Jessamine County SchoolsIndividual Education Plan

Procedural Manual2010

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The purpose of this document is to assist Admissions and Release Committee (ARC) members in the completion of the IEP. Detailed components of an IEP as well as

examples are available within this manual to ensure that ARC members are meeting federal, state, and district guidelines.

Writing IEPs with Infinite Campus is a sequential process. Each step is completed and saved before moving on to the next stage. At any time you can click “print editor” to see what the section will look like when printed. Once completed, your printed copy will look like a familiar IEP.

I. Log in to Infinite Campus

At the opening screen, double check the school year and school to make sure you are in the right school. Preschool and Kindergarten are listed as separate schools. Itinerant staff will need to select the school of the student.

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Under “Student Information” click on the + to the left of “Special Education”. Then click the + to the left of “Case Load”. This will drop down a list of your students. Click on the student whose IEP you need to develop.

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Click on Documents. You then have to select the

age of the student. For a student 6th grade and up always pick 16+.

My student is 18 so I’ve selected 16+

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IEP is called Education Plan

• On the left you will see a list of IEP components that you can click on. You must save after each section. Click on Education Plan (IEP).

• You will then fill in the date of the meeting and it will automatically populate the other dates.

You can click on the calendar to select the date – easy!

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Under Type – select “Initial”, “Annual” or “Adopted”

Under Type – select “Initial”, “Annual” or “Adopted”

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What does adopted mean???

• Click adopted when a student moves in from out of state and the ARC agrees that the IEP is adequate and doesn’t need to be re-done. You will only have to enter the dates and CO can “upload” the IEP into the system.

• Check with your consultant to ensure that this happens.

SAVE, SAVE, SAVEThe program will prompt you, but if you leave the IEP

section without saving you will lose your work!

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Now click on Student Demographics (if it didn’t come up automatically.) Click “Refresh Student Information” – if the student is entered it will give

you the basic information. Then SAVE & Continue.

Click on KY IEP Enrollment Status. Click on “Get Special Ed Status”

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This may fill in correctly, but then again, it may not. You MUST check! You can verify the primary disability and sp.ed. status on the current IEP.

• Do not leave any of these fields blank (except secondary disability).

• Enrollment status MUST be ACTIVE.• Before you lock the IEP, make sure all fields are

filled in.• Questions – call Carol at X 3024

• THIS IS RELATED TO THE DECEMBER 1 CHILD COUNT.

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Here’s where the IEP really starts…Present Levels!

SPELLING

• You now have a spell check – YEAH!!

• Hover over area to check (especially in Present Levels/Goals) and

Control/Shift/L

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Present Levels – Purpose

707 KAR 1:320, Section 5, 7(a) states:The IEP for each child shall include:(a) A statement of the child’s present levels of

academic achievement and functional performance, including how the child’s disability affects the child’s involvement and progress in the general curriculum as provided in the KY Program of Studies, 704 AR 3:303, or for preschool children, as appropriate, how the disability affects the child’s participation in appropriate activities.

Directions

• If performance is commensurate, then check the box and add no more information.

• If performance is not commensurate, compare to grade level expectations in content area. It may also be helpful to reference the academic expectations in determining how a student’s disability affects involvement and progress in the general curriculum (707 KAR 1:320, Section 5, (7)(a)).

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Present Levels…

• Always include three components– Strengths – Challenge– Impact Statement

• At least two strengths should be listed and then document the major thing they struggle with.

• Sources of information include: observations, screening and formal assessments. Be sure to use the most recent information available.

• Refer to examples attached

Either check “performance commensurate” or write something in each box.

Sources of information for the completion of this section may include but are not limited to observations, screenings, and formal assessments. In developing the IEP consider the (a) strengths of the child and the concerns of the parents for enhancing the education for their child: (b) the results of the initial or most recent

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evaluation of the child: and (c) as appropriate, the results of the child’s performance on any general state or district-wide assessment programs.

It is important that the statement of a child’s present levels of educational performance be based on current relevant information about the child, that is obtained from a variety of sources, such as (1) the most recent reevaluation of the child under CFR 300.536, (2) assessment results from State and district-wide assessments, (3) input from the child’s special and regular education teachers, or (4) information from the child’s parents (CFR 300.346 (a)). If an independent educational evaluation has been conducted, the results of that evaluation must also be considered if it meets agency criteria for such evaluations (CFR 300.502 (c) (1)).

