Developing the IEP

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Working in the IEP Cover Page – Demographic Information, Identified Special Education Categories, IEP Team Section 1 – Team Considerations Section 2– Transition Present Levels Section 3 – Transition Services Section 4 – Transition Courses of Study Section 5 – PLOP/Goals/Objectives Section 6 – Schedule of Services Section 7 – Accommodations/Modifications Section 8 – State Assessments Section 9 – SOL Assessments Section 10 – Least Restrictive Environment Section 11 – Extended School Year Section 12 – Consent for Services View All

In Sections, click on any link to move to that section. Click View All to display the complete IEP to the screen. Use the scroll bar to move through the different sections. Please note that when you click from section to section, the page will save. If you are in View All mode then you must hit save as you scroll down the IEP.

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Data Entry in the IEP Document There are four types of data entry that are used throughout

the IEP: Free-text boxes are used to enter narrative comments or

statements. Screen Buttons will display a separate screen used to enter

data. On these screens you will be entering dates and selecting data from drop-down boxes.

Radio Buttons/Check Boxes are used to select or check off options.

Statements will display canned statements from a Goal Book that can be selected to display on the IEP. If necessary, these statements can be modified. Typically, when selecting Statements, you will also have a free-text box to enter additional information.

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Cover Page

This section contains demographic information about the student. The Identified Special Education Category or Categories will display. A number “1” will represent the Primary category and if there is a Secondary Category it

will display a number “2”. This is pulled in from the Disability section of the Student’s summary page. Tip: If there is not a Primary Category displayed then the

Eligibility Report has not been created for this student. Contact a compliance specialist for

assistance.

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Cover Page

If grade or age are

missing, contact a

compliance specialist

for assistance.

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Cover Page: Compliance Dates

Do not enter compliance dates on the cover page of the IEP (Most Recent Re-Evaluation Date), these dates will be entered by the compliance specialist at the time of the reevaluation in the Important Dates section of the summary page. If the date that populates this field is inaccurate or missing, contact a compliance specialist

for assistance.

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Cover Page: Attendees and ExcusalAttendees and Excusal Letter:

After the meeting is over, return to the cover page and update the attendees. List all attendees at the meeting, and if a staff member was invited, but did not attend, select the “Attended/Excusal Reason.” A copy of the signed excusal form must be attached to the IEP document maintained in the student’s confidential file.

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Team Considerations

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Team Considerations1. Strengths: The student’s strengths are entered as

reported on the suggestion letters and if applicable student questionnaire (transition age).

2. Parent Input: Summarize the parents concerns –information can come from various sources including the suggestion letter, or from discussions with the case manager. Cite the source and date the information was received. If the student is of transition age, it may be appropriate to summarize the student’s concerns in this section as well.

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Team Considerations3. Evaluations/Tests can be entered by using the Rich Text

editor. There are also buttons above that link to Evaluation/Test records on the student’s summary screen. *It is preferred by Suffolk that you use the Rich Text Editor to type your Evaluation/Tests. Summarize the evaluation information used to write the IEP – sources may include benchmark assessment (PALS, STAR Reading, Access evaluations etc.). Do not include IQ scores, but it may be appropriate to include educational scores if the educational evaluation was recent. Only include evaluation information that pertains to the student’s educational needs (i.e. if the student does fine in math and was found eligible as SLD because of reading comprehension, focus on reading comprehension).

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Team Considerations4. Answer questions 4-10 by using the Rich Text Editor

and selecting what applies from the available check boxes. * Discuss each factor. If the team determines the factor may require consideration during IEP development, check yes and briefly summarize the team’s discussion. For the last question which pertains to ESY, if the student will not require ESY services, check “not applicable.” If ESY services may be required, but the team wants to visit it at a later date, check “not applicable” and indicate in the text box that the team would like to revisit the provision of ESY services no later than (specify a date). Reminder, ESY services must be discussed and finalized no later than the end of February preceding the summer ESY session.

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Team Considerations11. Short-Term Objectives: If the student is being

considered for VAAP consideration he/she will require short term objectives and you must check “yes”. Complete the VAAP participation criteria worksheet. This will be maintained outside of IEPPlus. If the student qualifies for VAAP, check Yes – use the ASOLs to develop the goals and objectives.

