writing a new iep in infinite campus -...

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Writing a New IEP

in Infinite Campusfor Preschool to 7th Grade

Dalton Public SchoolsDepartment for Exceptional Students Services

August 1, 2016

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Creating / Entering IEP Team Members• Entering team members is the only way

to indicate IEP team members who attended and were invited to an IEP meeting.

• There are two (2) major ways to enter team members:

Find & Link New Team Member– Census- The student & Family

Members– Classroom Teachers (Teachers

rostered to the student)– Special Ed Staff- ESS staff

across the district, some counselors, some support staff

– Advisor Staff- Administrators, EL Teachers, LC coaches, and other non-ESS staff that most frequently attend IEP meetings.

Enter New Team Member- The ability to manually enter any person not in the drop-down lists available under the Find & Link New Team Member option.

• To find this feature, click in this order:– Index:– Student Information– Special Ed– Team Members

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Creating / Entering IEP Team Members: Student & Family

Click on Find & Link New Team Member

• Use the Census pull down and enter the student and his parent(s) and/or guardian(s).

– Mark Family Members’ role as “View Only”

• After each entry, click on Add Team Member.

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Creating / Entering IEP Team Members: General Education Teachers

• Click Fetch Classroom Teachers to automatically add all rostered teachers.

• Teachers will default to Read-Only. If you need to change a teacher’s role, click on the teacher’s name and select a different role in the role box. Roles that would be applicable to general education teachers:

– Read Only- This selection allows users with security access to the documents tab to open a read-only copy of any available document.

– View Only- This selection allows teachers with the student in their sections to see there is a document for the student and to open it as a read only copy.

• Click Add Team Member.

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Creating / Entering IEP Team Members: Special Ed Staff• Use the Special Ed Staff and enter appropriate ESS

staff.

• Assign each staff members the appropriate role. Member roles that typically would typically apply include:

– Advisor- This selection will display the student as part of the Caseload in the Counseling section. Lead ESS Teachers will have access to students in their school using the Advisor Role.

– Case Manager- When a team member is assigned this role, that person has full ability to modify, delete and edit any document for a student. This option also triggers the student's file to appear in that user's caseload summary. EVERY STUDENT MUST HAVE ONE CASE MANAGER ASSIGNED.

– Service Provider- Always use this role for speech therapists, OTs, PTs, School Psychologists and other special education staff that may serve the student at some point in the school day. This option will list the student in the caseload tool. This will be the only way special education staff will have access to a student in Infinite Campus.

• After each entry, click on Add Team Member.

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Creating / Entering IEP Team Members: Advisor Staff• Use the Advisor Staff (includes

administrators, LC coaches, and other staff that typically attend IEP meetings but are not special education staff), as needed, to enter appropriate staff members.

• Assign each staff member the appropriate role. Roles that would be applicable to this type of personnel include:

– Read Only- This selection allows users with security access to the documents tab to open a read-only copy of any available document.

– Advisor- This selection will display the student as part of the Caseload in the Counseling section.

• After each entry, click on Add Team Member

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Creating / Entering IEP Team Members (continued)

After entering each team member, assign an End Date as follows:

• Click on the appropriate team member to open Team Member Detail.

• Enter an End Date for the team member. For example: the end date for a regular education classroom teacher may be the last day of the semester or the last school day for the school year.

• After entering the End Date, click Save.

• Repeat these steps for each appropriate team member.

• Please do not delete team members. Add an end date to any member that is no longer an active member of the IEP team.

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Creating a New IEP

• Search for a student in Infinite Campus.

• In the Index tab, click on • Student Information• Special Ed• General

• On the right, click on • Documents New Document

Choosing the Document• Click on Create New Plan.

• Click on DPS IEP- No Transition (for preschool through 7th grade Initial IEP or Annual Review IEP meetings)

• Click Create Document

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Education Plan• Enter the reason for the meeting by

selecting it from the drop-down box and clicking on it from the Template bank. Selections include

• Initial- First IEP in Georgia• Review- Not the first IEP in

Georgia

• Meeting Date: Enter the date of the IEP meeting.

• IEP Implementation Date: Enter the date the IEP will be implemented.

• IEP End Date: This date will pre-fill based upon the meeting date. (IEPs may remain in effect for plus one year, minus one day from the IEP meeting date.)

• Enter the most recent eligibility date (found on the most recent full eligibility report or reevaluation review determination form).

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Education Plan

Home School: Choose from the menu to enter the student’s assigned school zone based on the student’s home address. DO NOT TYPE IN BOX.

Service School: Choose from the menu to enter the student’s school of attendance. DO NOT TYPE IN BOX.

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Education Plan

• Report of Student Progress: Using the template bank, click on the appropriate statement explaining when and how the parents will be informed of the child’s progress toward meeting the annual goals. If the life of the IEP will cover two reporting schedules (i.e., elementaryand middle school reporting schedules for a 5th/6th grade IEP), enter both.

A report of the student’s progress toward meeting the annual goals must be given to parents at least as often as regular education reports are given to all students.

• CommentsAdd any additional comments here.

• Click Save & Continue

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Exceptionality Classification

• Area of Exceptionality: Enter each area of exceptionality by using the drop down

• Eligibility Date: Enter the same date as entered for evaluation date on page 1 of the IEP.

• Re-Evaluation Date: To determine the Re-Evaluation Date, add 3 years minus one day to the date entered as the Eligibility Date.

Exceptionality Classification continued on next page

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Exceptionality Classification

The Exceptionality Classification page is a long page. Make sure to scroll down to the bottom of the page and complete the Special Ed Status and Special Ed Setting.

• Special Ed Status: Use the pull down and enter Y: YES

• Special Ed Setting: Use your Environmental Calculator to determine the student’s Special Ed Setting. Use the pull down and enter the correct setting.

– You can download the Environmental Calculator from the District ESS Instructure Canvas site. In the Files folder, click on the “Environment Calculators” folder and click on the calculator that is specific for your school/grade level. Click on the file and save the calculator to your computer.


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Student Demographics


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Parent/Guardian Information


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PLAAFP (Present Level of Academic Achievement and Functional Performance)

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

Include a summary of the most recent results from any of the following that provides a data-based description of the child’s disability:• Eligibility report and/or Re-Evaluation review• State assessments• District assessments.

• Results are defined as:• Date• Test Name• Areas Assessed• Score and/or range of scores to

include…• Information about what the scores

mean

• Most recent is defined as:• Psych-educational evaluation within 2

years; if more than 2 years, an explanation regarding how this data informs the current IEP

• State/District assessments within 1 year

Refer to the following page for information and examples from the Georgia Department of Education.

