been developed to enable the student to meet post-secondary

goals Describes transition services needed to enable the student to meet his or her postsecondary goals related to training, education, employment, and, where appropriate,

independent living Includes a course of study aligned with the student’s desired post-school goals The student must be invited to the IEP team meeting where transition services are to be

discussed

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If appropriate, a representative of any participating agency is invited to the IEP team meeting with the prior consent of the parent or adult student

Beginning at least one year before the student turns 18, the student must be informed of the parental rights that will transfer to him or her at age 18. The student’s parents must also be informed

If the student is expected to graduate during the IEP term, discuss the student’s graduation status and summary of performance

Remember that measurable postsecondary goals and transition need statements:

Reflect the student’s strengths, preferences and interests as they relate to transition from school to post-school activities.

Are reviewed and updated at least annually. Become increasingly specific as the student comes closer to the time he or she will be leaving

school. Are developed with direct student involvement. Are written in such a way as to guide the development of annual goals and recommendations

for transition services, linkages and activities. Are based upon age-appropriate transition assessments relating to training, education,

employment and where appropriate, independent living skills.

Examples of post-secondary goals:

After graduation from high school, Allison will attend a 4-year Liberal Arts College and take coursework leading to a major in the area of Child Development. After graduation from college, Allison will become an early childhood education teacher in the public schools in her community.

After graduation from high school, Alex will enroll at a technical school and take a business math class to improve his work related math skills and to advance his career in business. After finishing his courses at the technical school, Alex will increase his work hours from 10 hours per week to 20 hours per week in the business department of a local office supply store with temporary supports provided through Vocational Rehabilitation.

After graduation from high school, John will participate in on-the-job training at flower shops or party shops to learn how to properly inflate balloons. With the assistance of a job coach, John will develop a home-based balloon business. While living at home with his parents, John will maintain a checkbook and pay for his purchases with the assistance of his parent(s) or assistant.

After graduation from high school, James will successfully complete welding courses at a technical college to attain the Entry Level Welding Certificate. James will be a self- employed welder.

After graduation from high school, Pam will complete cosmetology school. After cosmetology school, Pam will obtain employment as a stylist in a salon.

Examples of transition services:

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(Education and Training Instruction) Self-advocacy skills instruction Personal banking instruction Work related social skills instruction Computer skills (word-processing, data entry) instruction Instructional support of guided notes for lessons Instructional support for organization and study skills Modified ACT testing

(Education and Training Related Service)

Speech language services to increase oral language fluency Speech therapy, occupational therapy for augmentative communication evaluation and

selection of appropriate augmentative communication device for school and post school environments

Speech therapy services for training in use of augmentative communication device Occupational therapy consultation for assistive technology evaluation for determination of

devices to increase independence in home and community environments Occupational therapy consultation for use of assistive technology Physical therapy to maintain and improve strength and flexibility Transfer of therapy services to adult service arena

(Employment and Other Post School Living Objectives)

Work hours (for credit) in the school district After school paid work experience, such as that with SC Voc Rehab Interview with adult agency staff regarding possible Future needs (self-advocacy support, tax form completion assistance, transportation services) Voter registration Job shadow experiences Visit three university campuses, including a tour through the admissions department and a visit

to the disability services office, between the late Spring and early Fall Part time employment in a position related to working with children Apply for possible college financial aid Vocational rehabilitation referral to determine eligibility for tuition assistance Apply for college and disability support service, no later than December

IEP Goals and Objectives

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The first question to face is how often the progress on the IEP goals will be reported to parents. Choose the correct value from the drop down menu. Remember, progress reports are NOT report cards, although they may be issued with report cards. Progress reports are related specifically to the IEP goals.

Goals: Individual need determinations (i.e., present levels of performance and individual needs) must provide the basis for a student’s written annual goals. The IEP must list measurable annual goals, consistent with the student’s needs and abilities to be followed during the period in which the IEP will be in effect.

For each annual goal, the IEP must indicate the evaluative criteria (the measure used to determine if the goal has been achieved), evaluation procedures (how progress will be measured) and schedules (when progress will be measured) to be used to measure the student's progress toward meeting the annual goal.

For students who meet the eligibility criteria to take the SC-Alt the IEP must include a description of the short-term instructional objectives and/or benchmarks that are the measurable intermediate steps between the student’s present level of performance and the measurable annual goal.

The measurable annual goals, including academic and functional goals, must be related to meeting:

the student’s needs that result from the student’s disability to enable the student to be involved in and progress in the general education curriculum (or for preschool students, in appropriate activities); and

each of the student’s other educational needs that result from the student’s disability.

For students beginning with the first IEP to be in effect when the student is age 13 and older, annual goals should be identified, as appropriate, to move the student toward his/her postsecondary goals.

Annual goals are statements that identify what knowledge, skills and/or behaviors a student is expected to be able to demonstrate within the year during which the IEP will be in effect. The IEP must list measurable annual goals consistent with the student’s needs and abilities, as identified in the present levels of performance.

Annual goals should focus on the knowledge, skills, behaviors and strategies to address the student’s needs. A student’s needs generally relate to knowledge and skill domains such as, but not limited to, reading, writing, listening, organization, study skills, communication, physical development, motor skills, cognitive processing, problem- solving, social skills, play skills, memory, visual perception, auditory perception, attention, behavior, and career and community living skills. The goals in a student’s IEP should relate to the student’s need for specially designed instruction to address the student’s disability needs and those needs that interfere with the student’s ability to participate and progress in the general curriculum.

Goals should not be a restatement of the general education curriculum (i.e., the same curriculum as for students without disabilities), or a list of everything the student is expected to learn in every curricular content area during the course of the school year or other areas not affected by the student’s disability. In developing the IEP goals, the Team needs to select goals to answer the question: "What skills does the student require to master the content of the curriculum?" rather than "What curriculum content does the student need to master?"

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For example, a student may be performing very poorly on tests in history that require written expression. The IEP goal for this student should focus on developing written expressive skills (e.g., using outlines or other strategies to organize sentences in paragraphs) rather than the curriculum goal that the student will write an essay about the economy of a particular country. Generally, goals should address a student’s unique needs across the content areas and should link to the standards so that a student has the foundation or precursor skills and strategies needed to access and progress in the general education curriculum.

To be measurable, an annual goal should, in language parents and educators can understand, describe the skill, behavior or knowledge the student will demonstrate and the extent to which it will be demonstrated.

Examples:

Given a 4-function calculator, Sue will solve one-step word problems using addition and subtraction on a first grade level with 90% accuracy.

Given 5th grade material, Mike will read orally at 80-100 words per minute.

Given 15 minutes of free play time, Sam will engage in interactive play with peers for at least 10 minutes.

Terms such as "will improve…," "will increase…" and "will decrease…" are not specific enough to describe what it is the student is expected to be able to do. To be measurable, a behavior must be observable or able to be counted. In general, it is recommended that goals describe what the student will do, as opposed to what the student will not do.

Example:

"The student will ask for a break from work." versus "The student will not walk out of the classroom without permission."

For each annual goal, the IEP must indicate the evaluative criteria, evaluation procedures and schedules to be used to measure progress toward meeting the annual goal.

Evaluative criteria identify how well and over what period of time the student must perform a behavior in order to consider it met. How well a student does could be measured in terms such as:

frequency (e.g., 9 out of 10 trials) duration (e.g., for 20 minutes) distance (e.g., 20 feet) accuracy (90% accuracy)

The period of time a skill or behavior must occur could be measured in terms such as:

number of days (e.g., over three consecutive days)

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number of weeks (e.g., over a four week period) occasions (e.g., during Math and English classes, on six consecutive occasions)

Examples:

85% accuracy over 5 consecutive trials 50 words/minute, with 3 or fewer errors, for 2 consecutive trials 3 out of 4 trials per week

Evaluation procedures identify the method that will be used to measure progress and determine if the student has met the objective or benchmark. An evaluation procedure must provide an objective method in which the student’s behavior will be measured or observed.

Examples:

structured observations of targeted behavior in class student self-monitoring checklist written tests audio-visual recordings behavior charting work samples

Evaluation schedules state the date or intervals of time by which evaluation procedures will be used to measure the student’s progress toward the objective or benchmark. It is not a date by which the student must demonstrate mastery of the objective.

Examples:

Each class period Daily Weekly Monthly On January 5, March 15 and June 3

The following template may assist in the writing of annual goals: Given (conditions, accommodations), student name will (do what –observable skill/behavior in functional term) (to what extent) (over what period of time) or (by when) as evaluated by (what assessment).

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Guide for completion

Field What goes there?Area of Need Choose the area for the goal from the drop-down

menu.Check the appropriate box for the area of need. (Hint: for transition IEPs just about everything you do is related to transition.)

Start Date Date instruction for the goal is to start.Projected Achievement Date Date the team feels the student can accomplish

the goal. It’s OK if it is the entire year.Measurable Goal Following goal writing guidelines specify the

annual goal.What should the student be doing in the next 12

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months?1. What areas of the general curriculum are affected by the disability?2. What are each of the student’s other educational needs resulting from the student’s disability (academic and functional) including behavior, motor, social-emotional, communication, and self-help?3. Is each disability related need that you will be writing a goal for addressed in the Present Levels

Objectives (Required for students participating in the SC-Alt.) What will the student need to do to achieve each goal?1. What sequential intermediate steps or temporal milestones are needed to reach goal (2 or more for each goal)?2. What indicators of progress toward meeting the goal will be measured intermittently during the year?3. Do the short-term objectives define the discrete steps to a goal; The student… will do what…to what level/degree? Or, do the benchmarks identify major milestones in achieving a goal within specified segments of a 12-month timeframe; The student… will do what… to what level/degree… by when?

Progress Monitoring Check if you will be collecting detailed progress monitoring of the goal. The program has a place for you to record the data. If you are, you may enter that information here on the goal page.

Key Characteristics

Goals should be:

Related to meeting needs that result from the disability to enable involvement and progress in the general curriculum (based on the SCSS). General curriculum means the same curriculum based on the same standards as for nondisabled students, even if using different text or other materials

Related to the student’s present levels of performance statements. Academic, non-academic and functional Measurable – means observable (you can see it, hear it, and count it). Can be achieved within the term of the IEP Includes a projected level of attainment Post-secondary transition related annual goals beginning at age 13 or younger, if needed Instructionally relevant

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Able to pass the “stranger test.” Evaluate the goal to determine if it is written so that a teacher who does not know the student could use it to develop appropriate instructional plans and assess the student’s progress.

Benchmarks should be:

General indicators of progress toward the goal Sequential (crawl, then walk) or parallel (decode accurately and understand what is read) OR

temporal milestones to the goal (quarterly, semester) If the level of attainment is not included in the goal statement, each short term objective is

stated in measurable terms At least two short-term objectives for each goal

The number of goals addressed in the IEP depends on the student's needs. Prerequisite skills, immediate needs, and general applicability are all factors to consider when establishing priorities. Parents, general education teachers, and students are also essential sources of information when setting priorities.

It may not be necessary to develop a goal for an identified need if the need is more appropriately addressed through an accommodation or modification. Remember that accommodations and modifications are based on the student’s needs and provided in order to progress in the general curriculum.

Examples:

In 32 weeks, when presented with a passage from the 2nd grade reading text, Jeremy will read aloud 48 words per minute with less than 2 errors.

When observed on three separate occasions for ½ hour in each of his reading, math, and social studies classes, Jeremy will be on task 75% of the time observed as defined and measured by the school district’s pupil observation procedure.

Example of one Present Levels Statement, Measurable Annual Goal, and Objectives for Student taking the SC Alt‐

Present levels: Jennifer uses the BIG mack switch when it is presented, but she uses these devices only with adults, and not with her peers. She requires physical prompting to use the devices at least 90% of the time. She does not acknowledge the presence of peer communicative partners in an observable manner.

Measurable Annual Goal: Within 36 educational weeks, Jennifer will acknowledge the presence of a peer communication partner at every encounter as evidenced by gestures, changes in body position, or vocalizations, and participate in a familiar structured turn taking communicative routine with physical ‐prompting in at least one school setting.

Objective 1: In 9 instructional weeks, when joined by a peer, Jennifer will acknowledge the presence of a peer communication partner as evidenced by gestures, changes in body position, or vocalizations.

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Objective 2: In 18 instructional weeks, when joined by a peer, Jennifer will acknowledge the presence of a peer communication partner as evidenced by gestures, changes in body position, or vocalizations, and will participate in a structured turn taking activity with a peer when physically prompted by an adult.‐Objective 3: In 27 instructional weeks, while participating in a familiar, structured turn taking activity ‐with a peer, Jennifer will recognize when it is appropriate to take her turn and respond to this opportunity as evidenced by gestures, changes in body position, vocalizations, or actions, and by activating a voice output device at the appropriate time with physical prompts from an adult.‐

Accommodations and Modifications

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 increase the student’s participation in the general curriculum. Assessment accommodations are driven by instructional accommodations.