12. Secondary Transition Status: if the student is 14 or older during the annual IEP cycle, secondary transition MUST be addressed – check “yes”. If the student will graduate during the annual IEP cycle, select “yes”.

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Transition Present LevelsTransition services are only required if the student is

14 during the IEP cycle or if it is determined by the IEP team for students under age 14. If it is not appropriate, then you can continue to the next

section.

Reminder: If you are developing a transition plan for a student, contact the transition specialist assigned to

your building.

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Transition Present Levels Select a Diploma Status from the drop down menu.

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Transition Present LevelsTo enter an SOL Test select the Add Test button.

Enter the date of the Test into the Actual Test Date field. Select only tests that begin with “SOL” from the Assessment drop down. *TIP: If the test does not have “SOL” in front of it, then it will not display correctly in the SOL section of the IEP.

Next, select the Scores. Select “Click Here to Add New Scores”. Select a Test Area from the drop down. Select a Score Type from the drop down.

Enter the Score in the text field provided. Hit Update. To add another Score click the Add link and follow the steps above. When you are finished, hit the Save icon. Then click the Summary icon to bring you

back to the IEP.

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Transcript InformationTranscripts can be requested from the guidance office prior to IEP

development. Attach the transcript to the final IEP (make sure the parent has a copy, and a copy is filed with the IEP in the student’s confidential file.)

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Transcript Information Date of Transcript: Type in the date or use the calendar tool to pick a

date.

Use the text box to enter Total Credits Earned and Verified Credits Earned.

Click on the blue link to enter the Anticipated Date of Graduation. This needs to be DD/MM/YYYY format and will be saved as an Important Date on the student’s summary page. After the date is entered, hit the save icon.

Answer the remaining questions by selecting the check boxes that apply and if applicable use the Rich Text Editor to describe Transition Assessments used to develop the Measurable postsecondary goals, and document the student’s strengths, interest, and preferences.

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Transition Goals

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Transition GoalsPost-Secondary Employment Goals:

Select the Add Post-Secondary Employment button. Use the text box to enter Goals. If you are writing more than one goal, then check the “Save as separate Statements after each [Enter] encountered” check box. This will save your goals as separate line items each time you hit [Enter] on your keyboard.

If there are any pre-defined district options, they would be listed as a check box selection under the text box. (Note: there are none in this example below.) Checking one of the options and then checking “Make Selected Statements available in Edit All Mode prior to saving”, will save these with the ability to make modifications.

Hit the Save icon to save your selections and/or text.

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Transition Goals Hit the Edit Icon if you need to make a modification to

a Goal. Hit the Delete icon if you want to delete a goal. Post-Secondary Employment Goals: Answer the

questions below by checking “Yes” or “No”. If you checked “Yes” then use the Rich Text Editor to describe why.

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Transition Goals Repeat the previous steps for each transition goal category

(i.e. Independent Living/Community Participation and Education/Training)

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Transition Course of Study

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Transition Course of Study

Select the Add Courses of Study button. Use the text box to enter Goals. If you are writing more than one Course of Study, then check the “Save as separate

Statements after each [Enter] encountered” check box. This will save your Courses as separate line items

each time you hit [Enter] on your keyboard.

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PLOP & Goals/Objectives Reminder: Short-term objectives are only required in

IEPs developed for students participating in VAAP. Short-term objectives are available in the IEP Plus goal book for all of the categories, but they are only required in IEPs developed for students participating in the VAAP (Virginia Alternative Assessment Program).

Tip: The Aligned SOLs for reading and math are in the IEP Plus goal book. They were transferred directly from the state document; therefore, they will need to be edited to be written as measurable annual goals.

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PLOP & Goals/Objectives To add a Goal from the Goal Book, select the Add

Goal from Goalbook button or the Add Narrative Goal button.

Selecting the Add Goal from Goalbook button will open the district Goal Book. *TIP: This is the preferred option for Suffolk.

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PLOP & Goals/Objectives

To select a Goal click on the Blue Code number. 26

PLOP & Goals/Objectives Next, edit the “blanks” within the goal and Select the Overview link.

*TIP: Do not select any of the other links such as Objectives, Attachments or Progress. These will be addressed after you hit Overview.