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Present Levels of Academic Achievement and Functional Performance

The results of the initial or most recent evaluation of the child: This should include a very brief summary of the relevant information from the child's evaluation (not just a listing of scores). Only the information that directly impacts the child's performance in the general education curriculum or environment needs to be included. You do not want to rewrite the eligibility report. If you do not have current psychological/eligibility information within the last two years put other forms of evaluationinformation, such as current grades, benchmark testing or end of unit assessment that would assess the student's needs.

(Excerpt from the Georgia Department of Education August 2008 DL Update)

• Sample: Mark was reevaluated on 3/20/07 and continues to qualify for EBD based on the information provided in the eligibility report. He demonstrated an average IQ as measured by the WISC-IV. WIAT results indicated academic deficits in reading comprehension and solving math word problems. Analysis of the behavior assessment (Devereaux/BASIC) revealed significant problems in interpersonalskills and also indicated signs of depression.

The results of system or statewide assessments: This information may include test scores but should also provide a frame of reference for how the child is performing in comparison to same age peers. For example, the results on the CRCT should include whether the child did not meet, met, or exceeded standards and the strengths and weaknesses as indicated by the domains. Other statewide assessments to discuss could be the EOCT, GHSGT, GKAP and GAA. Samples:

• Fourth grade CRCT results for 2007: • Reading: 858 (Exceeds expectation) • English/Lang. Arts: 781 (Did not meet expectations) Grammar and sentence construction were significant weaknesses • Mathematics: 798 (Did not meet expectations) Number operations and math process skills were significant weaknesses • Science (810) and Social Studies (822) were within the meets expectation range.

Not this: • 1/17/02 WISC-M Full Scale IQ: 81, Verbal IQ: 79, Performance IQ: 82 • 3/8/04 WRAT-3 Reading SS: 62 Spelling SS: 68 Arithmetic SS: 57 • 3/28/07 Brigance Word Recognition: 3rd grade, Reading Comprehension: 2nd grade, Spelling: 3rd grade, Math: 4th grade • CRCT (Spring 2006) Reading 799, Math 282• What does any of this tell us?

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PLAAFP (continued)

Description of academic, developmentaland/or functional strengths:

• If a student’s performance is interpreted as “low” in all areas, address strengths at the student’s instructional level


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Description of academic, developmental, and functional strengths

Description of academic, developmental and functional strengths refers to areas of strengths in 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, social/emotional, etc.

Samples: • Emma is detail oriented and organizes her materials well. Reading is a strength for Emma. She is a fluent reader

and has good comprehension of grade level materials. • Chris is an auditory learner. He is able to listen to lectures, instruction, and directions and retain the information.

He participates in class discussions and has good recall for tests and quizzes. He has great interest in science and social studies and performs very well in those classes.

• Ray's math calculation and word problem skills are very strong. He is able to accurately complete two-step word problems and addition and subtraction with regrouping up to two digits.

Not this: • Seth is a sweet and loving boy who loves to talk to his teachers and visitors who come into the room. He loves

attention. His reading skills are stronger than his math skills. He has good computer skills.


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PLAAFP (continued)

Description of academic, developmentaland/or functional needs:

• There is never a need/deficit without a goal… and…

there is never a goal without a need/deficit.


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Description of academic, developmental, and functional needs

Description of academic, developmental and functional needs is a critical component of the IEP. By analyzing the assessment and classroom information, areas of need can be identified for the student. From these identified needs the annual goals will be written to assist the student to access the general curriculum (standards). In order to write goals, the needs should be specific.

Samples: • Ben's organizational skills are weak and he loses his completed class work which he stuffs loosely in his book bag

or in the back of his books. He completes homework at home but he can't find it to turn it in 50% of the time. He accurately completes addition and subtraction problems in math but has only mastered multiplication facts of 2, 5 and 10 which negatively impacts his accuracy and speed in completing multiplication and division problems.

• Mary is frequently off task in class and she does not complete assignments 75% of the time. When redirected to complete her work she becomes frustrated and angry and disrupts classroom instruction with shouting and refusing to complete her work.

• Joshua is unable to write a complete sentence using capitalization and punctuation. • Samantha is unable to read for understanding. When she reads a passage, she has not demonstrated the ability

to answer questions using who, what. when, where, or why.

Not this:• Seth's weakest areas are math and written comprehension. • Johnny's reading skills are below grade level. • Susie spends a lot of time in ISS due to behavior problems. • Sabrina has weaknesses in processing speed, concept formation and visual motor integration skills.

(These are weaknesses identified in the psychological. Would you be writing goals for this?)


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PLAAFP (continued)

Parental concerns regarding their child’s education:


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Parental concerns regarding their child's education

What is written should be a result of ongoing communication with the parent regarding the child's academics, 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 previous school year.

Samples: • Johnny's parents have serious concerns about his low reading skills and want reading instruction to be a priority

for the next school year. • Sally's mother is concerned that her daughter will be unable to pass the science portion of the GHSGT. • Billy's parents expect him to attend college and they are concerned that he's not taking the required courses.

Not this: • Seth's mother is happy with his program. • Seth's mother was unable to attend the meeting. • Seth's mother has no concerns at this time.


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PLAAFP (continued)

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

Refer to the student’s psycho-educational evaluation summary and/or eligibility report determination summary for help.


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Impact of the disability on involvement and progress in the general education curriculum

This section should describe individual characteristics of the child's disability that affect his classroom performance. 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. 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.

Samples: • 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. • 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.

Not this:• Seth's learning disability hinders his ability to progress in the general curriculum. He needs resource help to

progress academically. • Johnny's academic levels are below grade level. • Billy's behavior problems interfere with his learning.


Special Factors• Special factors must be considered for all

students in each IEP. If needs are identified, they must be addressed in the IEP.

• If yes is chosen to a special factor, this must be addressed in the white boxes.

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Special Factors- EL Students• If your student is also an EL student, you will mark Yes to the question pertaining to Limited English

Proficiency, please address the following issues in the language needs box just below:– The ESOL Delivery Model (collaborative, consultative, etc.)– Amount of ESOL services– except for consultative services– (1 segment, 2 segments, etc.)– The individual who will provide the services (EL certified teacher, paraprofessional, etc.)

Example for an EL Student Receiving Services Other Than Consultative

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Amairany receives 1 segment of EL support from a certified EL teacher in a collaborative model.

X

Amairany receives EL support from a certified EL teacher in a consultative model.