When selecting appropriate accommodations for a student, the IEP team must consider the individual challenges that the student brings to the instructional setting, what the team knows about how the student learns, and what has benefited (and not benefited) the student in the instructional setting in the past. The IEP team will specifically describe the accommodation and under what circumstances or conditions the accommodation will be implemented.

Broad areas of accommodations include:

a change in teacher design and delivery of instruction (without changing the content of what is taught)

a change in the way the student responds (without changing the standard) changes in the environment (without changing what is taught or the standard)

Accommodations are added from the drop down menu. If an accommodation is needed that is not in the drop down, choose “custom.” If no accommodations are needed, check the box stating that no accommodations were identified.

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Modifications:

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. Methods for demonstrating ‐mastery of the content of the general curriculum are also identified. These concepts then become the focus for instruction in the general curriculum.

The modifications describe the changes to the general curriculum for the individual student. The content area will be identified and the modifications to the general curriculum (SCSS) will be described. In the modification description identify the curriculum area, the grade level that the student will be working in, and how the regular standards will be modified for the individual student. This gives the IEP team a very clear picture of exactly what the student will be doing and how it is different from his same grade peers. There MUST be a link between the student’s Present Levels of Performance and the modifications to the general curriculum. It is important that all members of the IEP team, including the parents, understand that when the team determines that the curriculum must be modified the educational focus for that student shifts from the goal of obtaining the state high school diploma to a different, individualized post school outcome.

Choose the modifications needed from the drop down menu. If the modification is not on the list, type it in the custom modifications box. If no modifications are needed, check the box stating that no modifications were identified.

Specific instructions for accommodations and/or modifications are below that. This is the place to type in the amount of extended time to be given, the size of the small group, and other details regarding the above accommodations and/or modifications.

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Key Characteristics

Any accommodation or modification must be supported by the student’s needs as described in the Present Levels section of the IEP.

Accommodations and/or modifications should be:

Based on the individual needs of the specific student, not on the disability or program the student is in

Crafted to promote the student’s independent functioning as well as accessing and participating in the general curriculum

Specify the specific instances when specific aids will be provided. Do NOT use language such as “when needed” or “when determined appropriate”.

Implemented exactly as documented in the IEP regardless of the student’s level of compliance Involving the student if appropriate, in the IEP development so that the student will have input.

The accommodations and modifications used in daily instruction provide the necessary justification for accommodations and modifications in Statewide Testing.

Accommodation Example

Example: Oral Administration

Specific instruction: Teachers will make arrangements for Johnny to respond to end of chapter tests and weekly quiz questions orally in the areas of science and social studies.

Non Example:‐ Oral testing with no specific instructions. This does not specify the conditions under which it will be provided.

Modification Example

Example: Modified social studies curriculum

Specific instruction: Given the 3rd grade South Carolina Social Studies Standards, teachers will grade Johnny on mastery of the 10 key social studies concepts attached (3rd grade level social students attached to the IEP with the 10 key concepts marked) OR list the concepts.

Non Example: Social studies self contained class.‐ ‐ ‐Guide for Completion

Field What goes there?Accommodations Accommodations are instructional or test adaptations. They allow the

student to demonstrate what he or she knows without fundamentally changing the target skill that’s being taught in the classroom or measured in testing situations.Generally, a large number of accommodations can be grouped into five categories:

Timing. For example, giving a student extended time to complete a task or a test item.

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Flexible scheduling. For example, giving a studenttwo days instead of one day to complete a project.

Accommodated presentation of the material, meaning material is presented to the student in a fashion that’s different from a more traditional fashion.

Setting, which includes things like completing the task or test in a quiet room or in a small group with other students.

Response accommodation, which means having the student respond perhaps orally or through a scribe.

Modifications Modifications actually do change that target skill or the construct of interest. They often reduce learning expectations or affect the content in such a way that what is being taught or tested is fundamentally changed.

Modifications are instructional or test adaptations that allow the student to demonstrate what he knows or can do, but they also reduce the target skill in some way. So if a child is provided with a modification, generally it will lower the performance expectations, and a modification may do that by reducing the number of items required or the complexity of the items or the task required. In essence, a student doesn’t demonstrate what he knows or can do in that target skill or that content because the modification changes it to such a degree that the student’s product no longer represents what we think it does.

Services

Services are defined as:

Special education/specially designed instruction, Related Services, or Supplementary aids and services

Special education and related services means specially designed instruction to meet the unique needs of‐ a student with a disability. The special education services must reflect what the IEP team has concluded are needed in order for the student to receive appropriate educational services to make progress on the goals of the IEP. Each special education and related service 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.

The IEP team must insure that special education services are based on peer reviewed research. Peer ‐reviewed research is reviewed by qualified and independent reviewers to ensure that the quality of the information meets the standards of the field before the research is published.

There is an extensive dropdown list of the types of services that may be provided. Once the service is selected, the window expands.

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After choosing the service, the service provider role is selected.

Direct or Indirect service is selected, and the setting of inside or outside of general education classroom is selected. Remember that this is WHERE the services take place. Some services, especially supplementary service occur INSIDE the general education classroom. This is a LOCATION.

The exact location of services is selected from the drop down menu, and the start and end date of services is selected.

A drop down menu for the amount of services, times, hours or minutes as well as the frequency such as weekly, monthly, quarterly, etc. is available.

Average minutes are calculated from above.

Examples:

Area of Service: Reading

Direct/Indirect: Direct

Setting: Outside general education classroom

Location: Special Education Classroom

Start : 8/19/2014 End: 6/04/2015

Amount: 45 minutes weekly

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Area of Service: Organization/Study Skills

Direct/Indirect: Direct

Setting: Outside general education classroom

Location: Special Education Classroom

Start : 8/19/2014 End: 6/04/2015

Amount 5 hours weekly

Area of Service: Organization/Study Skills

Direct/Indirect: Indirect

Setting: Inside general education classroom

Location: Regular classroom Frequency: 15 minutes / 1 time weekly

Start : 8/19/2014 End: 6/04/2015

Amount: 3 times weekly

Related Services

Related services means transportation and such developmental, corrective and other supportive services as are required to assist a student with a disability to benefit from special education. For students 13 and older, the IEP must identify any related services (e.g., rehabilitation counseling services; school social work; orientation and mobility services) the student may need as a transition service to support the student in attaining the projected post-school outcomes.

Related services for both school-age and preschool students include, but are not limited to, such services as:

audiology services psychological services counseling services physical therapy occupational therapy orientation and mobility services parent counseling and training school health services school social work assistive technology services

Supplementary Services

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Supplementary services are provided to the student or on behalf of the student by a person. These services are designed to assist the student in the general education environment. Supplementary services are different from related services which are provided in order for the student to benefit from special education services. There MUST be a strong link between the student’s Present Levels of Performance and the supplementary services. The service is specifically described, the location(s) of the service is identified, and the frequency of the service is noted. NOTE: Speech is never a Supplementary Service.

The IEP team must determine whether the student requires supplementary aids and services, that are appropriate and necessary, to afford the student an equal opportunity for participation in school sponsored nonacademic and extracurricular activities. These are nonacademic and extracurricular activities that are school district sponsored during the regular school year. If a student simply wishes to attend a football game, for example, in which there is no school sponsored activity for the class, then ‐that student would not necessarily require any supplementary services provided through the IEP. Supplementary services provided for access and participation in nonacademic and extracurricular services are naturally linked to those services provided during the school day. The question that the team must answer is what supports the student requires on a day to day basis to participate. The key is participation, not just choosing to attend, a school sponsored activity.‐When the IEP team determines that a student requires a supplementary service to promote access in the general education environment, it is because the student is unable to function independently in some aspect(s) of school. Because the long term goal for all students is to develop independent functioning during the school years to prepare for adulthood, the IEP team MUST intentionally develop the IEP with the goal for independence. IEP Goals are developed to address deficit areas and if a student lacks independence, it follows that the IEP team will develop goals with supportive services to intentionally teach the student skills of independence.

Example 1: Behavioral support from an adult for continual redirection when the student attends science class. Location: Science class / Frequency: 90 minutes daily

Example 2: Training for all of the student’s general education teachers regarding ADHD characteristics. Location: School / Frequency: One 3 hour training per year

Example 3: Sign language interpreter for the student to attend school sponsored dances after school ‐hours. Location: School gym / Frequency: 4 times yearly

Example 4: Adult support to participate in class field trip to Washington, DC. Location: School field trip/ Frequency: 1 time per school year

Supplementary services are tailored to the individual student. These services are also not common expectations for all teachers. For example, informing the student’s teacher of his accommodations is NOT a supplementary service. It is an expectation that all accommodations are shared with the teachers of the student as part of the special education services.

Services are defined to tell what the school staff will do (NOT what the student will do).

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Guide for Completion

Field What goes there?Type of service Select special education, related service or supplementary

serviceArea of service Choose from your dropdown menuService provider role Choose who is providing the serviceDirect/Indirect Choose the typeSetting Will the service be inside or outside of the GENERAL

EDUCATION CLASSROOM?Location Choose the exact location of the serviceStart/End Choose the start and end date of the serviceAmount Number of minutes, hours or times and how often –weekly,

monthly, quarterly, etc.

If your services do not cover the summer months, check the box.

Add any specific requirements regarding transportation.

After transportation, you may add any other specific instructions for services given.

Assessment Participation

Participation in Statewide Testing

All students with disabilities must be included in State or district-wide assessment programs. If the Team determines that the student will participate in an alternate assessment on a particular State or district-wide assessment of student achievement, the IEP must provide a statement of why the student cannot participate in the regular assessment, and why the particular alternate assessment selected is appropriate for the student.

For example, a student with severe disabilities may meet the criteria for participation in the SC-Alt/NCSC. The IEP for this student would indicate that the student will be assessed using SC-Alt/NCSC because the student has a severe cognitive disability, significant deficits in communication/language and adaptive behavior; requires a highly specialized educational program that facilitates the acquisition, application, and transfer of skills across natural environments (home, school, community, and/or workplace); and requires educational support systems including assistive technology, personal care services, health/medical services, and behavioral intervention.

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Accommodations and modifications recommended for Statewide Testing must be a reflection of how the student is accommodated in day to day instruction and as documented in Sections II and III of the IEP. Statewide testing for students with disabilities is complex and requires a thorough knowledge of the requirements. Consult with your school test coordinator for assistance in determining testing requirements for each student.

The guiding questions for testing are:

1.Will the student participate in state and district assessments:

the same way as students without disabilities? with accommodations? with an alternate assessment?

2.If the student needs testing accommodations, what accommodations are needed?

Accommodations are adjustments in the way a test is given that creates access and diminishes the impact of the disability on the student’s opportunity to demonstrate what they know without changing what the test is designed to measure. Accommodations may be necessary to measure academic achievement and functional performance on statewide and district wide assessments.

Off grade level tests are NOT an option.

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You must choose the appropriate testing participation condition for each test.

Standard Standard with Accommodations Non-standard Not in group

Students with nonstandard administrations are counted as “not tested” for state accountability purposes. If a student is not eligible for the test (for example they are not ESOL students, so they do not take Access for ELLs, or they are not in English I so they will not take that EOC) mark “not in group.” You must address each test listed.

Answer the questions appropriately for the student. Oral administration is to be given to students who cannot read the assessment, not students who read below grade level.

Key Characteristics

Participation decisions made by the IEP team are based on knowledge of:

The student’s present level of academic achievement and functional performance State test format and what skills and knowledge are being measured by the assessments District test formats and what skills and knowledge are being measured by the assessments Selected accommodations should be those already being used by the students in their

educational program The student should familiar with selected accommodations prior to testing

Participation decisions are made prior to the student taking the test. If a student cannot participate in a regular assessment, the IEP must state why the student cannot participate and why the alternate assessment is appropriate for the student.

Least Restrictive Environment

The regular classroom in the child’s home school (the school the child would attend if not disabled) is the first placement option considered for all children with disabilities regardless of the type or severity of disability. IEP teams may never make a recommendation for educational placement based on a particular disability category or the severity of the child’s disability. IEP teams should assume that all children with disabilities are “general education” children first.

Before a child with a disability can be placed outside of the general education environment, the full range of supplementary aids and services that could be provided to facilitate the child’s placement in the general education classroom setting must be considered. Following that consideration, if a determination is made that the child with a disability cannot be educated satisfactorily in the general educational environment, even with the provision of appropriate supplementary aids and services, that child could be placed in a setting other than the general education classroom.