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PLOP & Goals/Objectives If there are any short term objectives needed, then select

the Add Objective from Goalbook button or the Add Narrative Objective button

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PLOP & Goals/Objectives Once you have chosen the goals for the IEP, select

“Edit” in the top right hand corner.

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PLOP & Goals/Objectives

1. Enter Text Here

2. Select appropriate methods

3. Enter Progress Dates (9 wks only)

4. Select Update.

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Schedule of Services

1. Select Add Service

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Services Services must be determined by considering the amount of

specialized instruction that the student is provided by the special education teacher during an instructional block. A student in a general education classroom may only receive

20 minutes (out of 60 or 100) of specialized instruction from the special education teacher. (i.e. Frequency/Duration = 20 minutes per session/5 times weekly)

Any time a student is served in the special education setting, the full instructional block of time must be reflected. (i.e. Frequency/Duration = 100 minutes per session/5 times weekly)

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Services

TIP: Consultative services must be 17

minutes to calculate as 1%.

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Services

If the student has more than one disability category, services MUST be entered to

address each individual category.

For example: If a student is SLD/OHI, services must be entered to address both categories. The student may receive instructional math services for the SLD, and

positive behavioral supports to address the OHI.

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Services Select the Staff tab next to the Main tab. Update and Save.

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Services If the Service continues through the Next

Recommended dates, then select the Service and hit the Copy button. This will create a copy of the Service and all you will have to do is change the radio button to the Next Recommended selection. Then change only what is needed.

Update the staff for the “Next Recommended” section of the service record. This information does not print on the IEP.

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Calculating Percentages

TIP: The percentage of time in special education is the total time a student receives special education services per week based on a 1650 minutes instructional week. The percentage of time in special education and general education is a breakdown of special education by location of service.

TIP: For consultative services, 17 minutes should equal 1%.

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Other ServicesTo Add Supplementary Aids & Services/Assistive

Technology/Supports for School Personnel/Nonacademic & Extracurricular Activities: These can be entered by selecting the button to add

them from the Goalbook or selecting the button to add them into a Narrative Text box.

Selecting the Add from Goalbook button will bring you to the district Goalbook. Select items from the list that is displayed.

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Other Services

DO NOT change the category selected. This will prevent the information from populating into the IEP. Select the appropriate services, and select “Save and Return”.

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Other Services

1. Once you are back in the IEP, select Edit next to one of your selections to add the Frequency, Location and Instructional Setting.

2. You can either type them in the text box provided or select from one of the options underneath.

3. Select Update when you are done with your selections.

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Accommodations & Modifications

To add an Accommodation or Modification select the add button.

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Accommodations & Modifications

This will bring you to the district Goalbook. Select one or more of the items from the list.

The Category must be Instructional Accommodationsin order to display in this section of the IEP.

Select Save and Return after you’ve made your selections.

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Accommodations & Modifications Once you are back in the IEP, select Edit next to

one of your selections to add the Frequency, Location and Instructional Setting. You can either type them in the text box provided or

select from one of the options underneath. You can also edit the text of the Supplementary Aid & Services if needed.

Select Update when you are done with your changes to this section.

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State Assessments

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Answer the above questions “Yes” or “No”. If yes, select the appropriate state assessment to the left.

Available State AssessmentsThere are three state approved assessments available: Standards of Learning (SOLs) Virginia Grade Level Alternative (VGLA) Virginia Alternate Assessment Program (VAAP)

Criteria forms for VGLA can be found atCriteria forms for VAAP can be found at

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State Assessments

The State Assessments that were considered will display under State Assessments check box. Go in and select

which Assessment they will participate in.

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State Assessments Select the Add SOL Test Statements link and this

will default to the district Goalbook. Select a Subcategory, if needed, and then select one or more

of the Test statements in the list. Select Save

*TIP: Do not change the category from “SOL Test”. If you do, it will not display correctly in the IEP.

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State AssessmentsNext, select the appropriate Accommodations/Modifications

and answer the questions on Participation and Alternate Assessment.

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State Assessments

Explanation for Non-Participation and How the Student will be Assessed: If a student will not

participate in an SOL Test or district-wide assessment required for the grade/course in which he/she is

enrolled, then use the Rich Text Editor to explain why.

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Least Restrictive Environment

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Adding a Placement Record Select Add Placement Enter the appropriate fields. Reminder: If the IEP spans over the course of two school years,

two placement records must be created.

