IEP Instruction Guide

Special Education Department

Coweta County School Sys tem

Director: Gina Murray IEP Compliance Specialist: Chrissy Dement

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Table of Contents

Page Title Page Number

Clarity Table of Contents 3 IEP Cover Sheet IEP page 4 IEP Cover Sheet Instructions 6 Present Levels IEP page 8 Present Levels Instructions 9 Transition IEP Page 13 Transition Instructions 16 Special Factors IEP Page 19 Special Factors Instructions 20 Behavior Plan IEP Page 23 Behavior Plan Instructions 24 Extended School Year IEP Page 26 Extended School Year Instructions 27 Determination of Reevaluation IEP Page 28 Determination of Reevaluation Instructions 30 Annual Goals IEP Page 32 Annual Goals Instructions 33 Services IEP Page 35 Services Instructions 36 Options Considered IEP Page 40 Options Considered Instructions 41 Statewide Testing IEP Page 42 Statewide Testing Instructions 43 Placement Considerations IEP Page 44 Placement Considerations Instructions 45 Parent Contacts IEP Page 46 Parent Contacts Instructions 47 Paperwork Submission Instructions 48 IEP Participants IEP Page 49 IEP Participants Instructions 50

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Clarity Table of Contents 

IEP Page/Part        Page in IEP Instruction Manual    Question Number in Clarity 

IEP Cover Sheet           4        Q1, 4, 41, 42   Student Information        4        Q1, 2   School Information        4        Q1   Meeting Date          4        Q1   Meeting Purpose        4        Q4   Eligibility dates          4        Q41, 42 Present Levels            8        Q13, 14, 15   Informal/Formal Testing      8        Q13   Statewide Testing        8        Q14   Strengths, needs, parent concerns, impact  8        Q15 Transition Services          13        Q46, 47, 49, 50   Graduation date, Preferences, Strengths, etc  13        Q46   Measurable Post Secondary/Outcome Goals  13        Q47   Transition IEP Annual Goals      14        Q49   Transfer of Rights        15        Q50 Special Factors            19        Q17, 19, 20 Behavior Intervention Plan        23        Q23 Extended School Year          26        Q57, 58 Determination of Reevaluation        28        Q25, 26, 27, 31, 39, 40, 41, 42   Data Reviewed          28        Q25   Summary          28        Q26   Recommendations        28        Q27   Recommendations needs/referral decisions  28        Q31   Eligibility Determination      29        Q40 Annual Goals            32        Q 16 or 51 Special Ed Services in General Ed      35        Q59  Special Ed Services outside General Ed      35        Q61 Related Services in General Ed        35        Q60 Related Services outside General Ed      35        Q62 Instructional Accommodations        35        Q64 Classroom Testing Accommodations      35        Q65 Supplementary Aids and Services      35        Q66 Supports for School Personnel        35        Q67 Options Considered and Accepted      40        Q68 Statewide Testing Accommodations      42        Q70, 72, 73, 75 Placement Considerations and Minutes      44        Q80 Parent Contacts           46        Q3 Documents Provided to Parents/Parent Participation  46        Q81 Parent Attendance          46        Q82 IEP Participants           49        Q5 

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Meeting Date: 8/27/2009

Exceptionality Area:

D.O.B.

Coweta County School System Special Education Department

Individualized Education Plan (IEP)

Student: 3/28/1994Sample, Chrissy

Specific Learning Disability

Supportive Services 5.00 Hour(s) Semester 8/28/2009 8/26/2010 Special Education Staff

Academic Areas

Specific Learning Disability

Frequency Initiation of Services

(mm/dd/yy)

Anticipated Duration

(mm/dd/yy)

Provider Title Content/Specialty Area(s)

SERVICES:

SPECIAL EDUCATION: Instruction/Related Services in General Education Classroom/Early Childhood Setting

Physical Therapy 1.00 Hour(s) Week 8/28/2009 8/26/2010 Special Education Staff

Related Services

Separate Class 5.00 Hour(s) Week 8/28/2009 8/26/2010 Special Education Staff

Academic Areas

Specific Learning Disability

SPECIAL EDUCATION: Instruction/Related Services Outside of the General Education Classroom

Frequency Initiation of Services

(mm/dd/yy)

Anticipated Duration

(mm/dd/yy)

Provider Title Content/Specialty Area(s)

Environmental Code: Yes NoXYesTransition Plan: No

Behavior Plan:X

YesSpecial Transportation: NoXNoYes XGAA:

Does the student have the following:10

Hours per WeekArea

Secondary Disability Code:Primary Disability Code: U

01

State Student ID:

School Year:

Email Address:

Final grade placement may change as a result of state testing

Ethnic:Soc. Sec. #

Gender: F

Date Consent for Evaluation SignedDate Consent for Placement Signed

Meeting Purpose:

IEP End Date:IEP Begin Date:

Home Phone:Work Phone:

Apt./Bldg. No.:Town/State/Zip:

Street:Parents Name:

Service School: Northgate HighHome School:

Grade: 10

ID Number: sample

Date of Birth:Last, First, Middle

School Information

Case Manager:

Student Information

Name:

IEP COVER SHEET

Sample, Chrissy Chrissy Dement

3/28/1994Northgate High

555-555-5555555-555-5555

Newnan / GA / 30263

167 Werz Industrial DriveMom Sample

Annual Review

8/26/20108/28/2009

W

emailme@nowhere.com

09-10

Secondary Disability :Secondary Eligibility Date:Secondary Eligibility Due Date:

Secondary Disability Code:Primary Disability Code:Primary Disability :Primary Eligibility Date:Primary Eligibility Due Date: 8/27/2012

USpecific Learning Disability

8/27/2009

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Meeting Date: 8/27/2009

Exceptionality Area:

D.O.B.

Coweta County School System Special Education Department

Individualized Education Plan (IEP)

Student: 3/28/1994Sample, Chrissy

Specific Learning Disability

Additional Accommodation(s) - specify;: Supplementary aids and services should include supports that are provided in general education classes or other education-related settings to enable SWD to be educated with non disabled students to the maximum extent appropriate

Supplementary Aids and Services

Classroom testing accommodations should be individualized, determined by subject area, as specific as possible. You DO NOT have to repeat testing accommodations listed here in the instructional accommodations listed above; however, you cannot have statewide testing accommodations that are not listed here in classroom testing!

Classroom Testing Accommodations

Additional Accommodations; specify: Accommodations provide children with disabilities a variety of ways to access the GPS so that their disabilities are not barriers to achievement. Students with accommodations are still expected to meet the same grade-level standards as their peers without disabilities.

All Academic Areas : Remember instructional accommodations are adaptations to: how instruction is provided, how student responds, how student participates in assignments, and how materials are used. Purpose of accommodations: 1. assist student in advancing toward attain annual goals 2. be involved and make progress in general curriculum 3. be educated and participate with other non-disabled students

Instructional Accommodations

Inservice Training specify area of training;: Supports for system personnel should be included when training or supports are being provided to system staff regarding a specific student's need. Examples may include training on an assistive technology device, workshop on a content area or disability area, crisis prevention training, etc.

Supports for School Personnel

Special Transportation 5.00 Hour(s) Week 8/28/2009 8/26/2010 Special Transportation Driver

Related Services

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Coweta County Special Education

IEP COVER SHEET - INSTRUCTIONS Purpose of this page: n Provided as a summary sheet for teachers, parents, administrators, central office, state reporting purposes, etc. n Includes a summary of:

• Student and school information • Disability area and due dates • Services and supports to be provided to the student (from the services page)

n Verify student and school information

How to complete this page: n STUDENT INFORMATION

• Make the necessary changes to address, phone numbers, emails, etc • Give any changes needed to Infinite Campus clerk • Meeting Date – indicate the date of the meeting. Remember annual review date is determined by the meeting date. The

review date will be one day prior to the meeting date which is the end date. • Grade – the grade the student is in when the meeting is held • Parent Information – review and update parent information including address and phone numbers. If changes are made be

sure to notify IC Clerk of changes.

n SCHOOL INFORMATION • Case Manager – Indicate the case manager of the student conducting the IEP meeting. • Home School – the student’s district home school • Service School – the school the student is receiving their special education services. • IEP Begin Date – Next school day after the meeting if parent attended OR if parent didn’t attend, in 10 days after the

meeting date to give parent s the opportunity to review the IEP and respond if needed • IEP End Date – 364 days from the MEETING DATE not the implementation date. For addendums, DO NOT change end

date. The end date would remain the same from the original annual review; however, the begin date and meeting dates would change. For SDD if the student will turn 9 years of age prior to the end date of the IEP, the end date should be the date of the student’s 9th birth date.

• School Year – the school year(s) that the IEP covers – Example 2008/09 – 2009/10

n ELIGIBILITY INFORMATION • Primary and Secondary Disability – indicate the primary disability area – be sure this matches the last eligibility report

(remember eligibility reports can also be DOR forms if eligibility was continued without testing). Do not trust • Primary and Secondary Eligibility Date – indicate the most current date that eligibility was completed either from eligibility

form or DOR form that continued eligibility – DO NOT trust dates in Clarity – you must verify this through the actual report. If IEP team addresses eligibility at the IEP meeting and determined the student continues to meet eligibility requirements on the DOR form, the eligibility date will be the same date as the IEP meeting date.

• Primary and Secondary Eligibility Due Date – the due date is exactly 3 years from the current date. For SDD if the student will turn 9 years of age prior to the due date, the due date should be the date of the student’s 9th birth date.

Key points to remember: • DO NOT start with the services on this page when beginning an IEP meeting. Use your draft to verify student and school

information and then move to present levels – testing section. • If parents ask why you are skipping over the last part of this page, tell them this is a summary page of the services of the

draft information you have entered. The services will not be correct until the meeting has been held, and the draft information is updated and finalized per the team input. This is just a summary sheet for reporting purposes.

• Verify eligibility dates using the actual reports which could be an eligibility form or the DOR form if eligibility was continued without further testing. If you are using the date for eligibility from the last DOR form, be sure the form indicates eligibility was continued and not that a referral was needed!

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Coweta County Special Education

• The first IEP should be written and implemented within 30 calendar days of initial eligibility determination and before any special education and related services are provided.

• Currently eligible students MUST have an IEP in place by the beginning of the school year. • IEPs must be reviewed annually. The annual review date is determined by the MEETING date of the IEP. The annual review

must be held prior to the previous IEP meeting date. • Example: IEP BEGIN AND END DATES 10/20/09 – 10/18/10. If the date of meeting is 10-19-09, the next annual IEP

meeting should be held no later than 10-18-10. • Amendments to the IEP can be made at any time at the request of the parents/student, or teacher during the duration of the

annual IEP. • Unless noted in extended school year services, IEPs are not implemented when school is not in session. • For preschool children transitioning from the Early Intervention Program Babies Can’t Wait (BCW), the IEP must be written

by the child’s third birthday. Transition planning can begin as early as 9 months prior to but no later than 90 days prior to the child’s 3rd birthday.

• For children who turn 3 years of age during the summer months, eligibility determination for special education services and placement must be completed by the 3rd birthday. The IEP team however, may determine to start services when the school year begins.

• If a parent refers their preschool aged child for services after they have turned 3 years of age, the IEP Team follows the 60 day timeline for the initial evaluation process.

• SWD are eligible to remain in public school until they turn 22 or receive a regular high school diploma, whichever comes first. If a student reaches the age of 22 during the school year, it is an IEP team decision whether to allow the student to complete the semester, school year or exit upon their 22nd birthday.

What happens next: • Move to the present levels page to begin discussing testing data, parent input and concerns, teacher input and classroom data.

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Meeting Date: 8/27/2009

Exceptionality Area:

D.O.B.

Coweta County School System Special Education Department

Individualized Education Plan (IEP)

Student: 3/28/1994Sample, Chrissy

Specific Learning Disability

Results of initial or most recent evaluation and results of state and district assessments:

Present Level of Academic Achievement and Functional Performance

4/13/2009 Enter formal and informal tests/evaluations Enter tests results here. This should include a brief summary of the relevant information, not just scores. Report this information in terms in which a parent will understand their child's performance. The results should help you write the student's current present level!

Date Evaluation/Test Evaluation Results

4/13/2009 Enter all current statewide tests the student has participated in that year and previous years if needed for showing trend over time.

Enter the specific test score and describe what the score means. Enter the student's strengths and weaknesses of the test. Enter what is passing for that test!

Date Statewide Test Statewide Test Results

Note: Present level of performance MUST include information that corresponds with EACH annual goal.

Include all parental concerns AND how they were addressed by the IEP committee. What is written should be the result of ongoing communication with the parent regarding the child's academic, behavior, performance on goals, and/or future plans. Even if the parent does not attend the meeting or does not provide input at the time of the meeting, this information should be drawn from communication that has occurred over the school year. This information may be gathered from a variety of sources such as email, notes from the agenda, phone logs, face-to face conversations, IEP input form, and parent conferences, etc.

D. Parental concerns regarding their child's education

C. Description of academic, developmental and/or functional needs.

EVERY need listed in this box MUST have a corresponding goalThis area should be specific needs which impact achievement and must be addressed through goals and/or services and supports (accommodations). Analyze the classroom and assessment information indicated above to identify needs of the student academically, developmentally and/or functionally. Be sure to include information from previous goals and objectives from the current IEP. From these needs, annual goals will be developed. In order to write SMART goals, the needs must be specific. This information in this section should be concise, specific, focused, and easy to identify the current needs of the student to help determine the goals needed.

