Procedures for Developing Ieps

Page 6 of 9

Procedures for Developing IEPs

Scheduling IEP Meetings

It is best practice to begin planning for an IEP meeting approximately five weeks prior to the ending date of the student’s annual IEP. The case manager is responsible for determining the required team members. Be mindful to include secondary service providers, related service providers, general education teachers, psychologist, administrators, school nurse, Director of Student Services, ESOL teacher, or other agencies, as mandated. With this in mind, it may be advantageous to contact required team members to set a tentative date for the meeting prior to contacting the parent/guardian.

IEP meetings should be held at least 7 days prior to the expiration/end date of the IEP.

In the event that a parent requires a translator or interpreter, it is the responsibility of the Coweta County Schools to ensure that an appropriate adult is available to serve in that capacity. The case manager is responsible for seeking assistance in obtaining the services of an interpreter or translator.

If eligibility is due within the next twelve months or by the end of the next school year that the IEP covers, be sure to schedule in GOIEP the meeting as a redetermination (DOR and annual review) and complete and gather all data needed to be address the DOR at the meeting.

Document parent contacts in the log section of GOIEP.

Invitations

Parent should be given at least 3 notifications of impending meeting with one being the written invitation.

Parent should be notified at least 10 days prior to the meeting and be given the date, time, participants, and location.

When developing and discussing the Individualized Transition Plans, the student should always be listed as a participant on the invitation. It is best practice to include the student at any age as deemed appropriate by the parent and/or special education teacher.

Excusals

A member of the IEP Team, who is listed on the invitation, is not required to attend the IEP meeting if the parent agrees in writing, because the member’s area of the curriculum or related service is not being modified or discussed at the IEP meeting. However, the IEP meeting must minimally have the required members to constitute a meeting.

A member of the IEP Team, who is listed on the invitation, may be excused from attending the meeting when the meeting does not involve a modification or discussion of his or her area of expertise. Prior to the IEP meeting a team member, who requires an excusal from the IEP meeting, must submit input in writing to the parent and IEP Team. The parent must also consent in writing, to the excusal of a team member listed on the invitation. Annual IEP meetings require input from all areas; therefore, excusals would be only to excuse duplicate positions represented.

Developing the IEP

Coweta County Schools utilizes Georgina Online IEP (GOIEP) web-based program offered through the Georgia Department of Education. Employees login in through the student information system, Infinite Campus. Refer to GOIEP instructions regarding navigation of GOIEP to develop the IEP. Refer to each IEP section on the website for more detailed information.

When beginning the IEP meeting:

·  Review the purpose of the meeting;

·  Introduce all team members;

·  Review the agenda for the meeting if developed;

·  Review Parental Rights;

·  Discuss any ground rules;

·  Review IEP Goals/Progress Report.

In a successful IEP meeting:

·  Decisions are documented;

·  There is a clear understanding of who is responsible for designated tasks—Action Plan;

·  All team members are active participants;

·  Team members are open, honest, and positive.

Team Members

·  At the beginning of the year or once a child is referred, the team members should be established. All staff that will work with the child or assess the child should be set up as team members in GOIEP, including parents and the student (if over 14).

IEP Background Information:

·  Student and Guardian Demographics – Be sure to verify identifying information with the parent and update this information with your front office secretary if new information is given.

·  Home School – For students attending school outside their home zone, verify the student’s correct home school zone.

·  Service School – The school where the student is currently attending is the Service School. If there will be a transition to a new school, list the change in the meeting notes section of the IEP at the end of the IEP in the audit IEP section. Be sure to complete Transfer Application Form and submit to Vickie Shepherd if the student is not in the home school per the IEP.

Present Level of Performance Section

Enter in detail appropriate dialogue for each section.

Results of State and District Assessments - This area will automatically generate in GOIEP with any state-wide assessments taken in Georgia.

Results of Initial or Most Recent Evaluation (Assessment and Academic, Developmental, and Functional Needs Section)

Provide information on all areas assessed. This should include, but is not limited to, all areas in which the student has academic, developmental, and/or functional needs. This should NOT be a listing of scores or grades only. Test results, the date of administration of the results, and an explanation of the information which better defines the current levels of the student and his/her needs should be included. This information will help in linking goals that may need to be developed for the student. Enter most recent testing data (i.e., formal assessments from psychological testing if current and/or applicable, other assessments such as GRASP, rating scales, classroom assessments, data collection/progress monitoring results, informal assessments, curriculum based assessments, benchmarks, standardized testing, etc). Interpretation of results should be explained in parent friendly language in addition to listing the scores. Assessment results should not be a list of scores but a narrative of assessment results indicating the student’s present level and specific current needs that impact achievement to be addressed by the IEP.

Samples Assessment and Needs Statements:

·  Phonics/Decoding: Based on current progress monitoring data, J cannot decode and blend 4 letter single, or multi-syllable, words; cannot say the
sounds for long vowels, r-controlled vowels, consonant blends, or digraphs.

·  S.’s reading fluency score for third grade text is 41 words correct per minute (wcpm). The average at his/her grade level is 71 wcpm.

·  S. struggles so hard to read the individual words that he/she can’t remember what he/she read.

·  S. was evaluated on 9/9/13, his/her I.Q. score fell within the average range: Full Scale I.Q. score of 92 (90-100 is average) as measured by the WISC-IV.

·  S. was evaluated on 1/25/14, his/her WIAT-II comprehension score of 2.4 is below his third grade level when making predictions.

