20
Revised February 2016
Polk County School Board
ESE Department
INTRODUCTION
This manual is to assist teachers in developing the Individual Education Plan using EXCENT. The manual will also be available on the PCSB website intranet, under ESE. As changes are needed, it will be updated and information sent to the teachers. This is not intended to be a training for using the ENRICH IEP program. It is to provide guidance on the requirements for IEP development.
INTRODUCTION 2
Resources 3
ENRICH 4
IEP Meeting Section: The Meeting Notice 4
When selecting Add IEP: 4
IEP Meeting 5
IEP Meeting Date and Time- 5
Location - 5
Participants – 5
Dates 6
Enrollment 7
IEP Team Member Excusal 7
Procedural Safeguards 8
Desired Outcomes 8
Consideration of Special Factors 9
Extended School Year 10
Transition Service Needs/Course of Study – Age 14 11
Standard Diploma Designations 11
Needs 11
Self-Determination/Self-Advocacy 11
Online course inappropriate? 12
Diploma Track 12
Diploma Option 12
Was a change made to the student’s graduation option? 14
Post School Considerations 14
Will the student be 16 or need transition services during the effective period of this IEP? 14
Transition Services Activity Areas- 15
Were changes made to one or more postsecondary goals? 16
Responsibilities/Linkages for Transition Services 16
There is a need for agency participation. 16
Transfer of Rights at Age of Majority 17
Goals 17
Progress Report Frequency to Parents/Guardians. 20
Present Levels 20
This information is based on: 20
What are the student’s strengths? 21
What are the effects of the student’s exceptionality on his/her ability to perform and make progress in the general curriculum? 21
Describe the Priority Educational Needs and/or the Statement of Remediation. 21
Goal 1 21
Assessment Participation 24
Classroom Accommodations 25
Non-Allowable Accommodations 25
Accommodations & Modifications 26
Accommodations 26
Services 27
Least Restrictive Environment 28
Placement Options 28
Non-Participation with Non-Disabled Students 30
Student Participation 30
Did the student participate in the IEP meeting? 30
Were additional uninvited participants in attendance at the meeting? 30
IEP Meeting Participants Finalized 30
Meeting Minutes 31
Finalizing IEP and Forms 31
Matrix 31
Add Action Forms 31
ADDITIONAL INFORMATION 32
Agenda 33
Documentation 33
FAPE 33
Implement the IEP 33
Procedural Safeguards 33
IEP Agenda 34
Meeting Agenda Directions 34
Resources
Developing Quality Individual Education Plans A Guide for Instructional Personnel and Families A new version should be coming out in 2016
ENRICH Support http://www.polk-fl.net/staff/technology/excent/
PCSB ESE website http://www.polk-fl.net/districtinfo/departments/learningsupport/ese/
PCSB Intranet ESE Section http://wpintra.polk-fl.net/home/
BEESS Bureau of Exceptional Education and Student Services website http://www.polk-fl.net/districtinfo/departments/learningsupport/ese/
FLDOE BEESS Publications and Presentations http://www.fldoe.org/academics/exceptional-student-edu/beess-resources/presentations-pubs
BEESS Weekly Memo http://www.fldoe.org/academics/exceptional-student-edu/beess-resources/presentations-pubs/weekly-memo.stml
FLDOE BEESS Presentations http://www.fldoe.org/academics/exceptional-student-edu/beess-resources/presentations-pubs/presentations.stml
FLDOE Resources http://www.fldoe.org/academics/exceptional-student-edu/beess-resources/resources.stml
FLDOE Technical Assistance Papers (TAPS) http://www.fldoe.org/academics/exceptional-student-edu/beess-resources/technical-assistance-papers-memos-note.stml
Individual with Disabilities Education Act http://www.fldoe.org/academics/exceptional-student-edu/beess-resources/individuals-with-disabilities-edu-act-
ENRICH
This will go through the IEP on ENRICH in the order it appears in the system. The paper copy may look different with some information not printed out and other information you do not see in the system added.
You must refer to the ENRICH training available online http://www.polk-fl.net/staff/technology/excent/
Meet with your school’s staffing specialist as well as school support staff as you are learning this system and IEP requirements.