Indicate the student's strengthsAcademic: Discuss academic strengthsDevelopmental: This includes communication, motor, cognitive, and social/emotional strengths.Functional: This includes self-care, social skills, daily living, communication, and social/emotional strengths. Do not include contradictory or irrelevant information!**Functional performance refers to how the child is able to manage his needs in the educational setting. This mayinclude strengths and needs in organizational skills, self care activities, self advocacy, communication and socialneeds in relation to his same age peers.

A. Transition Plan: see Transition Plan if applicable

B. Description of academic, developmental and/or functional strengths

E. Impact of the disability on involvement and progress in the general education curriculum (for preschool, how the disability affects participation in appropriate activities.)

In this section, describe the impact of the child's disability on the INVOLVEMENT and PROGRESS towards the general education curriculum (the curriculum is the standards for the class and grade level). This means this section should describe individual characteristics of the child's disability that affect his classroom performance. Stating the student's eligibility category does not adequately describe the impact on involvement and progress in the general education curriculum and is NOT sufficient for this section.

Yes NoX

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Coweta County Special Education

PRESENT LEVELS PAGE - INSTRUCTIONS Purpose of this page:

• To describe the strengths and needs of the student based on input from assessments, teachers, and parents and to describe how the student’s disability affects his/her involvement and progress in the general curriculum or, for preschool students, how the disability affects the student’s participation in age-appropriate activities

• This section establishes the starting point or baseline that is used to develop the entire IEP. The rest of the IEP including goals and objectives, accommodations, transition services and placement decisions should be directly linked to the information contained in the present levels of academic achievement and functional performance

• Establish current levels, current needs, and impact of the disability. The current needs drive the goals and services • Present levels should serve as the baselines against which progress can be measured • To document transition needs beginning not later that the first IEP to be in effect when the student enters 9th grade or turns 16,

whichever comes first. • Transfer students – when accepting transfer IEPs and writing in Coweta forms, indicate that the student transferred to Coweta

County and indicate from where the student transferred. Complete all parts of the IEP with the transfer IEP information or amended information as decided by the IEP team.

How to complete this page: n RESULTS OF INITIAL OR MOST RECENT EVALUATION – This section should include a very brief summary of the

relevant information from the student’s evaluation (not just listing of scores). Only the information that directly impacts the student’s performance in the general curriculum or environment needs to be included.

• Date Box – Enter the date of the test. If the date was over several days/weeks, then enter a date around the time of the test.

• Evaluation/Test Box- Enter the name of the formal and informal tests/assessments given to the student during their

evaluation. Tests may include IQ tests, achievement tests, and functional type evaluations or observations to help establish current levels and needs. • Examples – Formal - WISC-R, GRASP universal screener, Kaufman, RIAS, etc. informal - Benchmarks, Curriculum-

based assessments, STAR math and reading, post-test, pretest, independent reading inventories, informal adaptive behaviors results, informal behavior checklists/scales, informal independent living checklists results, FBAs, etc.

• Include tests that will help you in developing the student's current present level. • Evaluation Results Box- Enter the results of the evaluation here. This should include a very brief summary of the

relevant information, not just scores. • Report this information in terms in which a parent will understand their child's performance. You should utilize these

results in the remainder of the present levels to begin developing a data driven present level and IEP. • ONLY enter information that directly impacts performance in the general curriculum or environment. • Example - Full scale IQ on the WISC-R of 98 means that the student has average intellectual ability. Processing deficits

include processing speed and short-term auditory memory. Star math test indicates math level is on 5th grade level over all - list specific areas of weakness from the tests results. Benchmark test in Algebra unit was 54%. Other benchmarks were 70% or above. Benchmark tests in ELA were 70% or above each nine weeks. According to behavior observation checklists, the student is off task 80% of the time in a 50 minute class period which is 40 minutes out of the 50 minute class period (80% times 50 = 40). Off task behaviors were noted as talking to another student, looking through purse/book bag/books, doodling, writing notes, etc.

n RESULTS OF RECENT STATE-WIDE ASSESSMENTS – This section should include test scores but should also provide a frame of reference for how the student is performing in comparison to same age peers. For example, the results on the CRCT should include whether the student did not meet, met, or exceeded standards and the strengths and weaknesses as indicated by the sub-scores. • Statewide Date Box - Enter the date of the test. If the date was over several days/weeks, then enter a date around the time of

the test.

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Coweta County Special Education

• Statewide Test Box – Enter all current state tests that the student has participated in that year and previous years if needed for showing trend over time. Remember that not all parents and/or teachers may know what abbreviations or acronyms mean, so you may need to write out the name of the test. • Example: CRCT, ITBS, GAA, EOCT, or GHSGT • Don't forget that if scores are not back yet or you haven’t received transfer records, go ahead and enter the test, test

date, and a statement reflecting why the scores are not available.

• Statewide Test Results Box - Enter the specific test score/results and describe what the score means. Enter the student's strengths and weaknesses of the test. Enter what is passing for that test!

• Example: CRCT: 800 score mean student meets expectations. Reading score; 776, did not meet expectations -weaknesses in reading skills and vocabulary acquisition and strengths in media information and literacy. ELA; 802, met expectations - strengths in grammar and sentence construction and weaknesses in research and writing process. Math; 782, did not meet expectations - strengths in numbers and operations and probability and weaknesses in measurement, geometry, algebra, data analysis

Key Points to Remember about TESTING:

• Remember not to just list scores • Be sure to include results from FBAs. • Describe how the student did in these test areas so that the parent and anyone else reading the IEP could understand the

information. • Include subsets weaknesses and strength areas • Test results should be addressed in the needs section as well. If student did not pass math CRCT then the specific weakness of

the test should be addressed as needs. Do not re-write the tests and scores, but specific needs should be indicated that are interfering with the students success in those areas.

• If you don’t have scores due to a transfer from another system or state, indicate this in the tests results box and indicate that once records are received IEP will be amended as needed, etc.

• Remember that not all parents and/or teachers may know what abbreviations or acronyms mean, so you may need to write out the name of the test.

n A. TRANSITION PLAN – MUST be developed prior to entering 9th grade or by age 16, whichever comes first. Refer to the transition plan pages in this guide and refer to the examples on our special ed website.

n B. DESCRIPTION OF ACADEMIC, DEVELOPMENTAL, AND/OR FUNCTIONAL STRENGTHS: In this box

include all of the student's strengths. Include each area as appropriate. • Academic: Discuss academic strengths such as reading, language arts, math, etc • Developmental: This includes communication, motor, cognitive, and social/emotional strengths. • Functional: This includes self-care, social skills, daily living, communication, and social/emotional strengths. • Do not include contradictory or irrelevant information between your test results, strengths, and needs! • Functional performance refers to how the child is able to manage his needs in the educational setting. This may include

strengths and needs in organizational skills, self care activities, self advocacy, communication and social needs in relation to his same age peers.

n C. DESCRIPTION OF ACADEMIC, DEVELOPMENTAL, AND/OR FUNCTIONALNEEDS: In this box, describe the specific needs which impact achievement and these needs must be addressed through the IEP. • Write the student’s needs based on data, testing, teacher input, classroom observations, parent input, etc. • The information in this section should be concise, specific, focused, and easy to identify the current needs of the student

to help determine the goals needed. • You will use the needs established here to help write your goals. EVERY need listed in this box MUST have a goal. • The IEP Team should determine and prioritize the student’s needs for special education services. What are the needs that

are impacting performance or involvement in the general curriculum

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Coweta County Special Education

• Example - If a student is having difficulty with multiplication/division, this could be affecting the student’s progress towards the 7th grade math Algebra standard of solving equations. The teacher should be able to give specific input about the difficulty area and then use this information to write a specific present level – • Narrative Example - Jane currently struggles with multiplication and division which is impacting her progress in

solving equations. She doesn’t have her 4s, 7s, 9s, and 12s multiplication facts memorized. This affects her ability to complete division problems involving these facts. She uses a multiplication chart to help her and would be able to solve problems faster and correctly if she knew the facts. She usually scores in the 30% range on mixed fact sheets drills with 100 problems on a 5 minute limit. After the time limit, Jane takes extended amount of time to figure out the answers and her scores will increase a little (usually from 30% to 50%). (goal would be related to increasing multiplication facts)

• Bullet Example- in bullet type form - • math calculation affects solving equations – multiplication facts – 4s, 7s, 9s, and 12s currently scores 30% on 100

mixed fact drill sheet with 5 minute time limit. Requires extended time to complete the sheet and scores will increase with extra time (usually scores improve to 50%). She works at a slower pace. (goal would be related to increasing multiplication facts)

• Reading fluency – student can read 60% of the first grade sight words on Dolch list. Student can read 30% of the 2nd grade (the grade level of the student) sight words on the Dolch list. These deficits in sight words affect her overall reading fluency. She reads 20 words per minute and 60 words per minute is the desired level for this grade level passage (in this case, you would have goals for the sight words and the reading fluency or you could have over all annual goal for reading fluency by increasing sight word recognition and reading rate (wpm) on 1st and 2nd grade level – objectives would be the steps to reach the improvement in fluency which would be improving sight words and wpm each nine weeks)

• Turning in assignments – student completes and turns in on average 30% of assignments based on teacher grade reports for each academic class. (goal would be related to turning in assignments)

Key Points to remember about NEEDS: • Data from previous goals - The first data you should refer to in an IEP meeting are the goals from the current/previous IEP,

and the percentages the student received on each goal using data from your progress monitoring notebooks. Did the student achieve the goal, how much progress was made, and what is the student’s current level with this goal? Do you need to continue the goal? The need can be the same; however, the current level and the goal level should be increased.

• DATA Driven - Describe the student's academic, developmental and/or functional needs. The needs should be DATA driven using the tests results, teacher input, parent input, and any classroom data necessary. If the student failed the CRCT, you should be addressing this as a need along with any other academic, developmental, or functional needs of the student based on data.

• Teacher input about where the student is in relation to the standard is important in developing present level needs section. • Skill specific/pre-requisites - What are the student’s academic needs in relation to the standards? What specific skills or pre-

requisites is the student struggling with in relation to the standard? Address in the present level to build a goal. Example – being able to add, subtract, multiply, divide, or use integers is necessary to be able to solve equations – solving equations is the standard and basic operations are the specific skills needed.

• Every need requires a goal – present levels should be the starting line and the goal is the finish line. • Easy to understand - Should be stated in a readily understandable way that is precise enough to understand what the student

can do in relation to what the student should be able to do in that area of instruction • You do not have to indicate areas that are not needs. IEPs are only required to address needs and deficit areas.

n D. PARENTAL CONCERNS REGARDING THEIR CHILD’S ECUATION: Include all parental concerns AND how they were addressed by the IEP committee. What is written should be the result of ongoing communication with the parent regarding the child's academic, behavior, performance on goals, and/or future plans. • Even if the parent does not attend the meeting or does not provide input at the time of the meeting, this information should

be drawn from communication that has occurred over the school year. • This information may be gathered from a variety of sources such as email, notes from the agenda, phone logs, face-to-face

conversations, IEP input form, and parent conferences, etc.

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n E. IMPACT OF THE DISABILITY on involvement and progress in the general education curriculum (for preschool, how the disability affects participation in appropriate activities) . In this section, indicate the disability and describe the specifics about the disability and then in general terms, the impact of the student's disability on the INVOLVEMENT and PROGRESS towards the general education curriculum (the curriculum is the standards for the class and grade level).

• Write the disability area that the student is eligible for special education. Indicate the specifics about the disability area not

just that Jane is eligible for learning disabilities and speech/language impairment. If LD then what are the processing deficits, what are the underachievement areas, etc? If speech/language, what area is she eligible such as articulation, fluency, voice, or language? If OHI, what is the medical diagnosis and what are the limits – strength, vitality, or alertness? • Refer to Eligibility Report: Quick Reference Guide in the appendix forms section of this guide or on the special education

website to make sure you have covered the required components of the eligibility area. • Write in general how the disability impacts involvement and progress towards the standards and classroom activities.

• This section should describe individual characteristics of the student's disability that affect his classroom performance. Stating the student's eligibility category does not adequately describe the impact on involvement and progress in the general education curriculum and is NOT sufficient for this section.

• Example: Jane is eligible for special education through specific learning disabilities and language impairment. Jane’s learning disability which results in processing deficits in verbal reasoning and processing speed, and deficits in math calculation and reasoning. She has deficits in expressive and receptive language. Jane’s processing deficits impact her ability to appropriately perform cognitive tasks automatically. She has difficulty performing tasks quickly and works at a slower pace. She scores significantly low in her ability to use correct judgment in social situations and using appropriate reasoning skills in academics and social settings due to her verbal reasoning deficits. Jane’s verbal abilities are much lower than her nonverbal abilities. She misinterprets what is being said verbally and may not respond appropriately in social settings. The deficits are consistent with her deficits in expressive and receptive language. These deficits result in the needs and any other needs indicated above in part C.

Key Points to remember about IMPACT: • This is NOT the section that the needs should be established to match the goals. • The impact of the disability is described here, and as a result needs are established and discussed above in part C. • Given specific characteristics or deficits of the disability, this section should explain what classroom activities are

impacted as a result. Examples of specific characteristics include short term memory problems, poor organizational skills, and auditory and/or visual processing problems, fine and gross motor deficits, etc.

• Refer to the student’s eligibility report for specifics about the area of eligibility • Refer to the Eligibility report: Quick Reference Guide form on special ed web site under forms, eligibility. This form

describes characteristics of eligibility areas. Use this form in conjunction with information from the student's eligibility report and testing to determine the characteristics of this particular student. Use data and input from teachers and parents to determine the impact on involvement and progress in the general curriculum and class performance.