X

Special Factors- EL StudentsDirections for EL students receiving EL consultative services (primarily self-contained ESS students)

• If your student is also an EL student, you will mark Yes to the question pertaining to Limited English Proficiency, please address the following issues in the language needs box just below:

– The ESOL Delivery Model (collaborative, consultative, etc.)– Amount of ESOL services– except for consultative services– (1 segment, 2 segments, etc.)– The individual who will provide the services (EL certified teacher, paraprofessional, etc.)

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Writing a Goal• Annual goals and objectives are

developed to address specific deficits as described in the present levels of academic and functional performance.

• Goals are measurable targets predicted to be met by the completion of the IEP, and objectives are smaller steps designed to enable students to reach the ultimate goal(s). Objectives are required for students who will be assessed under the Georgia Alternative Assessment (GAA) but can be developed for any student.

• Goals must address specific deficits as described in the present levels of academic and functional performance.

• To develop a goal click on New Plan Goal.

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There is never a need/deficit without a goal … and… there is never a goal without a need/deficit.

REMEMBER!

Creating a Goal

• Complete the name of the goal (Math, Reading, Language Arts, etc.). The name will transfer to the IEP Progress Report.

• Develop the annual goal.

• Develop the criteria for mastery.

• Develop the methods of evaluation.

• Click Save.

• Complete this for every goal identified.

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Measurable Annual Goal Components should include:

• Date- The month and year the goal should be met (not more than the IEP end date but can be less)

• Target Behavior - The skill or behavior in need of change.

• Condition - Circumstances under which the target behavior is to occur.

• Criteria - Acceptable level of performance of the target behavior.

Annual Goal Example

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Eating and drinking

By May 30, 2013, when provided a tray of food at his lunch table, Stanley will actively participate in feeding himself and drinking during meals.

Teacher checklist

With prompts 75% of bites per lunch meal every school day for 4 consecutive weeks.With prompts, 3 sips per meal every day for 4 consecutive weeks.

Writing Objectives• Objectives are developed

to address specific deficits as described in the present levels of academic and functional performance.

• Objectives are smaller steps designed to enable students to reach the ultimate goal(s).

• Objectives are required for students who will be assessed under the Georgia Alternative Assessment (GAA) but can be developed for any student.

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To develop objectives click on the chosen goal.

Then Click on New Plan Goal Objective.

Creating an Objective

• Develop the objective.

• Develop the criteria for mastery.

• Develop the methods of evaluation.

• Click Save.

• Complete this for every objective needed.

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Objectives Example

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By October 31, 2012, after receiving assistance to scoop/stab food onto spoon/fork, Stanley will maintain his grasp while bringing the food to his mouth and lowering the spoon/fork to his plate.

50% of bites per lunch meal every school day for 4 consecutive weeks

Teacher checklist

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Student Supports• Student supports are the accommodations, supplemental aids and services, and modifications that the student needs

to advance toward meeting annual goals and making progress in the general education curriculum are specifically listed here.

• Accommodations do not change what a student is taught but are provided to enable the child to progress in the curriculum.

• Example: Using a word processor for lengthy written assignments due to deficits in written expression.

• Accommodations used for state assessments must be included in classroom testing accommodations.

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Student SupportsSome pre-loaded options/examples are available when you click on a template bank

• Supplemental aids and servicesshould include 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, pre-teaching/re-teaching or reinforcing concepts, behavior intervention plan, point sheet, assigned seating, etc. Some accommodations used for instruction may also be considered an “Instructional Accommodation.”

• Supports for district personnel should be included when training or other supports are being provided to district staff regarding a specific student’s need. Examples may include training on an assistive technology device, Mindset training, crisis prevention training, etc.


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Assessment Determination

• If the student is educated using the district’s Alternate Curriculum and will be participating in the Georgia Alternative Assessment (GAA), use the dropdown box to choose Yes. Otherwise, mark No.If yes to GAA, Provide a statement as to the reason the student will not participate in the regular assessments.

• Assessment determination is made on an individual basis according to whether the student can participate in state testing with maximum accommodations..


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Statewide and district wide assessments determination

• Accommodations specific for each subtest and assessment. Each assessment should be listed, content area-by-content area so that accommodations may be individualized. It is permissible to indicate all subtests. EOCT should be identified by the course subject.

• Accommodations must relate to student's needs.

• Testing accommodations must be used as an instructional accommodation within the classroom.


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Assessment Determination

Please Note: Accommodations must be considered for all state and district assessments during the life of the student’s IEP. Even if the assessment will not have accommodations, the test and subtest must be included. Refer to the DPS ESS assessment grid to ensure inclusion of all assessments administered during the life of the IEP.

• Accommodations for each test and subtest should be considered separately. However, if multiple subtests will be accommodated in the same way, you may include them all in the Subtest box. If subtests will be accommodated differently, a New Assessment section must be completed for each test and/or subtest.

Every state and district test and subtest administered during the life of the student’s IEP must be represented in this section.

You may not leave any boxes blank. All accommodation areas now have a choice of “None” that will result in the entry of “No accommodations will be provided.”

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District’s Annual Assessment Grid

The DPS ESS assessment grid is provided as a resource to help you include all assessments on the student’s annual IEP.

It’s intended to be used in this way:1. Place your left finger on box pertaining to the student’s grade level and month during

the year.2. Run your right finger across the row until it ends and on the following row up to the

month prior to your left finger. (This accomplishes the one-year duration of the IEP.)3. All assessments that your finger touches should be added to the IEP for discussion

of necessary accommodations.