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Federal and state regulations also preclude removing a child from a general education class just because the general curriculum must be modified to meet his or her individual needs. If an entirely different curriculum is needed for the child’s alternate goals, it needs to be determined if appropriate special education supports (for both the child and teacher) can be appropriately provided within the context of the general education classroom. It is not the intent to have the general education teacher devote all or most of his or her time to the child with a disability or to modify the general education curriculum beyond recognition. A child’s removal from the general education environment cannot be based solely on the category of disability, configuration of the delivery system, availability of special education and related services, availability of space or administrative convenience.

Lack of adequate personnel or resources does not relieve the district of the obligation to make FAPE available to every child with a disability in the least restrictive environment.

For this section:

Setting: Where is the student placed?

Delivery of Instruction and Services: Where is the student being instructed in the core content areas?

Any special directions regarding placement or delivery of instruction may be added. It is not mandatory to complete this area.

Participation with students without disabilities: Check the areas that the student will NOT be participating with general education peers.

Occasionally, especially at the high school level, the student’s schedule has not been determined at the time of the IEP. The team may check this option and explain what classes the student will most likely be removed from for services.

If any area is checked, state the removal justification.

Example Justification statements:

Walter needs a combination of large and small group instruction. The small group instruction is needed to reinforce concepts taught in the large group and provide the student with opportunities to ask questions and get immediate feedback.

Penny requires small-group or one-to-one instruction using flexible repetitive teaching strategies to facilitate development of academic skills.

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Sheldon needs an educational environment which provides intensive therapy and highly-structured environment to learn appropriate behavior, learn coping techniques and incorporate these skills into his daily routine.

Amy requires additional repetitive reading interventions that allow time for self-correction and repeated drill and practice to master concepts at each level before introducing a new skill level. Amy requires additional time to speak without being interrupted or hurried.

Unacceptable Justifications Reflect:

decisions based on non-academic reason decisions based on non-individualized reason administrative convenience decision based on disability category decision identical to all other students in that placement decisions based on availability of related services decision based on availability of services decisions based on availability of space

Early Childhood

When documenting educational environments on the IEP for children ages 3 through 5, use the following decision rules to determine which environment to use. Note that the order of the categories:

To decide which environment to document on the IEP, use the following process:

(1) The first factor to consider is whether the child is attending a regular early childhood program, as defined below. If so, the child will be reported in one of the following categories:

In regular education at least 10 hours per week – Regular Early Childhood Program, In regular education at least 10 hours per week – Other Location, In regular education less than 10 hours per week – Regular Early Childhood Program In regular education less than 10 hours per week – Other Location

Report the child in one of these environments even if the child receives special education services in other environments. Refer to the instructions in the section below to determine which percent of time category is appropriate.

Definition of an Early Childhood program:

A program that includes at least 50 percent nondisabled children. Early childhood programs include, but are not limited to:

Head Start; Kindergarten; Preschool classes offered to an eligible pre kindergarten population by the district;‐ Private kindergartens or preschools; Group child development center or child care.

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(2) If the child is not attending a regular early childhood as defined above, the child may be attending a special education program (as defined below) in one of the locations listed below. If so, the child will be reported in one of the following categories:

Separate class Separate school Residential facility

Definition of Special education program:

A program that includes less than 50 percent nondisabled children. Special education programs include, but are not limited to:

Special education and related services provided in special education classrooms in:o regular school buildings;o trailers or portables outside regular school buildings;o child care facilities;o hospital facilities on an outpatient basis;o other community based settings;‐o Separate schools; ando Residential facilities.

(3) If the child attends neither a regular early childhood program nor a special education program, as defined above, the child is reported to receive special education and related services at home or in the service provider location.

Definition of Home:

If the child attends neither a Regular Early Childhood Program nor a Special Education Program, document Home even if the child also receives special education and related services in a service provider location or some other location that is not in any other category.

(4) If the child does not receive any special education services in the home, report the child in the category of Service Provider Location.

Definition of Service Provider Location:

A location not in any other category. If the child attends neither a Regular Early Childhood Program nor a Special Education Program and does not receive any special education and related services in the home.

Key Characteristics

Based on the individual needs of the student Considers the nature and severity of the student’s disability Considers which student needs can be met satisfactorily with the use of supplementary aids and

services in the general education environment Considers the environments where other students of the same age/grade receive instruction

and participate in other school activities

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Describes the extent to which the student will participate in the same environments as age/grade peers (e.g. full, partial, none)

For preschool age students, consider natural environments (e.g. child care, preschool, kindergarten, home, Head Start etc.)

Along with the summary of services statements, clarifies the extent to which the student will not participate with students without disabilities in general education classes and other environments.

Placement options

Instruction Time per week is set by the district. The time outside general ed is calculated from your services page. If there is any additional time outside of general ed not reflected in the services page, add it here. The program calculates the time inside general education. Click the appropriate button according to the student’s placement.

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Extended School Year (ESY)

Consideration for ESY services must be discussed by the IEP team at least annually for every student served by an IEP.

The extended school year process is built into the IEP meeting. Fill out the form accordingly to determine ESY services. ESY must be addressed regardless of the time of year the IEP is written. If the student is to receive ESY services, the appropriate questions will appear once “Yes” is checked.

Prior Written Notice

Prior Written Notice (PWN) is completed after the meeting is held. PWN is now a component of the IEP process in Enrich.

Prior Written Notice must be provided within a reasonable amount of time before the LEA proposes or refuses to initiate or change:

Identification Evaluation Education placement Provision of FAPE

Case Managers must send Prior Written Notice:

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After all IEP meetings and before IEP implementation. In situations where dismissal will be considered based only upon existing information, it may be

best practice to send prior written notice to the parent with the Notice of IEP Meeting. Otherwise, unless someone speaks to the parent, the first time they will find out about the proposed dismissal will be in the meeting. This is a significant change of placement that often causes the parent anxiety. Discuss the matter with the school psychologist. If the case manager and school psychologist determine that prior written notice would be appropriate, the school psychologist will prepare the notice.

PWN will be covered in another part of this document.

The last section of the Enrich IEP development process is to answer two questions.

If you answer “Yes” to “Will there be any enclosures?” you may choose from a list of possible enclosures or add your own.

If you answer “No” to “Did the student participate in the meeting, you must list the steps taken to ensure that the student’s preferences and interests were considered.

Signature Page

The signature page generates when the IEP has been developed. The parents sign that they have been given procedural safeguards and as meeting participants. Document here if the parent does not attend.

All team members present sign the IEP. NO ONE is to sign after the meeting has been ended.

Expectations of Case Managers in Convening the IEP Conference

These guidelines apply to all IEP conferences:

The only purpose of the meeting is to make appropriate educational plans for the student. This is the student’s IEP meeting. So that all IEP team members may participate, make arrangements for all team members to have visual access to the Draft IEP during the meeting. Make these arrangements BEFORE the meeting begins.

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Maintain an attitude of professional competence. As the Case Manager, you must know the child. This is represented in the Draft IEP and in the information you share in the IEP meeting. You should be able to answer questions regarding the educational needs and progress of the child.

Treat all team members with respect and solicit input from all members of the team. Each member has valuable information to share.

If the parent does not attend the IEP conference after having been provided appropriate notice, the team must still convene to discuss and perfect the Draft IEP and sign the signature page.

A parent may indicate on the Parent & Student Response that they wish to conduct the IEP Meeting via telephone. Other electronic means may be available for parent participation. All IEP team members must convene and conduct the meeting as if the parent were in the room. Documentation must be maintained on the signature page of the IEP to indicate that the parent participated in the conference.

If the parent makes a request that is not supported by consensus of the IEP team, contact your special education director immediately (if the director is not present) to assist with developing the Prior Written Notice.

Parents have the right to bring other individuals who have knowledge or special expertise regarding their child to the meeting without informing the school district. These persons are not listed on the letter of invitation unless the district has specifically invited them.

If the parent unannounced brings an attorney or advocate to the IEP conference and the special education director other district office representative is not present, the LEA Representative has the discretion to inform team members that the IEP team will re convene with appropriate school district ‐personnel. Immediately contact the Special Education Office.

REQUIRED MEMBERSHIP OF THE IEP TEAM

1. Parents

Parents must be given notice of the IEP Meeting early enough to ensure their participation. There is no timeline for this notice as long as the parent agrees to attend the meeting. The team may hold the IEP Meeting without the parents in attendance if they are unable to convince the parents they should attend and reasonable attempts (at least two varied) to include the parents has been documented.

Beginning at age 18, unless the student has been determined incompetent by a court, the educational rights are transferred to the student, and the student must receive written notice of the IEP team meeting. The parent should be invited to the IEP meeting as a participant with special expertise.

2. The Special Educator

At least one special education teacher of the child must be included on the team. A Speech-Language Therapist is also considered a special education teacher.

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3. The Regular Educator

At least one of the child’s regular education teachers must be on the team if the child is or may be participating in the regular education environment. Invite a regular educator that is relevant to the child.

If the child is enrolled in a preschool program for children without disabilities that is not operated by the district, the district must invite the preschool teacher, but has no authority to require his or her attendance. If the preschool teacher of the child does not attend, the district shall designate a teacher who, under state standards, is qualified to serve children without disabilities of the same age. IEP meetings of children in private preschool programs should be convened at the private preschool site whenever practical.

For a child 3 through 5 years of age in a setting that does not provide a preschool educational component (e.g., home setting or child care), the child is not considered to have a regular education teacher and is not considered to participate in a general education environment; therefore, a general education teacher is not required to be part of the IEP team. However, a parent may invite a child care provider to attend the IEP team meeting as a person with knowledge or expertise about the child.

4. The Representative of the Local Education Agency (LEA Representative) The LEA Representative must be a member of the IEP team and meet the following requirements:

is qualified to provide or supervise provision of special education services; has knowledge of the general education curriculum; and is knowledgeable about the availability of the LEA’s resources.

The primary responsibility of the LEA representative must be to commit school district resources and ensure that services written in the IEP will be provided. The district will be bound by the IEP that is developed at an IEP meeting. The Director of Special Education will determine staff members who may serve as the LEA Representative.

Approved LEA Representatives include:

Principals Assistant Principals Special Education Director

Under no circumstances may the Case Manager or Regular Education Teacher serve as the LEA Representative. When a Preschool age student not enrolled in a public school during the effective dates of the IEP, the School Psychologist, the Special Education Director, or the Speech Supervisor may serve as the LEA Representative.

5. The Interpreter of Evaluation Results

There must be an individual on the team who can interpret the educational implications of evaluation results for designing appropriate instruction. This person may be a member of the IEP team already, such as the Special Education Teacher, Speech/Language therapist, Teacher for the Visual or Hearing

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Impaired, or may be someone else, such as the School Psychologist or Curriculum Coordinator. This person may not be the child’s parent.

6. Others with Knowledge or Special Expertise

At the invitation of the parent or the team, the team may also include individuals who have knowledge or special expertise about the child. The party who invited the individual makes the determination as to whether or not the person has the knowledge or special expertise about the child. The school district may invite other service providers (i.e. Occupational Therapist, ABT, etc.) with knowledge or expertise.

7. The Child with the Disability

The LEA may invite the student to attend his or her own IEP team meeting at any time considered appropriate. The student must be invited to attend his or her own IEP meeting beginning at age 13, or younger, if a purpose of the meeting is consideration of the student’s postsecondary goals and the transition services needed to assist the student in reaching those goals. This means a meeting notice must be sent to the student as well as the parent. If the student elects not to participate, the IEP team must take other steps to ensure that the student's preferences and interests are considered in developing the IEP / Transition Plan. The documentation that the student was invited to the IEP is on the Parent / Student Response. If the student is age 13 or older (or will turn 13 during the course of the IEP), the Case Manager must obtain student’s signature on the Parent / Student Response form.

8. Transition Participants

The IDEA requires that school districts invite representatives to IEP meeting from appropriate participating agencies that may provide or pay for transition services for a student. Written Consent to invite outside agency representatives must be obtained PRIOR to each meeting inviting the outside agency.

The Meeting Notice is built into the IEP process in Enrich. Follow the instructions to prepare the meeting notice. Remember to list ALL of the reasons for the meeting. It may be an annual meeting and a reevaluation planning meeting. For students ages 13 and above, always check transition and invite the student.

Only the titles or positions of the persons who will attend on behalf of the school district will transfer to the letter.

Identify any other agency that will be invited, with written parent consent (or age of majority student) obtained prior to the meeting, to send a representative.

Notice of IEP Meeting Procedures

Coordinate with the parents and required IEP team members to determine a mutually agreeable date and time. Do not schedule a meeting with the expectation that all required team members can be present if you have not consulted with them. There are two ways to determine an agreeable date:

1. Contact the parent and obtain several dates/times that they are available to meet. Then work with required team members to find an agreeable date/time for all. OR

2. Contact the team members first to obtain several dates/times that they are available to meet. Then contact the parent to find an agreeable date/time for all.

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You will document your attempts to contact the parent in the Enrich program.

Remember to include Procedural Safeguards Notice at each Annual Review notice. Procedural Safeguards Notice is also sent for a Manifestation Determination meeting. The Draft IEP may also be sent as an enclosure with the Notice of the IEP Meeting.

Prior Written Notice is NOT to be sent with the Notice of IEP Meeting unless possible dismissal is to be discussed.

IEP Meeting Notification Requirements and Special Circumstances

The IEP meeting must be scheduled at a mutually agreeable time and place. There is no requirement for a specified time frame to provide the parent with notice for an IEP Meeting. IEP Meetings can be scheduled at any time when all required team members can meet. However, the regulation is clear that the district MUST document rigorous attempts to include the parent and schedule the meeting at an agreeable date and time. Parents must be given every opportunity to attend the meeting and contribute to the development of the IEP. Written documentation to schedule the meeting and contact the parents must be maintained by the Case Manager in Enrich. If email is utilized, documentation of parental receipt along with the printed email is maintained as an attachment to the Parent / Student Response Form. The Case Manager must make a minimum of two attempts by two different methods.

Telephone Conference A parent may indicate on the Parent & Student Response that they wish to ‐conduct the IEP Meeting via telephone.

Other electronic means may be available for parent participation. All IEP team members must convene and conduct the meeting as if the parent were in the room. Documentation must be maintained on the signature page of the IEP to indicate that the parent participated in the conference.

CAUTION: Avoid a too liberal interpretation of reasonable timeline and reasonable attempts to invite the parent to the IEP Meeting. The law is clear. The district must make a good faith effort with repeated, documented attempts to involve the family in the IEP meeting.

Preparing the Draft IEP

The IEP is a written legal document for each child with a disability that is developed and reviewed at least annually. Enrich contains a currently compliant IEP form.

In preparation for drafting the IEP, the Case Manager will do the following:

Assess the student Gather data from and consult with other providers of IEP services Update goals and objectives on the current IEP. The progress monitoring feature in Enrich may

be used.

Assessing the student – in preparation for the Annual or Special Review

A variety of assessment and information gathering methods should be utilized. The primary source of this data will be curriculum based measures and State and District assessments. These methods include:‐

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Analysis of the intervention plan and data obtained from progress monitoring Analysis of data on IEP goals and Behavior Intervention Plan (BIP)target behaviors Analysis of performance in the general education classroom (work samples, grades, anecdotal

records, consultation with the general education teacher, weekly behavior reports, home school‐ communication, etc.)

Demographic data – discipline, attendance, medical history, etc. Criterion referenced assessment Standardized tests (if current enough to describe the student’s Present Level of Performance) Statewide assessments District utilized assessments (MAP, Dominie, DIBELS, end of unit tests, pre/post tests, teacher

made tests, assessments utilized from Teacher Toolbox, etc.) Assessments related to transition for students age 13+. Observation (when used as a method of assessment, observations must be documented through

the use of anecdotal records, teacher logs, frequency counts, or any other data collection). Observation cannot stand alone as a method of assessment.

Functional Behavioral Assessment Other (AIMSweb, STAR reading tests, CAI Lab reports, etc.)

Many of the assessment methods listed above are available on Enrich/TestView. Principals are responsible for assisting teachers with obtaining Enrich/Testview access. When a test is not available for a particular domain (such as social/emotional development or adaptive behavior), assessment options include:

Social skills checklists Adaptive behavior checklists Charts of normal development Assessment from the Life Centered Career Education (LCCE) curriculum Data driven observations (ex. frequency counts) Task analysis Gather data from and consult with other providers of IEP services

It is the Case Manager’s responsibility to initiate contact with other IEP service providers when developing the draft IEP and planning the IEP Meeting. The other IEP service providers will contribute assessment data to the IEP, consult with the Case Manager to update goals and report progress, and will attend the IEP Meeting.

Updating goals on the current IEP

(For all Meetings other than initial placement)

For all IEP Meetings (not just the annual review Meeting), the Case Manager and other IEP service providers should be prepared to describe the student’s Present Levels of Performance in relation to identified areas of need and progress on IEP goals.

Collaboration between the Case Manager and all service providers is required to update goals, prepare the Student Progress Report, and prepare for the upcoming IEP meeting.

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The Student Progress Report (generated in Enrich) is used to report progress as prescribed in the student’s IEP. The final decision as to how frequently the parent will receive reports on the student’s progress on IEP goals are a team decision. A standard guideline is that the Student Progress Report is provided to the parents on the same schedule as progress is reported to parents of children without disabilities. The Student Progress report commences with the first interim or quarter period after the IEP is initiated.

Maintaining documentation and data of the student’s performance that is linked to the IEP goals is required to determine and document student progress.

Develop the IEP as a Draft

It is legal and an efficient practice to prepare a draft IEP in advance for proposal at the IEP Meeting. The Enrich program will not carry over data from the previous IEP other than demographic data, so the Case Manager will want to have a copy available as a reference point for creation of the new IEP.

In preparation for convening the IEP conference, keep in mind that all IEP Meeting participants must have visual access to the draft IEP during the Meeting. Make arrangements for this prior to the IEP.

Planning and Conducting the IEP Team Meeting

Planning the Meeting:

1. Identify roles

Facilitator - Person who keeps the meeting moving forward. The facilitator also ensures everyone participates and discussion is recorded.

Recorder - Person who takes notes for later use in completing IEP forms, or who enters information on the IEP forms during the meeting.

Time Keeper - Person who reminds participants of the meeting time frame.

2. Outline meeting agenda

Introduction of participants. Discussion of meeting ground rules and guidelines. Discussion of considerations

o Recent evaluation data relevant to the student’s disability related needs (NOTE: IEP team evaluation and reevaluation is not addressed in this guide).

o Student’s strengths and parental concerns.o Review of prior IEP progress (unless initial IEP).o Student’s academic, developmental, and functional needs.

Discussion of IEP components to be addressed in IEP document. Anticipated length of the meeting (generally 1-1 ½ hours; varies based on student needs and

complexity of needed services).

3. Set up meeting room

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Set up a table appropriate for the size of the group with no assigned seating (round table is preferable)

Arrange for writing surface for public notes It is good practice to publicly record important work-process notes during the meeting using a

whiteboard, LCD and computer, large post-it-notes or flipchart. Make arrangements for reasonable accommodations for any participant who has a disability

Conducting the Meeting:

1. Set the stage for collaboration

Introduce participants. Review the purpose of meeting. Provide an overview of the agenda, remind participants of ground rules and guidelines, and

state the anticipated length of meeting. Assign someone to record issues for discussion at a later date. Review these items prior to

ending the meeting. Inform parents of their right to request more time and a copy of the most recent evaluation

report. Use descriptive language; avoid the use of jargon or terms all IEP team participants may not be

familiar with. Offer and be willing to stop and explain terminology.

2. Discuss each IEP component:

Team discusses key questions listed in IEP Team Meeting Discussion Points (see next section of guide) for each IEP component.

Verify all demographic information is correct What is the student doing now in relationship to the general curriculum and what are the

student’s other disability related needs? Are there special factors that need to be considered? What should the student be doing in the next 12 months? (Goal) How will progress toward goals

be measured and reported? Based on the student’s Present Levels of Performance, what are the appropriate

Accommodations and Modifications to the General Curriculum, and required Supplementary Services?

Will the student participate in regular state and district assessments or alternate assessment? What are the student’s transition service needs (no later than age 13)? What special education and other services are needed Where will the student receive services? Discuss each Special Factor individually.

3. Enhance team communication and collaboration:

Actively involve parent(s) and outside agency representatives (as appropriate) in the IEP meeting.

Prompt parents to share information if they do not do so on their own. Acknowledge their input,

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insight and experience. Provide students with the opportunity to play an meaningful and active role in the development

of their IEP Acknowledge family’s efforts and respond to family’s viewpoints, suggestions and concerns. Be aware of participants; ask questions or provide clarification to enhance mutual

understanding and meaningful participation Share student progress data when discussing IEP goals and needs. Participants (parents and educators) confirm areas of agreement and discuss areas not in

agreement with goal of reaching consensus (voting is not appropriate). If consensus cannot be reached, the district and parent may wish to discuss whether mediation

or facilitated IEP would help them resolve any remaining issues. Discuss appropriateness of ESY Discuss the Medicaid notification form (or initial consent form.)

Concluding the Meeting:

1. Briefly summarize the IEP team discussion.

2. Focus on a shared vision between parents and educators for working on goals at home and at school.

3. Inform parents when the completed IEP document will be sent to them if the IEP has not been completed at the meeting (Note: the new or revised IEP cannot be implemented until parents receive placement notice and a copy of the IEP).

Follow-up after the Meeting:

1. Return to the IEP in Enrich and make the changes made by the IEP team.

2. Validate the IEP for errors.

3. You will also indicate if the parent participated or not. Participation by phone is considered that the parent participated as if they attended the Meeting.

5. Prepare a Prior Written Notice to attach to the newly completed IEP. The parent must receive the Prior Written Notice and a copy of the finalized IEP prior to its implementation.

6. Provide the parents with a copy of the completed IEP to take with them at the conclusion of the meeting if possible. If it is not possible to provide these documents at the conclusion of the meeting or if the parent did not attend the meeting, send them to the parent as soon as possible. Remember that the parent MUST receive Prior Written Notice and their copy of the IEP prior to its implementation.

7. Send the completed original IEP to the OEC for audit within 2 weeks of the IEP meeting.

8. Maintain a copy of the IEP in the student’s IEP file maintained by the Case Manager.

9. All of the student’s teachers, special education and general education, related service personnel and others who have the responsibility for implementing the student’s IEP must be informed of their responsibilities. One way to do this is to give each person a copy of the relevant parts of the student’s IEP.

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10. Reconvene the IEP team at least annually to review the IEP. Reconvene the IEP team to review and revise the IEP more frequently if the student is not making expected progress to meeting goals, following a reevaluation, if the student’s needs change, if new information is provided by the parents, or to address other matters as determined by the district.

11. For students with transition services provided by outside agencies, reconvene the IEP team if services are not being provided and identify alternative strategies to meet transition objectives.

CONDUCTING THE IEP MEETING WITHOUT A PARENT

An IEP Meeting may be conducted without a parent in attendance if repeated attempts are documented in writing to arrange for a mutually agreed upon time or to convince the parents that they should participate. This written documentation may include detailed records of phone calls, copies of correspondence with the parent, printed emails, records of other contacts with the parent. The written documentation must contain evidence that reasonable attempts (two varied) were made to invite the parent to the meeting and to schedule the meeting at a mutually agreeable date and time. Contact documentation on the Parent and Student Response Form is maintained in Enrich.

If the parent does not attend the IEP Meeting, the IEP team proceeds with a meeting, just as if the parent were present, and discusses the IEP and any recommended changes.

If the parent does not attend the IEP Meeting, a copy of the IEP, with the Prior Written Notice must be provided to the parent along with a copy of the completed IEP following the meeting.

There are unique procedures for conducting an initial eligibility and IEP meeting without the parent present. Please refer to the section of this Process Guide “Types of Meetings – Initial / Eligibility.”

When an Invited IEP Team Member Cannot Attend the IEP Meeting

The Notice of the IEP Meeting is not required to list team members by name, only by title. If an invited team member cannot attend a scheduled IEP Meeting due to emergency reasons, another person who is both relevant to the student and can serve the required role on the team must be substituted. If an appropriate substitute cannot be found, the IEP Meeting must be re scheduled unless the appropriate ‐excusal procedures are followed.

If a team member’s area of curriculum or related service is not being modified or discussed, that member may be excused IF the parent (or adult student) agree, in writing, that the attendance of the member is not necessary

If a team member’s area of curriculum or related services is being modified or discussed, that team member may only be excused IF the parent, in writing, and the district consent to the excusal AND the team member submits, in writing to the parent and the IEP team, input into the development of the IEP prior to the meeting.

Further Expectations for Case Managers

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IEP Implementation

Case Managers are expected to ensure that appropriate instructional schedules are implemented. Students with disabilities must be included for instruction in the regular classroom as defined in each individual IEP. Develop instructional level activities that are linked to the student’s IEP goals.

Develop a plan to address social skills and adaptive behavior instruction when appropriate and part of the students’ IEPs. These skills can and should be practiced outside of the context of the instructional setting (e.g. cafeteria, hallway, bus lot, etc. however direct instruction must occur first). Develop instructional activities that account for explicit/direct instruction and that include demonstration, guided practice, and monitoring for the students’ understanding

Develop prompting and reinforcement systems that assist the student in acquiring skills and meeting IEP goals.

Plan for adequate practice which is necessary for the development of fluency and automaticity Plan instructional activities that teach generalization once a skill is acquired. Plan for continued practice through homework assignments. Plan for re teaching when students fail to master appropriate objectives.‐ Plan activities that allow for active participation of each student.

Selecting Materials to Support Instruction

It is the role of the teacher to provide instruction. “Programs, textbooks, worksheets, do not teach!”

When the student receives instruction in the regular classroom, he/she should be provided the appropriate content area text for the grade level at which he is participating.

When a student receives instruction in the special education setting, he/she should be provided content area text at the appropriate instructional level as specified in the IEP.

Students in high school on a non diploma track should be provided instruction based on a ‐modified curriculum that is aligned with the SCSS.

When a student’s IEP reflects the need for a parallel or modified curriculum, the special education teacher should select curriculum materials that are approved through the OEC.

Any of the materials available through the OEC may be used as supplemental materials. Select appropriate curriculum and resources to support instruction in the areas of social

emotional development and adaptive behavior.

Obtaining Materials and Curriculum

To obtain State Adopted textbooks and Teacher editions, both on and off grade level, see the Textbook Coordinator in your school. If you have difficulty obtaining the appropriate materials to support instruction, please contact your special education Director immediately.

Transfers (in and out of state)

Step by Step Procedures for Teachers:‐ ‐1. Verify the child’s eligibility for services either by reviewing a copy of the child’s current IEP and/or contacting the sending school. If the child is re enrolling in Edgefield County School District, the Case ‐

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Manager must still follow these procedures. It is critical to ask the parent if the child has ever attended school in Edgefield County so that inactive records can be retrieved and reviewed. When verifying IEP services by phone, obtain the following information:

Disabilities (if more than one) Related Services Amount of time for each IEP service Areas of deficit (where student has goals)

2. Inform all appropriate service providers, and the OEC/School Psychologist, of this child’s enrollment and provide a copy of the IEP from the sending district (if available). The purpose of informing the school psychologist is that he/she will consult other school staff and conduct a reevaluation review. If the school psychologist needs to attend the IEP meeting in order to conduct Reevaluation Planning during the IEP meeting, she will contact the Case Manager.

3. Services must begin on the day the child enters school, whether you have a copy of the IEP or not. There must be no interruption in any services, including related services.

4. Transfer IEP should be entered in Enrich as soon as a copy of the IEP is available.

4. The child should be added to your EFA roll on the first day he/she enters school.

5. The Case Manager will collaborate with the OEC Coordinator and members of the IEP team to set up an IEP meeting as soon as possible, whether you have a copy of the IEP in hand or not.

6. Notice of the IEP Meeting must be provided to the parent.

7. IEP Team members include the Parents, Case Manager, LEA Representative, Regular Education Teacher (if appropriate), and other IEP service providers (if appropriate).

8. Assessments for Present Levels of Performance may be necessary prior to the meeting if the information in the IEP is not sufficient or if a copy of the child’s current IEP from the sending district is not available.

9. Prior to the meeting, develop a draft IEP in Enrich. Even if the IEP from the sending district appears to need no changes, you are required to develop an Enrich IEP for Edgefield.

10. Check for a Medicaid consent form.

11. Consent for Initial Provision of Special Education and Related Services is not required. Parents are only asked to sign written consent for placement when the child is initially placed into special education, even if that occurred in another district.

12. After the meeting, finalize the IEP in Enrich and distribute copies as usual.

The original IEP along with Notification of Meeting, Prior Written Notice, and Parent and Student Response and the signed Medicaid Consent Form (if needed) must be submitted to the district office for audit and filing within 2 weeks of the meeting.

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Transfer Within the School District

When the student withdraws from one school to attend another school in Edgefield County

The Case Manager will notify the receiving school that the student is moving. The Case Manager will notify related service providers of the student’s move. Send the Special Education working file to the receiving teacher via courier. Update EFA roll with Attendance clerk.

When the student transfers to your school from another school in Edgefield County:

The new Case Manager will contact the Case Manager at the sending school to request the working file via courier.

The new Case Manager will notify appropriate related service providers that the student is moving. Update EFA roll with Attendance clerk.

In either case, contact the Special Education Director or Coordinator to assist with unique circumstances and transportation if needed.

Discussing ESY Eligibility

At the end of the first quarter of the school year, each teacher and each service provider for the students with disabilities will collaborate to do the following:

Conduct regression/recoupment assessment to determine if the student has recouped any skill losses experienced due to the summer break in services

For special education students placed after the first day of the school year, data should be collected after the first extended break in instruction (i.e. Winter break, Spring break). Data should be reviewed quarterly for students who may qualify for ESY services.

An assessment of the student’s current performance must also be done at the end of the school year so that when regression/recoupment assessment is done the following school year; there will be data on which to base the recommendation. This end of the year assessment can occur in conjunction with the quarterly update of the IEP goals.

Prepare an ESY Student Eligibility Review in preparation for the IEP Meeting. If the student receives more than one service, the service providers must collaborate to prepare the ESY Student Eligibility Review.

Prior Written Notice

When to send?

Scenario PWN

Required?

Who Completes and Sends It Out

When Is It Sent Form Used

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Student is recommended for an initial evaluation

Yes Psychologist, Speech, Vision or Hearing

Given to parent at planning meeting or sent to them after if they do not attend

“Evaluation Plan and Prior Written Notice of Evaluation/Reeval”

Student is recommended for a reevaluation

Yes Psychologist, Speech, Vision or Hearing

Given to parent at planning meeting or sent to them after if they do not attend

“Evaluation Plan and Prior Written Notice of Evaluation/Reeval”

Parent fails to respond to

repeated attempts to obtain parental consent to evaluate

Yes Psychologist, Speech, Vision or Hearing

Sent to parent after last attempt

“Prior Written Notice”

Student is evaluated or Yes Psychologist, Given to parent “Prior Writtenreevaluated and meets Speech, Vision at eligibility Notice”eligibility criteria for or Hearing meeting or sentplacement to them after if

they do notattend

Student is evaluated or Yes Psychologist, Given to parent “Evaluationreevaluated and does Speech, Vision at eligibility Report andnot meet eligibility or Hearing meeting or sent Documentation ofcriteria for placement to them after if Eligibility”

they do notattend

A reevaluation review is conducted and the decision is made to not reevaluate

Yes Psychologist, Speech, Vision or Hearing

After the formal or informal meeting in which the decision was made

“Prior Written Notice”

Parent disagrees with a decision made by the rest of the team during an IEP meeting and the decision will be implemented

Yes Special Education Director, Psychologist, or Case Manager

After the meeting an prior to any changes in programming

“Prior Written Notice”

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Parent makes a request that the district does not agree to

Yes Special Education Director, Psychologist, or Case Manager

After the meeting “Prior Written Notice”

A manifestation determination meeting is scheduled

No NA NA NA

A manifestation determination meeting has been held and the behavior was found to not be related to the disability

Yes Special Education Director, Psychologist, or Case Manager

On the date of the decision to remove.

“Prior Written Notice”

A manifestation determination meeting has been held and the behavior was found to be related to the disability

Maybe Special Education Director, Psychologist, or Case Manager

If a FBA must be conducted

“Evaluation Plan and Prior Written Notice of Evaluation/Reeval”

An initial IEP meeting or an annual review is scheduled

No NA NA NA

An initial IEP is developed and finalized

Yes Case Manager After the meeting and prior to the implementation of the IEP

“Prior Written Notice”

A special review IEP meeting is held and changes are made to the IEP

Yes Case Manager After the meeting and prior to the implementation of the amended IEP

“Prior Written Notice”

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A special review IEP meeting is held and NO changes are made to the IEP

No NA NA NA

An IEP meeting is scheduled in which the student will be recommended for dismissal during that meeting (a reevaluation will be conducted but no additional information is needed)

Yes Psychologist, Speech, Vision or Hearing

Sent with the Notice

of IEP Meeting

“Prior Written Notice”

A student is dismissed from special education (student will no longer have an IEP)

Yes Psychologist, Speech, Vision or Hearing

After the meetingand prior to any changes in programming

“Prior Written Notice”

Handling Referrals

Referrals to special education may come from school staff or parents. The school Data Team will make school based referrals. If a referral comes in from a parent, direct all questions to the Data Team and RtI Coordinator at the school level. The OEC office is in constant contact with the RtI specialists at each school to ensure we are meeting the needs of all students. The OEC and the Data Team at the school determine the next step(s) in the procedure while communicating with the parent.

In general, the referral process proceeds as follows:

1. The principal/parent/Data Team expresses concerns to school personnel, in writing or verbally, indicating the suspicion that the child in question has a disability and/or indicates that they want an evaluation.

2. The LEA representative, or his/her designee interviews the parent and completes the Social/Developmental/Health History Form. During the interview, the options are explained to the parent and it is clarified that the parent is requesting special education evaluation or services. The interviewer explains the process to the parent.

3. A copy of the completed Intake Form and the “Procedural Safeguards Booklet” are immediately given or sent to the parent, preferably on the same day as the request and interview.

4. The LEA Representative consults with the school psychologist and the student’s teacher(s). They review existing information and determine whether there is reason to suspect a disability. This consultation does not require a formal meeting. “Existing information” refers to any type of relevant

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documentation that was already in existence at the time that the parent made the referral. School personnel can review existing information without parental consent for evaluation. (If school personnel want to obtain new information, parent consent for evaluation is required prior to obtaining the new information.)

5. If school personnel determine that there is no reason to suspect a disability, the school psychologist is given copies of all existing documentation. The school psychologist uses this information to prepare a prior written notice to the parent explaining that their request has been rejected and for what reasons. The prior written notice is a legally required notice under IDEA. A record for the student is established in the OEC in the event that there are future referrals for special education.

6. If the team determines that there is reason to suspect a disability and the parent has requested an evaluation, the psychologist is notified. The school psychologist takes over with evaluation planning at this point. The school psychologist assists the team with the evaluation planning process and during a meeting with the parent, completes the “Evaluation Plan, Prior Written Notice of Evaluation/Reevaluation and Consent for Evaluation”

7. The team then reviews the data and determines appropriate, intensive research based ‐accommodations and interventions to be implemented during the evaluation process. Documentation of these accommodations and interventions will be submitted to the eligibility team at the end of the evaluation process. Ideally, documentation of interventions includes the following components whether the concern is academic or behavioral:

1. Beginning and ending dates2. Frequency and duration of sessions3. Description of intervention or name of program4. Results of diagnostic measures5. Results of pre and post measures, including name of measure used6. Results of progress monitoring, including name of measure used7. Information regarding changes in intervention and the reasons why8. Information regarding relevant events during the intervention period (for example absences,

change in medication, family events, etc.

Based on the findings of the evaluation, eligibility is determined. If the student is eligible for special education, the district will hold an IEP Team meeting and an initial IEP is written.

PRESCHOOL CHILD OUTCOME REPORTING

The Office of Exceptional Children is required to report a summary of program progress data on preschool students with special needs to the State Department of Education. This data is collected using the Child Outcome Summary Form (COSF).

Initial Child Outcome Summary Form Procedures

The Initial Child Outcome Summary Form must be completed by the IEP team during the initial IEP meeting. The initial IEP and COSF form should be turned in together to the OEC.

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At times it may become necessary to modify the initial COSF within the first 3 months of a child participating in the preschool program. If this is the case, Case Managers should contact their Special Education Coordinator.

The date of the initial COSF completion should be the date of the initial IEP meeting. The date of entry into the preschool program should be the IEP initiation date.

Exit Child Outcome Summary Form Procedures

Exit Child Outcome Summary Forms and COSF management form will be turned in to the OEC at the end of the school year.

Exit COSFs are required for all students who have received preschool services for at least 6 months prior to turning 6 years old. The date of exit should be the child’s 6th birth date with the exception of the following two items:

1. The child will turn 6 after the current school year during the summer but before the next school year begins. IF this is the case, the date of exit would be the last day that services were received by the student. This includes extended school year services.

2. The child exited the program before they turned 6. The date would then be the day the child exited the program.

When completing the COSF form, be sure to provide data and choose the number that best corresponds to the data.