• Refer to Psychological Processes reference form on the special ed website for help with understanding how the various processing deficits manifest themselves in the classroom

• The student's disability should adversely affect the student's educational performance to the degree that the student requires specialized instruction - this should be evident through the present level page.

What happens next:

• There should be a direct link between the present levels and other elements of the IEP • Move to special factors considerations page. Be sure all factors have been considered and any needed areas checked yes in

special factors have been addressed through the present level page.

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Meeting Date: 8/27/2009

Exceptionality Area:

D.O.B.

Coweta County School System Special Education Department

Individualized Education Plan (IEP)

Student: 3/28/1994Sample, Chrissy

Specific Learning Disability

Transition Assessments and Course of Study

8/27/2009Update:

5/15/2007Date of Initial Transition Program Development:5/29/2015Projected Date of Graduation:

Preferences, Strengths, Interests and Course of Study based on Present Levels of Performance and Age Appropriate Transition Assessments(Areas for consideration include course of study, post-secondary education, vocational training, employment, continuing education, adult services and community participation)

High School Diploma

The following assessment(s) were administered to determine the studentôs measurable transition post-secondary goals: InterestInventory, Student Interview, Parent Interview, Teacher Interview, Work Samples

These are the results of the assessment and the studentôs interests and preferences and strengths: Indicate the results of theassessmentsIndicate the student's interests, preferences, and strengths

Example: Based on a student transition survey questionnaire filled out on whatever date, the student expressed a desire to...and listresults. Indicate any other information gathered from above assessments that were checked.

Desired Measurable Post Secondary/Outcome Completion Goals(These goals are to be achieved after graduation and there must be a completion goal for Education/Training and Employment )

Education Training -

Employment -

Independent Living (as appropriate) -

After graduation, the student will....

After graduation, the student will....

The student will prepare to live in .....

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Meeting Date: 8/27/2009

Exceptionality Area:

D.O.B.

Coweta County School System Special Education Department

Individualized Education Plan (IEP)

Student: 3/28/1994Sample, Chrissy

Specific Learning Disability

Transition Activity/Service

Daily Living Skills (Goals based on adaptive behaviors related to personal care and well-being to decrease dependence on others.)

Transition IEP Goal(s) Transition Activities/Services Person/Agency Involved Date of Completion/ Achieved Outcome

Transition Activity/Service

Related Services (Goals based on Related Services that may be required now to help a child benefit from regular and special education and transition services (e.g., speech/language, occupational therapy, counseling, vocational rehabilitation training or the planning for related services that the individual may need access to as an adult.)

Transition IEP Goal(s) Transition Activities/Services Person/Agency Involved Date of Completion/ Achieved Outcome

Transition Activity/Service

Adult Living Skills & Post School Outcomes

(Goals based on skills for self-determination, interpersonal interactions, communication, health /fitness and the knowledge needed to successfully participate in Adult Lifestyles and other Post School Activities (e.g. skills needed to manage a household, maintain a budget and other responsibilities of an adult.)

Transition IEP Goal(s) Transition Activities/Services Person/Agency Involved Date of Completion/ Achieved Outcome

Transition Activity/Service

Community Participation (Goals based on knowledge and demonstration of skills needed to participate in the community (e.g., tax forms, voter registration, building permits, social interactions, consumer activities, accessing and using various transportation modes.))

Transition IEP Goal(s) Transition Activities/Services Person/Agency Involved Date of Completion/ Achieved Outcome

Transition Activity/Service

Development of Employment (Goals based on occupational awareness, employment related knowledge and skills and specific career pathway knowledge and skills.)

Transition IEP Goal(s) Transition Activities/Services Person/Agency Involved Date of Completion/ Achieved Outcome

Transition Activity/Service

Education/Training (Goals based on academics, functional academics, life centered competencies or career/technical or agricultural training needs and job training.)

Transition IEP Goal(s) Transition Activities/Services Person/Agency Involved Date of Completion/ Achieved Outcome

Indicate the measuarble transition IEP goal

Transition Annual GoalsBased on age appropriate transition assessments, in the spaces below, include measurable Transition IEP Goals and Transition Activities/Services appropriate for the child's post-secondary preferences, strengths and needs. Note: There must be at least a measurable Transition IEP Goal to help the child reach each of the desired Measurable Post Secondary/Outcome Completion Goals.

14 of 51

Meeting Date: 8/27/2009

Exceptionality Area:

D.O.B.

Coweta County School System Special Education Department

Individualized Education Plan (IEP)

Student: 3/28/1994Sample, Chrissy

Specific Learning Disability

(Date)of his/her rights.was informed on

of his/her rights, if any, that will transfer at age 18.was informed on

RIGHTS WERE TRANSFERRED

TRANSFER OF RIGHTS(Name)

(Name)(Required by age 18):

(Required by age 17): Chrissy Sample

Chrissy Sample

(Date)

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Coweta County Special Education

TRANSITON ASSESSMENTS AND COURSE OF STUDY PAGE - INSTRUCTIONS Purpose:

• The purpose of a Transition Service Plan is to assist students to build the skills and supports they need to reach their post-school goals.

• To document diploma/exit option • To document transition assessments used to determine the student’s measurable transition goals. • To document appropriate measurable post-secondary transition goals related to education/training, employment, and

independent living. • To document the transition services (including agency linkages) needed to assist the student in reaching his/her goal. • Refer to special ed website - http://www.cowetaschools.org/specialed/index.htm – Click Transition Services link for

instructions and samples on transition plans, assessments, goals, etc.

When to use this page • Beginning not later than the first IEP to be in effect when the student is entering 9th grade or 16 years of age, whichever comes

first and updated annually thereafter.

How to complete this page: • Projected Date of Graduation: indicate date student is expected to graduate • Date of Initial Transition Program development: indicate date transition plan was first started • Update – indicate dates transition plan was updated

n Preferences, Strengths, Interests and Course of Study based on Present Levels of Performance and Age Appropriate Transition Assessments: An assessment of the skills and interests related to education, employment, training, and independent living skills (as appropriate) should be conducted in conjunction with the development of the transition components. Surveys and interviews work well for this type of assessment. Course of study should focus on instructional and educational classes and experiences that will assist the student to prepare for transition from secondary education to postsecondary life. • Diploma Choice – In Clarity, choose the appropriate diploma option. For students graduating in 2012 or after, high school

diploma is the only option you should choose.

• Transition Assessments – In Clarity, choose the appropriate assessments that were used for the student such as vocational assessment, career assessments, interest inventory, student interview, parent interview, work samples, etc. If other is checked indicate the assessment used. The following assessments may be used to determine transition needs for students. You may access these forms in the appendix of this guide or on the special ed website under transition services:

• Transition Questionnaire –for student input • Student Transition Planning Survey - for students with lower cognitive levels • Parent Transition Planning Survey - for parent input

• Indicate the results of the assessment: Indicate the student’s preferences, strengths, and interests based on the results of the

transition assessments. Example – Based on a student transition questionnaire filled out on whatever date, the student expressed a desire to and list results. Indicate any other information gathered from transition assessments. Refer to sample transition plans on special ed website.

Key Points to remember about Transition Assessments • If the student does not attend the IEP meeting, the system must take other steps including verbal and written input to ensure that

the student’s preferences and interests are considered before developing the transition aspects of the IEP. • There are six characteristics that should be considered when conducting a transition assessment: the assessment should be child

centered, continuous, occurring in many places, involving a variety of people, have understandable data, and be sensitive to cultural diversity.

• Assessment tools that clearly describe a student’s strengths and weaknesses and document a student’s interests and perceptions about their skills should be utilized.

• The course of study should relate directly to the student’s post secondary outcome goals and show how the planned course of study is linked to these goals.

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Coweta County Special Education

• The course of study should be meaningful to the student’s future and motivate the student to reach successful post school outcomes.

n Desired Measurable Post Secondary/Outcome Completion Goals: Goals should be measurable and related to what the student

wants to achieve after graduation. They should be “major life accomplishments” or “completion goals.” • Education Training – After graduation, the student will…..

• Examples: • After graduation, the student will enroll in a post-secondary school to obtain training in automotive field. • After graduation, the student will participate in on-the-job training to gain experience in the child care industry or

restaurant industry or retail industry, etc. • After graduation, the student will attend college in the medical field. • After graduation, the student will attend college, technical college, training program, military, etc. based on completion of

graduation requirements and submission of application for enrollment to study or gain experience in what field or area.

• Employment – After graduation, the student will… • Examples: • After graduation, the student will be employed in the automotive field, medical field, child care industry, restaurant

industry, or retail industry, military, etc. • After graduation, the student will be employed in competitive employment, supported employment, day/activity training

program, etc. in what area based on successful completion of career exploration, school-based work experiences, community-based career exploration, community based work experiences, application for adult services, application for supported employment services, etc.

• Independent Living (as appropriate) – After graduation, the student will… • Examples: • After graduation, the student will live with guardians or family members. • After graduation, the student will live in independent living quarters, reside with guardian or family member, dependent

living, etc. based on independent skill level achieved and identification of community/living options, support options, application for adult services, etc.

Key Points to Remember about Post Secondary/Outcome Completion Goals § Goals should be written in the areas of Education/Training, Employment and Independent Living (if appropriate). § They should be clear and understandable, positively stated and based on academic achievement and functional performance. § They must be based on age appropriate assessments and be practical and relevant to transition needs. § Outcome/completion goals can change and become more refined as the student has more experience and gets closer to

graduation. § Cannot use "the student plans to" it should state " the student will..."

n Transition Annual Goals: This section should include measurable transition IEP goals that directly relate to the how, when,

where and what is needed to complete each post-secondary outcome/completion goal. • Transition IEP Goals – MUST complete measurable Transition IEP Goals for the areas of Education/Training and

Employment and Independent Living as appropriate. Transition IEP goals should relate to the post-secondary outcome/completion goals. § Refer to the special ed website, transition services link for sample transition IEP goals

• Transition Activities/Services – Indicate the transition activities and services that are needed to attain the measurable IEP

goals. Transition Activities and Services should be planned as the “what is needed to achieve these goals.” Many activities and services should be planned and implemented for each goal.

• Person/Agency Involved - Indicate who will help the student achieve the goals stated. There must be documentation that these persons were invited to the Transition IEP meeting and that the parent and student (if over 18) were notified of their possible attendance. (When needed, if the participating agency does not attend, document other actions for agency linkages.)

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• Date of Completion/Achieved Outcome - state the date completed and what was achieved.

Key Points to Remember for Transition Annual Goals • The Transition IEP annual goals should be relevant to “how to get to” the desired post-secondary outcomes. They must be

meaningful. • This section is divided into the following areas: Education/Training, Development of Employment, Community Participation,

Adult Living Skills and Post-School Options, Related Services and Daily Living Skills (as appropriate). • There MUST be at least one measurable transition IEP goal for Education/Training and Employment. • Measurable transition goals for Independent Living should be addressed if appropriate.

n Transfer of Rights

• Record the date the student was informed that the rights under the IDEA will transfer to him/her at the age of 18. • This section must be completed no later than the IEP that will be in effect when the student reaches 17 years of age.

n Rights were transferred

• Record the date the student was informed that the rights have transferred to him/her and inform the student of his/her rights under IDEA

• This section must be completed no later than the IEP that will be in effect when the student reaches 18 years of age. What happens next:

• Exit option is reviewed annually and revised as necessary • Transition assessment information and progress towards goals are reviewed annually and the transition services are revised as

necessary • The Summary of Academic and Functional Performance (SOP) must be completed for every student that exits with a high school

diploma, or who will be exceeding the age of eligibility for FAPE. SOP forms and instructions are on the special ed website.

18 of 51

Meeting Date: 8/27/2009

Exceptionality Area:

D.O.B.

Coweta County School System Special Education Department

Individualized Education Plan (IEP)

Student: 3/28/1994Sample, Chrissy

Specific Learning Disability

Needs have been discussed in the present levels, goals, and/or services - refer to these pages.You MUST include any item checked here in the students supplementary aids and services box on the services page.

Auditory Electronic textBrailleX Large type

If yes, specify format(s) of materials required below.

X

X

NoJ. Are extended school services necessary? Yes

NoH. Does the student require alternative format for instructional materials? Yes

E. Is the student deaf or hard of hearing? XYes No

COMMENTS:1. AT requires comment whether answer is yes or no - you can use the comment suggested below 2. ESY DOES NOT require a comment3. You may indicate any comment committee feels necessary4. If you check yes to questions B, C, D, E, or K then include the following comment unless other comment is neededComment to write - For questions (include the letter of the questions checked yes), needs have been addressed through the present levels, goals, and/or services - refer to these pages.

I. Extended School Year (ESY) MUST be considered at least annually. Has ESY been considered?

NoYesG. Does the student require specialized transportation as a related service?If Yes, the special transportation form is attached.

X

NoYes X

If Yes, the determination of reevaluation form is attached.

F. Is either the student's primary or secondary eligibility due for reevaluation within the next twelve months?

If Yes, provide for instruction in Braille and the use of Braille, unless the IEP Team determines that instruction in Braille or the use of Braille is not appropriate for the student (after an evaluation of the student's reading and writing skills, needs, and appropriate reading and writing media, including evaluation of future needs of instruction in Braille or the use of Braille).Document decisions in comments section.

X

D. Does the student have communication needs? XYes NoIf Yes, consider and describe below.

If yes, consider and describe the studentôs language and communication needs, opportunities for direct communication withpeers and professional personnel in the studentôs language and communication mode, academic level and full range ofneeds, including opportunities for direct instruction in the studentôs language and communication mode. Describecommunication needs below.