Dalton Public Schools Updated: 7/31/2016

Please use this grid to plan for the assessments administered during a student’s active DPS IEP/IAP Grade AUG SEP OCT NOV DEC JAN FEB MAR APR MAY JUN JUL

K GKIDS Baseline Data

*ACC

ESS

& A

ltern

ate

ACCE

SS (

EL)

GKIDS Mid-Year Data

Checkpoint

GKIDS State

Deadline

1

2

3

GAA

Win

dow

Ope

ns Write

Score

GAA

Port

folio

s Due

GA M

ilest

ones

EO

G EOG Retest

4 Write Score

5 Write Score EOG Retest

6

7

8 EOG Retest

9 Mid-Month EOC Mid-Month EOC

GA M

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ones

En

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Cou

rse

Mid-Month EOC Mid-Month EOC Mid-Month EOC

GA M

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ones

EO

C

AP T

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IB/E

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Sum

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t

EOC

Sum

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10 Mid-Month EOC Mid-Month EOC & PSAT Mid-Month

EOC Mid-Month EOC Mid-Month EOC

11

GAA

Ope

ns

Mid-Month

EOC Mid-Month EOC Mid-Month

EOC

GAA

Due

Mid-Month EOC Mid-Month EOC

12+ Mid-Month EOC Mid-Month EOC Mid-Month EOC

Mid-Month EOC Mid-Month EOC

• ACCESS eligibility will be directed by the student’s ELL teacher. The EL teacher should be a partner in the determination of ACCESS testing accommodations. • Released OAS or Similar Test (i.e., Illuminate) is given if/when determined by your school. Please discuss this with your school’s test coordinator. • SLO Pre- /Post- Assessment will not be administered during the 2016-17 School Year

Test Subtests ACCESS & Alternate ACCESS Reading, Writing, Listening, and Speaking AP *Please see your school counselor; contact the District ESS Office for next steps END OF GRADE (EOG) Language Arts, Mathematics, Science, and Social Studies END OF PATHWAY (EOP) *Refer to End of Pathway test guidance document for details; Contact the District ESS office for next steps END OF COURSE (EOC) 9th Gr. Lit. and Composition, American Literature and Composition, Coordinate Algebra, Analytic Geometry, Physical Science, Biology, US History, and Economics GAA Language Arts, Math, Science, & Social Studies GKIDS (None) IB *Please see your school counselor and contact the District ESS Office for next steps NAEP *Please talk to your school’s test coordinator to determine if/when this assessment will be administered at your school. Participation is randomly selected for both

school and student. Subtests typically include: Reading, Mathematics, Pilots, and Special Studies PSAT (None) Released OAS or Similar Test Typically Reading, English/Language Arts, and Mathematics

*Please talk to your school administration to determine if/when this assessment will be administered; contact the District ESS Office for next steps Write Score (None)

Allowable Accommodations for Students with Disabilities

Setting Accommodation G

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ACCE

SS

NAE

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1. Special education classroom

S S S S S S S

2. Special or adapted lighting S S S S S S S

3. Small group S S S S S S S

4. Preferential seating S S S S S S S

5. Sound field adaptations S S S S S S S

6. Adaptive furniture (e.g. slant board)

S S S S S S S

7. Individual or study carrel S S S S S S S

8. Individual administration S S S S S S S

9. Test administered by certified educator familiar to student

S S S S S S S

Presentation Accommodations G

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ACCE

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NAE

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10. Large print /Large Font S S S S S S S

11. Sign the directions S S S S S S S

12. Sign test questions S S S S S S

13. Sign reading passages C1 C1 C1 C1 S

14. Oral reading of test questions in English

S11 S11 S11 S11 S3 S

15. Oral reading of reading passages in English

C1 C1 C1 C1 S3

16. Explain or paraphrase the directions for clarity (in English only)

S S S S S S

17. Braille S S S S

18. Color overlays, templates, or place markers

S S S S S S S

Presentation Accommodations G

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ACCE

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19. Use of highlighter by student

S2 S

20. Low vision aids (e.g. CCTV, magnifying equipment)

S S S S S S S

21. Repetition of directions (in English only)

S S S S S S

22. Audio amplification devices or noise buffer/listening devices

S S S S S S S

23. Use directions that have been marked by teacher

S

Response Accommodations G

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ACCE

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24. Technology applications, such as Brailler, word processor, or other communications device with all grammar and spell check devices disabled

S S S S S S S

25. Student marks answers in test booklet

S S S12

26. Student points to answers S S S S S S12 S

27. Verbal response in English only

S S S S S S4 S

28. Scribe S6 S6 S6 S6 S6 S6,7 S8

29. Braille writer S S S S

30. Abacus S9 S9

31. Basic function calculator or adapted basic calculator (e.g. Braille or talking calculator)

C1 C1 S5

32. Adapted writing tools (e.g. pencil grips, large diameter pencil)

S S S S S S S

33. Adapted/ lined paper S S S S

Scheduling Accommodations G

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34. Frequent monitored breaks S S S S S S S

35. Optimal time of day for testing

S S S S S S S

36. Extended time S S S S S S S

37. Flexibility in the order of administration for content areas

S S S S S

38. Extending sessions over multiple days

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Footnotes

1. Restricted to eligible students only; see guidance for eligibility. For oral reading, screen reader is the preferred method of administration (exception Signing of Reading Passages). Where a human reader delivers the accommodation, examiners must adhere to directions provided in the Read-Aloud Guidelines.

2. Paper-Pencil Mode: Allowed for ACCESS Listening, Reading, and Writing; not allowed for ACCESS Speaking. Online Testing Mode: Provided as an Accessibility Tool (not an accommodation) for ACCESS Listening, Reading, and Writing; not allowed for ACCESS Speaking.

3. Allowed for ACCESS Writing, Listening, and Speaking only. [Red text added December 2015]

4. Allowed for ACCESS Listening, Reading, Speaking; not allowed for ACCESS Writing.

5. Only NAEP calculator active blocks will be given to students who need this accommodation.

6. Use of a scribe is allowable if guidelines are followed exactly. 7. Use of a scribe is not allowed for ACCESS Speaking.

8. Accommodation not allowed on NAEP Writing assessments.

9. Allowed for students with visual impairments only. 10. Paper-Pencil Mode: Allowed for ACCESS Listening and Reading; not allowed for ACCESS Writing and Speaking.

Not allowed for any domain via online testing mode. 11. Screen reader is the preferred method of administration. Where a human reader delivers the

accommodation, examiners must adhere to directions provided in the posted Read-Aloud Guidelines. 12. Paper-Pencil Mode: Allowed for ACCESS Listening, Reading, and Writing; not allowed for ACCESS Speaking.

Online Mode is not recommended for students requiring this accommodation.

Eligibility Guidelines: Reading of Reading Passages

Guidance for Use of Conditional Accommodation 13: Sign reading passages.

The use of this conditional accommodation for the English Language Arts Georgia Milestones, regardless of grade level, must be restricted to only those students with IEPs who meet the ALL eligibility criteria outlined below:

1. The student is deaf and has a specific documented disability that severely limits or prevents his or her ability to decode text at any level of difficulty, even after varied and repeated attempts to teach the student to do so; and

2. The student has access to printed materials only through a sign-language interpreter or is provided with signed text or other electronic format during routine instruction; and

3. There are clear and specific goals within the student’s IEP addressing the deficits which necessitate the need for this conditional accommodation.