IEP Meeting Section: The Meeting Notice
The student’s name, identification number, grade, school, birthdate, age, and programs (exceptionalities) will be provided by information from Genesis.
When selecting Add IEP:
Converted IEP
IEP – Early Childhood (3-5)
IEP – School Age (6-12)
IEP – Transition (13+)
Transfer Dates
IEP Meeting
IEP Meeting Date and Time-
Actual date and time the meeting will occur.
Location -
This will feed in from Genesis and reflect the school in which the student is enrolled.
Participants –
Indicate all the required participants of an IEP meeting
· Local Education Agency (representative) (LEA)
o There must be an LEA at every IEP meeting. This participant may also serve in other roles at the meeting.
· Evaluation Interpreter
o This person will explain the implications of testing (state/standardized, other). Other participants may also explain the implications of additional testing that has been given to the student.
· ESE Teacher
o This is the ESE teacher of record for the student. This teacher will be responsible for student monitoring, collecting student progress monitoring data, and drafting the IEP in collaboration/consultation with other teachers/service providers.
· Regular Education Teacher
o The regular education teacher will provide progress monitoring data, help develop behavior plans, IEP goals, and provide information on grade/age level expectations.
· Parent
o Must be invited to participate.
· Student (required at age 13+ and older)
o As of age 13+ the student must be invited to participate in all IEP meetings.
· Others: related service providers, SLPs, school staff, persons invited by the parents, etc. (Examples:)
o Other school staff or others may be invited to the IEP meeting, as appropriate.
o If the student is identified Speech Impaired (as a program or a related service) and another program, the SLP must attend if Speech will be discontinued, reevaluation requested or speech evaluation reviewed.
o If the student is identified Language Impaired (as a program or a related service), and still receiving services from the SLP, the SLP must attend if Language will be discontinued, reevaluation requested or Language evaluation reviewed.
o If Occupational or Physical therapy is having an evaluation reviewed, services added or discontinued, the OT or PT must attend.
o If consent for a psychological is being requested, invite the school psychologist.
NEW 2013: SB 1108 Meeting notice timeline requirement. If the IEP will include a discussion of attending, remaining at a Center School or participation in Access Points Curriculum - Alternate Assessment, the parent or student age 18+ must receive notice of the meeting at least 10 days prior to the meeting date.
The parent/student age 18 must be informed in writing of the purpose of the meeting. Select the discussion item the best represents what will be discussed at the meeting. It may be necessary to select more than one option. See appendix or related sections in this handbook for more information on each selection.
IEP meeting excusals: See IEP Team Member Excusal section.
Depending on what type of excusal is needed, it may be necessary to provide the parent with prior written input before the meeting and receive their consent to excuse the IEP team member from the meeting.
NEW 2013: SB 1108 Parental Input in Meetings. When the parent is in attendance at any type of IEP meeting parents must sign a statement indicating if they have/ have not been discouraged to bring to the meeting persons of their choice. If the parent is not in attendance, this form will be attached to the paperwork but a signature is not required. There should be a documented second attempt to get parent approval. This form may print out several times depending on the actions taken at the meeting but only one copy needs to be addressed/signed.
Input the names of the district (school) personnel the parent can contact.
Check that the procedural safeguards have been provided.
o If multiple meeting notices are sent out, document that the procedural safeguards have been provided. See page one of the procedural safeguards regarding when a written copy of the safeguards must be provided to the parent.
Record of parent contact:
o Document dates, type of contact(s) and responses regarding the meeting.
o One contact must be in writing.
o If parent does not respond, there must be at least two attempts made (one of which must be in writing).
Actions based on parent responses to meeting notice:
o If parent indicates they will attend but do not show for the meeting, the team can proceed.
o If parent asks to reschedule, reschedule the meeting.
o If parent does not respond to a minimum of 2 documented attempts (one of which must be in writing), then the team may proceed.
Dates
The Initiating Meeting Date will feed in from the meeting notice. This is the date of the meeting.
The Start Date is the date the services/supports/etc. on the IEP will initiate.
Planned End Date is the date the IEP will end.
Next Review Due by is the date the IEP must be reviewed. This should match the Planned End Date.