Completed IEP Documentation Contains the Following

The completed IEP Behavior Intervention Plan (if developed) One (1) copy of the Notice of the IEP Meeting One (1) copy of the Parent and Student Response with all documentation recorded and parent

and student signatures. Prior Written Notice sent to the parent after the meeting. Updated Progress Reports, if the meeting was an Annual Review. Entry COSF, for initial preschool placements

Contents of the Working IEP File

Copy of current IEP, including IEP Parent Notice of the IEP Meeting, Prior Written Notice, and the

Parent and Student Response form Copies of Special Review IEPs for all meetings conducted since the current IEP was developed Copy of current Consent for Provision of Special Education Services Copy of Surrogate Parent Appointment Form (if appropriate) Copies of all Evaluation Reports Protocols of recent assessments Copy of previous year’s IEP, including Progress Reports COSF Form (if preschool)

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Measuring Progress and Reporting to Parents

The Case Manager must ensure that the parent receives a report regarding progress on IEP goals as specified in the IEP.

Progress Reports must be generated through Enrich. Report progress on goals only, even if the IEP contains both goals and objectives.

Only one Progress Report is prepared for a student even if the student has multiple service providers. It is the responsibility of the Case Manager to coordinate with all service providers for the child to prepare the Progress Report.

The IEP must be developed to be reasonably calculated for the student to make progress. As Progress Reports are prepared, the Case Manager and other service providers should assess if the student is making expected progress. Less than or more than expected progress would trigger a Special Review IEP Meeting (Amendment) to adjust the student’s goals and any other IEP components as determined by the IEP team.

REVIEWING THE IEP

An Annual Review Meeting must be systematically planned and convened to occur before the expiration of the current IEP, to account for varying schedules of the required participants, and with adequate time allowed to gather information and data to develop Present Levels of Performance. The Annual Review Conference must also be scheduled to allow time to provide parents with Prior Written Notice prior to the implementation of the newly developed IEP. This requires organization, time management, and pre planning.

AMENDING THE IEP WITHOUT A MEETING

A provision in IDEA allows IEP teams to amend an IEP after the annual review Meeting without an IEP Meeting if certain conditions are met. Four conditions must be met in order to amend the IEP without a meeting:

1. The parents and LEA must agree in writing to use this approach (i.e. to amend the IEP without a meeting);

2. The amendment or changes to the IEP must be in writing;3. All members of the IEP team, teachers, and service providers must be informed of the changes

made; and4. This option cannot be used for an annual review of the IEP. This option only applies to

modifications the team might want to make after the annual review has been held in person.

PROCEDURES FOR AMENDING THE IEP WITHOUT AN IEP MEETING

1. The Case Manager must consult with the Special Education Director or Coordinator prior to making IEP changes to determine if this is a circumstance to amend the IEP without a meeting.

2. The Case Manager must contact and discuss with the parent the nature of the changes to be made to the IEP without a meeting. NOTE: The parent has a right to an IEP Meeting if requested

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3. If parent does not provide the written agreement to amend the IEP without a meeting, the IEP may not be amended without a meeting.

4. The Case Manager must obtain written agreement from the parent. Written agreement is less formal than consent. Examples of written agreement include printed emails, signed note from parent, photo-copy of student’s agenda where parent provided written agreement, etc. Written agreement must contain:

a. Dateb. Statement that parent agrees to amend the IEP without a meetingc. Parent Signature

5. If parent does not provide the written agreement to amend the IEP without a meeting, the IEP may not be amended without a meeting.

6. After obtaining the written agreement from the parent, the Case Manager Adds an Action in Enrich. Choose “IEP Amendment (Cover Page)

7. The program will generate a cover page to be used to amend the IEP. 8. The Case Manager checks “No” for the question “Will a meeting be held to amend the IEP?9. The form that appears must be filled out appropriately with the contact information and section

to be amended. 10. The PWN is completed to reflect the amendments.11. The case manager amends the IEP. 12. The PWN is generated along with the amended IEP. 13. Documentation:

a. Cover pageb. Prior Written Notice describing proposed changesc. Written agreement from parent to amend the IEP without a meeting

14. There will be NO Notice of the IEP Meeting since there was no meeting. Distribution: copy to parent, copy to working IEP file, copy to related service providers, copy to others as appropriate (i.e. regular education teachers, etc.), original to OEC.

TYPICAL REASONS FOR CONVENING A SPECIAL REVIEW MEETING:

Special Review meetings involve a change to an aspect of the IEP. Some typical meetings involve:

Based on evaluation, the district recommends a change from one disability to another or the addition of a disability. In addition to the usual required participants for an IEP Meeting, the individuals who contributed to the evaluation must be in attendance. The Case Manager should be prepared to review the IEP in this meeting so that the team may determine if there are any recommended changes.

Change of percentage of time in the general curriculum or a change in LRE. Addition or deletion of accommodations. Change in transition services. Adjustment of annual goals.

Dismissal from special education

Dismissal means that the student will no longer have an IEP and no longer be eligible for special education services. Students should be considered for dismissal when they have made sufficient

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progress such they no longer need specially designed instruction (adaptations to content, methodology and/or delivery of instruction) in order to participate and progress in the general education curriculum.

Reevaluation is required prior to a decision regarding dismissal from special education. Therefore, the individuals who typically conduct eligibility evaluations for that student’s disabilities (i.e. School Psychologist, speech therapist, vision teacher, hearing teacher) must be invited to the meeting

A 504 plan should be considered for any student who is dismissed from special education and has a medical diagnosis.

Manifestation Determination Removal beyond 10 days may be a change of placement‐Schools must determine if a Change of Placement will occur if a student is considered for removal from school beyond ten days. If by removing the student a Change of Placement will occur, a manifestation determination meeting must be convened to determine if the behaviors are related to the disability. If the behaviors are not related to the disability, then normal disciplinary procedures may be applied. If the behaviors are related to the disability then the student may not be removed from school.

Students Leaving Enrollment

Students graduating with a State High School Diploma

A special review meeting should be convened during the last 6 weeks of the school year to complete the Summary of Performance to review the year’s progress, and to consider the need for ESY (Extended School Year) services. Documentation of this meeting is done with the Notification of Meeting, Parent Student Response form, and the Summary of Performance document. It is not necessary to develop an IEP for the next school year or to conduct a Reevaluation Review.

Students graduating with a district certificate at age 21

A special review meeting should be convened during the last 6 weeks of the school year to complete the Summary of Performance, to review the year’s progress, and to consider the need for ESY. Adult service agency representatives that may serve the student as they exit school must be invited to the meeting. It is the Case Manager’s responsibility to invite these agency representatives (see the Transition tabbed section on “Inviting Outside Agencies”). It is not necessary to develop an IEP for the next school year or to conduct a Reevaluation Review.

Students graduating with a District Occupational Credential

A special review Meeting should be convened during the last six weeks of the school year. The purpose of the meeting is to review the year’s progress, modify the IEP if appropriate, and to consider the need for ESY. It is not necessary to conduct a Reevaluation Review. Adult service agency representatives that may serve the student as they exit school must be invited. It is the Case Manager’s responsibility to invite these agency representatives.

Students leaving the public school district for private school or to be home schooled

When the school becomes aware that the student’s parents will be assuring that educational services will be provided through home school or a private school, a Special Review IEP Meeting must be

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convened. The purpose of the meeting is to review and revise the current IEP as appropriate and to document that the school district stands ready, willing, and able to implement the IEP should the parent re enroll the student in public school. Invite your Special Education Director to this meeting.‐Student withdraws from high school to attend Adult Education

The student’s Case Manager must contact the Special Education Director immediately. If the student has already enrolled in Adult Education, the Special Education Teacher for Adult Education will convene a special review IEP Meeting with Adult Education staff to review the current IEP and develop a new IEP if appropriate. If the student has not yet enrolled in Adult Education, the high school Case Manager will convene a special review IEP Meeting. Adult service agency representatives must be invited to the IEP Meeting.

Student is not of compulsory school attendance age and stops attending

This applies to preschool students and students older than 17 years of age.

Before a student is dropped from enrollment, a Special Review IEP Meeting must be convened. The Special Education Director must be consulted prior to the IEP Meeting. The purpose of the meeting is to review the current IEP / Transition Plan.

REEVALUATIONThe purpose of reevaluation is to determine the following:

whether the child continues to have a disability, the educational needs of the child, the present levels of academic achievement and related developmental needs of the child, whether the child continues to need special education and related services, and whether any additions or modifications to special education and related services are needed to

enable the child to meet the measurable annual goals set out in the IEP of the child and to participate, as appropriate, in the general education curriculum.

In this section, “reevaluation review” refers to the decision that the school and district staff make with regards to whether the child needs reevaluation.

“Reevaluation” refers to the actual testing and/or gathering of information and the subsequent decisions regarding eligibility and the child’s needs.

When a Reevaluation is required:

For all students with an IEP, at least once every three years (referred to as a “triennial”) unless both the parent and district agree that it is not necessary

AND under the following circumstances, if they apply:

When it is suspected that the student may have another disabling condition other than the one(s) already identified

For children who are identified as Developmentally Delayed, prior to their tenth birthday Before it is determined that the child is no longer a child with a disability (dismissed and will no

longer have an IEP)

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prior to dropping/discontinuing a disability

Neither a reevaluation review, nor a reevaluation, is required in the following circumstances:

graduation with a regular diploma (Summary of Performance is required) graduation with a certificate of attendance (unless child returns to school and three year

reevaluation is scheduled) graduation with a state certificate (unless child returns to school and three year reevaluation is

scheduled) to assess a child to determine the child’s eligibility for services by another agency leaving public school to attend private or home school withdrawal from high school to attend adult education aging out (Summary of Performance is required) dropping out

A reevaluation must be conducted if the LEA determines that the education or related service needs, including improved academic achievement and functional performance of the child, warrant a reevaluation, or, if the child’s parent or teacher requests a reevaluation. Prior to conducting a reevaluation, the parent and the LEA shall determine whether a reevaluation is needed. They must consider the child’s educational needs, which may include whether the child is participating in the general education curriculum and being assessed appropriately. The parent and the LEA will discuss the advantages and disadvantages of conducting a reevaluation, as well as what effect a reevaluation might have on the child’s educational program.

The decision whether to reevaluate does not have to be made by an IEP team, but the decision does have to include school staff. Guidelines for school staff that must be involved:

LEA Representative Special Education Case Manager (Special Education teacher, Vision teacher, Hearing teacher,

Speech/Language therapist) School Psychologist, unless the Case Manager is a Vision teacher, Hearing teacher, or

Speech/Language Therapist Regular education teacher, as needed

If it is determined that reevaluation is not necessary, the psychologist, vision teacher, hearing teacher, or Speech/Language therapist will prepare Prior Written Notice to inform the parent of this decision.

If either the school or the parent requests reevaluation, then the IEP team must convene to plan the reevaluation. The parent has the right to request a reevaluation, even if the school does not believe it is necessary. The Case Manager will send the Notice of IEP Meeting.

In order to reduce the number of meetings held per child each year, every attempt should be made to conduct annual reviews and reevaluation planning in the same meeting. If reevaluation planning will be conducted during the meeting list it as one of the purposes the meeting. If this is not listed, then the reevaluation planning cannot be conducted, and another meeting must be scheduled.

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Just as with any IEP meeting, the Case Manager is legally required to invite the parent (student if appropriate), a regular education teacher, a special education teacher, and an LEA representative. For reevaluation planning, the person(s) that facilitates eligibility evaluations for that child’s disabilities must be invited. For example, if the student is a student with a learning disability and a speech/language impairment, then invitation must include the School Psychologist and speech therapist.

The team will review existing data. If the team decides that no additional data need to be collected, then the team moves forward with reevaluation. If the team determines that new data is needed to conduct the reevaluation, the case manager must obtain consent to gather the additional data.

If a reevaluation is conducted, a second IEP meeting is held in order to determine continued eligibility and the child’s needs. The “anticipated date of 3 year reevaluation” changes when the reevaluation is completed and a new IEP developed.

Procedures for Data Changes

Change due to transfer or withdrawal

When a student needs to be added or dropped from a roll due to transfer or withdrawal, the Case Manager must email the OEC Data Specialist. The Data Specialist will verify entry dates and withdrawal dates in PowerSchool before entering data. After data is entered, all EFA sheets will be filed by area and housed with the records secretary for one year.

A student that withdraws to attend a virtual charter school is withdrawing from Edgefield County Schools and enrolling in another district (albeit not a brick and mortar district).

This circumstance is treated as if the student is withdrawing and enrolling in a district in another city.