With respect to preschool-aged children the term “appropriate activities”, as used in CFR 300.347 (a) (1) (ii), includes activities that children of that chronological age engage in as part of a formal preschool program or in informal activities (e.g., pre-reading activities, coloring, sharing time, playtime and listening to stories told or read by the parent or preschool teacher). It should be recognized that for some preschool-aged children appropriate goals are related to participation in appropriate activities. These children have not reached an age for which there is a general curriculum for non-disabled children.

Communication Status (speech sound production and use, receptive and expressive language, fluency and voice)

This includes any means (e.g. speech, sign language and gesture) by which a student relates experiences, ideas, knowledge, and feeling to others.

Example: Brandon communicates verbally to express his thoughts and ideas. His receptive skills are age appropriate. Speech is characterized by misarticulations of the “r” and “l” phonemes. He

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does not use monitoring strategies to self-correct articulation errors. Brandon has an awareness of sounds and patterns in language. When answering questions or retelling a story or event, Brandon requires cueing and organizational signals in order to sequence and provide details. *Brandon’s communication deficits affect his ability to give oral reports, understand content area information, complete written assignments, and interact with peers and adults.

Academic Performance (basic and content reading, comprehension, reading fluency, math calculation, math reasoning, math application, written and oral expression, listening comprehension, learning preferences.)

Example: Susie’s academic performance suggests that she can listen to a variety of genres and form an understanding of what she has learned. When listening to materials that rhyme, she is able to predict a word that rhymes. She can identify initial consonant sounds when they words are presented orally. She has difficulty making the connection between letters and their corresponding sounds within words. She can orally count to five. When presented with a written numeral, in isolation, she cannot identify any numerals. She can identify size and can reproduce basic shapes with a model. *Academic deficits will affect her ability to apply appropriate strategies to make sense of a variety of words, numbers, and non-print text.

Health, Vision, Hearing, Motor Abilities Health: Include any information regarding chronic or acute health problems or other diagnosed medical conditions which affect educational performance.

Vision: Include the results of any vision screening or assessments. If visual impairment is an area of concern

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include a statement of the visual acuity even with prescribed lenses that is 20/70 or worse in the better eye; or visual acuity that is better than 20/70 and the child has one of the following conditions: 1. A medically diagnosed progressive loss of vision;2. A visual field of twenty (20) degrees or worse;3. A medically diagnosed condition of cortical blindness; or4. A functional vision loss.

Hearing: Include the results of any hearing screening or assessments. If hearing impairment is an area of concern include a statement of any adverse effect on the child’s educational performance. This means a hearing loss that: (a) may be mild to profound, unilateral or bilateral, permanent or fluctuating, and is determined by: (1) An average pure-tone hearing loss in the speech range (500 Hz, 1000 Hz, and 2000 Hz) of at least 25 dB in the better ear; (2) an average pure-tone hearing loss in the high-frequency range (2000 Hz, 4000 Hz, and 6000 Hz) of at least 45 dB in the better ear; or (3) An average pure-tone unilateral hearing loss in the speech range (500 Hz, 1000 Hz, and 2000 Hz) of at least 60 dB in the impaired ear; (b) results in difficulty identifying linguistic information through hearing, and (3) has an adverse effect on the child’s educational performance.

Motor: Include information relative to fine and gross motor functioning and psychomotor functioning such as visual perception and locomotion and oral motor planning.

Social and Emotional Status (self-help, adaptive behavior, social skills, responsibility, safety, general work behaviors, following directions, working independently or with support, preferences, interests, dexterity, abilities, relationships with coworkers, related work skills)

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The student’s adaptive behaviors and social skills that enable the student to meet community/environmental demands and to demonstrate age appropriate independence. This includes relationships with peers, family and others as well as vocation and self-help skills.

Example: Ricky is usually respectful but slow to comply with directives from adults. His father notes that he is a strong athlete and has musical ability but does not take formal training. Socially, he tends to seek attention by talking out, singing, or picking/teasing at peers. He picks on and teases peers but is reluctant to accept like behavior and may respond with aggression.*Inappropriate behavior and poor decision making strategies will affect his ability to become a self-sufficient individual and responsible group member.

General Intelligence (aptitude, knowledge application, thinking, problem solving)

General intelligence refers to the mental processes by which an individual acquires knowledge, including thinking, reasoning, and problem solving skills.

Example: Rosa’s cognitive skills indicate that she learns best through auditory, visual, and tactile modes. She demonstrates knowledge of cause-effect when probed but cannot problem solve independently. *Identified cognitive deficits may affect situations requiring reasoning and problem solving skills.

Transition Needs

*This is a required section for a student with a disability beginning at age 14 or younger if determined appropriate by the ARC.

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Transition services are based on the individual student’s needs, taking into account the student’s preferences and interests; and includes all of the following areas:

Instruction: Academic skills that enable the student to meet his/her desired post-school outcome.

Related Services: Transportation, developmental, corrective and other supportive services required to assist the student to meet his/her desired post-school outcomes.

Community Experiences: Experiences provided outside of the school building in community settings, by school or other agencies (community based work experiences, job site training programs, banking, shopping, transportation, community counseling, recreational services, independent living centers), needed for the student to meet his/her post-school outcomes.

Employment: Paid or non-paid work opportunities that may lead to a job or career which are based on student preferences, interests, and abilities, and are identified as the student’s desired post-school outcomes.

Post-School Adult Living and Daily Living Skills: Skills needed that will facilitate participation in desired home, work and community settings. These include activities that are done occasionally (i.e. registering to vote, preparing taxes, renting a home, accessing medical services, filing for insurance, etc.) and those activities that are done daily (i.e. preparing meals, budgeting, maintaining a home, caring for clothes, grooming.)

Functional Vocational Evaluation: Include general work behaviors (e.g. attention to task, work rate, work

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organization, attendance, punctuality and physical stamina); dexterity, following directions; working independently or with supports or accommodations; job interests and preferences; abilities (aptitude) and other special needs; job-specific work skills; interpersonal relationships and socialization; and work related skills (e.g. independent transportation, appropriate use of break time, appropriate dress for work). Functional evaluation would include situational assessment, observations, or formal measures.

Functional Vision/Learning Media AssessmentIn the case of a child who is blind or visually impaired,

provide for instruction in Braille and the use of Braille, unless the ARC/IEP team determines, after an evaluation of the child’s reading and writing skills, needs, and appropriate reading and writing media (including an evaluation of the child’s future needs for instruction in Braille or the use of Braille) that instruction in Braille or the use of Braille is not appropriate for the child.

Special Factors – is a particular device or service needed?

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In consideration of special factors, the ARC must determine if a particular device or service (including an intervention, accommodation, or other program modification) is needed to receive FAPE and a statement to that effect must be included in the IEP. When appropriate this may include a review of valid evaluation data and the observed needs of the student resulting from the evaluation process (CFR 300.346, 707 KAR 1:320, and 707 KAR 1:280.)

• For each question, check Yes or No.• If Yes and devices/services are needed, include a statement in

the space provided or document where the information is located in the IEP.

Students who demonstrate behaviors that impede his/her learning or that of others:

– Behavior: The ARC must identify and consider strategies, including positive behavioral interventions, strategies and supports that address that behavior (707 KAR 1:320 Section 5 (2) (a).

– An FBA should be conducted as determined necessary by the ARC.

Students with limited English proficiency:

LEP/ELL: ARC must consider language needs of the student as those needs relate to the student’s IEP (707 KAR 1:320 Section 5 (2) (b). The ARC may consider the following questions:

1. Has the student been assessed in his/her native language?2. Is the disability present when the student is assessed in

his/her native language?3. Does the disability impact on the student’s involvement

and progress in the ESL/ELL program of the general curriculum?4. What language will be used for the student’s instruction?

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5. What accommodations are necessary for instruction and testing?

Students who are blind or visually impaired:– Visually Impaired: In the case of a student who is blind

or visually impaired, provide for instruction in Braille and the use of Braille, unless the ARC determines, after an evaluation of the child’s reading and writing skills, needs, and appropriate reading and writing media (including an evaluation of the child’s future needs for instruction in Braille or the use of Braille), that instruction in Braille or the use of Braille is not appropriate for the child (707 KAR 1:320 Section 5 (2) (c).