Initial Evaluation Date will feed in from other forms done in ENRICH. It will represent one of the following:
o Last day of evaluation conducted for initial placement
o Last day of the most recent reevaluation or the date the team determined no additional formal or informal evaluations needed for reevaluation (this date would be same as the meeting date).
o For transfers, date may be date from transfer data. Discuss with your staffing specialist if needed.
Next Evaluation Due By will be three years from the date of the initial/current evaluation date minus one day. In special circumstances this date may be earlier than 3 years but never more than 3 years.
Eligibility Date will feed in from other forms in ENRICH.
Latest Consent for Services Date will feed in from other forms in ENRICH.
Enrollment
This information will feed in from GENESIS.
Desired Outcome-Select School or Post School outcome box.
· School: Check for 12 years and under
· Post School: Check for Age 13+ years
IEP Team Member Excusal
There are two (2) types of excusals:
1. An IEP team member may not be required to attend an IEP team meeting, in whole or in part, if the parent and the LEA agree, in writing, that the attendance of such member is not necessary due to the member’s area of curriculum or related services not being discussed or modified. There must be documentation that the parent agreed to the member’s nonattendance. This may be included in the IEP, or on a separate document. Review the record for documentation (e.g., a check box with a statement or a written statement by the parent). (This means you cannot excuse the participant if the parent does not agree. The District participant must attend or meeting )
2. An IEP team member may be excused from attending an IEP team meeting, in whole or in part, when the meeting involves a modification to or discussion of the member’s area of curriculum or related services only if both of the following occur:
a. The IEP team member submits input into the development of the IEP in writing to the parent and IEP team.
b. The parent and LEA consent to the excusal. (This means you cannot excuse the participant if the parent does not consent.)
· If a district participant will be absent from the meeting, select the Yes radio button.
· Type in the participant’s name
o You will need to go to the Documents section on the side bar and select IEP Team Member Excusal SA form, print out, check the appropriate box, and get signatures while following directions in #1 or #2, as appropriate. You may want to ink in by the name of the proposed participant to be excused the role/title of that person as only the name will print out. This form will be attached to the final IEP.
· Put in date the excusal from the parent was received.
· Select the Excusal Reason: READ these carefully. If Option 2 notice the parent must receive a copy of written input from the member to be excused prior to the meeting and give their consent to the excusal.
Procedural Safeguards
A copy of the procedural safeguards must be provided to the parents only one time a school year except that a copy must also be given to parents:
· Upon initial referral or parent request for evaluation
· In accordance with the discipline procedures when a change in placement occurs
· Upon receipt of the first State complaint and upon receipt of the first request for a due process hearing in a school year
· Upon request by a parent
Check the box indicating the procedural safeguards have been provided to the parent/student age 18+.
Desired Outcomes
Select the appropriate choice under Desired Outcomes.
· For School select for all students under age 13.
· For Post School select for all students 13+.
For this section always review what is in the text assistants. These are updated as new information or requirements are made available.
What are the student’s desires?
Open the text assistant and choose the appropriate option and address all items in the prompt:
· Ages 3-14- Describe (Student's) strengths, preferences and interests :
· 15+ List the name, type and a summary of the results of the age appropriate transition assessment(s) that will be used to support each of (Student's) postsecondary goals. This should also include information describing the student's strengths, preferences and interests. Postsecondary goals must be based upon these age appropriate transition assessments. This age appropriate transition can include formal or informal assessments, are used to assist in determining appropriate postsecondary goals and be updated annually.
What are the concerns of the parent(s)/guardian(s) for enhancing the education of their child?
New text assistant options. Many of the new items are based on new 2014 SB 850 requirements. This information may be changed during the summer changes in 2016.
Open the text assistant and choose the appropriate option(s):
· First Option: For student who have not entered 9th grade select the first option: The following are the concerns the parent/guardian have expressed for enhancing the education of their child:
o If parent does not attend the meeting, this information can come from previous telephone calls, conversations, written communications (i.e. such as in an agenda), etc. between parent and teachers. Document information even if you are stating that the parent does not have any concerns at this time.
· Second Option: Beginning with students entering Grade 9 in the 2014-2015 school year: The following are the concerns the parent/guardian have expressed for enhancing the education of their child: ___ A change was made to (Student’s) graduation option. The parent (or adult student) approved the change. Describe the change: