Table of Contents

Rationale and Learning Objectives Page 2

IEP Team Membership Page 3

Introductions Page 5

Purpose of the Meeting Page 6

Review Procedural Safeguards Page 7

Current Classroom Performance Page 9

Individualized Education Plan Page 10

Minnesota Health Care Programs Page 19

Follow up Page 20

Appendix A: Transition IEP Meeting Agenda

Page 21

Appendix B: Extracurricular and NonAcademic Support Decision Flowchart

Page 30

Appendix C: Minnesota Health Care Program Billing Script ­ Desk Reference

Page 34

Appendix D: Least Restrictive Environment­Sample Language Samples of Least Restrictive Environment (LRE)

Page 35

Appendix E: Paraprofessional Continuum of Supports

Page 37

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Rationale and Learning Targets for the IEP meeting Facilitation Guide

Rationale for the IEP Meeting Facilitation Guide:

The purpose of this guide is to provide guidance to case managers regarding best practices in IEP meeting facilitation.

The guide will serve as a resource to case managers when preparing for IEP meetings and refining their IEP meeting facilitation skills.

Learning Objectives for the IEP Meeting Facilitation Guide:

By November of each school year, each school­based special education team will have thoroughly reviewed the contents of the IEP Meeting Facilitation Guide.

By the end of each school year, case managers will demonstrate the ability to use the IEP Meeting Facilitation guide as a resource and demonstrate competency in the best practices outlined in this guide.

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IEP Team Membership Who are the required members on an IEP team?

Parents of the student;

At least one general education teacher of the student (if the student is, or may be, participating in the general education environment);

At least one special education teacher of the student or, where appropriate, not less than

one special education services provider of the student;

An administrative designee, also called a representative of the agency, who is qualified to provide or supervise the provision of specially designed instruction to meet the unique needs of students with disabilities, is knowledgeable about the general curriculum, and is knowledgeable about the availability of resources of the district ; and,

An individual who can interpret the instructional implications of evaluation results, who

may also be a member of the team as described above.

At the discretion of a parent or district, other individuals who have knowledge or special education expertise regarding the student may also attend the IEP meeting.

What happens if a required IEP team member, other than the parent, is unable to attend a scheduled IEP team meeting in whole or in part ?

1. Content area of excused member WILL NOT be discussed or modified at IEP meeting The district and parent can voluntarily agree prior to the meeting in writing that the team

member can be excused Consent from a parent for excusal may be received at, or prior to, the IEP meeting Document on “Agreement Regarding IEP Team Member Attendance” form in SpEd

Forms

2. Content area of excused member WILL be discussed or modified at IEP meeting The district and parent can voluntarily agree prior to the meeting in writing that the team

member can be excused from attending all or part of the IEP meeting because he/she has provided or WILL provide the IEP team (including the parent) with written input before the meeting because he/she:

Is unable to attend the IEP meeting, or Will be excused from the meeting after providing verbal input to the IEP

Consent from a parent for excusal may be received at, or prior to, the IEP meeting The team member must submit input to the development of the IEP in writing to the

parent and the IEP team prior to the meeting

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**Team member excusal from meeting cannot impact student’s right to FAPE, the student’s ability to benefit from his/her program of specialized instruction, nor the parent’s opportunity to meaningfully participate in the development of the IEP (for example, it is rare that the case manager would not be at the meeting). **No required IEP team member may be excused from team meeting when a parent is not present, assuming written consent was not previously received from the parent. What does this look like in practice?

Members need to stay for full IEP meeting per federal and state law If unable to attend in full OR in part, must provide written input (if content area will be

discussed or modified at IEP meeting) Case managers or due process secretaries should call parents and complete excusal

process BEFORE date of meeting If circumstances do not allow for this (e.g., general education teacher gets sick

day of meeting), excusal process should be completed prior to the start of the IEP meeting

Parents have the right not to proceed with the meeting if they want the team member present

What is “appropriate input”?

Input should include those same things that would be provided if the member attended the meeting.

General education teacher: Discuss expectations in your class Report on the student’s use of accommodations and/or modifications in

your class Report on assistance needed by para in your class (if used)

Service provider: Report progress on previous goals Provide draft goals for the upcoming year

Helpful tools: Student Performance Checklist ­ Admin Student Performance Checklist ­ GenEd Teacher

How do we document parent absence from an IEP team meeting?

Documentation of “attempts” must be kept, which implies that a minimum of 2 attempts by the district is required. The public agency must keep a record of its attempts to arrange a mutually agreed upon time and place, such as ­­

1. Detailed records of phone calls made or attempted and the results of those calls; 2. Copies of correspondence sent to the parents/guardians and any responses

received; and 3. Detailed records of visits made to the parent’s home or place of employment and

the results of those visits

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Introductions

Have team members introduce themselves, share their relationship to the student, and highlight a student­centered strength.

Transition IEP/ESR meetings (when appropriate given the student) have student introduce members on their IEP team; name and relationship to student.

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Purpose of the Meeting Once introductions are completed and the agenda has been given to all members, it is important to explain the purpose of the meeting to ensure all team members are on the same page. The purpose will vary depending on the student and his/her needs. For re­evaluations, the purpose should include the following elements:

Review current IEP goals and progress, Discussion of potential changes based on student data/performance, Discussion of other services to support the student, and Propose a new IEP for the next year.

Example: “I want to thank everyone for coming today. Today we are going to review STUDENT’S current IEP and progress, and then determine what changes we should make in terms of goals and services to help support him/her over the next year. ”

For initial evaluations, the purpose should include the following elements:

A brief review of student evaluation summary report if the IEP meeting is held at a different time.

Propose goals based on student needs, and Examine other potential services that are needed to help the student succeed.

Example: “During the next part of our meeting today, we are going to discuss how to best support STUDENT and propose an Individualized Education Plan (IEP). This IEP will include goals to help the student and other services that will support him/her.”

The purpose of the meeting does not need to go through every part of the IEP, but should provide a brief outline of the discussion. In some circumstances, the purpose of the meeting may review the placement and programming options for the student to determine what setting would be most appropriate. Lastly, before reviewing the Procedural Safeguards, it is also important to ask the parent if there are any concerns/input that they would like to add to the agenda. If a parent has a concern, write that concern under the appropriate section of the agenda. This will allow the team to have a discussion and keeps a framework for the meeting.

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Review Procedural Safeguards

Information for the Facilitator: What are procedural safeguards?

A summary of due process rights that parents are entitled to. When do we need them?

At least 1 time/year Initial evaluation referral Upon filing a due process complaint Whenever a change of placement is proposed Upon request

What is our obligation? Provide notice in the parent/guardian's native language (when feasible, or

translate) The parent/guardian understands the content of the notice.

To Share Procedural Safeguards at an IEP Meeting: It is not sufficient to just offer a copy of the procedural safeguards to parents. We are responsible for the parent’s understanding of their rights within the procedural safeguards. The IEP facilitator must speak to the highlights as well as offer an additional copy (regardless of whether they have previously received them).

You may need to re­read the Parental Rights document to feel comfortable talking about each of the following essential pieces of information.

Free and Appropriate Public Education (FAPE) Least Restrictive Environment (LRE) Participation (Parent/guardian is critical team member) Notice (PWN’s) Consent (Initial vs. Re­evaluation consent procedures) Records (i.e., confidentiality) Dispute (if parents disagree)

It may be helpful to bring a “sticky note” of the procedural safeguards highlights along

with a copy of the document with you to the meeting ­ this will prompt the basic information that needs to be covered. A sample of how you could cover the information regarding the procedural safeguards at an IEP meeting is provided below. You may adjust wording to fit your style however, keep in mind the essential information that must be covered.

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Example: “These procedural safeguards spell out the legal rights and protections you have as a parent of a child receiving special education, as well as what the school can and cannot do when evaluating and providing special education and related services to your child. Some important highlights of your legal rights and protections are:

­ The right for your student to receive a free and appropriate public education within the least restrictive environment.

­ Your right to participate in all decisions that are made regarding your student's special education and related services.

­ You will receive written notice whenever the school proposes to add, change or deny services to your child and you will be given the opportunity to consent or deny consent for these proposed changes.

­ The only exception to this is for re­evaluations. In the case that your child is being re­evaluated for special education services, if the school does not receive your written consent or denial of consent within 14 calendar days , this is considered passive consent and any proposed changes will take effect.

­ You also have the right to view or request copies of your student’s educational records. ­ As a parent, you also have the right to disagree with plans proposed by the school

through the due process system, which is a formal way of resolving disagreements between parents and schools. If you have concerns about any part of our plans for your student, we welcome your input and will work with you to come to a common agreement.”

After your review, ask the parent/guardians if they have any questions.

Document/take notes on any questions they bring up. You must also have the parent initial the Record of Team Meeting indicating

“Procedural Safeguards brochure given to parent.”

It is also helpful to make yourself available to the parent/guardian beyond the meeting if they have additional questions on the procedural safeguards/rights.

If you have questions, as the meeting facilitator, regarding the procedural safeguards and

sharing this information with parents, consult your building school psychologist for further information.

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Current Classroom Performance This is not the place where a team member provides input (and then leaves). Teacher(s) speak to performance in classroom: (It is important to be honest, but also solution­focused)

Strengths Expectations/Comparison to same­grade peers Grades Academic Engagement Social/Behavior

How is the student performing in goal areas? Provide input on accommodations ­ what is helping or not helping? Overall, what supports would promote the student’s success in the classroom? Teacher could bring work samples to demonstrate performance. REMINDER: At least one GenEd Teacher needs to stay for the entire IEP meeting, unless excusal process is followed.

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Individualized Education Plan (See Appendix A)

A. Review Student Information First, have the parent/guardian review the student and parent information on the first page. Update as needed. Don’t forget to cover these areas:

Make sure child is still living at address listed Review the Federal Setting for accuracy Review the frequency and method for communicating progress with parents/guardians

B. Measurable Postsecondary Goals If you are facilitating an IEP for a student that has had a transition evaluation, these next sections should be discussed first. The student’s postsecondary plans should drive the conversation for the rest of the meeting. Remember, postsecondary goals are different than IEP goals. They should start with ‘Student will…’. All students should have goals in Post Secondary Education & Training and Employment. An Independent Living goal should be present when appropriate. This needs to be included when a student has adaptive/functional needs identified within their evaluation or if they have goals in the adaptive/functional skills goals. Review the student’s goals and current transition data (TRAX). Update goals based on current data and progress. C. Courses of Study The courses of study need to be listed for the current year and projected out through 12th grade. They should be directly linked to the student’s postsecondary plans. For example, if a student is planning to be a farmer, they should be taking any agricultural classes available. Be as specific as possible when listing the course names. Remember, these courses of study are for planning purposes and can be changed if needed! Also, be sure to fill in the anticipated month and year of graduation. As a team, briefly discuss the student’s progress towards graduation. Are they on track to graduate? If not, what is the team’s plan to get the student back on track?

D. Transition Services Transition services are broken down into multiple categories: Instruction (i.e. specialized instruction, regular instruction, career and technical education), Related Services and Community Participation. There is also the development of employment and other post­school adult living objectives section and, if appropriate, the acquisition of daily living skills and provision of a functional vocational evaluation section. This page on the IEP must be completed.

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Be sure to discuss as a team the activities (services) that will be provided and the agency responsible for providing those services. These activities should be directly related to the student’s postsecondary goals and IEP goals. Examples of an agency include the school, the county, vocational rehabilitation, etc. If there is another agency other than the school providing these services, they are required to be listed on Notice of Team Meeting and to give input into the IEP. If unable to attend, the Agency does not need to follow formal excusal process. Note: If the student is not making progress on completing a transition activity, the school district is obligated to reconvene the team to problem solve the lack of progress (this doesn’t mean school district is obligated to provide that service (if, for example, vocational rehabilitation is listed), they just need to convene the meeting to address the issue)). E. Transfer of Rights at Age of Majority (if applicable) This needs to happen by the student’s 17th birthday. If the student is 18, unless district has documentation to indicate otherwise, the student provides consent but parent can still be involved in the team. What must be done? Suggested activities for the Case Manager:

Provide written and verbal explanation of the changes that occur at age 18. Prior written notice of the transfer of rights must be provided to the student and parent by

the student’s 17th birthday. Both the student and the parent(s) must be informed. Record the date of notification on the IEP form. Although education is required to inform the parents, the process for guardianship or

conservatorship must be initiated and completed by the parent(s). F. Goals/Progress Monitoring To help parents, the following should be discussed:

Review progress on previous goals Propose new goals (with accurate baseline on proposed goal) Explanation of what this goal will do for the student (e.g. level of independence, living

skills, etc.) Long­term Goals

Monitors how the skills we’re teaching are impacting important outcomes. Data are collected separate from instruction. Preferred method when feasible. Often published materials with evidence of reliability and validity.

Short­Term Goals

Monitors skills that lead to a larger, more important outcome.

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Data can usually be collected during instruction. Often used with students with more significant needs. Validity and reliability of data can be of concern.

Parts of a goal: Time Frame (e.g. In one year, By October, 2016…) Condition (e.g. Given a large group instruction, given a 7th grade math application

probe, given unstructured play time, given independent work time, given a story starter, 1 minute to think, and 3 minutes to write... )

Behavior (e.g. Will follow the 6 steps of toileting, will identify all the sounds, will raise her hand and wait to be called on, will identify numbers between 1 and 10, will follow directions with no individual prompts, will hit/kick/tantrum/etc... )

Criterion (e.g. Will read 140 words per minute with at least 95% accuracy, Will have 6 verbal exchanges with a peer , Will display academic engagement 90% of large group time, Will follow the steps to getting lunch with 100% accuracy, etc.)

Progress Monitoring:

Baseline Alignment of baseline with goal (i.e. same measure as the goal & same

procedures you’ll use when monitoring the goal) Accuracy of baseline measurement (often the median of 3 separate measurements.

It must be accurate of aimline will be off!) Determine

Evaluation procedure Frequency of evaluation Who will collect data on IEP goals: Who will visually display data collected: When will the data be analyzed to make formative decisions:

Service Plan for Goals:

Service Provider Location

Frequency Direct Minutes Indirect Minutes

G. Paraprofessional Support When considering paraprofessional support for a student, remember that paraprofessional support is considered a highly­restrictive accommodation. Paraprofessional support should be considered only if the student has demonstrated an inability to acquire skills in a group situation or generalize skills across multiple settings as evidenced by data. Further, the purpose of paraprofessional support is to promote the student’s independence and expedite/accelerate development that will lead to the student generalizing IEP goals and objectives.

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To stay in compliance with due process law, the IEP must include a statement of the pupil’s need for and the specific responsibilities of a paraprofessional. Second, the paraprofessional must be informed of her/his responsibilities related to implementing the child’s IEP. Finally, remember to include frequency, location, and duration of the paraprofessional’s service on the IEP. Below are some samples of paraprofessional accommodations that include frequency, location, and duration: XXX requires one­to­one daily paraprofessional support in the areas of writing and personal safety. Paraprofessionals working with XXX will provide hand­over­hand assistance in writing and will help XXX practice the skills of walking in the hall, finding the appropriate destination, and identifying safe adults. The support will take place in all classes, including math, language arts, specialists, morning meeting, daily 5, geography and science. XXX requires daily paraprofessional support during math, language arts, science, social studies and health to assist with initiating tasks and staying on task and supporting emotional awareness and regulation when XXX becomes escalated. XXX requires daily paraprofessional support during math, language arts, science, social studies, and health to assist with positive peer and adult interactions, compliance with requests from adults, and maintaining personal space. Please refer to Appendix E for more information regarding paraprofessional support. H. Assistive Technology Assistive Technology (AT) is defined as both a "device and a "service." According to IDEA 2004, an "assistive technology device means any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve functional capabilities of a child with a disability." An assistive technology service is defined as "any service that directly assists a child with a disability in the selection, acquisition, or use of an assistive technology device" (IDEA 2004). Per IDEA 2004, local education agencies must consider assistive technology needs when developing IEPs for all students with disabilities.

AT Consideration Form (file with IEP) Staff AT consideration Guide

Guide includes: task area (e.g. comprehension/listening, activities of daily living, writing), specific task, accommodations, and sample AT tools.

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I. Special Transportation Under federal and state special education law, transportation is defined as a related service when, because of the disability, the student requires specialized transportation in order to benefit from his/her special education. When an Individualized Education Program (IEP) team determines that transportation is a related service for a student, it must be written into the IEP. The vast majority of special education students use the regular school bus system. These guidelines are for the small percentage that for differing reasons can not be transported on the regular school bus system. Need for Special Education Transportation: Special education transportation includes the need for different vehicles, equipment, procedures and staff. The need for special education transportation should be discussed at the initial IEP meeting, at the annual review, or when a student’s needs related to transportation change. If a different mode of transportation, other than the regular school bus system, is thought to be needed, special education professional staff need to take the steps described in this guideline pertaining to their student’s area of need. Situations Requiring Special Education Transportation: There are five situations when special education transportation is needed and therefore should be listed on a student’s IEP:

1. Accessibility: The regular bus is not accessible for the child. 2. Social Behavior: The student's bus conduct requires a different mode of transportation.

This will only be offered after the school psychologist and/or Social Behavior Collaborative Planner design, implement and document two interventions for the regular bus.

3. Health/Medical Condition: A health/medical condition exists which involves the safety of the child or others. Health issues may include seizures, oxygen equipment, fatigue that causes the student to fall asleep on the bus, assistive devices needed to maintain a sitting position, communication issues (hard of hearing, visually impaired, nonverbal), or assistance in walking up and down stairs.

4. Early Childhood Special Education: The child needs to attend an early childhood program to receive his/her special education services and there is not a regular bus

5. Special Placement: The student is attending a special program to receive the special education services identified in his/her IEP (out of district or within district) approved by the Unique Learners’ Manager and there is not a regular bus transporting to this specially designed program.

Summary of Special Education Transportation Procedures: Remember, there is a detailed process for adding special transportation. Steps need to be taken PRIOR to the IEP meeting if you are considering adding special transportation.

1. Case manager completes the Special Education Transportation Request Form and contacts the appropriate SCRED Collaborative Planner for consultation.

2. SCRED Collaborative Planner reviews the Special Education Transportation Authorization Form and collects any additional information needed to make a determination.

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3. SCRED Collaborative Planner makes recommendation to the building principal and then the Unique Learners’ Manager. a. For situations where a safety issue is involved, the principal will consult with the SCRED Collaborative Planner and Unique Learners’ Manager to determine if interventions may be waived.

4. SCRED Collaborative Planner returns the Special Education Transportation Authorization Form to the case manager with a determination. If the request for special education transportation was authorized,

a. the case manager completes the Transportation Information Form. b. The case manager discusses change with the IEP team at annual IEP meeting,

calls an IEP meeting, or discusses the potential change over the phone with the parent. Following this conversation, the case manager sends home an amended IEP and Prior Written Notice.

5. After parent permission has been received for the amended IEP or passive consent (14 days from date of PWN) has gone into effect, the case manager:

a. sends the completed Transportation Information Form and Special Education Transportation Authorization Form to the transportation department to initiate change in transportation.

b. fills out the SpEd Forms Data Entry Request Form to indicate the change in MARSS transportation codes (e.g. 1: Regular to 3: Disabled). This has to be completed to ensure proper reimbursement.

J. Extended School Year Extended School Year (ESY) is a term used to describe school programming that occurs during school breaks, most usually in the summer. All children with current IEPs must be considered for ESY services. Extended school year services should be discussed at the annual IEP meeting. The IEP team decides if an extended school year is necessary for the child to receive FAPE. Student performance data are the basis on which individual need and the quantity of services are determined. IEP teams may collect data to assess the child’s skill level before and after breaks in educational programming during the school year. The team will need to consider whether the nature of the child's program or disability would make regression more likely. While regression, recoupment, and loss of self­sufficiency are factors to be considered when determining the need for ESY services, these factors are one of many items to be considered the team. An IEP team should not base the decision about ESY on regression/recoupment alone. Case Managers MUST complete ESY form (blue hyperlink) in SpedForms and filed with the student’s IEP. To qualify for ESY services: Must meet A, B, and/or C ___ Regression/Recoupment: significant regression of a skill or acquired knowledge from student’s level of performance on IEP goal that requires more than the length of the break in instruction to recoup

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___ Self Sufficiency: The student, who is in a functional curriculum, has the following skills identified as goals in his/her current IEP (Basic communication, impulse control, muscular control, personal hygiene, physical mobility, basic self­help, including toileting, eating/feeding, and dressing, development of stable relationships with peers and adults, and functional academic competency, including basic reading, writing, concepts of time and money, and numerical or temporal relationships) ___ Unique Needs: Given the student’s unique needs, the team determine ESY services are necessary to insure the student received FAPE K. Least Restrictive Environment

1. The concept of Least Restrictive Environment (LRE) comes directly from both state and federal law.

2. The goal for each student is to ensure Individualized Education Program (IEP) teams begin with the general education setting with the use of Supplementary Aids and Services before considering a more restrictive environment.

3. Federal Settings, The term “federal setting” refers to the amount of time a student spends in special education programming. It is directly tied to LRE, and must be based off of student need.

a. I ­ up to 21% of school day b. II ­ 21 ­ 60% of school day c. III ­ more than 60% d. IV ­ more than 50% and in separate facility

4. The Least Restrictive Environment must be addressed in the IEP. Be sure to include where instruction will take place, what the student will be missing, why this is the student’s least restrictive environment and how the disability affects participation in the general education environment. (See Appendix D: Least Restrictive Environment­Sample Language)

L. Program Modifications, Supports and Adaptations in General and Special Education

1. Identify what support is needed for students to participate in general and special education.

a. Discuss when and where support is needed and who is responsible for the support. b. Avoid using the terms “as needed,” “may,” and “and/or.” c. Accommodations need to be phrased as “student will.”

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M. Supplementary Aids and Services in Nonacademic and Extracurricular Activities and Services

1. Utilize the Extracurricular and Nonacademic Support Decision Flowchart (see Appendix B) to determine if supplementary aids and services are required.

a. Activities offered through the district and community education are included in this discussion.

N. Program Supports for School Personnel

1. Discuss additional supports and training necessary for staff to work successfully with the student.

a. Remember to review how collaborative planners will provide training and support.

O. State Assessments for Accountability

1. Discuss which assessments are appropriate for the student. 2. Discuss whether accommodations are necessary for students to participate in the

assessment. a. If accommodations are necessary, they should reflect the accommodations the

student receives in the classroom. b. While small group testing is an accommodation that is available to all students,

this accommodation needs to be noted in the IEP if it is appropriate for the student.

3. MCA Reading is assessed in grades 3, 4, 5, 6, 7, 8, and 10. 4. MCA Math is assessed in grades 3, 4, 5, 6, 7, 8, and 11. 5. MCA Science is assessed in grades 5, 8, and High School.

P. Graduation Assessment Requirements

1. Review student’s progress toward graduation assessment requirements. 2. Discuss the assessments required for graduation and what subjects are covered.

a. Discuss whether accommodations are necessary for students to participate in the assessment.

b. If accommodations are necessary, they should reflect the accommodations the student receives in the classroom.

Q. District­wide Assessments

1. If district­wide assessments are not administered at the grade level covered by this IEP, you can move on to the next portion of the meeting.

a. If district­wide assessments are administered at the grade level covered by this IEP,

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i. Discuss whether the assessment is appropriate for your student. 1. If the assessment is appropriate, discuss whether the student will

require accommodations to participate in the assessment and what those accommodations are.

2. If the assessment is not appropriate, discuss what alternate assessment is most appropriate.

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Minnesota Health Care Programs (MHCP) Consent

(See Appendix C) Schools are mandated by law to bill Medical Assistance or MinnesotaCare for certain health­related services that students receive.

1. It is the case manager’s responsibility to determine if the student is eligible for MHCP. a. There is an assigned person to check eligibility on the MHCP website. In most

districts, this is the due process secretary. 2. The case manager determines whether the student receives any billable services. Covered

IEP services include:

Physical Therapy Occupational Therapy

Speech/ Language Pathology and Audiology

Mental Health Services

Nursing Services

Personal Care Attendant (Paraprofessional) Services

Assistive Technology Devices

Special Transportation

Oral Language Interpreter Services

Sign Language Interpreter Services

* When in doubt; ask Department of Human Services (DHS) for clarification

3. Obtain initial parental consent to bill for MHCP. a. After consent is obtained, the yearly issuance of procedural safeguards is the

only ongoing requirement. 4. Not all team members need to be present for this portion and can be dismissed. After the

meeting, the case manager or other knowledgeable person should discuss with the parent(s) the district’s request to access MHCP to bill for services. Please see SCRED’s Desk Reference MHCP Billing Script for this purpose.

5. For more information on the complete MA Billing Process, please contact your district representative, or Amber Andrews, Special Education Data coordinator, at 320­358­1218.

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Follow up

At the end of the meeting, let parents know that a draft IEP will be sent home within 10 school days.

Coordinate with other team members next steps for writing the IEP. Complete the IEP and write a PWN. Send these to parents as soon as possible. When the PWN is returned (or passive consent takes effect after 14 calendar days):

Communicate with all necessary team members about changes and any accommodations or supports that need to be put in place.

This could include: The student Parents General education teachers Related service providers Paraprofessionals Administration Collaborative planners School Resource Officer Social Worker School­linked mental health worker School psychologist

Begin the new program.

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Appendix A

Transition IEP Meeting Agenda

Student: __________________________ Case Manager: ___________________________ Date: ____________

Agenda Items Notes

1. Introductions Have team members introduce themselves, share their relationship to the student, and highlight a student­centered strength. Transition IEP/ESR meetings (when appropriate given the student) have student introduce members on their IEP team; name and relationship to student.

2. Purpose of the Meeting School­based purpose: Review current IEP and discuss changes, propose new IEP for next year, OR…look at specific goal, consider alternate placement? Parental items for discussion: Ask parent for input at this time ­ add them to appropriate section of agenda

3. Review Procedural Safeguards

Not sufficient to just offer copy, need to ensure that parent understands procedural safeguards ­ speak to highlights­ Might need to re­read the Parental Rights to feel comfortable talking about each of these pieces:

FAPE LRE Participation (Parent is critical team member) Notice (PWNs) Parental Consent ­ Initial vs. reeval consent

procedures Records (i.e., confidentiality) Dispute (if parents disagree)

Sticky note to meeting with highlights; ask parents if they have questions and document answer on agenda

4. Current Classroom Performance

Key is that this is not the only place where GenEd teacher provides input (and then leaves).

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Speak to performance in regards to classroom expectations, grades, academic engagement, etc. Teacher has opportunity to provide input on goals and accommodations. REMINDER: At least one GenEd teacher needs to stay for the entire IEP meeting, unless excusal process is followed

5. Individualized Education Plan (IEP)

Review Student Information Updates to first page of IEP: Make sure child is still living at address listed Federal Setting Frequency and method for communicating progress

Measurable Postsecondary Goals Talk about this first so student’s postsecondary plans drive the conversation for the rest of the IEP! (remember these goals are different than IEP goals and written as “Student will…”)

Post Secondary Education & Training: (Student) will... Employment: (Student) will... Independent Living (when appropriate): (Student) will… This needs to be included when student has adaptive/functional needs (i.e., below average scores on adaptive measures; goals in the area of adaptive/functional skills Review current transition data (TRAX)

Courses of Study Needs to be current year and project out through 12th grade Link these to student’s post­secondary plans (these are for planning purposes and can be changed if needed)

Grade Level: 9 Courses: Grade Level: 10 Courses: Grade Level: 11 Courses: Grade Level: 12 Courses: Anticipated month and year of graduation:

Transition Services Page on the IEP that needs to be completed

Instruction (services we’re providing to the student) Activity: Agency: Related services

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Parent or student cannot be listed as the agency Examples of agency: school, county, voc. rehab, etc. If there is another agency providing these services, they are required to be listed on NTM and to give input into the IEP. If unable to attend, Agency does not need to follow formal excusal process. If the student is not making progress on completing transition activity, the school district is obligated to reconvene the team to problem solve the lack of progress (this doesn’t mean school district is obligated to provide that service (if, for example, voc rehab is listed), they just need to convene the meeting to address issue)).

Activity: Agency: Community participation Activity: Agency: The development of employment and other post­school adult living objectives Activity: Agency: If appropriate, acquisition of daily living skills and provision of a functional vocational evaluation Activity: Agency:

Transfer of Rights at Age of Majority (if applicable) Needs to happen by student’s 17th birthday If student is 18, unless district has documentation to indicate otherwise, the student provides consent but parent can still be involved in the team.

Date rights will be transferred:

* Incorporate transition plans and needs into development of IEP Goals

Goal #1

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a. Present Levels on IEP Goal/Progress Report Needs to review progress by sharing graph, etc. (if this is the annual IEP meeting and is being counted as a method for reporting progress to parents as indicated on student information page of IEP).

Current performance, including review of graphs/checklists:

b. IEP Goal and Objectives Follow guidelines/standards outlined in CIMP rubric

Time Frame: Condition: Behavior: Criterion for Acceptable Performance:

c. Progress Monitoring Discussion around how we will know progress is being made toward goal Pick your one progress monitoring tool and use it ­ don’t list a bunch of things because then you’re required to use them all

Evaluation procedure: Frequency: Person Responsible:

d. Service Plan for Goal (direct, indirect or related service) Info needed to complete services grid

Service: Provider: Location: Frequency: Direct Minutes: Indirect Minutes:

Goal #2

a. Present Levels Current Performance:

b. IEP Goal and Objectives Time Frame: Condition: Behavior: Criterion for Acceptable Performance:

c. Progress Monitoring Evaluation procedure: Frequency: Person Responsible:

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d. Service Plan for Goal (direct, indirect or related service)

Service: Provider: Location: Frequency: Direct Minutes: Indirect Minutes:

Goal #3

a. Present Levels Current Performance:

b. IEP Goal and Objectives Time Frame: Condition: Behavior: Criterion for Acceptable Performance:

c. Progress Monitoring Evaluation procedure: Frequency: Person Responsible:

d. Service Plan for Goal (direct, indirect or related service)

Service: Provider: Location: Frequency: Direct Minutes: Indirect Minutes:

Additional Goals (if applicable)

Paraprofessional Support __ Yes __ No

The SCRED paraprofessional assessment process needs to be followed when proposing shared or child­specific para support:

School principal needs to contact ULM then a needs assessment will be done to determine appropriate support

If para support is appropriate make the distinction between child­specific para (one­on­one) and program or shared para. Child­Specific (one­on­one) Service: Location: Frequency: Direct Minutes:

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Program or shared Para (under accommodations) What support is needed: When support is needed: Where support is needed:

Assistive Technology __ Yes __ No

AT Consideration Form (file with IEP) Staff AT consideration Guide Guide includes: task area (e.g. comprehension/listening, activities of daily living, writing), specific task, accommodations, and sample AT tools.

Special Transportation __ Yes __ No

____ Behavior Concerns that did not respond to intervention on regular bus (need to implement interventions first!) Examples: Smaller Vehicle, para support on bus, etc. ____ Social Vulnerability ____ Specialized equipment ____ Needs that specific education program at the school and lives outside of assigned school boundaries ____ Other Explanation/Description of the need:

Interpreter Required for Service Delivery __ Yes __ No

Extended School Year __ Yes __ No

Use ESY Services Page (file with IEP) MUST complete ESY form (blue hyperlink): Need to document data sources used Must meet A, B, and/or C ___ Regression/Recoupment: significant regression of a skill or acquired knowledge from student’s level of performance on IEP goal that requires more than the length of the break in instruction to recoup

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___ Self Sufficiency: The student, who is in a functional curriculum, has the following skills identified as goals in his/her current IEP (Basic communication, impulse control, muscular control, personal hygiene, physical mobility, basic self­help, including toileting, eating/feeding, and dressing, development of stable relationships with peers and adults, and functional academic competency, including basic reading, writing, concepts of time and money, and numerical or temporal relationships) ___ Unique Needs: Given the student’s unique needs, the team determine ESY services are necessary to insure the student received FAPE

Least Restrictive Environment (LRE)

Where instruction will take place: What the student will be missing: Why is this the student’s LRE: How does disability affect participation in general education environment:

Program Modifications, Supports and Adaptations in General and Special Education Terms to avoid: “may,” “as needed,” “and/or” Needs to be: “student will”

What support is needed: When support is needed: Where support is needed: Who is responsible for support:

Supplementary Aids and Services in Nonacademic and Extracurricular Activities and Services __ Yes __ No Need to be specific Community Education activities are included in this discussion

Use Extracurricular and Nonacademic Support Decision Flowchart (if applicable) Service:

Program Supports for School Personnel What additional supports or training do we need to be

Service:

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giving staff working with these students Need to list SCRED collaborative planners ­ this is how we fund collaborative planners!! Add the person from the specific areas to IEPs

State Assessments for Accountability Although small group testing is available to all students, if the student needs this accommodation it should be noted in this section.

Reading (3, 4, 5, 6, 7, 8, 10) __ MCA without accommodations __ MCA with accommodations: _________________________________________ (should be representative of what accommodations are used in the classroom) __ MTAS Math (3, 4, 5, 6, 7, 8, 11) __ MCA without accommodations __ MCA with accommodations: _________________________________________ (should be representative of what accommodations are used in the classroom) __ MTAS Science (5, 8, High School) __ MCA without accommodations __ MCA with accommodations: _________________________________________ (should be representative of what accommodations are used in the classroom) __ MTAS

Graduation Assessment Requirements

State Assessments __ Without Accommodations Test: ___________ Subject: _____________ Test: ___________ Subject: _____________ Test: ___________ Subject: _____________ __ With Accommodations (should be representative of what accommodations are used in the classroom) Test: ___________ Subject: _____________ Test: ___________ Subject: _____________ Test: ___________ Subject: _____________

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Review of Student’s Progress Toward Graduation Assessment Requirements:

District­Wide Assessments __ District­wide assessments are NOT administered at the grade level covered by this IEP __ District­wide assessments ARE administered at the grade level covered by this IEP District­wide assessment: Is assessment appropriate for student? ­ If yes, what if any accommodations are needed: ­ If no, why and indicate alternate assessment:

6. Minnesota Health Care Programs (if eligible and receiving billable services) __ Yes __ No Check that consent is on file (or get initial consent). Full team doesn’t need to be present for this part due to sensitive nature of topic ­ dismiss other team members. Can use desk script for the review. Don’t need to do this every year; procedural safeguards serve as the annual notice!

Review MHCP Parental Consent

7. Additional Items

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Appendix B: Extracurricular and NonAcademic Support Decision Flowchart

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GEL 3.18.11

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1. “Otherwise qualified” refers to the eligibility requirements for participation in the activity. For

example: MN State High School League rules require that a student pass a physical exam and refrain from the use of alcohol and drugs. If the student cannot pass the physical or uses drugs or alcohol, s/he is not eligible to participate in an activity governed by the League.

a. If eligible, a student must be provided an opportunity to try out for a competitive team, but

cannot be guaranteed a position on that team. b. If an activity (e.g. intramural sports, school clubs and volunteer jobs such as an athletic team

manager) has no eligibility criteria or description of essential duties or skills, it must be assumed the student is otherwise qualified.

2. “Requisite skills” refers to the mental, physical, behavioral and social skills necessary to access and

participate in an activity. For example, a student must be able to learn the rules, moves and strategies of playing chess in order to be on the chess team or be able to run independently to be on the cross­ country team.

3. ‘Acquiring the requisite skills’ refers to the student’s ability to learn and utilize the skills necessary to

safely access and participate in the service or activity when provided instruction.

4. ‘Identified need on the most recent evaluation’ addresses the issue of whether acquiring the skill is

related to FAPE. If the need was identified in the evaluation, then it is a FAPE issue and learning the skill should be addressed in the IEP as a goal or objective. If not, it would be inappropriate to teach that skill within special education. For example, if there were an identified transition need for the student to obtain a driver's license so that s/he could transport themselves to and from work, it would be appropriate to address that issue in the IEP as an instructional goal or objective. However, if the parent or student ‘want’ to do something that is optional and is not directly tied to an identified special education need, it would not be appropriate to teach that skill in special education.

5. Supplementary supports are “aids, services and other supports that are provided in regular education classes, other education­related settings and in extracurricular and nonacademic settings to enable students with disabilities to be educated with nondisabled children to the maximum extent appropriate.” (34 CFR § 300.42). Supplementary supports include: adaptations, modifications, adaptive equipment, related services and training for staff who work with the student.

6. “Allowable” and “reasonable” refers to what is permitted under the rules or norms of an activity. For example, an electronic communication device (such as a Dynavox) would not be

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allowed on the court during a League basketball game; and it would not be reasonable to use such a device while playing flag football in physical education.

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Appendix C: Minnesota Health Care Program Billing Script ­ Desk Reference

Desk Reference Minnesota Health Care Program Billing Script

By law, schools are mandated to bill Medical Assistance or MinnesotaCare for certain health­related special education services that students receive. Before billing for the first time, the district must provide you with information regarding the billing process and obtain your consent. Every year after, you will be provided with a copy of your Procedural Safeguards. This document will serve as notice to you that the district intends to continue billing for the services, unless you would choose to withdraw your consent. It is important to note that there will not be any changes to your Medical Assistance coverage as a result of us billing. The state has reserved a funding source specifically for schools to support these health­related special education services. We appreciate your support with this process! If you have any further questions, please feel free to call the special education administrator supporting your student’s district below: Nicole Jack; Chisago Lakes, Federal Setting 04 programs, TWC 651­600­9565 Emily Cooley­Dobbins; North Branch, Rush City 320­438­0397 Holly Grams; Pine City, Hinckley­Finlayson, East Central 651­249­8021 Eligible Services for MHCP Reimbursement:

Occupational Therapy Physical Therapy Speech and Language Mental Health Services Paraprofessional Services (Referred to as PCA services) Assistive Technology Special Transportation Audiology Services Nursing Services Oral language interpreter

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Appendix D: Least Restrictive Environment­Sample Language Samples of Least Restrictive Environment (LRE)

Reading: Least Restrictive Environment (LRE) for STUDENT: STUDENT's reading skills are significantly below that of peers. The regular education core curriculum does not focus on the decoding skills that this student needs, as the focus is more on content meaning and less on decoding words at this grade. The student will instead participate in small group reading instruction in an alternative curriculum, which will take place in the Special Education Resource Room at the same time that grade level peers are having language arts instruction. This is the LRE at this time because the regular education setting has instruction above the appropriate instructional level, the pace is too fast, and there are not as many opportunities to respond in a large group. Instruction in the Special Education setting will focus on the student's particular need areas. Participating in regular education instruction in reading would negatively impact this student, as success would be limited and growth in reading would be minimal. Written Expression: Least Restrictive Environment (LRE) for STUDENT: STUDENT's written expression skills are significantly below that of peers. The regular education core curriculum does not focus on the sentence structure or spelling skills that this student needs, as the focus is more on large paragraph content writing at this grade. The student will instead participate in small group reading instruction in an alternative curriculum, which will take place in the Special Education Resource Room at the same time that grade level peers are having language arts instruction. This is the LRE at this time because the regular education setting has instruction above the appropriate instructional level, the pace is too fast, and there are not as many opportunities for modeling and scaffolding in a large group. Instruction in the Special Education setting will focus on the student's particular need areas. Participating in regular education instruction in written expression would negatively impact this student, as success would be limited and the quality of work produced would not meet grade level expectations. Math Facts: Least Restrictive Environment (LRE) for STUDENT: STUDENT's math facts fluency skills are significantly below that of peers. The regular education core curriculum goes through math fact fluencies too fast with not enough time for repetition and extended practice. The student will instead participate in small group math instruction in an alternative curriculum, which will take place in the Special Education Resource Room at the same time that grade level peers are having math instruction. This is the LRE at this time because the regular education setting has instruction at a fast pace and there are not as many opportunities to practice in a large group. Instruction in the Special Education setting will focus on the student's particular need areas. Participating in regular education instruction in math facts would negatively impact this student, as success would be limited and growth in math facts would be minimal. In addition, the student would be frustrated as they would not be able to keep up with peers. MCAP: Least Restrictive Environment (LRE) for STUDENT: STUDENT's math concepts and applications of those skills are significantly below that of peers. The regular education core curriculum does not focus on the foundational skills that this student needs, as the focus is more on higher level math concepts at this grade. The student will instead participate in small group math instruction in an alternative curriculum, which will take place in the Special Education

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Resource Room at the same time that grade level peers are having math instruction. This is the LRE at this time because the regular education setting has instruction above the appropriate instructional level, the pace is too fast, and there are not as many opportunities to practice and respond in a large group. Instruction in the Special Education setting will focus on the student's particular need areas. Participating in regular education instruction in math concepts would negatively impact this student, as success would be limited and growth in math would be minimal. Compensatory: LRE statement: STUDENT’s needs are unique given his/her significant vision loss. Consequently, he/she requires explicit instruction in the area of functional adaptive skills (ECC Compensatory/ Self­Advocacy skills) from a Teacher for the Blind/Visually Impaired , Y times per month for KK minutes in a special education setting. Since students without visio n loss do not need this instruction, instruction will occur in addition to and outside of his regular education instruction. Instruction in the Special Education setting will take place during non­core academic times: physical education, media center, music, and independent work times. The service schedule will rotate across non­core academic time to ensure the student is not missing the same class.

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Appendix E: Paraprofessional Continuum of Supports

Shared (Non­child specific) Para Support 1:1 Child Specific Support

What is shared non­child specific para support?

Paras can be shared with more than one student during a specified period or task.

Para may be only assigned to one student during a specified period or task; but could assist others should a need arise.

What is a 1:1 child specific para support? Para can not be shared with another

student during the time assigned to the specific student.

Must be available to help student immediately.

Para is assigned to one student during a specified time period or task; and should only assist that student during that time.

What is the role of a shared non­child specific para?

Assist with behavior management, instructional support, social skills training, task redirection, discrete trials training, etc.

Check in and assist with all students assigned to para at the specified time

What is the role of a 1:1 child specific para? Assist with behavior management,

instructional support, social skills training, task redirection, discrete trials training, etc.

Assist with activities of daily living (i.e. toileting, dressing, hygiene, etc.

How is a non­child specific para support documented on the IEP?

1. Do not document this support on the Services page. Put non­child specific para support in accommodations.

2. The statement in accommodations section about the student needing paraprofessional supports should include:

a. WHAT­the specific modification or support needed

b. WHEN­the condition that trigger the modification or support

c. WHERE­the environment(s) in which the modification or support is needed

d. WHO­is responsible for implementing the modification or support.

How is child specific (1:1) para supports documented on the IEP?

1. On Services page of the IEP, click YES.

2. Click ADD Paraprofessional Support. 3. Add TYPE of paraprofessional

support. 4. Determine LOCATION 5. Determine FREQUENCY and

DIRECT MINUTES 6. Determine Start and End Dates 7. List students needs and responsibilities

of the para

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Continuum of Shared Para Supports Minimal Support : General statement

which uses a program para to redirect, assist in non­continuing situations, check­homework, check in/out, resource, etc.

Some Support : Specified times or activities; for one or more times throughout the day.

High Support : Specified times or activities; could be used all day long.

Can Child Specific Para Supports be used for less than the full school day?

Yes, but the specific times, activities, or supports needed should be clear AND remember 1:1 is very restrictive.

Example: Morning Check­in, transition to bus, or math

There should be a plan for fading supports.

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Sample Language for Paraprofessional Accommodation

Type of Shared Para Support

Sample IEP Language Considerations

Minimal Support

A shared paraprofessional under the supervision of a qualified professional or other trained staff person will be available to observe, monitor, redirect and intervene for behavior that is harmful to self, others, or property.

This does not specify a time of need for this support; therefore a program para would be sufficient to address the needs.

The student may access this para during a special education class, during progress monitoring, during a behavior referral or if a student happens to be in a different class with the para.

This minimal support language may be added when a student is in a setting III.

Some Support A shared paraprofessional will be available to assist the student with support with understanding behavioral expectations and behavior redirection during lunch and recess.

If a student has specific needs during certain times of the day, and totally can not function without adult support; then it should be specified the time when supports are absolutely needed in order to access general education curriculum or the Least Restrictive Environment.

High Support A shared paraprofessional will be available to assist the student with support with understanding behavioral expectations, behavior redirection, task redirection and instructional support during all mainstream general education classes of Math, English­Language Arts, Social Studies, and Science.