Yes NoC. Is the student blind or visually impaired?

B. Does the student have Limited English proficiency? Yes No X

If Yes, consider the language needs that relate to this IEP and describe in comments section.

If Yes, a functional behavior assessment and behavioral intervention plan is attached.A. Does the student have behavior which impedes his/her learning or the learning of others?

Consideration of Special Factors

X NoYes

Yes X No

NO, the student accomplishes tasks in all instructional areas using standard classroom tools.

AT will be a yes or no question like other special factor questions. Team needs to consider AT for all students and MUST complete the AT consideration form and keep in school file. Do not have to list classroom tools or AT used here. Indicate AT utilized by the student in their supplementary aids and services. If committee feels a student needs AT and it is not readily available in the school then indicate an AT referral will be made. Complete the AT Referral.

K. Does the student need assistive technology devices or services?

If yes, describe the type of assistive technology and how it is used. If no, describe how the student's needs are being met in deficit areas.

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Coweta County Special Education

CONSIDERATION OF SPECIAL FACTORS - INSTRUCTIONS Purpose of this page:

• To consider special factors and needs related to those factors • To ensure FAPE in these areas

How to complete this page:

• Yes or No must be selected for each special factor. Any special factor checked YES, MUST be addressed through present levels, measurable annual goals, and/or special education services and supports (accommodations and supplementary aids and services), the transition plan, and/or a behavioral intervention plan.

n COMMENTS REQUIRED - You must include a comment for questions below if marked yes • B – Limited English – check yes only if served ESOL too – indicate this in comments section • C – Blind/visual impaired • D – Communication • E – Deaf/Hard of Hearing • K – Assistive Technology – must include comment if yes or no and must complete AT consideration form

n WRITE IN COMMENTS SECTION the following statement:

• “For questions (list the letter of the questions marked yes), needs have been addressed through the present levels, goals, and/or services refer to these pages”

• Example – For questions D and K, needs have been addressed through the present levels, goals, and/or services – refer to these pages.

• You may include a comment different from the example above for any question if necessary to appropriately document any information discussed by the IEP team or any decision made by IEP team.

n COMMENTS NOT REQUIRED – The following questions DO NOT require a comment: • A - Behavior - must have FBA and BIP • F - Reevaluation - if yes, must have determination of reevaluation form completed • G - Transportation– if yes, must complete transportation form • H - Instructional Materials - if alternate format is selected - add the format to the student’s instructional

accommodations • I and J – Extended School Year (ESY) – if student needs ESY - must complete ESY considerations form o Comment for ESY is not required; however, if the IEP Team feels it is necessary to document ESY discussions or

rationale for why ESY is not necessary, please do so in the comment section.

Key Points to Remember:

A. Behavior - If checked yes, a BIP and behavior goals must be included in the IEP. A Functional Behavior Assessment must be completed and results indicated in testing results and used to determine target behaviors. Keep FBA in school file.

B. Language - By checking yes, you are indicating that the student is served or tracked in the ESOL program. Indicate this in the comments section and that needs are being addressed through the goals, services, and supports.

C. Blind/visually impaired - Do not check yes unless student has VI or Blind eligibility. (This does not apply to students who wear glasses or have other mild visual impairments.) – If yes, in comments section indicate that needs are being addressed through the goals, services, and supports.

D. Communication - If checked yes, you must address the communication needs in present levels, goals, and services. In comments section, indicate that needs are being addressed through the goals, services, and supports.

E. Deaf/Hard of Hearing - Do not check yes unless the student has Hard of Hearing or Deaf eligibility. In comments section, indicate that needs are being addressed through the goals, services, and supports.

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F. Eligibility due - If either the primary or secondary eligibility will be due in the next 12 months, address both areas to align dates. If the eligibility is due after 12 months but before the end of the school year that the IEP will be in effect, go ahead and address eligibility, especially if the student is transitioning to a new grade level and/or school (elementary to middle or middle to high).

G. Transportation - Use Special Transportation Consideration Form for decision making. This should be considered carefully.

H. Instructional materials - If answered yes, you will be prompted to answer Question 19 and select the format the student needs. The choices include Braille, large print, electronic text and books on tape. The materials selected should also be listed in instructional accommodations.

I. Extended School Year (ESY) considered - Always check yes since this must be considered annually. Consider carefully. The individual needs of the student should be considered and may include factors as indicated below. Use the questions below and the ESY Consideration Form for guidance in decision making. ESY must be considered and discussed at every IEP meeting. ESY may be required for breaks in the school year other than just for summer break. It is important to have data on goals and objectives prior to and several times after breaks to document regression and recoupment times.

Consider the individual needs of the student which may include such factors as: • the severity of the disability • age of the child • transitional needs • the rate of progress or regression which may limit the child’s ability to achieve IEP goals/objectives • relative importance of IEP goals at issue • whether the child is at a critical point of instruction, such as emerging skills • whether there were any delays or interruptions in services during the school year

The following questions are a good beginning guide to go through when determining if ESY is necessary

• 1. Is the student likely to lose critical skills or fail to recover these skills within a reasonable time following an extended break in services?

• 2. Will an extended break prevent this student from making progress on IEP goals and objectives related to critical life skills? • 3. Will an extended break cause significant problems that result in failure to benefit from the educational program for the

student in a key skills area of academics, communication, social, behavior, motor and mobility skills? • 4. Will the extended break prevent the student from making progress on IEP goals and objectives that are emerging? • 5. Does the nature and severity of the student's disability prevent the student from receiving benefits from his or her

educational program during the regular school year? • 6. Are there special circumstances such as delays or interruptions in services that prevented the student from receiving benefit

from his/her educational program during the regular school year? • 7. Will an extended break from related services cause significant problems that result in failure to benefit from the educational

program for the student? • 8. Will an extended break from activities related to the student's transition plan result in failure to benefit from the educational

program for the student? J. ESY needed - If answered yes, you will be prompted to the ESY services/goals pages. See ESY instruction pages below to complete ESY forms.

• Remember: Obtain input from central office prior to making a final recommendation concerning letters G – Transportation and J - ESY above.

K. Does the student need AT devices or services? You must use the AT Consideration Form and keep in school file. The AT Consideration Resource Guide found in the appendix of this document or on our special ed website will help in complete the AT consideration form. The guide gives possible accommodations and AT for indicated difficulty areas. The AT consideration forms will help in determining if AT is needed. In comments section indicate needs are being addressed through the present level, goals, and/or services. Remember - If the student is using assistive technology/tool that can be considered AT – check yes and document the AT in the supplementary aids and services section of the IEP.

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Coweta County Special Education

• What is an Assistive technology device or service? • Definition: Assisted technology device is a means of 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 the FUNCTIONAL capabilities of a SWD. Does not include a medical device that is surgically implanted or the replacement of that device (160-4-7-.21)

• Definition: Assistive technology service means any service that directly assists a SWD in the selection, acquisition, or use of an assistive technology device.

• What is an example of AT? AT is to address functional capabilities and allow participation in academic and functional

activities and can range from the following but it not limited to: • academic and learning aids such as calculators, spell checkers, word processors, computer software, etc • aids for daily living - self help aids for use in activities in eating, bathing, cooking, toileting, etc • listening devices and environmental aids - amplification devices, closed captioning systems, environmental alert

systems for deaf or hard of hearing, etc • argumentative communication computer access and instruction - modified keyboards, switches, special software,

etc • environmental control - adapted appliances, environmental control unites, switches, etc • mobility aids - wheelchairs, walkers, scooters • pre vocational and vocation aids - picture based task analysis sheets, adapted knobs, adapted timers, watches • recreation and leisure aids - switch adapted toys, software • seating and positioning - adaptive seating systems and positioning devices to enhance participation and access to the

curriculum • visual aids - magnifiers, talking calculators, Braille writers, adapted tape players, screen reading software, Braille note

taking devices

What happens next: • There should be a direct link between special factors that are needed and other elements of the IEP. • Be sure to address any needs regarding special factors in the present levels, goals, behavior plans, transition plans, and/or

services and supports of the IEP. • Keep any consideration forms used such as transportation, ESY, AT in school file. These forms may be requested in event of

an audit. • Move to annual goals and objectives or ESY form and/or BIP form if needed

22 of 51

Meeting Date: 8/27/2009

Exceptionality Area:

D.O.B.

Coweta County School System Special Education Department

Individualized Education Plan (IEP)

Student: 3/28/1994Sample, Chrissy

Specific Learning Disability

Indicate the plan for collecting and monitoring data on the effectiveness of the BIP and the behavior goals. Information obtained from data collection will be essential in determining the effectiveness of the BIP.

ACTION PLAN FOR DATA COLLECTION AND MONITORING OF BIP

Indicate the reinforces that will assist in increasing the desired behaviorIn this section, list the reinforcers that will assist the team in increasing the desired behavior. Remember, consequences should not be "punitive" It should focus on replacing the undesired behaviors with more acceptable behaviors.

REINFORCERS AND CONSEQUENCES:

Indicate the positive intervention strategies to help change the behaviorThe BIP should focus on positive supports, such as rewards before resorting to consequences or punishments, and should focus on using positive skills that a child already has to help them shape alternative behaviors. It MUST describe positive and respectful ways (known as positive behavior intervention strategies) that teachers MUST use to help the child change his/her behavior for the better.

INTERVENTION STRATEGIES (POSITIVE BEHAVIORAL INTERVENTIONS, SUPPORTS):

Indicate desired or replacement behaviors in positive mannerIn this section, be specific and list the desired or replacement behaviors in a positive manner, language that the child can understand as well. Remember, the desired behaviors should be in direct correlation with the target behaviors listed in the section above.

DESIRED BEHAVIOR(S):

Indicate target behaviors based on FBA (Functional Behavioral Assessment)The first step in writing an effective BIP is conducting a FBA. An FBA is an attempt to look beyond the obvious interpretation of behavior as "bad" and determine what function it may be serving for a child. Once the target behaviors have been isolated on the FBA, it is important to include them in this section.A behavior intervention plan should specifically define behaviors and consequences, but should still be adaptable to different places: the classroom, the playground, music class, gym, etc. Consistency will help the child learn what is expected of them. It is best practice to address no more than three behaviors at a time. The plan should be created with input from all people that the child works with, so that they can agree on expectations as well as rewards or consequences.

TARGET BEHAVIOR(S):

If the student has behavior which impedes his/her learning or that of others, based on the Functional Behavioral Assessment describe strategies, including positive behavioral interventions, strategies, and supports to address that behavior.

Behavioral Intervention Plan

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BEHAVIORAL INTERVENTION PLAN PAGE - INSTRUCTIONS Purpose of this page: • To address a student’s behavior which impedes his/her learning or that of others • To describe strategies, including positive behavioral interventions, strategies, and supports to address the behavior based on a

Functional Behavioral Assessment (FBA) How to complete this page: n Target Behavior(s):

• Indicate the target behaviors identified based on the FBA. Indicate the function of each behavior. • The first step in writing an effective BIP is conducting a FBA. An FBA is an attempt to look beyond the obvious interpretation

of behavior as "bad" and determine what function it may be serving for a child. • It is best practice to address no more than three behaviors at a time. • Example: student throws objects when angry

n Desired Behavior(s):

• List the desired or replacement behaviors in a positive manner and in a language that the child can understand as well. Be specific.

• Desired behaviors should be in direct correlation with the target behaviors listed in the section above. • Example: student will raise her hand with note card with sad face. Once teacher addresses the student, she will in a calm

manner tell the teacher that she is upset and why she is upset. n Intervention Strategies:

• Indicate the positive intervention strategies that teachers MUST implement to address the target behaviors to help the student reach the desired behaviors.

• Example: o Provide student with laminated note card. One side has sad face and one side has “need help” with happy face. Explain to

student how and when to use the card. If student is angry, student raises hand with sad face showing to the teacher. If student needs help with work or has a question, student raises hand with happy face.

o When the student raises her hand with the sad face, the teacher will provide immediate feedback by privately addressing the student at her desk or teacher desk. Once student indicates why they are upset, teacher may provide a calming down period and place, positive feedback, possible solutions to the problem, etc

n Reinforces and consequences:

• List the reinforcers that will assist the team in increasing the desired behavior. Remember, consequences should not be "punitive" It should focus on replacing the undesired behaviors with more acceptable behaviors.

• Example: o Implement reward system – each week if the student follows the plan she receives stickers, free ice cream passes, free

homework pass, free time pass, computer pass, etc – If student does not follow the plan and throws objects – points, free passes are taken away, etc., student must pick up object and return to appropriate place, apologize, and state what she should have done, etc.

n Action plan for data collection and monitoring of BIP:

• List the plan for collecting and monitoring data. The data collection process includes tracking progress of the measurable goals indicated in the IEP. Information obtained from data collection will be essential in determining the effectiveness of the BIP.

• Example: o Data collection sheet documenting how many times the student follows the desired behavior and/or continues the target

behavior.

Key points to remember: • A Behavior Intervention Plan should be evaluated to make sure that it is being followed, and to make sure that it is working

effectively. • A BIP should be reviewed at least annually, but can be reviewed whenever any member of the team feels that a review is

necessary. • A BIP might be reviewed when:

o A student has reached his or her goals and objectives and new goals and objectives need to be decided on. o The child's situation has changed, and the BIP doesn't address the child's most current needs.

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Coweta County Special Education

o There is a change in placement; or it is clear that the original BIP is not producing positive changes in the child's behavior.

• The IEP should include measurable behavioral goal(s) to determine if the student's behavior is improving and if the plan is successful.

• Be sure that every person on the team receives a copy of the plan, monitor its implementation, track and communicate progress, and schedule review meeting.