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Placement

Refer to the chart labeled Location of Intervention: Least Restrictive Environment Page to help determine a

student’s placement. Remember, most of our student’s are placed in a “public day school.”

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Location of Intervention (Least Restrictive Environment Page)School-aged Placements

Public day school Student is enrolled in a SPS public school. This is the location of intervention that will be selected for the majority of school-age students including SECEP students.

Public separate school facilityPrivate separate school facilityPublic residential facilityPrivate residential facilityHome based program The school division provides the services in the home.

The division determined the LRE is the home setting. The school division provides services as indicated on an IEP.

HospitalCorrectional Facility

Preschool placements (all students age 6 and under)Regular early childhood program Select this location of intervention for every child that is enrolled in a regular early

childhood program, even if the child attends a special education program (e.g. ECSE program) in the public school.Regular Early Childhood Programs include:

Head StartKindergartenECSE with 50% or more role modelsEarly StartPrivate PK or group day care after the child leaves the regular school program.

Special education classroom Select this location of intervention for special education programs that include less than 50% non-disabled students unless the student attends a regular early childhood program after he/she leaves the special education program in the public school.

For example, the student attends an ECSE class that includes 33% nondisabled students, but, after the student leaves school, he/she attends LaPetite or The Children’s Center; making this student’s placement a “regular early childhood program (first option).

Special ed separate schoolSpecial ed residential facilityService provider location For example – preschool walk-in servicesHome Select this location of intervention for children 6 and under only. Use this

option for students who receive special education and related services in the principal residence of the child’s family or caregiver. Use for children who receive special education both at home and in a service provider location.

IEP Plus option (do not select)To be determined 53

Disability, Location, & Grade

Using the drop down menus available choose the appropriate disability category, location (physical

location), and grade level for the corresponding date range.

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Level of InterventionThe percentage reflects the percentage of time the child

has special education services each week. Refer to the “Schedule of Services” for the percentage (the top percentage ‘Percent of time in Special Education).

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Location of Intervention & Level I and Level II Values

• Select the appropriate location of intervention from the drop down menu. Recall that the majority of students are in a “public day school setting.”

• The Level 1 and 2 values are explained on the following chart which is modified from the Virginia Department of Education special education regulations.

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Level 2 Point Values (50% or higher) Level 1 Point Values (49% or lower)

Disability Category Paraprofessional – 100% of the instructional time

Paraprofessional – Less than 100% of the instructional day

Autism (AUT) 2.5 3.3 1

Deaf-Blindness (DB) 2.5 3.3

Developmental Delay – ages 2-5 Center based – 2.5Combined – 2.0

Walk- in preschool services/Itinerant –point value = .6

Developmental Delay (age 5-6 – school age)

2.0 2.5 1

Emotional Disability*(Emotional Disturbance prior to reauthorization of VA regs-7/9/09)

2.0 2.5 1

Hearing Impairment (HI) 2.0 2.5 1

Intellectual Disability (ID) (Mental Retardation prior to reauthorization of VA regs-7/9/09)

2.0 2.5 1

Learning Disability (LD) 2.0 2.5 1

Multiple Disabilities (MD) 2.5 3.3 1

Orthopedic Impairment (OI) 2.0 2.5 1

Other Health Impaired (OHI) 2.0 2.5 1

Severe Disabilities (SD) (Students with a “Severe Disability” will be reevaluated during the 09-10 SY to determine the appropriate disability category. Severe Disability is no longer considered a disability category in VA).

2.5 3.3 1

Speech and Language Impairment (SLI) Itinerant Services

Traumatic Brain Injury (TBI) 2.0 2.5 157

Placement Records

Once the first placement record is created, select Save.

If the IEP spans two school years, select “Add Placement” and be sure to enter the placement information for the “Next Recommended” using the directions above.

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Placement JustificationUse the Rich Text Editor to summarize the decision of the

IEP team.

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Extended School Year (ESY)For an IEP Team to determine if a student needs ESY services, they need to review the student’s annual goals to identify the student's critical life skills: Critical life

skills are any skill (including social and behavioral) determined to be critical by the IEP Team for the

student’s overall educational progress.