Under secure conditions, supervised by the School or System Test Coordinator, the sign interpreter may review test materials prior to the test administration to plan appropriate signing.

Guidance for Use of Conditional Accommodations 15: Oral Reading of reading passages. The use of this conditional accommodation for the English Language Arts Georgia Milestones, regardless of grade level, must be restricted to only those students with IEPs who meet ALL eligibility criteria outlined below:

1. The student has a specific documented disability that severely limits or prevents his or her ability to decode text at any level of difficulty, even after varied and repeated attempts to teach the student to do so (i.e., the student is a non-reader, not simply reading below grade level); and

2. The student has access to printed materials only through a reader or other electronic format during routine instruction; and


NOTE: The preferred method of administration for this conditional accommodation is the screen reader. Where a human reader delivers the accommodation, examiners must adhere to directions provided in the posted Read-Aloud Guidelines. Eligibility Guidelines: Calculator Usage

Guidance for Use of Conditional Accommodations 31: Basic function calculator or adapted basic calculator. The use of this conditional accommodation for the Mathematics Georgia Milestones for students in grades 3 - 5 must be restricted to only those students with IEPs who meet ALL eligibility criteria outlined below:

1. The student has a specific disability that prohibits him or her from performing basic calculations (i.e., addition, subtraction, multiplication, and division), even after varied and repeated attempts to teach the student to do so; and

2. The student is unable to perform calculations without the use of a calculation device, which the student uses for routine classroom instruction; and


NOTE: Only a basic function or basic adapted calculator may be used; scientific and other advanced calculators are strictly prohibited. The test administrator may not provide any assistance or direction to the student regarding the use of the calculator.

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Specific Testing Accommodations

Only state-approved accommodations may be considered, unless you receive GADOE approval to offer a different accommodation. Discuss with your school’s testing coordinator, if needed.

The Specific Testing Accommodationssection must be completed for all IEPs and must reference every test and subtest to be administered during the life of the IEP. See the ESS annual assessment grid to capture all tests.

• Accommodations for each test and subtest should be considered separately. However, if multiple subtests will be accommodated in the same way, you may include them all in the Subtest box. If subtests will be accommodated differently, a New Assessment section must be completed for each test and/or subtest.

• Use the drop-down boxes for available accommodations.

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Specific Testing Accommodations

Selecting Testing Accommodations:Note that approved testing accommodations are sorted by accommodation number and alphabetically by the test’s initials. “All” indicates that the accommodation is approved for all state assessments.

• Select the accommodation that includes the initials for the assessment the student will take;

If the student will be administered the Georgia Milestones End of Grade (EOG) or Georgia Milestones End of Course (EOC) test, select the accommodation that has GM listed

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Specific Testing Accommodations • Use the drop-down boxes to select the proper GADOE-approved accommodations for which the student is eligible.

• Note that selected accommodations will be denoted as Standard or Conditional.

• If all accommodations are Standard, select Standard at the bottom.

• If one or more accommodations are Conditional, select Conditional at the bottom. (This student will count against the district’s state testing participation rate.) Note: Conditional accommodations may only be provided if the student meets eligibility criteria for the accommodation. Refer to the assessment worksheet at the end of this document for further guidanceor review eligibility with an ESS colleague, school testing coordinator, SDLS, or the Director of Special Education.

• Select None if every section shows that no accommodations will be provided.

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Specific Testing Accommodations- What if there are no district/state tests?

• All portions of the IEP must be fully completed, and “N/A” is not a viable entry.

• At some grade levels, however, there may not be any district or state tests administered. In that situation, do the following:• Click on “Test” and select No State or District Testing during this IEP.• Click None at the bottom. • Click Save.

DPS Elementary School Guidance Pertaining to Special Education Models of Service

DPS ESS Local Procedures for Implementation of Federal and State Rules Rev. 1/28/2016 1

The following special education models are provided as an example of the full continuum of services. Note that services are defined in terms of the FTE term “instructional segment.” For the purpose of selecting the ESS service model, think about an instructional segment as one hour, however there could be exceptions as directed by your administrators.

Service Model Definition of the Service Service Provider

Requirement Range of IEP Service Minutes

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Supportive *See next page forrelated services guidance

Specifically designed instruction or supplemental aids or services provided from personnel such as interpreters, job coaches, other assistive personnel.

In DPS, typically a Paraprofessional, Interpreter, or Related Services Provider

Based upon student’s need within the content area.

Dire

ct S

ervi

ce

Consultative Minimum of one instructional segment per month

Certified ESS teacher, SLP, Deaf/HOH Teacher, VI Teacher, OI Teacher

At least 60 minutes per month; can break down minutes into 30 minutes twice/month, for example. The service must be regularly scheduled to occur for at least 30 minutes on FTE day to be funded.

Collaborative 50% to 99% of the instructional segment Certified ESS teacher, SLP, Deaf/HOH Teacher, VI Teacher, OI Teacher

30 to 59 minutes of service

Co-Taught 100% of the instructional segment Certified ESS teacher, SLP, Deaf/HOH Teacher, VI Teacher, OI Teacher

60 minute service (or provided for the full block of instructional time—i.e., teaching for the full 50 minute science segment)

Out

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Separate Class Students who receive special education and/or related services in a resource or alternate curriculum classroom—classroom of only students who qualify for special education services

Highly Qualified ESS Teacher or Certified SLP, Deaf/HOH Teacher, VI Teacher, or OI Teacher

Based upon student’s need within the content area. Think about how this service impacts the rest of the student’s instructional day. Will the service provide supplementary instruction or is it in place of the standards-based instruction in the general education classroom? That should be determined to address Teacher of Record and communicate how the student’s school day will look differently from peers.

Separate School Students who receive all of their special education and related services in a public or private day setting (i.e., North Star).


Based upon student’s needs in that setting.

Home-Based Instruction

Students who receive instruction in their home setting. The Director of Special Education or designee must serve as LEA in the IEP meeting. Services must be reviewed at least quarterly and must include a reintegration plan


FTE funding occurs with a minimum of three hours per week.

Hospital/Homebound Instruction

Students who are eligible for DPS Hospital/Homebound instruction. The Director of Special Education or designee must serve as LEA in the IEP meeting. Services must be reviewed at least quarterly and must include a reintegration plan



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DPS Elementary School Guidance Pertaining to Special Education Models of Service


*Related Services Guidance Below

Related services are a form of Supportive service. This service is designated by an IEP team to help with goal mastery. IEP goals are not written for this area of service.