• A behavior intervention plan should specifically define behaviors and consequences, but should still be adaptable to different places: the classroom, the playground, music class, gym, etc. Consistency will help the child learn what is expected of them. The plan should be created with input from all people that the child works with, so that they can agree on expectations as well as rewards or consequences.

• If we learn that a student knows the behavior that is expected, but chooses not to act that way, a plan would focus on reinforcing a new behavior. For example, if Johnny makes rude comments in order to make his peers laugh, the plan would focus on ways to reward Johnny for making positive comments, or just stopping the rude comments altogether.

• Sometimes, children might not see the value of what they are supposed to be doing at school. For example, a student who wants to be a mechanic might not understand why he or she needs to learn math. An intervention plan for that child would try to increase his or her motivation, first by explaining the importance of learning math and how it relates to the child's goals. If this doesn't work, the plan might also involve a concrete reward, such as stickers, activities, or free time.

• The BIP should focus on positive supports, such as rewards before resorting to consequences or punishments, and should focus on using positive skills that a child already has to help them shape alternative behaviors.

• The BIP MUST describe positive and respectful ways (known as “positive behavior intervention strategies”) that teachers MUST use to help the child change his/her behavior for the better.

What happens next: • Implement behavior plan along with other components of the IEP • Be sure appropriate teachers and school personnel have received a copy of the behavior plan • Review and update the behavior plan as necessary as part of an IEP amendment meeting following IEP amendment rules

25 of 51

Meeting Date: 8/27/2009

Exceptionality Area:

D.O.B.

Coweta County School System Special Education Department

Individualized Education Plan (IEP)

Student: 3/28/1994Sample, Chrissy

Specific Learning Disability

Phone Number:

Address:

Extended School Year Rationale:

A "Yes" Response to Special Factors J will prompt teacher to question 57 - ESY Rationale.Enter a statement as to why the student was recommended to receive extended school year services. Specific extended school year guidelines and ESY Consideration Form may be found on the special education web site. - See questions listed below - these are some of the things you should consider when determining if ESY is necessary***Remember, the student WILL NOT have IEP goals for ESY if you fail to check the ESY goal box on goals and objectives page(s) in Clarity.***

School: Northgate High

, ,

Extended School Year

Other 1.00 Day(s) per Month 6/7/2010 7/16/2010 SLP Home

Consultative

Specify all needed services:

Type of Service Frequency Start End Provider Title Location

will not participate in ESY.will orMy child

Parent/Guardian/Surrogate Signature Date

X

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Coweta County Special Education

EXTENDED SCHOOL YEAR PAGE - INSTRUCTIONS Purpose of this page:

• To document the extended school year services that are necessary to provide FAPE (Free Appropriate Public Education) for the student

How to complete this page: n Extended School Year Rationale

• A "Yes" Response to Special Factors J will prompt teacher to question 57 - ESY Rationale. • Enter a statement as to why the student was recommended to receive extended school year services. • Specific extended school year guidelines and ESY Consideration Form may be found on the special education website.

n Specify needed service

• Service - Indicate the services that will be necessary to continue • Frequency - Indicate the frequency of the service • Start and End Date - Indicate the start and end date • Provider title – special education staff • Location – ESY school site, home, etc.

Key points to remember: • ESY MUST be discussed at every IEP meeting. Do not wait until the end of the year to discuss ESY. ESY can be for breaks other

than just summer break. • ESY cannot be limited to a particular disability category or unilaterally limit the type • The student WILL NOT have IEP goals for ESY if you fail to check the ESY goal box on goals and objectives page(s) in

Clarity • It is important to have data on goals and objectives prior to and several times after breaks to document regression and

recoupment times. • For ESY, consider the individual needs of the student which may include such factors as:

• the severity of the disability • age of the child • transitional needs • the rate of progress or regression which may limit the child’s ability to achieve IEP goals/objectives • relative importance of IEP goals at issue • whether the child is at a critical point of instruction, such as emerging skills • whether there were any delays or interruptions in services during the school year

• The following questions are a good beginning guide to go through when determining if ESY is necessary

• 1. Is the student likely to lose critical skills or fail to recover these skills within a reasonable time following an extended break in services?

• 2. Will an extended break prevent this student from making progress on IEP goals and objectives related to critical life skills? • 3. Will an extended break cause significant problems that result in failure to benefit from the educational program for the

student in a key skills area of academics, communication, social, behavior, motor and mobility skills? • 4. Will the extended break prevent the student from making progress on IEP goals and objectives that are emerging? • 5. Does the nature and severity of the student's disability prevent the student from receiving benefits from his or her

educational program during the regular school year? • 6. Are there special circumstances such as delays or interruptions in services that prevented the student from receiving benefit

from his/her educational program during the regular school year? • 7. Will an extended break from related services cause significant problems that result in failure to benefit from the educational

program for the student? • 8. Will an extended break from activities related to the student's transition plan result in failure to benefit from the educational

program for the student? • Remember sending packets home for speech or other services, sending flash cards home, etc can be considered ESY – speak to

your consultant if you are unsure whether or not something can be considered ESY What happens next:

• Implement ESY services

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Meeting Date: 8/27/2009

Exceptionality Area:

D.O.B.

Coweta County School System Special Education Department

Individualized Education Plan (IEP)

Student: 3/28/1994Sample, Chrissy

Specific Learning Disability

( ) No additional data is needed for continued eligibility in the following area(s):

( ) Refer for assessment in the following areas to gather information to aid instructional planning ï not for eligibility purposes:

( ) Refer for reevaluation to consider new/additional eligibility. Evaluation in the following area(s) is recommended:

Evaluation in the following area(s) is recommended:

( ) Refer for reevaluation in order to determine continued eligibility. Current eligibility(ies):

If ñyesò to any of the above, the IEP team recommends the following (check only one)

(X) No( ) Yes

meet IEP goals and participate, as appropriate, in the general curriculum?ǒ Whether any additions or modifications to the special education and related services are needed to

Whether the student continues to need special education and related services?ǒ

Present levels of performance and educational needs of the student (e.g., transition and postsecondary planning)?ǒII. RECOMMENDATIONS:

(X) No( ) Yes

( ) Yes (X) No

Is additional data needed to determine: (answer yes or no for each)

1. Summarize the committee's discussion of each item checked on the data reviewed above (previous page in Clarity).2. Complete Reevaluation Determination Conference Form - print from special ed web site - under forms - case manager responsibilities - attach to the determination of reevaluation form3. If student is determined to continue eligibility without further testing, this means the committee is aware of the eligibility criteria for the disability area and the student still meets criteria and this should be clear in this summary.4. If eligibility is continued without further testing, you MUST send a copy of this DOR form with conference form attached to Records Clerk at CO for logging purposes in state reporting.

Summarize:

Speech-language Data

Updated Social History

Current Behavior Rating Scales

X IEP Goals and Objectives

X

X

X

XX

XX

Teacher/Staff Observations*

Adaptive Behavior

X

Other data (specify):

X

OT/PT Data

Classroom Based Assessments*

Behavioral Intervention Plan

Hearing/Vision Screening/Data*

Current Discipline Records

Current Transition Plan

XSelf-Help Skills

Assistive Technology Data

X Classroom Observations*

Curriculum Based Assessments*

Portfolio/Current Work Samples

X Progress and Grade ReportsAttendance RecordsAnecdotal Records

X

XCurrent Eligibility Information*Standardized Test Results* Medical Records

Previous Psychological Evaluations* Achievement DataPresent Age, Grade, and PlacementUpdated Information from Parents*X

DATA REVIEWED (*Must be reviewed. Check all others that apply. Complete and attach the reevaluation conference form.)

I.

DATE OF BIRTH:STUDENT ID NUMBER:

STUDENT:DATE OF MEETING: 8/27/2009

SCHOOL: DATE ELIGIBILITY DUE:

The IEP Committee has reviewed the student data as outlined below and determined whether or not additional or updated data may be needed for continuing eligibility.

Northgate HighChrissy Sample

1/12/2010

sample3/28/1994

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Meeting Date: 8/27/2009

Exceptionality Area:

D.O.B.

Coweta County School System Special Education Department

Individualized Education Plan (IEP)

Student: 3/28/1994Sample, Chrissy

Specific Learning Disability

Date:

Consent for Evaluation form completed by parent, if any evaluations are requested.Parent given a copy of Parental Rights, if appropriate

Yes, I agree with the IEP team RecommendationNo, I do not agree with the IEP team Recommendation

IV. PARENTAL CONSENT:

Signature of Parent:

Student Does Not Meet Eligibility for:Eligibility Determination Will Be Made after additional information/data is obtained.

X Student Continues to Meet Eligibility for:

III. ELIGIBILITY DETERMINATION:

Specific Learning Disability

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Coweta County Special Education

DETERMINATION OF RE-EVALUATION PAGES (DOR)- INSTRUCTIONS Purpose of this page:

• To ensure that a reevaluation of each student with a disability is conducted at least once every 3 years, unless the parent and the school agree that a reevaluation is unnecessary

• Conduct a re-evaluation - If school determines that the educational or related services needs, including improved academic achievement and functional performance of the student warrants a reevaluation or if the student’s parent or teacher requests a reevaluation

• A reevaluation may NOT occur more than once a year, unless the parent and school system agree otherwise • A reevaluation must occur at least once every 3 years, unless the parent and school system agree that a re-evaluation is

unnecessary. How to complete this page:

• The team is deciding if the student continues to meet eligibility criteria and no further testing is needed or if a referral for testing is needed to determine if the student continues to meet eligibility criteria within the current area or another area.

• The criteria for each disability category are indicated in the state rules or you may refer to the Eligibility Quick Reference Guide.

• Date Eligibility Due – indicate the due date of the eligibility. This date should be 3 years from the last eligibility report or last Re-evaluation Determination Form. Be sure to check the actual last DOR or eligibility report for the date (do not rely on the date in Clarity). Check the last eligibility form in Clarity under evaluations and reviews. Check the last DOR in Clarity under the service plans menu in the IEP.

• Data Reviewed – Check any items that were reviewed by the IEP team. Star Items in Clarity must be reviewed (exception - speech only - if a psychological was not completed). MUST complete and attach the Reevaluation Determination Conference Form from the special ed website – this form is summary of all this data reviewed and becomes part of this IEP and DOR page.

• Summarize - Summarize in detail the committee’s discussion of each item checked on the data review part as each relates to

the student’s disability and eligibility criteria. • If the team decides the student continues to meet eligibility criteria and no further testing is needed, this summary must

indicate how the student meets the specific parts required by the rules for that eligibility area. • The team should be aware of what the criteria requirements are for eligibility. Refer to the Eligibility Quick Reference

Guide chart that summarizes criteria for each category or refer to the state rules under eligibility for that area. • Complete the Reevaluation Determination Conference Form to summarize the IEP teams discussion and review of the

data

• Recommendations – if additional data is needed regarding present levels, special ed and related services, goals, accommodations then check yes for the appropriate question. If any are checked yes, then indicate what the IEP team recommends.

• Eligibility Determination – Check the appropriate determination based on committee’s review of information and discussions • If referral for reevaluation/testing is recommended – the case manager completing this IEP MUST complete the

eligibility referral packet and submit it to central office. • If eligibility is continued, this DOR page MUST be submitted to Special Ed Records Clerk for timeline log report

• Parental Consent – Indicate in Clarity the option the parent checks.

• Consent for Evaluation form – If re-evaluation referral is recommended, have the parent sign the consent for evaluation form.

Key points to remember:

• If either the primary or secondary eligibility will be due in the next 12 months, address both areas to align dates. If the eligibility is due after 12 months but before the end of the school year that the IEP will be in effect, go ahead and address eligibility, especially if the student is transitioning to a new grade level and/or school (elementary to middle or middle to high).

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Coweta County Special Education

• The IEP committee should discuss the need for re-evaluation using the Determination of Re-evaluation (DOR) form generated in Clarity by checking “yes” to eligibility due question F in the special factors section.

• This is a discussion to re-determine eligibility for a student. Either the student continues to meet eligibility requirements without further testing or referral for re-evaluation and testing is needed.

• If referral is recommended, the current case manager MUST complete and submit the referral packet. • If referral is NOT recommended and the student continues to meet eligibility requirements, this DOR form becomes the

most current eligibility form. The meeting date on this form is the current eligibility date, and eligibility will be due exactly 3 years from this date. It is important that it is clearly indicated in the summary section how the student continues to meet the requirements per the rules for the eligibility category. Refer to Eligibility Report: Quick Reference Guide for a summary of eligibility requirements.

• Dismissal - If the IEP Team determines that the student may not need specially designed instruction (special ed services) and/or the student can work successfully in the general education environment without specially designed instruction (special ed services), the IEP Team should discuss the need for reevaluation to determine if this student is still a student in need of special education services. • An evaluation does not necessarily have to be additional quantitative assessments, unless the IEP Team determines that

they are needed to determine if the student continues to have a disability. The state does not mandate that full assessments, including standardized tests, be completed prior to dismissal; however, an evaluation of existing information and any necessary assessments needed must be completed in addition to an eligibility report to determine that a student is no longer eligible in a specific area. This CANNOT be done on a DOR form.

What happens next:

• If referral is recommended, complete referral packet and submit according to the correct timeline. Refer to Reevaluation Procedures on website.

• If no further testing is needed and the student continues to remain eligible, update eligibility date on the IEP and in Clarity. • All DORs MUST be submitted to Werz Central Office: Attn: Special Ed Records Clerk for logging purposes for state data

reporting. This includes DORs where eligibility was continued without testing!