Students with Communication Needs: The ARC must address the student’s language and

communication needs in the areas of fluency, speech sound production, language impairment, a voice impairment, delayed acquisition of language, or an absence of language.

Students who are Deaf or Hearing Impaired:Hearing Impaired: In the case of a child who is deaf or hard of hearing, consider the child’s language and communication needs, opportunities for direct communications with peers and professional personnel in the child’s language and communication mode, academic level, and full range of needs, including opportunities for direct instruction in the child’s language and communication mode (707 KAR 1:320 (2) (e).

The ARC may consider the following questions: 1. Does the student use sign language?2. What mode of communication does the student use?3. What mode of communication does the family prefer?

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4. Is an interpreter or translator needed for the student to participate in or benefit from classroom instruction and/or interaction with peers and educational personnel?

5. Does the student require assistive devices to facilitate the development and use of meaningful language and/or a mode of communication?

6. Are there opportunities for the student to participate in direct communication with peers and educational personnel?

7. What opportunities exist for direct instruction (without an interpreter) in the student’s language and/or mode of communication?

8. Does the student use or need to learn to use assistive technology to help him or her in developing social skills?

9. What accommodations are necessary for instruction and testing?

Students who may need Assistive Technology:Assistive Technology: Consider whether the child requires assistive technology (707 KAR 1:320 (2) (f)*The ARC may request consultation from the Assistive Technology Team to help with this determination.*An Assistive Technology Device means any item, piece of equipment, or product system, whether acquired commercially, off the shelf, modified, or customized that is used to increase, maintain, or improve the functional capabilities of a child with a disability. The term does not mean a medical device that is surgically implanted, or the replacement of such a device (707 KAR 1:280 (1) (3)*Assistive Technology Service means any service that directly assists a child with a disability in the selection, acquisition, or use of an assistive technology device (707 KAR 1:280 (1) (4).

If any box is checked on the SF page, you MUST check at least one box under “Statement of Devices/Services” also.

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IEP goals and objectives – click on New Plan Goal

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When you see this screen, type in the “area” or academic domain.

Then click on the little box next to “Annual Goal” to pull up templates (see where the

pointer is).

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Pick a reading goal and click on it. It will automatically show up on the other page.

Remember this is just an example – you should pick goals that are relevant to the student you are working with. You also have to personalize the goal – these are rough templates.

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Jessamine County also requires all goals have a positive verb such as improve or increase. Thus a good goal may say,“Michelle will improve her ability to make sense of the variety of materials she reads.”

Now you need to specify Method of Measurement

Click the “box” again to get examples.

Sp

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Click on what you want – do the same for SDI.

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What a goal must be

• Annuals goals are statements, in measurable terms, that describe what the student can reasonably be expected to accomplish within a twelve month period. There must be a direct relationship between the annual goals and present levels of performance.

Annual Goals must relate to:

1. Meeting the needs that result from the disability to enable the student to be involved in and progress in the general curriculum or for preschool children, as appropriate, to participate in appropriate activities.

2. Meeting the student’s other educational needs that result from the disability.

Annual goals focus on addressing needs resulting from the disability so that the student can be involved in the general curriculum. The ARC should consider goals from all areas of the student’s individual needs, including those associated with

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behavior and long-term adult outcomes, where appropriate. The ARC should not include annual goals that relate to areas of the general curriculum in which the student’s disability does not affect his/her ability to be involved in and progress in the general curriculum.

Examples:*Kathy will improve her ability to apply appropriate reading

strategies to make sense of a variety of print and non-print text.*John will increase his ability to effectively use interpersonal

skills.

Specially Designed Instruction includes all adaptations to content, methodology, and delivery of instruction to be provided to the student, or on behalf of the student to advance appropriately toward attaining the annual goal, to be involved in and progress in the general curriculum, and to participate and be educated with other students.

Objectives are a little trickier

• You will have to save and click back into goals to see the button for “new objectives”. Highlight the goal and then

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click “new objectives”. IC will automatically populate objectives that you can delete or modify.

• Delete by clicking the X next to an objective. • Remember you have to modify these objectives to make them

meet JCS criteria. They are “bare bones” and just a place to start.

• Short term objectives are based on the major components of the annual goals and can serve as milestones to determine the extent to which the student is progressing to meet the annual goal.

• Generally, objectives establish expected performance levels that allow for regular checks of progress toward achieving the annual goals.

Objectives/benchmarks will have these components:1. Projected date that the objective will be met.2. The behavior to be performed stated in words that describe

behaviors which can be seen, heard, measured, or counted.3. The circumstances of conditions under which the behavior

will be performed including the environment where the behavior would naturally occur.

4. The performance criteria for achievement of the objective, stating the degree of correctness, the amount of success, or the number of responses the student must perform to consider the objective achieved.

TransitionFor each student 6th grade and up, you will specify whether each goal will help him or her meet a transition goal by checking the appropriate box.

For the IEP to be in effect by the child's 16th birthday and thereafter: This annual goal will reasonably enable the student to meet the student's postsecondary goal in the area(s) of:

 Education/Training  Employment  Independent Living  Not

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Applicable

Progress Data• IC does not have a template for keeping progress data. All

teachers have been sent a handout on how to use an Excel template. If you prefer to use your own system that is fine.

• Progress data must be collected for each objective/benchmark at a minimum of one time per week.

Progress Reports

Student progress and performance for each goal of this IEP will be reported at least as often as the school reports the performance of all students. 

• You can print progress reports from a completed “locked” IEP.

• Click on Documents tab, Create New Form, Progress Reports• Highlight the “locked” IEP, enter the date of report• Click on objectives, select “progress” from drop down box.

Reporting Progress Editor:You must check one box here – you will in most cases select,

“Concurrent with the issuance of Report Cards”

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Supplementary Aids – this is basically “stuff” that the student needs to meet his/her goals

A statement of supplementary aids and services, if any, to be provided to the child or on behalf of the child.

Templates guide your thinking in each relevant area

Accommodations of Assessments

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Assessments in the Classroom In order to justify appropriateness of accommodations for any state mandated tests, the testing accommodations must be used consistently as part of routine instruction and classroom assessment as well as meet all additional requirements established by the Inclusion of Special Populations in the State-Required Assessment and Accountability Programs, 703 KAR 5:070 document.  

 Readers  Scribes  Paraphrasing  Reinforcement and behavior modification strategies  Prompting/cueing  Use of Technology  Manipulatives  Braille  Interpreters  Extended time  Other:

  Student has been determined eligible for participation in the

Alternate Assessment Program. The reasons for this decision are documented in the 'Determination of Eligibility for Alternate Assessment' section at the end of this plan. If determined eligible for the Alternate Assessment the ARC must also determine if the student is Dimension A or Dimension B.

Supports and Modifications – if the teachers must have some type of training (i.e. Safe Crisis Management) then list that here.

Supports and Modifications for School Personnel

Program Modifications/Supports for school personnel that will be provided:

 Not needed at this time

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Least Restrictive Environment (LRE) – If a student is not 100% general education, the reasons must be listed here.

LRE and General Education:Explain the extent, if any, to which the student will not participate in general education (content area):

• Explanation should focus on student needs and ability to successfully progress in the general curriculum.

• Example: In English, Jennifer is more successful in a resource class setting with additional supports. Fewer distractions and additional time spent on individual needs will allow Jennifer to progress in the program of studies and on unique goals and objectives.

Special Ed Services is where you will list how much time per week you need

to meet a goal

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Click New Service Provider to get this screen

Top of FormSPED Service Editor

*Service

Service Provider

Service Position Display on Print

Location:

*Start Date: *End Date:

 *Minutes per Service Period *Service Frequency

*Service Period

• Service – Special Education Instruction, Collaboration or Pull-out (resource)

• Service Provider – leave BLANK• Service Position – leave BLANK• Location – Classroom

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• Service Minutes – how many minutes per week do you need to meet this student’s goals?? This is not how much resource or collaborative time they have.

• AGAIN – service minutes is how much time per WEEK you think it will take to meet the student’s goals.

• The Conference Summary will specify what courses the student needs.