Service Model

Definition of the Service

Service Provider Requirement

Range of IEP Service Minutes

Insi

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Indi

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Ser

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Supportive- Typically OT, PT, Music Therapy, Orientation & Mobility

Specifically designed instruction or supplemental aids or services provided from personnel such as interpreters, job coaches, or other assistive personnel.

Therapist in the area of service

Based upon student’s need within the content area to support mastery of IEP goal(s).

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DPS Middle/High School Guidance Pertaining to Special Education Models of Service


The following special education models are provided as an example of the full continuum of services. Note that services are defined in terms of the FTE term “instructional segment.” For the purpose of selecting the ESS service model, think about an instructional segment as a class period, however there could be exceptions as directed by your administrators.

Service Model




Insi

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Serv

ice Supportive

*See next page for related services guidance

Specifically designed instruction or supplemental aids or services provided from personnel such as interpreters, job coaches, other assistive personnel.

In DPS, typically a Paraprofessional, Interpreter, or Related Services Provider

Based upon student’s need within the content area.

Dire

ct S

ervi

ce

Consultative Minimum of one instructional segment per month

Certified ESS teacher, SLP, Deaf/HOH Teacher, VI Teacher, OI Teacher

At least 60 minutes per month; can break down minutes into 30 minutes twice/month, for example. The service must be regularly scheduled to occur for at least 30 minutes on FTE day to be funded.

Collaborative 50% to 99% of the instructional segment Certified ESS teacher, SLP, Deaf/HOH Teacher, VI Teacher, OI Teacher

At least half, but not all, of the scheduled course (i.e., in a 55 minute 10th Grade Lit and Comp class, service could range from 28 to 54 minutes)

Co-Taught 100% of the instructional segment Certified ESS teacher, SLP, Deaf/HOH Teacher, VI Teacher, OI Teacher

All of the scheduled course (i.e., in a 55 minute 10th Grade Lit and Comp class, service would be provided for 55 minutes)

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Separate Class Students who receive special education and/or related services in a resource or alternate curriculum classroom—classroom of only students who qualify for special education services


Based upon student’s need within the content area. Think about how this service impacts the rest of the student’s instructional day. Will the service provide supplementary instruction or is it in place of the standards-based instruction in the general education classroom? That should be determined to address Teacher of Record and communicate how the student’s school day will look differently from peers.

Separate School Students who receive all of their special education and related services in a public or private day setting (i.e., North Star).


Based upon student’s needs in that setting.

Home-Based Instruction

Students who receive instruction in their home setting. The Director of Special Education or designee must serve as LEA in the IEP meeting. Services must be reviewed at least quarterly and must include a reintegration plan



Hospital/Homebound Instruction

Students who are eligible for DPS Hospital/Homebound instruction. The Director of Special Education or designee must serve as LEA in the IEP meeting. Services must be reviewed at least quarterly and must include a reintegration plan



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DPS Middle/High School Guidance Pertaining to Special Education Models of Service


*Related Services Guidance Below

Related services are a form of Supportive service. This service is designated by an IEP team to help with IEP goal mastery. IEP goals are not written for this area of service.

Service Model




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Services Inside General Ed Classroom

Click New Service Provided

This section is used to record special education services that take place in the General Education setting (inclusion services), such as consultative, supportive, collaborative, or co-taught models of instruction.

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Services Inside General Ed Classroom• General Education – This section is used to record

Special Education services that take place in the General Education setting (inclusion services.

• Consultative- Student receives direct instruction from a teacher certified in the student’s primary area for at least one segment per month.

• Supportive- Specifically designed instruction or supplemental aids or services provided from personnel such as paraprofessionals, interpreters, job coaches, other assistive personnel, and other general education teachers that allow the student to receive instruction in the general education classroom.

• Collaborative- A general and special education teacher teaching in the same classroom with the special education teacher being in the classroom at least 50% (and up to 99%) of an instructional segment for collaboration.

• Co-taught- A general and special education teacher teaching in the same classroom with the special education teacher being in the classroom for 100% of an instructional segment.

Note: The time the student spends in general education without ESS support is not reported in the IEP.

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• Select the General Education (Class)Service based upon the student’s Primary eligibility category (or other category of service) and service model (Consultative, Supportive, Collaborative, or Co-Taught). See previous page for guidance.

• Service Provider Name and Service Position: Use the pull downs to enter the Service Provider Name and Service Position.

• Display on Print is automatically checked

• Location and Model should be ignored.

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• Initiation Date and End Date will be the start and end date of the service.

• Initiation Date- The date the service will begin.

• End Date- Typically the IEP End Date or the date the service will end (if prior to the IEP End Date)

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Services Inside General Ed Classroom• Duration: Enter the amount of time (in

minutes) for the regular education class.

• Session frequency: Enter the number of days the student will receive the duration of services.

• Subject: Enter the general content area where the service will occur [i.e., Reading, Language Arts, Math, Science, Social Studies, English, etc.

• Service Frequency: Use the pull down to enter the service frequency. Service frequency reflects the calendar period in which the student receives the Duration and Session Frequency of services.

• Example- Pam will receive 45 minutes of literacy support 5 days each week.

• Duration- 45• Session Frequency- 5• Service Frequency- Week

• Click Save to enter more services or Save & Continue to go to the next section of the IEP.

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General Education Services (continued)

• Note: Not Receiving Service should notever be marked.

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Services Outside the General Education Classroom

• Services Outside General Ed Classroom– This section is used to record services which take place in a setting apart from general education, such as resource or self-contained.

• Choose New Service Provided

This section is used to record special education services that take place outside of the general education classroom (pull-out services provided in separate class model settings or in the alternate curriculum classroom)

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Services Outside the General Education Classroom (Cont’d)Special Ed (Normal) Service – This section is

used to record Special Education services that take place outside of the General Education Classroom (i.e., Pull-Out services)

Select the student’s disability category and selected model from the drop-down box. Models include:

• Separate Class- Students who receive special education and/or related services in a separate class model or alternate curriculum classroom.

• Separate School- Students who receive all of their special education and related services in a public or private day setting (i.e., North Star).

• Home Instruction- Students who receive all of their special education and related services in the principle residence of the child’s family or caregivers.

• Residential- Students who receive their special education services in a publicly or privately operated residential schools or residential medical facilities on an in-patient basis.

• Hospital/Homebound- Special education and related services in a hospital or homebound program.

• Supportive Services- Specifically designed instruction or supplemental aids or services provided from personnel such as interpreters, job coaches, other assistive personnel, and other general education teachers that allow the student to receive instruction in the special education classroom.