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Meeting Date: 8/27/2009

Exceptionality Area:

D.O.B.

Coweta County School System Special Education Department

Individualized Education Plan (IEP)

Student: 3/28/1994Sample, Chrissy

Specific Learning Disability

indicate objectives (increments/steps) needed to reach the annual goal Objectives should be the annual goal broken down into steps or increments that the student will work towards throughout the year to meet the annual goal

indicate the current level for this

objective

indicate the level of mastery expected for

this objective/step

indicate the method of evaluating this

objective

Mastery Criteria: This is the level that you can reasonably expect the student to accomplish within one year/ end of the IEP.Must include frequency, duration, and intensity - how long or how many times, etc. EXAMPLE - Completes directions first time given 4 out of 5 times, 3 consecutive weeks.

Evaluation Method: How are you going to measure whether or not the student has met criteria for mastery? what tools are necessary? Examples - / Behavior Checklist / Data Collection -checklist / Rubric / Graded Work Samples in data collection / Dolch list / reading passage at 4th grade level / 5 paragraph essay / one written paragraph / 20 grade level math problems in Algebra, integers, multiplication, etc

Current Level: Enter the student's current level of functioning for this skill. This information is necessary to determine whether or not the student has made progress on the goal. You should be able to use the current level for this goal from the present level need listed that matches this goal. EXAMPLE: Complies with directions first time given 1 out of 5 times (about 20% of the time)

Short Term Instructional Objectives Current Level Criteria for Mastery Method of Evaluation

Indicate Academic and/or Functional Annual Goal:Write a measurable annual goal Every need mentioned in Part C in present levels MUST have a goal. Purpose of goals: to address an individual student's deficits to enable the student to be involved in and make progress in general curriculum (grade level standards). All students are expected to be working toward grade level standards so it is not necessary to list the standards in the IEP. Goals must be stated in measurable terms. SMART Goals. Goals should be ambitious, but realistic. Goals should describe what the student can be reasonably expected to accomplish within one year/end of the IEP. Current level or baseline level established in the present levels is the starting line and the goal is the finish line.

Parent Progress Reports:Parents will be informed of the student's progress toward the annual goals on the same schedule as general education report cards.

NOTE: Present levels of academic achievement and functional performance must include information that corresponds with each annual goal

Annual Goals and Short-term Objectives

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Coweta County Special Education

ANNUAL GOALS AND SHORT TERM OBJECTIVES - INSTRUCTIONS Purpose of this page: • Indicate the goals necessary to meet the student’s needs that result from the student’s disability to enable the student to be involved

in and make progress in the general education curriculum and to meet each of the student’s other educational needs that result from the student’s disability.

• The goals should address the needs described in the present levels. • Short term objectives are not required for all students. Only those students who participate in the GAA are required to have short

term objectives. How to complete this page: n Goal Code

• This part is in Clarity only – select the area for the goal or leave blank. The area can be academic areas, functional areas, etc.

n Progress Report Period • This part is in Clarity only – you should indicate the 4 report card period dates in the first four boxes. Leave the last four

boxes blank • Four report card period dates are in October, January, March, and May of every year. The first date would be the report

card month that is after the date of the meeting and then the other months follow for the remaining 3 dates. • Example – IEP meeting date is in January 2010, the four report dates would be 1) March 2010, 2) May 2010, 3) October

2010, 4) January 2011

n Indicate Academic and/or Functional Annual Goal • Write a measurable annual goal for every need mentioned in the present levels part C. Every need mentioned in part C

needs section must have a corresponding goal. If the present level need is concise and data driven, the goal should be easier to write. Present level (current level) is the starting line and the goal is the finish line.

• The goal must be measurable to the extent that they can be used to monitor the student’s progress and assess the appropriateness of the special education services.

• Goals should be ambitious, but realistic • Annual goals are not the grade level standards (GPS), but the goal should address the need/deficit mentioned in the present

level. This need should be the skill or prerequisite skill that the student exhibits difficulty with that is interfering with progress on standards or being involved in the general education class.

• Describe what a student can reasonably be expected to accomplish within one year. § Goals should be for entire year not a short term objective

• May use this template format: Given what material/assignment/check sheet, instruction, reading passage at certain level, certain number of math problems, et, the student (fill in name) will do/achieve what skill or behavior in what manner or at what level in what setting or under what conditions by how many times, trials, periods, etc.

n Mastery Criteria

• The level that the student should reach by the end of this IEP • Should be in comparison to the current level • Example: If student turns in only 30% of his/her assignment (data would have determined this – such as teacher grade books,

etc) then mastery criteria might be by the end of the year with the services in place to help assist towards the goal that the student turns in 90% of the assignments for 4 consecutive weeks. This means that by the end of the IEP the student would need to turn in 90% of his/her assignments for 4 weeks. o Current Level -30% of assignments Mastery Criteria – 90% of the assignments for 4 consecutive weeks

• For progress reports - the student may not be at 90% but should be progressing from the 30% level to show progress

n Evaluation Method • Indicate how you will evaluate the goal such as data collection, teacher/test test, work samples, observations, grades,

checklists, etc. n Current Level

• Enter the student’s current level of functioning for this skill. • This level should be based on data! • This information should come from the present level for this need • This information is necessary to determine whether or not the student has made progress on the goal

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Coweta County Special Education

n Objectives

• Objectives should be written if applicable. Objectives are no longer required for all students. • Must be included for all students participating in the Georgia Alternate Assessment - GAA. • For explicit IEP instructions regarding students being assessed by the GAA refer to the Web site,

http://www.cowetaschools.org/specialed/index.htm • Objectives should be:

o Measurable, intermediate steps or targeted sub skills between the current level and the mastery level of the annual goals. o Content to be learned or skills to be performed.

Key points to remember:

• Goals must be stated in measurable terms (SMART Goals) • The goal is NOT the standard • Progress - A student MUST show progress towards goals. If they are not progressing, then the IEP team should reconvene to

amend whatever is necessary to help the student make progress. It may be the goals need changed or the "needs" need updated/changed or current levels or services and supports need updated/amended.

What happens next:

• Data must be maintained on each annual goal to evaluate whether services are providing educational benefit. Date of mastery should be noted when annual goals are mastered.

• Progress Monitoring Notebooks should maintained for each student on your caseload. Data should be collected along with work samples for each goal

• Progress reports should be completed each 9 weeks and sent home to the parents. You must indicate the level the student is “in progress” on the goal. Do this in the comments section of the progress report with dates and percentages or numbers, etc.

Examples: Need - Reading comprehension – reading a story and identifying main idea, characters, setting, conflict, ending, vocabulary – student passes comprehension tests with average of 30% Goal – Given a grade level reading passage/story, Johnny will independently read the story and answer comprehension questions (main idea, characters, setting, conflict, ending, vocabulary) with 90% accuracy on 4 out of 5 tests. (this means Johnny will need to score 90% consistently before he has mastered or achieved this goal) Current level – 30% accuracy Mastery Level – 90% accuracy on 4 out of 5 tests Evaluation method – teacher made tests Services and Supports – what services are necessary to help the student make progress on this goal, be involved in general curriculum and class, participate with nondisabled peers? Consult, supported instruction, collab, co-teach, separate class? What accommodations/supplementary aids and services are necessary to accommodate the disability (level the playing field), help the student make progress on this goal, be involved in the general class and curriculum, participate with nondisabled peers in class, school, and extracurricular activities? Highlighting main points in the story, a reading guide for the student to complete while reading the story prior to the comprehension tests, previewing the story, reviewing stories, graphic organizer for the student to complete regarding the comprehension components of a story, vocabulary preview or review, etc? Need – work completion – student doesn’t complete and turn in work – according to current teachers, the student on average turns in 60% of the required assignments and the rest are zeros. Teacher has to remind student at least 4 or 5 times of assignments that were not turned in to get the 60% turned in. Goal – Given assignments, Johnny will complete and turn in the assignments with a minimum of one teacher reminder or print out of missing assignments with 95% of assignments being turned in. Current level – 60% of assignments submitted mastery level – 90% of assignments submitted evaluation method – teacher grade book Services and Supports - what services are necessary to help the student make progress on this goal, be involved in the general ed class and curriculum, participate with nondisabled peers? Consult, supported instruction, collab, co-teach, separate class? What accommodations/supplementary aids and services are necessary to accommodate the disability (level the playing field), help the student make progress on this goal, be involved in the general curriculum and class, participate with non-disabled peers in class, school, and extracurricular activities? once a week teacher gives verbal reminders or print out of missing assignments (this one would have to be added since it is part of the goal – this will let the teacher know to remind him of missing work), agenda or assignment notebook for the student to write down all class assignments, a assignments due folder for all work that is to be turned in to be put in this folder, etc

34 of 51

Meeting Date: 8/27/2009

Exceptionality Area:

D.O.B.

Coweta County School System Special Education Department

Individualized Education Plan (IEP)

Student: 3/28/1994Sample, Chrissy

Specific Learning Disability

Classroom testing accommodations should be individualized, determined by subject area, as specific as possible. You DO NOT have to repeat testing accommodations listed here in the instructional accommodations listed above; however, you cannot have statewide testing accommodations that are not listed here in classroom testing!

Classroom Testing Accommodations

Inservice Training specify area of training;: Supports for system personnel should be included when training or supports are being provided to system staff regarding a specific student's need. Examples may include training on an assistive technology device, workshop on a content area or disability area, crisis prevention training, etc.

Supports for School Personnel

Additional Accommodations; specify: Accommodations provide children with disabilities a variety of ways to access the GPS so that their disabilities are not barriers to achievement. Students with accommodations are still expected to meet the same grade-level standards as their peers without disabilities.

All Academic Areas : Remember instructional accommodations are adaptations to: how instruction is provided, how student responds, how student participates in assignments, and how materials are used. Purpose of accommodations: 1. assist student in advancing toward attain annual goals 2. be involved and make progress in general curriculum 3. be educated and participate with other non-disabled students

Instructional Accommodations

Additional Accommodation(s) - specify;: Supplementary aids and services should include supports that are provided in general education classes or other education-related settings to enable SWD to be educated with non disabled students to the maximum extent appropriate

Supplementary Aids and Services

Special Transportation 5.00 Hour(s) Week 8/28/2009 8/26/2010 Special Transportation Driver

Related Services

Separate Class 5.00 Hour(s) Week 8/28/2009 8/26/2010 Special Education Staff

Academic Areas

Specific Learning Disability

SPECIAL EDUCATION: Instruction/Related Services Outside of the General Education Classroom

Frequency Initiation of Services

(mm/dd/yy)

Anticipated Duration

(mm/dd/yy)

Provider Title Content/Specialty Area(s)

Physical Therapy 1.00 Hour(s) Week 8/28/2009 8/26/2010 Special Education Staff

Related Services

Supportive Services 5.00 Hour(s) Semester 8/28/2009 8/26/2010 Special Education Staff

Academic Areas

Specific Learning Disability

Frequency Initiation of Services

(mm/dd/yy)

Anticipated Duration

(mm/dd/yy)

Provider Title Content/Specialty Area(s)

SERVICES:

SPECIAL EDUCATION: Instruction/Related Services in General Education Classroom/Early Childhood Setting

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Coweta County Special Education

SERVICES – INSTRUCTIONS Purpose of this page:

• Services and supports include special ed services, related services, instructional accommodations, classroom testing accommodations, supplementary aids and services, supports for school personnel, and statewide testing accommodations

• Why are services and accommodations provided? They are provided to enable the student q to advance appropriately towards attaining his/her annual goals and q to be involved in and make progress in the regular education curriculum and q to participate in extracurricular and other nonacademic activities; and q to be educated and participate with other students with disabilities and non-disabled students in academic,

nonacademic, and extracurricular activities • Describe the specially designed instruction that addresses the unique need(s) of the student.

How to complete this page: n SPECIAL EDUCATION – MUST be completed for all students with an IEP. All students must have a special education

service. To be eligible for special education, the student must have a disability that impacts the student’s performance enough so that the student requires specially designed instruction; the special education services on the IEP.

• Special Education Services: Inside General Education Classroom or Outside General Education Classroom § Consultative – one segment per month – sped teacher – must be a minimum of 1 hour monthly § Supportive Services – para, interpreter, job coach –indicate the time necessary under frequency § Collaborative – sped teacher – less than full segment daily – must be minimum of half of a class period time § Co-teaching – sped teacher – full segment daily – must be a full class period service § Separate Class – resource, self contained – full class period service – service can be academic or support of academics,

social skills, behavior, etc does not have to be separate class math could be math support and student takes regular math with support, etc.

§ Separate School § Home Instruction § Residential § Hospital/Homebound § If a service is needed that is not listed, choose other and indicate the service

• When choosing special ed services you should consider services along the continuum from least restrictive to most

restrictive. The services above are in order from least restrictive to most restrictive.

• Frequency – indicate the hours per week for the service • Initiation of Services – indicate the starting date of the service. • Anticipated Duration – Indicate the ending date of the service. • Provider Title – For co-teach, collab, consultation, separate class, supported instruction - write special education staff

or teacher – choose this title in Clarity. Special Transportation – choose special transportation driver in Clarity. Related services can be listed as special education staff.

• Content/Specialty Area – choose the appropriate content area in Clarity related to the service such as academic areas, etc.