• Service Period – always put WEEK• Service Frequency – always put “1”

Related Service (speech, etc.) – also do weekly minutes on IEP – then specify in conference summary.

ESY eligibility is now documented on the IEP:Extended School Year

Are extended school year services required for this student?

 Yes  No  More Data Needed  If the ARC determines ESY services are to be provided, describe the service and indicate to which annual goal or goals the service is related. If the ARC determines no ESY services are to be provided, please document the reason(s) for this decision.

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• Remember eligibility is based on DATA.• If the ARC is not presented with clear DATA in

written form that specifies regression without recoupment in an appropriate length of time (or lack of regression indicating that the student does not qualify), you must mark “MORE DATA NEEDED” and reconvene at a later date to consider eligibility.

• If the answer is NO you must document the reasons for the decision in the box provided.

Transition – starts in Middle School

• For all students MS on (grades 6-12), click on Transition Services 14 and Transition Services 16 (You have to do both).

• Under “Service Needs” always check ILP and Vocational Assessment – you can check others as appropriate.

• Under “Needs Related to Course of Study” you must check YES to both questions.

• Post Secondary Goal will go under Transition Services 16.• Transition Services and Agency Responsible is accessed under “New

Assessment”.

Examples of Transition Goals:

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1. John’s goal for after graduation is to enroll in courses at BCTC to become a nurse’s aide.

2. Jane’s goal for after graduation is to complete welding courses at Lexington Welding Academy and become a self-employed welder.

3. Jacob’s goal for after graduation is to get on-the-job training by the church administrator in order to volunteer at his local church.

4. John’s goal for after high school is to continue on-the-job training at his family’s business where he will be employed as a cashier.

5. Rolanda’s goal for after high school is to participate in an in-home program designed to provide training with medical and therapeutic supports (this is for a more significantly disabled student on alternate portfolio.)

Transition Age 16

Transition Services and agency responsibilities go herePostsecondary Goal(s), Transition Services and Agency Responsibilities

Postsecondary Goal(s) Related to Education/Training, Employment, and if needed, Independent Living:

Transition Service: Agency Responsible:

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Transfer of rights – enter date of ARC when this is discussed.Top of Form

Transfer of Rights at Age of Majority

If applicable, one year before the student reaches age 18 the student and parent have been informed of the student's rights under Part B of the Individuals with Disabilities Education Act, if any, that will transfer on reaching the age of majority.  

Date student was informed of the transfer of rights

This is the end of the IEP!

SAVE and CONTINUE…then you will see the beginning page again.

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To access later…click on Documents…double click on the IEP

Click Print to see what the printed version will look like!

Proofing and Locking• From a printed copy, proof your IEP BEFORE you check that it is

complete• Within 2 days after ARC, IEP MUST be completed, proofed, and then

marked on the “Education Plan” section as “Plan Completed”

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Top of FormEducation Plan

Plan Completed

*Meeting Date *Start Date *End Date Eligibility Date10/08/2007

Type

Created Date08/13/2009

Created ByGadberry, Michelle

Modified Date08/13/2009

Modified ByGadberry,

Michelle

Amending an IEP- click on the current active locked plan by selecting it with a click of the

mouse

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Click on Copy

IC will ask you if you are sure – say “OK”

From the “Plan Copy Wizard” select the new start date

Enter a new meeting date. The start date will then change. You will need to manually put the end date back to what it was.

Top of Form

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Education Plan

Plan Completed

*Meeting Date *Start Date *End Date Eligibility Date10/08/2007

Type

Created Date08/13/2009

Created ByGadberry, Michelle

Modified Date08/13/2009

Modified ByGadberry,

Michelle

Double click the copied IEP (on bottom)

Plan Start Date Last Modified Modified By

    2009 KY-IEP 16+ 08/13/2009 08/13/2009 Gadberry, Michelle  KY-IEP 16+ 10/06/2008 07/15/2009 Silvey, Carol

    KY-IEP 16+ 10/06/2008 08/13/2009 Gadberry, Michelle

 Make your changes and lock again after you have parent approval.

Remember that you only use “copy” to AMEND. Annual Reviews MUST start with a New IEP.

Always check the previous IEP to look for Special Transportation.

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