Change of LRE percentage of time

When a special review is held and results in a change to the percentage of time in special/regular education, the Case Manager must make change on the EFA sheet and return the original to the PowerSchool Data Clerk.

Case Manager Change

Should the Case Manager change, the “old” Case Manager must make change on the EFA sheet and return the original to the PowerSchool Data Clerk and notify the OEC Data Specialist.

SPECIAL EDUCATION MEDICAL HOMEBOUND PROCEDURES

For further clarification and discussion, please reference “Medical Homebound Instruction: A Guide for Parents and School Districts – 2013” published by the Office of Exceptional Children, South Carolina Department of Education.

Medical homebound instruction for students with disabilities

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Instructional services are provided for student with disabilities who cannot attend school for a medical reason such as a mental or physical condition that exists due to an accident, an illness, or pregnancy, even when transportation is furnished. A licensed physician must certify that such a medical condition exists and must complete the district’s medical homebound application. The intent of medical homebound instruction is to keep such a student connected to his or her regular curriculum until the time when his or her return to the classroom setting is possible. The ultimate goal is transition back into the regular education environment as soon as possible.

Medical homebound requirements

To be counted in medical homebound membership under the South Carolina Education Finance Act (EFA), a student must be at least five years of age by September 1 of the current school year. Visual and hearing disabled students are exceptions to this law: They must be at least four years of age by September 1 of the current school year. If a student becomes twenty one years of age and is still in ‐school, that student remains eligible for medical homebound instruction until the end of the regular school year.

Medical homebound may be approved for either a specific time period (beginning date of non‐attendance and projected return date) OR on an intermittent basis. Medical homebound services are approved for the current school year only and must be re authorized for each school year.‐Medical Homebound instruction cannot completely replace the experiences a student is afforded by attending school. District authorized medical homebound instruction may be no less than sixty minutes per school day missed to qualify for a day of state funding. If it appears that the Medical Homebound services will not be completed by the last day of the school year, consult with the Special Education Director.

The approval process for medical homebound instruction for students with disabilities

If a student is receiving services through the school’s district special education program and has an individualized education program (IEP):

1. The in-school homebound coordinator becomes aware of the possible need for medical homebound services through parent notification or attendance issues;

2. After the in-school homebound coordinator receives the medical homebound form certified by the doctor and approved by the District Medical Homebound Coordinator, the attendance clerk is informed for proper attendance coding;

3. The in-school homebound coordinator or the District Medical Homebound Coordinator will notify the student’s Case Manager and the Special Education Director that medical homebound is pending or has been approved.

Medical Homebound services may begin as soon as the Medical Homebound form has been certified by the doctor and approved by the District Medical Homebound Coordinator. The initiation of medical homebound services must be timely and may initiate before the IEP team meeting that plans the provision of medical homebound. Do not delay scheduling the IEP meeting.

Review of the IEP

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The IEP team is required to change the student’s placement to medical homebound when it is projected that he or she will receive medical homebound instruction for more than ten consecutive days or for periods of time that establish a pattern that would be considered as a change of placement. The student’s IEP should be reviewed and revised as necessary to document the new placement. A new IEP will be the result.

When it is projected that a student with a disability will receive medical homebound instruction for less than ten days, the IEP team should conduct a meeting to review the student’s IEP and change his or her placement if that action is deemed necessary.

Once approval for medical homebound has been verified, the IEP team must meet. If it is not time for the Annual Review, the IEP meeting will be a Special Review. The Special Education Director or designee must attend this meeting. The IEP team will review all components of the IEP and make an individualized determination regarding the provision of special education and related services needed to provide the student a FAPE during the term of medical homebound. The IEP team must ensure the student is provided an opportunity to access and progress in the general curriculum, appropriately advance toward the goals in his or her IEP, and earn Carnegie units if applicable. The medical condition and health of the student may dictate service considerations. The team must decide on the types and duration of services on an individual basis according to the student’s unique needs. There is no set amount of homebound hours of delivery.

Students with disabilities enrolled in courses that require a lab or equipment that is not accessible in the homebound setting for subjects such as, but not limited to: chemistry, keyboarding, and driver’s education cannot always be completely replicated in medical homebound instruction settings (e.g., home or hospitals). With this in mind, it is recommended that the classroom portion of the class be completed at home, while planning for make-up in the lab portion of classes after the student returns to school.

Each school is encouraged to explore a variety of instructional methods such as virtual resources, web cameras, and recorded lessons to supplement the instruction provided by the teacher providing medical homebound services.

When the student returns to school after Medical Homebound

The IEP must be reviewed when the student returns to school. This can be accomplished through an IEP meeting or by modifying the IEP without a meeting. Consult with the Special Education Director or Coordinator to make this decision. If there is an issue with medical homebound services that were missed or not provided, the IEP team must discuss the impact of those missing services on the student and compensatory services may be provided.

Medical Homebound Teachers and Providers for students with disabilities:

Each school is responsible for securing a teacher to provide medical homebound instruction. State Board of Education Regulation 43-241 specifies that any teacher providing medical homebound instruction to students residing in South Carolina must hold a valid South Carolina teacher’s certificate.

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The following considerations can assist schools in securing an appropriate teacher to deliver medical homebound instruction to a special education student:

The requirements of the IEP The amount of time the student receives in the regular vs. special education setting The more severe the disability, the more specialized the instruction and services will be

required.

Speech Therapy and Related Services must be delivered by properly credentialed professionals.

The Role of the Case Manager during Medical Homebound

1. Convene required IEP meetings2. Notify Enrich Data Entry Clerk of changes3. Carry out IEP requirements, such as completing Progress Reports, conducting assessments to

obtain Present Levels of Performance, conducting the Annual Review conference4. Consult frequently with Medical Homebound providers regarding IEP requirements

(accommodations, modifications, etc.) and progress on IEP goals5. Coordinate the provision of specialized materials and equipment required by the IEP during

medical homebound6. Coordinate with the School Testing Coordinator if the student is on medical homebound during

state or district testing dates

Transportation

Special education transportation is a related service provided to students with identified disabilities when the student’s disability, as determined by the IEP team, requires the student to be transported in a different manner than students without disabilities. In order for a student to receive special education transportation, the IEP team must determine whether or not the student requires special education transportation. The decision is based on the individual needs of the child.

Determining the Need for Transportation as a Related Service

The IEP committee must determine the child’s need for special education transportation. When making this determination, least restrictive environment is to be considered.

Regular transportation should always be considered first with supplementary aids and supports. Any special education student who cannot be transported on a regular school bus due to school placement (i.e. attending a school site that is not the home zoned school), due to his/her disability, or due to behavioral problems should be considered for special education transportation by the IEP team. If a special education student exhibits behavior problems that interfere with his participation in regular education transportation, an IEP should be convened to conduct an FBA and develop a BIP if appropriate. If the BIP is followed and minimal progress is made on the Replacement Behaviors, an IEP should be convened to review the BIP and make appropriate recommendations regarding transportation.

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Procedures for Adding Special Education Transportation to the IEP

Since special education transportation is considered a related service, no student can be unilaterally placed on a special education bus for transportation. Transportation requirements for a special education student must be determined through an IEP meeting.

The Case Manager must complete the following steps for arranging special education transportation:

If it is anticipated that the student may require special transportation, the Special Education Director must be contacted prior to the IEP meeting to determine the feasibility of the transportation needs so that arrangements can be made.

The IEP meeting is convened to discuss special education transportation. If special education transportation is agreed by the team members to be a necessary related

service so that the student may access school, this information is added to the IEP. The Special Education Director or Coordinator informs the Special Transportation Coordinator of

the results of the IEP meeting and makes arrangements to implement the decision of the IEP team.

Special Education Transportation may only begin after the IEP team has met, documented the need for special education transportation, and made arrangements with the Special Education Transportation Coordinator.

REMEMBER: Special Education Transportation is only added to the IEP when all other options, interventions, and considerations have been attempted through regular transportation.

Transportation as a Related Service should be documented in the IEP for:

All students who are transported on a special education bus Any student on a regular bus that receives special support services (e.g., monitor, nurse)

Transportation Personnel and the IEP

It is appropriate for transportation personnel to attend IEP meetings when a student has special needs or accommodations that must be considered during transportation to and from school. This is the case whether the student is transported on the regular bus or the special bus. It is especially important to include transportation personnel when there are extreme behavioral issues and when a student is medically fragile.

Bus drivers and bus monitors must have a general understanding of the basic characteristics of the students they are transporting. If the accommodations designated on the student’s IEP are needed during transportation in order for the student to be successfully transported, they must be implemented on the bus.

In addition to a representative from transportation, other related service providers may be required at the IEP Meeting where Special Transportation will be discussed. For example, a physical therapist who is providing services to a student with orthopedic disabilities or a nurse who is serving a medically fragile student should be invited to an IEP at which special education transportation is considered. There may be implications for the related services as the student is being transported. It is the responsibility of the

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Case Manager to consult and communicate with those who provide transportation services regarding the IEP requirements.

Discipline and School Bus Suspension

If a special education student receives transportation as a related service documented in the IEP and the student is suspended from the bus, a suspension from the bus is treated as a suspension unless the district provides transportation via another method or the parent/guardian chooses to provide transportation to and from school during the removal from the special education bus.

If transportation is not part of the student’s IEP, a suspension from the bus would not be considered a suspension. However, the IEP team should consider whether the behavior on the bus is similar to behavior exhibited by the student in the school setting that is already or should be addressed in the IEP or through a Behavior Intervention Plan.

If a special education student is not receiving transportation as a related service and a pattern of misbehavior is observed on a regular school bus, an IEP meeting should be convened to consider behavioral interventions to be implemented on the regular bus and to determine the student’s transportation needs.

DISCIPLINE

Schools may use customary disciplinary techniques for all children, including those with disabilities. The school’s focus should be prevention; that is, methods used to prevent future occurrences of behavior problems. Schools are encouraged to use a school wide multi tiered system of positive behavior ‐interventions and supports (PBIS) for all children in the school. For children with disabilities, traditional forms of discipline such as in school suspension, detention, time-out, study carrels, or the restriction of ‐privileges can also be used so long as these forms of discipline are also used with nondisabled children and do not violate the provisions of a child’s IEP or the child’s right to a FAPE.

Federal and State law provides for due process protections when disciplining students with disabilities or who are suspected of having a disability.

These students include:

students with IEPs (IDEA) students with 504 Accommodation Plans students that have “not yet been found eligible” for special education or 504

Students that “have not yet been found eligible” still have rights under the IDEA if the school has “knowledge” that the child has a disability or if the student is in referral /evaluation process.

Definition of “Knowledge”

The language in the IDEA provides that a district is considered to have “knowledge” that a child has a disability if:

the parent of the child has expressed a concern in writing to school personnel that the child is in

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need of special education and related services; the parent of the child has requested an evaluation of the child; or the teacher of the child, or other school personnel, has expressed specific concerns about a

pattern of behavior demonstrated by the child directly to supervisory personnel of the school or district.

Caution: If a parent expresses verbal concerns to the teacher, the teacher should follow up with supervisory personnel of the school or district and determine if there may be a need for an evaluation of the student.

Removals Up to 10 Cumulative Days

The district is not required to provide educational services to children with disabilities during the first 10 cumulative days of removal in a school year. The first 10 cumulative days of removal are NOT considered a change of placement.

Edgefield County states that a disabled student may not be removed for more than ten (10) cumulative school days unless this is a special circumstance – Interim Alternative educational Setting (IAES - see below). Alternative educational placement services must be provided to any disabled student beginning on the 11th cumulative day of removal.

If a school recommends removal of a student for more than 10 cumulative days, the Special Education Director must be consulted.

In-School suspensions (ISS): A day of ISS will not be counted as a day of removal toward the 10 day limit if the following three conditions are satisfied:

a) The student is afforded the opportunity to continue to appropriately progress in the general curriculum.

b) The student continues to receive the services specified in the student’s IEP.c) The student continues to participate with non disabled students to the same extent as the ‐

student would have in his current placement.

Documentation Requirements:

The Case Manager is responsible for maintaining data that documents the three conditions mentioned above for the duration of the assignment to In-School Suspension. This data must be available for review upon request. A suggested documentation form is available for use at the end of this document.

NOTE: All In-School Suspensions must be coded in Power School even if the student received regular and special education services.

Referral to law enforcement

Nothing shall prohibit a school district from reporting a crime committed by a student with a disability to appropriate authorities as provided under Section 59 24 60. In reporting such a crime, the school shall ‐ ‐ensure, consistent with the requirements of the Family Educational Rights and Privacy Act, that copies of

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the special education and discipline records of the student are made available to the appropriate authorities to whom it reports the crime.