• How do you know what special education services and how much time are appropriate and necessary for the

student? The team should refer to the student’s needs, deficits, and goals to determine what services are necessary to: § Help the student progress towards their goals § Be involved and progress in the general curriculum, class, and activities § Participate in extracurricular and other non-academic activities

• What is the specially designed instruction? The special ed services are the specially designed instruction indicated on

the IEP such as co-teaching, collaborative, supportive service, etc. During these services, the service teacher should be providing the necessary specialized instruction, interventions, strategies, and required accommodations to the student to enable the student to progress towards their goals, be involved and progress in the general curriculum, class, and activities, and to participate in extracurricular and other non-academic activities. § Examples of interventions/strategies – supplemental programs, multisensory programs, one on one instruction, small

group instruction, direct instruction, graphic organizers, differentiated instruction strategies/activities, organizational skills, charts, visual presentations, review and preview of concepts/units, highlighting important information, etc (research based strategies).

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Coweta County Special Education

• Some of these examples may also be accommodations on an IEP that would be provided in a general ed class by the general ed teacher when no special ed services are indicated for that class time.

• If special ed services are provided in a class then it is understood that student is receiving specially designed instruction during the service time which could include items indicated above in the example. The services are individualized and based on student needs per the IEP.

n RELATED SERVICES should be indicated if these supportive services are necessary for the student to benefit from special

education. • What are related services? Related services are services required to assist a SWD to benefit from and access educational

services • What is the definition of a related service? Related services means developmental, corrective, and other supportive

services but it is not limited to the items listed below. • Related services do not include a medical device that is surgically implanted, the optimization of that device’s functioning

(e.g., mapping), maintenance of that device, or the replacement of that device.

• Examples of related services: § Physical Therapy § Occupational Therapy § Transportation – if selected you should use transportation consideration form and check yes on special factors page § Audiological services § Psychological services § Social Work services § Counseling services § Orientation and mobility services § Interpreting services § School nurse or other medical services § Parent training § Etc.

n INSTRUCTIONAL ACCOMMODATIONS - In determining what are appropriate instructional accommodations refer to the student’s needs and goals and determine - What instructional accommodations are necessary to:

§ Help the student progress towards their goals § Be involved and progress in the general curriculum, class, and activities § Participate in extracurricular and other non-academic activities

• Definition of Accommodations: Changes in instruction that enable children to demonstrate their abilities in the

classroom or assessment/test setting. Accommodations are designed to provide equity, not advantage, for children with disabilities. Accommodations include assistive technology as well as alterations to presentation, response, scheduling, or settings. When used appropriately, they reduce or even eliminate the effects of a child's disability; but do not reduce or lower the standards or expectations for content. Accommodations that are appropriate for assessments do not invalidate assessment results

• Accommodations are Changes to: § How instruction is provided – listens to portions of text rather than read, guided notes, specific grouping, etc § How student responds – answer questions orally or with computer keyboard rather than writing § How student participates in assignments – sign language interpreter, choices, etc § How materials are used – large print, etc.

• Alternative format for instructional materials should be listed here – if you checked yes on special factors page that

alternative format for instructional materials is needed for the student. • Choices are: Braille, large type, auditory, electronic text. • Contact the in school coordinator and/or consultant about ordering these materials for classroom and testing if needed. • If items are needed for testing, include in classroom testing accommodations section and in statewide testing area

if on the approved list and necessary. You must order these materials ahead of time, especially for testing. Be sure they are ordered.

• Examples – for more specific examples of instructional accommodations refer to the examples in the appendix of this

document. • You do NOT have to list accommodations twice – under instructional and supplementary aids and services – only list in one

place.

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CLASSROOM TESTING ACCOMMODATIONS – should be indicated if accommodations are needed to instruction, response, participation, and/or materials of tests to help the student progress towards their goals and be involved in the general curriculum. • Testing accommodations must be:

Individualized Determined by subject area (math, reading, language arts, etc) Be specific as possible (“25% more time on math tests”)

• “Tests” refers to any assessment/test that is assessing the student’s knowledge of the material this includes quizzes unless otherwise stated in this section of the IEP. “Read tests” includes all tests and quizzes.

Testing accommodations should be justified by the needs and goals of the student Do not give testing accommodations to make the test easier

• You DO NOT have to repeat classroom testing accommodations under instructional accommodations or supplementary

aids and services

SUPPLEMENTARY AIDS AND SERVICES should include aids, services, and other supports that are provided in general education classes or other education-related settings to enable students with disabilities to be educated with nondisabled students to the maximum extent appropriate.

• Examples include tutoring, adult assistance, note-taking, peer helper, preteaching/reteaching or reinforcing concepts, behavior management plan, point sheet, assigned seating, etc. Refer to the appendix of this document for more specific examples of supplementary aids and services.

• This section should not include the same accommodations as instructional accommodations. • Assistive Technology should be listed in this section • Behavior Intervention Plan – if student has behavior plan indicate this here and include refer to BIP in this IEP.

SUPPORTS FOR SCHOOL PERSONNEL should be indicated when training or support is being provided to system

staff regarding the student’s specific need. • Examples - Training for staff on a specific syndrome, disability area, or technique. Training for staff on an assistive

technology device. Teacher support with other services such as OT and PT. Content area workshop, etc. Key points to remember:

• What is the difference between Instructional Accommodations and Supplementary aids and services? There really is no clear difference between the two. Below is a description to try and help you to distinguish whether something is an instructional accommodation or a supplementary aid or service. Instructional accommodations are accommodations that are provided to adapt the content, methodology, or

delivery of instruction. Think of these as instructional/classroom related. How does the student need the presentation, response, scheduling, or settings of instruction or instructional

materials adapted in relation to the effects of the disability. How does the student need the classroom adapted to accommodate for the effects of the disability. Services and supports are provided to enable the student to progress towards their goals and be involved in general

classroom and standards Supplementary aids and services are the aids or services or supports that are necessary for a student to be involved in

general education settings that may not relate directly to instructional needs Think about what other aids, supports, or services are necessary based on student’s needs that are were not

directly related to instruction and were not addressed in instructional accommodations AT Items should be listed here Behavioral type accommodations should be listed here

• You do NOT have to list accommodations twice – under instructional and supplementary aids and services – only list in one

place. • You do NOT have to repeat classroom testing accommodations under instructional accommodations • Anything listed for statewide testing accommodation MUST be also a classroom testing accommodation! • Accommodations provide students with disabilities a variety of ways to access the Georgia Performance Standards so

that their disabilities are not barriers to achievement. • Students with accommodations are still expected to meet the same grade-level standards as their peers without disabilities.

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• Remember that accommodations should provide access to or promote skill growth and some accommodations may be used instructionally that will not necessarily be used for assessment.

• Appropriateness and efficacy of accommodations should be evaluated on an ongoing basis. • Accommodations should not be confused with scaffold instruction. • Special education is a service and not a place.

• Dismissal - If the IEP Team determines that there is no need for specially designed instruction (special ed services) and/or

the student can work successfully in the general education environment without specially designed instruction (special ed services), the IEP Team should discuss the need for reevaluation to determine if this student is still a student in need of special education services. • An evaluation does not necessarily have to be additional quantitative assessments, unless the IEP Team determines

that they are needed to determine if the student continues to have a disability. The state does not mandate that full assessments, including standardized tests, be completed prior to dismissal; however, an evaluation of existing information and any necessary assessments needed must be completed in addition to an eligibility report to determine that a student is no longer eligible in a specific area. This CANNOT be done on a DOR form.

What happens next:

• Implement the services and supports • Ensure all teachers of the student or appropriate personnel have copies of necessary documents to implement the IEP such as

the student’s services and supports (accommodations), behavior plans, etc • Hold addendums with appropriate IEP team members and amend the IEP as necessary throughout the year of the IEP. • Hold annual review IEP prior to the meeting date of this IEP.

 

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Meeting Date: 8/27/2009

Exceptionality Area:

D.O.B.

Coweta County School System Special Education Department

Individualized Education Plan (IEP)

Student: 3/28/1994Sample, Chrissy

Specific Learning Disability

ResidentialHome InstructionSeparate School

Related Services (Outside General Education)Supportive Services (Outside General Education)Hospital/Homebound

X X Separate Class: Indicate specifci subjects/areas that separate class will provide such as social skills, math support, etc

X CollaborativeX Consultative

X Co-teaching

Related Services(In General Education)

X X Supportive Services (In General Education): Indicate specific subjects where support services will be provided

Options Considered Accepted

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Coweta County Special Education

OPTIONS CONSIDERED AND ACCEPTED- INSTRUCTIONS Purpose of this page: n Every school must ensure to the maximum extent appropriate that students with disabilities are educated with students who are

not disabled. n Special ed rules clearly indicate removal of SWD from the regular class environment shall occur only when the nature or

severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily.

n Special ed rules clearly indicate that a continuum of alternative placements is available to meet the needs of students with disabilities for special education and related services from the least restrictive setting/service to the most restrictive.

How to complete this page: n Check all options considered and accepted

• All areas above the area chosen for service should be checked as considered on the IEP.

• Options considered should follow the continuum of services from least restrictive to the most restrictive (LRE).

• DO NOT skip services along the continuum - § DO NOT choose separate class without considering and checking co-teach, collab, or supported or consultation.

Be able to justify more restrictive placement and it cannot be due solely for the need for accommodations § Co-teach is more restrictive than collab and collab is more restrictive than supported instruction

n Academic area - Indicate next to each option the specific academic area that the student will receive this particular service

such as math, English, science, literature, reading, speech/language, etc. Key points to remember:

• In selecting the LRE A student with a disability cannot be removed from his/her age-appropriate general education classroom solely because of needed modifications in the general education curriculum.

• The LRE must be based on the IEP, determined by the IEP team at least annually, be as close as possible to the student’s home, and in the school that he/she would attend if nondisabled, unless the IEP requires some other arrangement.

• LRE continuum – from least restrictive to most restrictive – all areas above the area chosen for service should be checked as considered on the IEP. § Consultative § Supportive – in general ed § Collaborative § Co-Teach § Supportive Services – outside general ed § Separate Class § Home Instruction § Hospital/Homebound § Separate School § Residential

What happens next:

• There should be a direct link between options considered and accepted and the other elements of the IEP. • Ensure that services are in place for the student on the implementation date of the IEP • The student’s strengths, needs, goals, and parental concerns should be considered when determining and prioritizing services

and/or LRE.

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Meeting Date: 8/27/2009

Exceptionality Area:

D.O.B.

Coweta County School System Special Education Department

Individualized Education Plan (IEP)

Student: 3/28/1994Sample, Chrissy

Specific Learning Disability

Extended time - SPECIFY AMOUNT: 20 minutes extra for each CRCT section another example - 25% extra time

Timing/Scheduling

CRCT - All Content Areas: Any accommodation listed for Statewide Testing MUST also be listed under classroom testing. - Area: All Academic Areas

Specific Testing Accommodations(Accommodations used for assessment must be consistent with accommodations used for classroom instruction/testing and specified in the IEP. Some accommodations used for instruction may not be allowed for statewide assessment. Refer to the GaDOE Student Assessment Handbook for the only allowable accommodations.)

Assessing Communication and Comprehension in English State-to-State (ACCESS)

G.L.

Georgia Alternate Assessment (GAA)Other:

Cognitive Abilities Test (COGAT)Benchmark Tests

I.

J.K.

School System Tests:State of Georgia Tests:

H.B.C.D.E.F.

A.

XGeorgia Kindergarten Inventory of Developmental Skills (GKIDS)

Iowa Test of Basic Skills (ITBS)Georgia Writing AssessmentCriterion-Referenced Competency Test (CRCT)Georgia High School Graduation Test (GHSGT)Georgia High School Writing Test (GHSWT)

End of Course Tests (EOCT)

Testing Accommodations

Accommodations:

XThis student will participate in above specified assessments with NO accommodations.This student will participate in above specified assessments with the following accommodations:

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Coweta County Special Education  

STATEWIDE TESTING ACCOMMODATIONS – INSTRUCTIONS Purpose of this page:

• To document required accommodations on standardized or system wide testing • Georgia requires all students to participate in grade level system and statewide assessment programs. • For any grade where all students are assessed, students with disabilities must participate in the regular assessment or the

Georgia Alternate Assessment (GAA). • The Georgia Department of Education, Testing Division has an extensive assessment manual which addresses all aspects of

testing including accommodations for each standardized assessment. Only a small number of students with disabilities will take the GAA. For more information on the GAA see: http://www.gadoe.org/ci_testing.aspx?PageReq=CI_TESTING_GAA

How to complete this page:

STATEWIDE TESTING ACCOMMODATIONS – Please refer to the testing accommodations manual on the DOE website for appropriate statewide testing accommodations: http://www.doe.k12.ga.us/ci_testing.aspx or in the appendix of this document. • State of Georgia Tests and School System Tests: select the appropriate tests the student will be taking this year

• Accommodations: select whether the student will participate in the tests with accommodations or without accommodations.

 

• Specific Testing Accommodations: Indicate the specific testing accommodations required for the student. If accommodations are necessary, they:

• Must be on approved list from DOE – refer to testing accommodations manual on website indicated above or on our special education website. If not on list, must work through testing coordinator and DOE for approval

• Must be listed on the classroom testing accommodations • Must be individualized, determined by subject area, and specific as possible!

Key Points to Remember: • This section should be as specific as possible and only identify testing accommodations the student must have in order to

participate in the assessment. • The IEP Team may not identify any accommodations that are not on the approved list. If a student must have an

accommodation that is not on the list, the IEP Team should work with the system testing coordinator who will contact with the GaDOE Testing Division to discuss the ramifications of the potential accommodations.

• Each assessment should be listed, content area-by- content area so that accommodations may be individualized. • You do NOT have to repeat classroom testing accommodations under instructional accommodations • Anything listed for statewide testing accommodation MUST be also a classroom testing accommodation!