Most Common

Most Common

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Services Outside the General Education Classroom (Cont’d)• Use the drop-down boxes to enter the

Service Provider Name and Service Position.

• Display on Print is automatically checked

• Location and Model should be ignored.

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Services Outside the General Education Classroom (Cont’d)

• Initiation Date and End Date will be the start and end date of the service.

• Initiation Date- The date the service will begin.

• End Date- Typically the IEP End Date (which is plus one year and minus one day from the IEP Meeting Date)

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Services Outside the General Education Classroom (Cont’d)• Duration: Enter the amount of time (in

minutes) for the special education class.

• Session frequency: Enter the number of days the student will receive the duration of services.

• Subject: Enter the rostered course/report card subject where the service will occur; [High school staff can use English, Math, Science, Social Studies, Elective broadly to capture course credit areas.]


• Example- Pam will receive 45 minutes of literacy support 3 days each week.

• Duration- 45• Session Frequency- 3• Service Frequency- Week


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Services Outside the General Education Classroom (Cont’d)

• Note: Not Receiving Service should notbe marked.

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Related Services

Related Services– This section is used to record services related to instruction, such as transportation, occupational therapy, physical therapy, and music therapy.

• Click New Service Provided

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Related Services• Use the pull down to enter the Related Service.

• Select the related service and where it will occur: Inside the general education setting (inclusion/push-in) or outside the general education setting (pull out).

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Related Services• Use the pull down to enter the

Service Provider Name.

• Use the pull down to enter the Service Position (service provider).

• Click Display on Print.

• Enter the Location of the service.

• Ignore Model

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Related Services

• Initiation Date– Enter the date the service will begin

• End Date– Enter the date the service will end (can be before but not after the IEP End Date)

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Related Services• Duration: Enter the amount of time (in

minutes) for the special education class.• Session frequency: Enter the number of

days the student will receive the duration of services.

• Subject: Enter the rostered course/report card subject where the service will occur; [High school staff can use English, Math, Science, Social Studies, Elective broadly to capture course credit areas.]


• Example- Pam will receive 30 minutes of occupational therapy once each month in the literacy block to work on hand strength.

• Duration- 30• Session Frequency- 1• Service Frequency- Month


• Click New Service Provided and repeat these steps for each Related Service.

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Services Defined• Instruction/Services in the General Ed Classroom/EC Setting

• Consultative- Student receives direct instruction from a teacher certified in the student’s primary area for at least 1 segment per month and student must receive such direct instruction for the majority of the segment on the day of the FTE count.

• Collaborative- A general and special education teacher teaching in the same classroom with the special education teacher being in the classroom at least 50% of an instructional segment for collaboration.

• Co-teaching- A general and special education teacher teaching in the same classroom with the special education teacher being in the classroom for 100% of an instructional segment.

• Supportive Services- Specifically designed instruction or supplemental aids or services provided from personnel such as paraprofessionals, interpreters, job coaches, other assistive personnel, and other general education teachers that allow the student to receive instruction in the general education classroom.

• Related Services- May include adapted PE, audiology, counseling, diagnostic services, occupational therapy, physical therapy, psychological services, interpreter, school health/nurse, school social work, IDEA transportation, and orientation and mobility.

• Instruction/Services Outside the General Ed Classroom• Separate Class- Students who receive special education and/or related services in a resource or self-contained classroom. • Separate School- Students who receive all of their special education and related services in a public or private day setting

(i.e., North Star and Crossroads).• Home Instruction- Students who receive all of their special education and related services in the principle residence of the

child’s family or caregivers.• Residential- Students who receive their special education services in a publicly or privately operated residential schools or

residential medical facilities on an in-patient basis.• Hospital/Homebound- Special education and related services in a hospital or homebound program.• Supportive Services- Specifically designed instruction or supplemental aids or services provided from personnel such as

paraprofessionals, interpreters, job coaches, other assistive personnel, and other general education teachers that allow the student to receive instruction in the general education classroom.

• Related Services- May include adapted PE, audiology, counseling, diagnostic services, occupational therapy, physical therapy, psychological services, interpreter, school health/nurse, school social work, IDEA transportation, and orientation and mobility.

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Services Considered

• Click the service models that were considered and selected. • If the student will receive a service model Outside the General Ed Classroom, please explain how the student will not

participate with non-disabled peers (including both academic and nonacademic activities).

See following pages for guidance and examples.

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An explanation of the extent, if any, to which the child will not participate with peers without disabilities in the regular class and/or in nonacademic and extracurricular activities must be addressed. The statement must explain the extent to which the student is not participating with peers. If the student is getting all classes with peers, make that statement. If the student is getting any service outside the general curriculum, the statement must be addressed to explain the reason. After the options have been considered and placement selected with frequency, initiation/duration of services and location identified, there needs to be a statement as to why the student will not participate in the regular class, if any.

Samples: • Billy will receive supplemental instruction in reading one period per day outside of the general education setting to

address his deficits in reading fluency and comprehension. • Sally will receive 1 period daily outside of the general education setting for instruction in language arts. Sally's

skills in written expression are far below grade level and she will receive individualized instruction to address deficits in grammar, spelling and sentence structure.

• Charlie will receive 5 periods of instruction daily outside of the general education setting to provide specialized instruction in academics utilizing adaptive and assistive technology and daily living skills requiring one on one instruction and repeated practice to increase independence.

• Mary receives all academic instruction within a general education setting with accommodations and support.

Not This: • The team continues to agree that the resource setting is the appropriate and least restrictive environment for Seth. • The committee agreed that Seth should receive one segment SLD co-teaching services in the areas of Language

Arts and Reading with Math resource. • Seth will participate in two regular classes geared towards his academic strengths and two resource special

education classes for remediation of his weaknesses.


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Extended School Year (ESY)Is Extended School Required?

• The IEP team shall consider each child’s need for extended school year services annually. The individual needs of the child shall be considered and may include such factors as:

• the severity of the disability; • the age of the child; • any transitional needs; • the rate of progress or regression that

may limit the child’s ability to achieve IEP goals/objectives;

• the relative importance of IEP goals at issue;

• whether the child is at a critical point of instruction, such as emerging skills; and

• whether any delays or interruptions in services occurred during the school year.

A small portion of students may require this service. If the need for ESY is determined, the IEP team must identify which goals in the current IEP are being extended or modified. ESY is not the same thing as summer school; however, ESY services may be provided during summer school. Transportation may be provided as a related service to enable the student to receive extended school year services.