For additional information see:“IEP Plus Procedures – Extended School Year”

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Consent for Services Verify the contact information in the text boxes

provided. Transfer of Rights at the Age of Majority: If

applicable, click on the blue date link to enter the Date the Parent/Student was informed. This will save as an Important Date on the Student’s Summary page.

Parent should sign/initial in three places: Indicating that the parent has read the above prior notice and

been made aware of/provided procedural safeguards. Check whether he/she gives or does not give permission to

implement the IEP. Sign and date

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Consent for Services

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Reminders Upon completing the draft of the IEP (approximately

one week prior to the meeting date), the IEP should be marked “Ready for Review” and a draft copy should be sent home to the parent.

Upon conclusion of the meeting, all parties must sign the IEP. Parents sign consent on the “Consent for Services” page; however, all attendants sign the front cover of the IEP to indicate their participation in the IEP team meeting.

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Reminders After all of the IEP documents (IEP cover page,

consent, written notice, invitation) are signed, and the meeting is complete, copy the IEP for the parent and place the original, signed copy in the student’s confidential student record (yellow folder). **Remember to redistribute the necessary IEP information to all staff members who may work with the student.

After the IEP has been signed, be sure to FINALIZE the document in IEP Plus.

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Written Notice of Proposed Action

A written notice of proposed action must be completed for every IEP team meeting.

From the student’s Navigation Bar you will find the Forms that can be created for a student. Click on the Written Notice of Proposed/Refused Action link.

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Written Notice of Proposed Action

STEP 1: Click New to create this form. STEP 2: Select the Appropriate Building/Meeting

Information and Select Create Form STEP 3: Ensure that the parent contact information

displays appropriately on the form. If there are errors, contact a compliance specialist for assistance.

STEP 4: Complete the Form

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Written Notice of Proposed Action

To answer questions 1-4 click the add buttons under each section. You must select the save disc (bottom

left corner) in each section before continuing.

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Written Notice of Proposed Action For questions 5 and 6 use the Rich Text Boxes to type in

your Narratives for those sections. Answer the “Yes” or “No” Radio button question for question number 6.

Contact Information defaults from the letterhead chosen previously; however, this information may be edited in the text fields.

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Reminders• The written notice must be printed and signed by the

LEA representative.

• Once the written notice is completed in IEP Plus, FINALIZE the document.

• All fields in the written notice must be completed. The phrase “N/A” is not acceptable. Rather, a simple statement such as “None at this time” is appropriate.

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After the Meeting The signed IEP should be scanned and attached to the

IEP in IEP Plus. Once the IEP Meeting has concluded and the

document has been signed and scanned, all related documents in IEP Plus must be FINALIZED.

The “Meeting Results” tab in the Meeting Record must be updated.

The original copy of the IEP must be filed in the yellow cumulative record (right side).

A copy of the document must be provided to the parent along with a copy of their parental rights.

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FBA/BIP DevelopmentFor students with significant behavioral concerns, the

IEP team may determine that a Functional Behavior Assessment and Behavior Intervention Plan are

necessary.

Contact Devonda Williams-Porter (devwilliams@spsk12.net)

at any time the team is considering an FBA/BIP for additional assistance.

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IEP Revisions IEP Revisions are required when any change to a

signed IEP is necessary. IEP team meetings are required for IEP revisions

requiring change of placement, services, or at any time an IEP team member requests a meeting.

IEP Revisions require parent contact and consent.

See “IEP Plus Procedures – IEP Revisions” for additional instructions.

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Progress ReportingIEP progress reports must be provided at the same intervals

as progress reports for general education students.

See “IEP Plus Procedures – Progress Reporting” for additional instructions.

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Interim Progress and Report Card Dates

2010-2011 School Year (Proposed Dates)

Report Type Date sent to parents Date reporting window will open in IEP Plus

Interim Friday, October 08, 2010 Friday, October 01, 2010

Report Card Friday, November 19, 2010 Wednesday, November 10, 2010

Interim Friday, December 17, 2010 Friday, December 10, 2010

Report Card Friday, February 11, 2011 Friday, January 28, 2011

Interim Friday, March 04, 2011 Friday, February 25, 2011

Report Card Friday, April 15, 2011 Tuesday, April 05, 2011

Interim Tuesday, May 17, 2011 Tuesday, May 10, 2011

Report Card Friday, June 17, 2011 Friday, June 10, 2011