What happens next:

• Move to placement considerations and options • Give teachers, administrators, counselors, testing coordinators, etc. a copy of the required testing accommodations for the

student • If special testing accommodations are required that require ordering of special materials, etc – contact ISC, consultant,

and/or test coordinator as soon as possible to be sure the appropriate testing materials are ordered in time for the testing period.

 

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Meeting Date: 8/27/2009

Exceptionality Area:

D.O.B.

Coweta County School System Special Education Department

Individualized Education Plan (IEP)

Student: 3/28/1994Sample, Chrissy

Specific Learning Disability

you MUST check this option.)

The student will NOT

If Option 2 is selected, you should include WHEN and WHY the student will not participate in the general education environment.(If Option 1 is selected, no further explanation is necessary. Do not type anything in this box if Option 1 is selected.)

Meeting minutes (optional):

If option 2 is selected, give an explanation of the extent to which the student will not participate with non-disabled students in academic, nonacademic, and extracurricular activities:

OR

(If you have indicated a location

participate full-time with non-disabled peers in regular education class,Xnonacademic, and extracurricular activities or for pre-schoolers, in age-appropriate settings.

nonacademic, and extracurricular activities or for pre-schoolers, in age-appropriate settings.

Option 2:

Option 1:

Please indicate the correct option for the student:

Placement Considerations and Minutes

**Remember: Long Minutes are NOT required, however, if long minutes are being taken, please: 1. Retype the minutes into this section OR 2. Scan the minutes and attach as a document to the service plan in Clarity. (If you decide to scan and attach the minutes please state that you did so in this section.)*Summarize the highlights of the meeting. *Document any excusals made during the meeting. *Remember that services should be justified by the goals and needs! Services are necessary to 1. assist the student towards progress on their goals2. be involved and make progress in the general curriculum3. be educated and participate with other non disabled studentsThe student will participate full-time with non-disabled peers in regular education classes, other than regular education classes on the services page,

The student will participate full-time with non-disabled peers in regular education classes,

other than regular education classes on the services page,

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Coweta County Special Education

PLACEMENT CONSIDERATIONS AND MINUTES - INSTRUCTIONS

Purpose of this page: n To provide an explanation of the extent, if any, to which the student will not participate with nondisabled students in the regular

class and in the nonacademic and extracurricular activities

How to complete this page: n Option 1 – check this option and no further explanation is necessary, if all services are in the general ed setting

• This means the student will participate full-time with non-disabled peers in regular education classes, etc.

n Option 2 – check this option, if all services are not in general education, such as the student has separate class selected • This means the student will NOT participate full time with non-disabled peers in regular education classes, etc

n Option 2 Rationale:

• Include when and WHY the student will not participate in the general education environment • You must justify why a SWD is being removed from the general education setting. It cannot be based on the fact that the

student needs accommodations. • Justify why the more restrictive setting is needed and that the goals can’t be addressed with services and

accommodations in the general education setting only.

n Minutes from meeting and rational for decisions made - Long minutes are NOT required; however, if long minutes are being taken, please:

• Retype the minutes into this section or • Scan the minutes and attach as a document to the service plan in Clarity. • If you decide to scan and attach the minutes, please indicate in this section that you did so. • Document any excusals made during the meeting; however, try not to run “revolving door” meetings

• Excusals before or during a meeting require the Excusal Form to be signed. The excusal form may be found on the special ed website under forms.

Key Points to remember:

• A SWD cannot be removed from education in age-appropriate regular classrooms solely because of needed accommodations in the general education curriculum

What happens next:

• There should be a direct link between options considered, accepted, minutes, and the other elements of the IEP.

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Meeting Date: 8/27/2009

Exceptionality Area:

D.O.B.

Coweta County School System Special Education Department

Individualized Education Plan (IEP)

Student: 3/28/1994Sample, Chrissy

Specific Learning Disability

Other:

Sent via StudentGiven In PersonMailedOn

If parent did not attend the meeting, complete below:

Other:

The following documents were provided to parent(s):

Parental Rights in Special EducationX

X

X

Individual Education Program (IEP)

Eligibility Report(s)

Evaluation

the documents were:

PARENT PARTICIPATION IN THE IEP PROCESS

8/20/2009 Invitation C Dement parent returned - will attend8/26/2009 Phone Call C Dement reminder call

Date Method By Whom Results

Parent Contacts

A. Parent Contacts and Notices

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Coweta County Special Education

PARENT CONTACTS - INSTRUCTIONS Purpose of this page:

• Each school shall take steps to ensure that one or both of the parents of a SWD are present at each IEP team meeting or are afforded the opportunity to participate including notifying parents of the meeting early enough to ensure that they will have an opportunity to attend, scheduling the meeting at a mutually agreed upon time and place.

• To allow parents the opportunity to be members of any decision making team for their child and evidence of this opportunity through documented attempts and results of those attempts.

How to complete this page: n Parent Contacts and Notices: Best practice would be to first try and contact the parent by phone to set a mutually agreeable

date, time, and place. Even if you confirm this by phone, you must follow up with the formal Notice of IEP letter in Clarity. • Parents should be notified in ample time, usually 10 days in advance, to allow them to attend the meeting or

reschedule if needed. • You must send the notice of IEP meeting. If no response, then you should follow up with phone calls, additional

letters, whatever necessary to ensure parents were notified and their response. • Document all contacts and results in the appropriate spaces. Once you have confirmation from the parent, you do

not need to continue to send notices. A reminder call or notice would be acceptable. • Ten days is NOT required if all parties agree on the day and time. • If parents do not attend, you must have 3 documented attempts and only phone calls would not be acceptable. • If you have confirmation such as returned notice from the parent that they are not going to attend, then you don’t have

to have 3 attempts.

n Parent Participation in the IEP Process: Check the appropriate documents that were provided to the parent. • Parent must receive a copy of:

§ IEP including Notices, Consent, and Excusal forms § Eligibility report – if addressed § Evaluations – if completed § Parent rights – see next bullet

• Procedural safeguards/Parental Rights – must be provided to parents at least once in the school year and also must be

given upon: • Initial referral or parental request for evaluation • Receipt of the first state complaint • Receipt of the first due process hearing request • Disciplinary removal of a student from school that would constitute a change of placement • Parent request

n If parent did not attend the meeting, indicate the date that the appropriate documents were sent to the parent. Indicate how

they were sent – mailed, in person, via student, other. • **Remember** Documents should be sent home within 3 days of the meeting to provide parents with ample time

to request changes.

Key Points to remember: • A meeting may be conducted without the parents in attendance if the school is unable to convince the parents that they

should attend. • The school must use other methods to ensure parent participation, including individual or conference telephone calls or

video conferences. • The school must keep a record of its attempts to arrange a mutually agreed on time and place such as detailed records of

telephone calls made or attempted and the results of those calls; copies of correspondences sent to the parents and any responses received; detailed records and results of visits made to the home or place of employment and results of those visits.

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Coweta County Special Education

• There are additional rules about the notice of IEP meeting and what it must include, etc. The school will invite the student and any other agency needed for students 16 or older or no later than entry into ninth grade.

What happens next: • Parents must be provided with a copy of the IEP or any amended IEP • Ensure all copies were given to the parent or sent home via mail, in person, etc • Notify ISC and/or consultant that IEP meeting has been held and completed • Complete any other necessary documents to send to central office for data reporting, etc – see instructions below from paperwork

procedures:

Central Office File – files in Clarity

Documents requiring a signature that should be sent to central office for filing:

• Consent to Evaluate • Consent to Place • Consent to Release Information • Signed Notice of Meeting (if returned) • Determination of Re-evaluation Form (usually 2 pages in the IEP) • All Medical forms (OHI, HIPAA, OI, OT, PT, Audiological, etc) • Eligibility Signatures • Vision and Hearing forms

Central Office File – files NOT in Clarity

Documents that cannot be found in Clarity and should be sent to central office for filing:

• All records from another county, state or private school • Any outside testing (psychological, speech, OT, PT, etc.) • Medical records or notes from doctors, psychologists, etc. • Any written communication that would require a prior written notice response – ex: • Any records from DJJ, YDC, Juvenile Court, DFACS or other agencies • Documentation of parent or agency contact forms completed for significant issues or concerns

School file

Documents to be kept in the school file:

• All decision making forms (AT, Transportation, Para-pro) these will be requested in the event of an audit. • Data collection summary forms used to complete progress reports • Work samples, general parent correspondence, informal evaluations, etc.

• IF YOU ARE UNCERTAIN ABOUT A DOCUMENT ASK YOUR ISC OR CALL YOUR CONSULTANT

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Meeting Date: 8/27/2009

Exceptionality Area:

D.O.B.

Coweta County School System Special Education Department

Individualized Education Plan (IEP)

Student: 3/28/1994Sample, Chrissy

Specific Learning Disability

Jane Doe Special Education Teacher XChrissy Dement LEA Representative XMr. John Sample Parent/Guardian/Surrogate X X

John Doe Regular Education Teacher - math X

Jim Jones Regular Education Teacher - Language

X X X

Agency representative (responsible for transition services):

Chrissy Sample Student (age 18 or if transition is being discussed)

X

Mrs. Jane Sample Parent/Guardian/Surrogate X

Case Manager's signature

IEP Team Members were notified and agreed with the IEP changes - indicate by having IEP Team members sign above in Part 1. Parent Contacts are indicated in the IEP.

The parent and school agreed to amend the IEP without an IEP Team meeting. A copy of the amended IEP will be sent to the parent.

Amendment to the IEP without a Meeting (For addendums only)

Part 2.

IEP Participants

Check the appropriate box

Name Title AttendedDid Not Attend Excused

Input Submitted

Part 1.

Please indicate the committee members invited and/or present at the meeting:

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Coweta County Special Education

IEP PARTICIPANTS - INSTRUCTIONS Purpose of this page:

• To ensure all required IEP Team members participated in the development of the IEP. • To ensure the required minimal personnel are part of the IEP team and that the IEP is developed and decisions are made by the

team and not one person. • Minimal requirements include the parents, special ed teacher, regular ed teacher, LEA representative, and the child if

appropriate. • The IEP team is a group of individuals that is responsible for developing, reviewing, or revising an IEP for a child with a

disability • The consideration of information from persons not in attendance was received and considered • The school shall ensure that each IEP Team meeting includes the following participants: parents, not less than one regular ed

teacher of the child, not less than one special education teacher of the child, representative of the LEA, individual who can interpret the instructional implications of evaluation results which may be one of the people listed above, and the child when appropriate.

How to complete this page: n Send the notice of IEP to the appropriate members in sufficient time to allow them the opportunity to attend the meeting or

reschedule if necessary. See parent contacts instructions for more information on rules regarding scheduling meetings.

n Excusing IEP Team Members: • Send the IEP Participant Excusal form home for parent agreement PRIOR to the IEP meeting to excuse IEP members. • If IEP team members leave before the meeting is over, an excusal form must be signed by the parent. • Only the required members should have an excusal. If the student receives OT or PT, then they are considered a required

team member. • Required IEP Team Members: the parents, special ed teacher, regular ed teacher, LEA representative, and the child if

appropriate. SLP, OT, and PT are required if the student receives services in that area. If testing has been completed, a psychologist may be required if one of the original IEP Team members are not able to interpret test results and the impact on classroom performance.

n Name, Title, Participation Choices - Type the names and titles of each member and check whether the member attended, excused, submitted input, etc.

n Part 2 – Amendment to IEP without meeting (for addendums only) – Addendums:

• In making changes to a student's IEP after the annual IEP Team meeting for a school year, the parent of a student with a disability and the school may agree NOT to convene an IEP Team meeting for the purposes of making those changes, and instead may develop a written document to amend or modify the student's current IEP.

• If changes are made to the student’s IEP without a meeting, the school must obtain a parent’s written agreement to such changes and must ensure that the student’s IEP Team is in agreement with the changes. § Contact parent to determine if parent agrees to changes without a meeting § Send Notice of IEP meeting, have parent sign and indicate they agree to addendum without a meeting

• If amended, case manager must sign this page and provide copies of the amended IEP to appropriate personnel including the

parent. • Be sure to change appropriate dates on the IEP such as meeting date, implementation dates, and services dates. • Indicate purpose of IEP is an Addendum • In present levels - indicate the date of the addendum and what was amended – leave all previous information from

annual review unless it is necessary to change something. This includes updating testing information if new information is available at the addendum meeting

• In minutes – indicate the date of the addendum and document why and what was changed in the IEP • Complete any other required and necessary changes in the IEP for the amendment

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Coweta County Special Education

Key points to remember: • Input submitted from IEP team members not attending the meeting, MUST include information regarding the development

of the IEP such as present levels – needs, proposed goals, services, and accommodations NOT just how they are doing in the teacher’s class.

• A member of the IEP Team, is not required to attend an IEP Team meeting, in whole or in part, if the parent of a child with a disability and the school agree, in writing, that the attendance of the member is not necessary because the member's area of the curriculum or related services is not being modified or discussed in the meeting.

• A member of the IEP Team, may be excused from attending an IEP meeting, in whole or in part, when the meeting involves a

modification to or discussion of the member's area of the curriculum or related services, if the parent, in writing, and the school consent to the excusal; and the member submits, in writing to the parent and the IEP Team, input into the development of the IEP prior to obtaining consent from the parent for the excusal of the required IEP Team member. Use IEP Participants Excusal Form.

What happens next: • Parents must be provided a copy of the IEP. • Implement the IEP as written. • School personnel who have any responsibility to implement the IEP must be informed of the specific accommodations and

supports that must be provided for the student; must be informed of his/her specific responsibilities related to implementing the IEP; and must have access to the IEP.

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