If a student has significant needs during times throughout the day, yet does not need 1:1 support throughout the day.

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The utilization of paraprofessional support services: should be considered a highly restrictive intervention; should be considered only if the student has demonstrated an inability to acquire skills in

a group situation or generalize skills across multiple settings as evidenced by data is to promote the student’s independence and expedite/accelerate development that will

lead to the student generalizing IEP goals and objectives.

A. Functional Life Skills Concerns YES NO

1. Is the student having severe difficulties with functional life skills?

If YES, please complete the rest of section A. If NO, proceed to section B.

2. What type of support does the student need in order to be successful in the following areas? Check the appropriate boxes.

Skill Independent Adult Prompts

Physical Support

Other Supports

Toileting

Mobility

Eating

Dressing

Self­care

Personal safety

Other: (specify)

3. Has data been collected consistently for at least 10 days on the student’s functional life skills? If NO, continue the student’s current educational program and collect relevant data.

YES NO

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3a. Summarize and attach the baseline data that identifies the student’s skill level on each area of concern. Include a description of what the student currently can do, in what settings, and how often the student will attempt the skill (example: student does not have bladder control and must have diaper changed at least hourly throughout the school day).

4. Are visual supports in place for skills that require prompting? If YES, list visual supports that are in place for skills that require prompting. If NO, assign a team member to review the possibility of increasing mini schedules or visual supports for the student in each of the areas listed in #2. Name of Team Member:_____________________

YES NO

B. Communication Concerns (This section to be completed with input from the special education teacher, speech pathologist and others with relevant knowledge and data).

YES NO

1. Are there concerns regarding the student’s communication skills? (i.e., pragmatics, receptive language, expressive language, articulation, hearing) If YES, please describe and then complete the rest of section B. If NO, proceed to section C.

2. Has data been collected consistently throughout a 10 day period? If NO, continue the student’s current educational program and collect relevant data.

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If YES, please attach data summary.

3. Does the student have communication goals in the IEP? If NO, please hold an IEP team meeting to review/revise the IEP.

4. Does the student receive services from the Speech Language Pathologist? If NO, please collaborate with the SLP regarding the concerns in #B1.

5. Does the student have a functional, accessible method of communication at all times? (Prompted responses or providing answers to questions is not an adequate level of communicative ability to prevent behavior problems) If YES, please describe the student’s communication method, including technology currently used to support communication, learning, and classroom interaction: If NO, consult and collaborate with the SLP.

6. Does the student use the communication method(s) independently to communicate needs and wants?

C. Social Skills Concerns (This section to be completed with input from the special education teacher and behavior specialist or psychologist and others with relevant knowledge and data).

YES NO

1. Is there a concern about the student’s social skills that interfere with educational achievement?

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If YES, please complete the rest of section C. If NO, proceed to section D.

2. Identify the specific social skills difficulties the student is currently experiencing. (List the skills that the student doesn’t have that are interfering with his functioning, e.g., handling teasing, accepting criticism, etc.) In what school settings?

3. Does the student have opportunities to interact with typically developing peers? If NO, describe the potential areas of interaction that would allow the student to have opportunities to engage with typically developing peers. Provide an overview of current opportunities to interact:

YES NO

4. Does the student currently have social skills goals and objectives in his/her IEP that address the needs identified above? If NO, convene an IEP meeting to discuss the student’s need for social skills goals and objectives (G/O).

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5. Have the social skills G/O been addressed consistently for at least six weeks?

6. Has data been collected consistently throughout a six week period on the social skills G/O? If YES, please attach data summary.

6a. If YES, is the student showing progress in utilizing appropriate social skills? 6b. If NO, review/revise the social skills instruction, generalization plan and collect relevant data.

D. Behavioral Concerns (This section to be completed with input from the special education teacher and behavior specialist or psychologist and others with relevant knowledge and data).

YES NO

1. Does the student have severe behaviors that interfere with academic achievement? If NO, proceed to the Summary section. If YES, please complete the rest of section D.

2. Does the student have a Functional Behavioral Assessment (FBA)? If NO, begin the process to complete an FBA for the

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student.

2a) If YES, is the FBA updated and currently relevant? If NO, review/revise the FBA.

3. Are there concerning behavior(s) interfering with learning of self or others? List below:

Behavior When Where Frequency

4. Has quantifiable data been taken on all behaviors of concern for at least 10 school days? List data collection methods and observations: What patterns or trends does the data show? Is the target behavior(s) increasing, decreasing, staying the same? Attach comments.

YES NO

5. Does the student have a Behavior Support Plan (BSP)?

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If NO, complete a BSP for the student.

6. Does the student have measurable behavior goals in the IEP? If NO, convene an IEP team meeting to review/revise the IEP.

7. Have behavioral interventions stated in the BSP been consistently implemented for at least 6 weeks?

8. Has data been collected consistently throughout the 6­week period? If NO, review/revise BSP and collect relevant data. If YES, please attach data summary. How effective is the plan in addressing the student’s needs? Have modifications to the plan been considered?

YES NO

9. Describe supports being utilized to implement behavior intervention plan.

Summary

Functional Life Skills

Communication and

Instruction

Social Skills Behavior Inclusion

G­tube feeding

Unique strategies not

Student requires direct instruction

Behavior plan Implementation

Instructional Support

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Medication Suctioning Food preparation Diaper changing Feeding­full Support Seizures Lift/Transfer Specialized physical health care plan or emergency plan Other: _________

typical for class Visual communication system Structured teaching High level of Physical prompts High level of verbal prompts Assistive technology Support Sign language Other: ____________

in social skills Self­regulation Anger management Impulse Control Social­pragmatic language Other: ______

or documentation Physically Aggressive Non­compliant in class Non­complaint on campus Runs away Self­injurious Other: __________

Physical support/ positioning Safety supervision Social support Transitions Recess/lunch Other: _____________

1. Describe supports currently provided

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2. List additional supports needed to implement IEP.

3. Attach a fading plan designed to reduce the dependency and eliminate the need for individualized support in each area.

4. Please indicate potential staff that will be providing the individualized instructional support in needed areas: (identify by position)

Functional Life Skills ________________________________ Communication ____________________________________ Social Skills _______________________________________ Behavior _________________________________________

5. Staff responsible for leading and directing the activities of the individual providing the support if the person providing the support is a paraprofessional: ___ Teacher (specify position:____________________________) ___ Other school personnel (specify position: _____________________) ___ Other (specify hours per week/month ____________)

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