Academic, Developmental, and/or Functional Strengths

Enter the student’s strengths related to academic subjects such as reading, language arts, math, etc.; developmental areas such as communication, motor, cognitive, social/emotional, etc.; functional areas such as self-care, social skills, daily living, communication, etc. Be specific in the description of the subject strength areas.

Sample of Strengths Statements:

·  On the CRCT and grade level classroom tests, J. has strengths in reading fluency and reading comprehension regarding both literal and inferential comprehension. His/Her writing skills are also a strength regarding identifying a topic, providing details, and developing a logical conclusion.

·  On the EOCT for Coordinate Algebra, J. has strengths in explaining the reasoning behind solving equations. He/she is able to transfer what was learned in class to real life problems on classroom tests and quizzes.

Describe Concerns of the Parents Regarding their Child’s Education

This should be a detailed description of the parent’s concerns. If the parent does not attend the IEP meeting, information should be gathered from ongoing communications with the parent throughout the year regarding academics, behavior, performance on goals, and/or future plans.

Sample Parent Concerns Statements:

·  J’s parents are pleased with his/her progress to date and have no specific concerns at this time.

·  Mr. and Mrs. Smith indicate that they have serious concerns about Johnny’s low reading skills and would like for him to receive reading instruction for the next school year.

·  J.’s parents use the district internet and email system to monitor his/her progress in reading and math. They called in the fall and were concerned that he/she wasn’t making the progress needed in math class.

Impact of the Disability on Involvement and Progress in the General Education Curriculum (For preschool describe how the disability affects participation in appropriate activities)

This section should describe individual characteristics of the student’s disability that affects his classroom performance. Examples of specific characteristics include short term memory problems, fine and gross motor deficits, etc. Given specific characteristics or deficits, this section should explain what classroom activities are impacted. Merely stating the student’s eligibility category does not adequately describe the impact on involvement and progress in the general education curriculum. Statements should reflect individual needs and not be applicable to a large group of students.

Sample impact statements include:

·  Sally’s deficits in auditory processing make it difficult for her to understand verbal instruction and directions. She requires written directions and frequent checks for understanding.

·  J. has an emotional behavioral disorder that makes it difficult for him/her to attend to tasks and complete assignments.

·  Due to Michael’s deficits in decoding he cannot comprehend grade level materials when reading independently.

·  Maria frequently cries, yells, and refuses to work when she doesn’t understand a new concept or assignment. Once upset, she requires time away from instruction to calm down, resulting in many interruptions to her learning. When new lessons or assignments are being presented, Maria needs extra time with a teacher to assure she understands the material before working independently.”

·  Austin’s moderate articulation disorder has a negative impact on phonics, reading, writing and spelling in the classroom.

Additional Reminders When Completing Present Level of Performance Section:

·  In the identified areas for the student, include information from recent progress reports, report cards, progress monitoring toward IEP goals, benchmark assessments, and recent relevant testing. Be mindful to fully clarify test scores and what it means for the student. Include statements of skills and knowledge which will allow him/her to work on grade level standards.

·  Needs should be specific, not general terms such as “reading”. Look at the recent assessment and classroom information (progress monitoring) to identify needs. For every identified need, there should be a corresponding goal.

·  All students who are receiving services through the EBD program should have the Emotional/Social/Behavioral section completed.

·  If a student participates in the Community Based Instruction program, the Vocational Skills of the PLOP section must be completed.

Goals and Objectives

Goals should be measurable and specific to the students “needs” and should come directly from the “needs” in the Present Level of Performance.

·  Outcome must be something that:

o  May be seen or heard.

o  Reflects what the student is expected to be able to do and/or produce as a result of instruction.

o  Criteria clearly states how well, how much, in what conditions, or at what level the behavior is to be performed.

·  Method of evaluation should monitor on-going progress.

·  Evidence of progress should be tangible.

·  Observation alone without some type of data collection is not a method of evaluation.

·  Short term objectives are not required for all students. Only those students who participate in the GAA are required to have short term objectives.

Transition Plan

Transition is the movement from school to post school environments. It should include the skills necessary for the student to be successful in education, employment, and independent living after completion of high school. When a student reaches high school, planning for graduation and beyond should begin. This section helps plan the activities needed for a student to transition to adult (post-school) life. Although a transition plan may be developed at any grade, it is required for students over the age of 16 or upon entry to 9th grade or above, whichever comes first, and updated annually.

If a transition plan is being developed, this should be included as a meeting purpose and the student should be invited to the meeting. If the student does not attend the IEP meeting, the school 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. It should also be noted that the parent and student should be aware of other agencies that must be invited to help with successful transition planning.

The IEP must include: (1) appropriate measurable postsecondary goals based upon age appropriate transition assessments related to training, education, employment, and where appropriate, independent living skills, and (2) the transition services (including course of study) needed to assist the child in reaching those goals.

Before beginning a transition plan, complete the transition assessments with the student and refer to the Individual Graduation Plans (IGP). What are their plans for the future? What do they like to do? What are they good at? What do they need to do in order to achieve those long-term plans?

Transition goals are assigned to one of three categories: Postsecondary Education and Training, Employment, and Independent Living.

Consideration of Special Factors

·  Assistive Technology, Communication, and Alternate Formats questions must be addressed for all students. Blind or Visually Impaired, Deaf or Hearing Impairment, Behavioral Intervention Plan, and English Learner questions are addressed as needed per the student.

·  Describe the support and services to address each need identified as follows:

o  Assistive Technology – Indicate whether AT is needed. If the need for assistive technology is marked “no”, include how needs will be met in deficit areas without AT.

o  Communication - If the student has communication need, a complete discussion of the needs and how they will be addressed should be entered.