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Extended School Year (ESY)

Is Extended School Required? There are 3 options:

1. In most cases, you will mark No and indicate something like this in the Comments box:

Student progress will be measured and analyzed throughout the school year in school-based progress monitoring meetings and as progress reports are developed. Extended School Year will be considered if data suggests that the student shows significant regression/recoupment of skills, is at a critical point of instruction/emerging skills, experiences any delays or interruptions in services occurred during the school year, or if other pertinent factors arise.

2. If Extended School Year is required, based upon the analysis of data, click Yes.

3. If Extended School Year may be required, click Will meet to consider by AND Enter a date (typically in the spring) to meet to discuss ESY. Progress monitoring documentation will be reviewed to assist with determining the need for Extended School Year.

• Click Print with IEP• Click Save & Continue.

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Extended School Year (ESY) Goals• To document ESY goals in the IEP, click on

the student’s goal.

• Discuss and modify (if needed) the goal to be addressed during ESY.

• Click on the ESY button.

• Click Save or Save and Continue to go to the next section of the IEP.

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Behavior Plan

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

• Click New Target Behavior

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Behavior Plan

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

• Target Behavior(s):Specifically identify target (problem) behavior (as described in the PLAAFP).

• Describe the function of the target behavior and what the Functional Behavior Assessment implies about the student’s behavior.

District FBA procedures are available in the Dalton Public School Written Procedures Manual.

• Intervention Strategies:List/describe how the student’s environment (physical, verbal, experiential) will be modified to keep the problem behavior from occurring.

List/describe the alternate behavior that will be taught/reinforced to meet the function of the target behavior in a more acceptable way.

• Click Save & Continue.

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Behavior Plan

• Reinforcers and ConsequencesDescribe how you will reinforce the student’s display of the alternate behavior

• Consequences for Target BehaviorDescribe the consequences that will occur when the student performs the target (problem) behavior.

• Action Plan for Data Collection and Monitoring of BIPDescribe how data collection will occur while the behavior plan is implemented and how frequently data will be reviewed to determine the efficacy of the plan. Consider including a parent reporting component.

• Has a Functional Behavior Assessment been conducted? Click Yes, No, In Progress, as appropriate.

• Click Save & Continue.

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Parent Participation• Documentation of notice lists the dates

and methods used to notify parents of the Initial or Annual IEP meeting and proposed changes in placement or services.

• Parent participation is entered in the IEP process and is documented here. Parents may attend the IEP meetings in person or via a conference call. If parents are unable to attend, sufficient time to review the IEP must be provided before the IEP is implemented. You must give parent two weeks before implementing the IEP.

• Note: Every attempt should be made to contact the parent as quickly as possible. Strategies may include: assistance from a social worker, a home visit, a phone conference, etc.

• Date: Enter the date of each notification.

• Click to reflect the type of notice given.

• Notice Given By: Indicate the person’s name who provided notice.

Parent Participation continued on next page

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Parent Participation

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The Parent Participation page is a long page. Make sure to scroll down to the bottom of the page and complete all appropriate sections.

• Indicate which documents were given to the parent at the meeting (or will be sent to the parent).

• Note: “Eligibility Report(s)” includes the Reevaluation Review Determination form that is completed at every annual review.

• Complete the bottom section if the parent did not attend the meeting.


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Team Meeting

• The Team Meeting section should address that Due Process Procedures were afforded:• IEP participants were notified to participate in the development of the IEP • IEP participants finalized the IEP

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Team Meeting

• Check Print in IEP.

• Meeting Time: Time when the IEP was finalized with parent agreement

• Meeting Date: Date when the IEP was finalized with parent agreement

• Meeting Location: Where the IEP was finalized with parent agreement (you may enter Phone Conference)

• Invite Date: Date you contacted parent to finalize the IEP (can be the same as the meeting date)

• Meeting Minutes: Enter any changes needed to the previous district’s IEP that cannot be addressed elsewhere in this Accepted/Amended Transfer IEP template.

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Team Meeting (continued)

• Members Invited and In Attendance will be entered in this section based on the Team Members listed under the Team Members tab. Checking all appropriate members as both invited and in attendance prior to the meeting will print these members in the draft IEP. Make sure to update the names of those who attend in Infinite Campus.

• The names marked as “Invited” and “Attended” in the IEP are used in state reporting. Please ensure accuracy in the reporting of who was invited and attended each IEP meeting.



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Required participants at the IEP Meeting

Required participants at the meeting include the following:• General Education Teacher• Special Education Teacher• Local Education Agent (LEA)• Student (if transition is to be discussed)

The person acting as the LEA representative at the IEP meeting must be identified. Special education teachers may serve as the LEA representative, but must sign both as teacher and LEA representative if they are acting in dual roles. The department's original position was that special education teachers could not act as the LEA representative, if the meeting was for one of their own students. This position has changed; however, it is still best practice to have a school administrator act as the LEA representative, when possible.

Excusal Letter: If you put the names of the participants on the invitation by the required participant title, and they are not going to be able to be present, an excusal letter must be signed by the parent to give permission to excuse. If you do not put a specific name by the required participant, then any person who meets the criteria of the member may be present at the meeting.


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Locking the IEP

• Click on the IEP to be locked. (The plan will be highlighted blue.)

• Click on “Lock/Unlock” to lock the IEP.

Each student’s current IEP should remain locked at all times. Remember to follow this procedure and lock the IEP after each time you unlock and review an IEP.

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Locking the IEP

A pad lock will appear beside the current IEP for each student.

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Unlocking the IEP

• To open the IEP for review, double click on the IEP.

• This text box will appear. Click OK to open the IEP. (Please remember to lock it afterwards to ensure the plan is available for state reporting.)

IEP Signature Page• To create an IEP Signature page, click on the Documents tab and then New Document.

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IEP Signature Page• Click on Create New Simple Form and select IEP Signature Page.

• Click Create Document.

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IEP Signature Page• Print the IEP Signature. This form

cannot be saved.

• This form will serve as the final signature page and allows for changes to be made to the Draft IEP presented at the IEP meeting without altering the final IEP.

• Note, please ensure you have the top three signatures (now shaded), or excusals, documented. The student is a required invited participant when transition planning is discussed.

• Please write in the Meeting Date.

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For IEP Questions or Support, please contact:

• Specially Designed Learning Specialists– Dr. Amy Haynes (by email or 876-4031)– Dr. Laurie Wright (by email or 876-4041)– April Wickes (by email or 876-4344)

• Dr. Amy Bowers, Director of Special Education(by email or 876-4014)

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