For students that have a Behavior Intervention Plan as part of the IEP:

While all staff members that interact with the student are responsible for the implementation of the BIP, it is the Case Manager’s responsibility to “oversee” its implementation. A student’s BIP must be shared with all adults responsible for implementation throughout a student’s school day, including bus drivers, classroom assistants, cafeteria staff, front office staff and others as appropriate.

Manifestation Determination Review (MDR)

An MDR is an evaluation of the relationship between a student’s disability and an act of misconduct. An MDR must be held when a school recommends removal beyond ten (10) cumulative days in a school year and the removal would result in a Change of Placement.

Prior to removing a student beyond 10 days then an MDR must take place to determine relatedness. The MDR must occur before the removal that would constitute a change of placement commences.

Students who must have an MDR before a change of placement due to discipline

The MDR requirement applies to:

special education students (having an IEP), 504 students, students whom the district is “deemed to have knowledge” are students with a disability.

The district would be “deemed to have knowledge” if the parent has expressed concern in writing to district supervisory or administrative personnel, or to one of the student’s teachers, that the student is in need of special education and related services; the parent has requested an evaluation of the student; or the student’s teacher, or other district personnel, has expressed specific concerns about a pattern of behavior demonstrated by the student, directly to the director of special education or to other district supervisory personnel. Note that there is nothing that would prevent district or school personnel from assisting a parent with putting their concern or request in writing.

FAILURE TO CONVENE THE MDR PRIOR TO REMOVAL THAT WOULD CONSTITUTE A CHANGE OF PLACEMENT IS A VIOLATION OF FEDERAL LAW AND CREATES A LIABILITY FOR THE SCHOOL DISTRICT. THE OFFICE OF EXCEPTIONAL CHILDREN WILL NOT BE RESPONSIBLE FOR PAYMENT OF COMPENSATORY SERVICES IN THIS CIRCUMSTANCE. COMPENSATORY SERVICES ARE REQUIRED BY LAW FOR DAYS REMOVED THAT WERE IN VIOLATION OF THE CHILD’S DUE PROCESS RIGHTS. SPECIAL EDUCATION FUNDS WILL NOT BE USED FOR PAYMENT OF COMPENSATORY SERVICES UNDER THESE CONDITIONS.

Considerations prior to scheduling the MDR conference

Consult with the Special Education Coordinator assigned to the school.

The IEP meeting to determine manifestation must occur within 10 school days of the decision.

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Reminder that the IEP team can convene when all required members are available, and regulations do not require a specific timeline notice. However, the team MUST convene to determine manifestation within 10 days of the decision to apply disciplinary measures that result in a change of placement.

The IEP meeting to determine manifestation is scheduled to review a specific current behavior and the determination of relatedness has no bearing on future determinations of relatedness.

All procedural safeguards and due process rights must be given to the parents and student.

Review the MDR Process to assist in preparations.

Before the MDR

➼ Determine if the recommended removal due to discipline infractions will constitute a change of placement.

➼ If yes, begin preparations to convene an MDR.

➼ Contact the Office of Exceptional Children to schedule an MDR. The review must be conducted within 10 school days of the date of the decision to recommend removal (this date may or may not coincide with the date of the offense). If the meeting does not occur within the required 10 day time period for whatever reason, the recommendation to change the student’s placement must be withdrawn. The 10 day requirement cannot be waived under any circumstances.➼ On the date on which the decision is made to make a removal that constitutes achange of placement, the Coordinator must notify the parent of that decision and provide the parent with a copy of the “Procedural Safeguards Notice.” Common practice to inform the parent of the recommendation for removal and to provide due process is to send a discipline letter from school administration plus the Notice of IEP Meeting. The Notice of IEP must indicate the purpose of the meeting to conduct a Manifestation Review and a Special Review of the IEP, if that is appropriate. There MUST be written documentation of parent contact and that the parent received the Procedural Safeguards Notice. This written communication and documentation is critical because if the parent does not attend the MDR, the meeting cannot proceed if there is any reason to suspect that the parent did not receive notice of the meeting or that the parent wants to re- schedule.➼ Team required for Manifestation Determination Review for both Short Term andLong Term Removal (this is not an IEP Committee) - At a minimum, the committee MUST include:

LEA Representative Parent or age of majority student Case Manager (required in Edgefield) Special Education Coordinator (required in Edgefield) Relevant members of the IEP team as determined by the parent and the LEA Representative –

The LEA is responsible for consulting with the parent when contacting them about the MDR regarding which individuals they request to attend the meeting

During the MDR

Below is a typical meeting protocol:

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1. Verification that meeting is occurring within 10 school days of date of decision

2. Verification that parent received notice of decision and Procedural Safeguards Notice on the date of decision

3. If an IEP will be held in conjunction with the MDR, verification that parent received Notice of IEP

4. Verify that all necessary school records have been brought to the meeting

5. Introductions of team members

6. Agreement with parent about who will participate in meeting

7. Explanation of purpose of meeting and meaning of “manifestation determination review”

8. Student enters

9. Administrator explains incident, relates what student said to administrator, etc.

10. Student gives his/her account of what happened

11. Follow up questions for student‐12. Student is excused from the meeting

13. Parent gives input regarding the incident

14. Others team members who were involved in or observed incident give input

15. Review of student information

16. Review of disability definition and characteristics

17. Discussion and decision for direct and substantial factor

18. Discussion and decision for implementation of plan factor

19. Manifestation decision

20. Signatures

21. If determined related, parent is told they have right to appeal via due process hearing

22. Student re-enters

23. Administrator explains what happens next (appeal process, when or if student can return to school, etc.)

24. IEP meeting (if Notice of IEP Meeting was provided)

The purpose of the meeting should be made clear at the beginning. The only purpose of the MDR is to determine whether the conduct is a manifestation of the student’s disability. The team does not determine whether the student is guilty or innocent. The team does not determine what the appropriate consequence is for the conduct. Likewise, the team should not let the possible consequences of the decision influence the determination.

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Prior to making a decision regarding relatedness, IDEA requires that the team consider the student’s IEP (the one that was in place at the time of the offense), teacher observations (written and/or verbal), and any relevant information provided by the parent. Information provided by the parent should be listed or documented (in brief) on the MDR form. New information presented in writing should be copied (with parental consent) and made part of the student’s special education record.

All of the student’s disabilities, both special education and medical, should be considered by the team and documented on the form. Abbreviations should be avoided. The team must consider all medical diagnoses that are educationally relevant, whether they are directly related to the student’s special education disability or not. If medical records will be considered as part of the review, there is no requirement for how recent those records must be. If the parent presents a new diagnosis that was not documented previously in the special education or school records, the team can choose to proceed and consider the diagnosis, or they can choose to stop the meeting, obtain written documentation of the diagnosis, and reconvene to complete the MDR.

An MDR can include consideration of a previously unidentified disability. If the team suspects that an unidentified disability (whether special education or medical) could be the cause of the behavior, the meeting should be discontinued and a reevaluation conducted. As long as an MDR is begun within the ten day timeline, it can be suspended until a reevaluation is completed and then the MDR completed after gathering the new information.

If a student is protected and entitled to an MDR because the district is “deemed to have knowledge” that he/she has a disability, the school can proceed with an MDR, provided it occurs within the ten day timeline. However, the team will not be able to complete the process and make a manifestation determination because the information needed for this decision has not been obtained. The team would review existing information then reconvene after the evaluation has been completed.

Factors Considered in the Manifestation Determination Review (MDR)

Within 10 school days of any decision to change the placement of a child with a disability because of a violation of a code of student conduct, the LEA, the parent, and relevant members of the child’s IEP Team (as determined by the parent and the LEA) must review all relevant information in the student’s file, including the child’s IEP, any teacher observations, and any relevant information provided by the parents to answer two questions:

1. If the conduct in question was caused by, or had a direct and substantial relationship to, the child’s disability;

OR

2. If the conduct in question was the direct result of the LEA’s failure to implement the IEP.

The conduct must be determined to be a manifestation of the child’s disability if the LEA, the parent, and relevant members of the child’s IEP Team determine that a condition in either (i) or (ii) of this section was met.

If the LEA, the parent, and relevant members of the child’s IEP Team determine the condition described in paragraph (ii) of this above was met, the LEA must take immediate steps to remedy those deficiencies.

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Making the MDR Determination

The team uses the information reviewed in order to answer the two questions that will lead to the determination of whether the conduct is a manifestation of the disability. The first question is whether the conduct in question was caused by, or had a direct and substantial relationship to, the student’s disability. The IDEIA does not define “direct” or “substantial.” However, the Conference Committee report from the reauthorization of the IDEA states: “The Conferees intend to assure that the manifestation determination is done carefully and thoroughly with consideration of any rare or extraordinary circumstances presented. The Conferees intend that if a change in placement is proposed, the manifestation determination will analyze the student’s behavior as demonstrated across settings and across time when determining whether the conduct in question is a direct result of the disability. It is the intention of the Conferees that the conduct in question was caused by, or had a direct and substantial relationship to, the student’s disability, and is not an attenuated association, such as low self esteem, to the student’s disability.” Courts have generally agreed that that the mere fact that a ‐student with a disability knows right from wrong does not make the conduct unrelated. Also, circumstances such as poor parenting, socioeconomic deprivation, and alcohol and drug abuse should not be factored into the decision.

In order to reach an answer to the direct and substantial question, the first step is for the team to review the definition and/or diagnostic criteria for the disability or disorder.

Information about medical conditions should be obtained from reliable, medical resources. Reviewing the criteria alone is not sufficient. The team must also discuss how the disorder presents in this student in the school setting. If the team cannot find a direct and substantial relationship between the primary characteristics of the disability or disorder, it is unlikely that there is a direct and substantial relationship to secondary or associated characteristics.

The second question to be answered is whether the student’s conduct was the direct result of the school’s failure to implement the IEP. If the IEP was not implemented exactly as written, that does not necessarily mean that the answer to this question is “yes.” The team must consider what portion was not implemented and determine whether failure to implement that component of the student’s program was the direct cause of the conduct. If the team determines that the conduct is a direct result of failure to implement the IEP, it is documented on the MDR form what component of the IEP was not implemented. The district must take immediate steps to remedy the deficiencies.

If a student is recommended for removal due to multiple offenses, the team must answer the two questions for each and every offense. The team does not have to find a relationship between the disability and offense for every single offense in order to answer yes to a question. An answer of yes for just one offense will result in a determination that all the offenses are a manifestation of the student’s disability.

Every attempt should be made to reach consensus among all team members. However, this is not always possible. If consensus cannot be reached, the district designee makes the final determination, and all school personnel must agree with and abide by this decision. If the parent disagrees with the district’s decision, the district is required to provide the parent with prior written notice before proceeding with the change of placement (removal.) The prior written notice should be prepared that day or the next, if at all possible.

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The parent has the right to request a due process hearing to challenge the manifestation decision. The procedures for making such a request are documented in the “Procedural Safeguards Notice.” If the parent does pursue due process, the hearing process will be expedited, and the burden of proof will be upon the parent. If you are made aware that a parent plans to request a due process hearing, please contact the Director and the Lead Psychologist immediately.

All team members should be present for the entirety of the meeting. If the administrator allows a team member to leave before the manifestation decision is made, the team member should not sign the MDR form.

After the MDR

The school and the parent are given copies of the MDR form. The school psychologist staples the following to the original of the MDR form and places it in the manila file of the student’s special education record:

1. Letter sent to parent by school administrator notifying them of the decision2. “Suspension and Expulsion Form for Discipline Hearings and Appeals”3. Discipline log4. Copies of written teacher observations (if available)5. Functional behavior assessment (if available)

If the members of the IEP Team make the determination that the conduct was not a manifestation of the child’s disability, the school may apply the relevant disciplinary procedures to children with disabilities in the same manner and of the same duration as the procedures would be applied to children without disabilities. An IEP team meeting must be convened to determine how FAPE will be provided during the removal.

If the members of the IEP Team make the determination that the conduct was a manifestation of the child’s disability, the IEP Team must:

Either:

1. Obtain written Parental Consent to conduct a functional behavioral assessment, unless the LEA had conducted a functional behavioral assessment before the behavior that resulted in the change of placement occurred, and implement a behavioral intervention plan for the child, if determined appropriate by the IEP Team;

OR

2. If a behavioral intervention plan already has been developed, review the behavioral intervention plan, and modify it, as necessary, to address the behavior; AND

3. Return the child to the placement from which the child was removed, unless the parent and the LEA agree to a change of placement as part of the modification of the IEP.

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