CESA 7  Special Education letterhead

Memorandum

August 28, 2006

TO: Special Education Teachers and Coordinators
FR: Nissan B. Bar-Lev, Director of Special Education
RE: Special Education Procedures for the Annual IEP (Incorporating the realignment of Chapter 115 with IDEA 2004

 


Steps

Status

IEP Form & Description

Step 1

Mandatory

I-1     INVITATION TO A MEETING OF THE INDIVIDUALIZED EDUCATION PROGRAM (IEP) TEAM

This form is used whenever the IEP team is going to hold a meeting. Check as many of the boxes in this section as apply to the purpose(s) of the proposed meeting.  For example, if the LEA is proposing that the purposes of the meeting are to determine continuing eligibility for special education, develop an annual IEP including transition, and determine continuing placement, all of those areas should be checked.  If, during the meeting, either the LEA or the parents feel that additional time is necessary, the meeting would be stopped at that point.  Another invitation would then be necessary when the meeting has been rescheduled.  If, on the invitation, “Conduct a manifestation determination” or “Determine an interim alternative educational setting (IAES)" is checked, it is also necessary to check “Review/revise IEP” and “Determine continuing placement”. This form is to be completed by the coordinator with input from the case manager.  The coordinator sends copies to all IEP participants.

Step 2

Contingent

I-2   AGREEMENT THAT IEP TEAM PARTICIPANT NOT REQUIRED TO ATTEND IEP MEETING

Under certain conditions, and with the written agreement of the parent, the non-attendance of some IEP team participants at IEP meetings is allowed.  One such condition is when an IEP team participant’s area of curriculum or related services is not being modified or discussed at the meeting.  The other is when an IEP team participant’s area of curriculum or related services is going to be modified or discussed at the meeting.  Prior to the IEP meeting, the participant submits in writing to the IEP team information that can be used in developing or revising the child’s IEP. The I-2 form would serve as a follow-up documenting the date and manner in which the agreement took place, e.g. face-to-face conference, phone conversation or exchange of emails.  The reason for the nonattendance of IEP team participants would need to be identified along with any other options considered and relevant factors.  Since parent agreement must be in writing space is provided for parent signature.

Step 3

Mandatory

I-3     COVER SHEET

The cover page is designed to document the demographic information on the student, the purpose(s) of the meeting, and the IEP team participants in attendance at the particular meeting.  While IEP team participants in attendance must be indicated, IEP team participant signatures on the cover page are not required.  If an IEP team meeting is stopped and resumes on another date, an additional cover sheet must be completed for that later meeting.  Each time an IEP team meeting is held, a cover sheet must be completed and attached. This form is to be completed by the case manager. It is the responsibility of the case manager to retain this form and all subsequent IEP forms in this particular process.

Step 4

Mandatory

I-4     IEP: PRESENT LEVEL OF EDUCATIONAL PERFORMANCE

This page will be used in all cases when developing or revising a student’s IEP.   The section related to consideration of the student strengths and parent concerns. This form must include baseline data corresponding to each of the measurable annual goal statements. If test scores (e.g., grade-equivalent or percentile scores) are used, they must be presented in a manner that is understandable to all, including parents.

This section must also address how the child’s disability affects the child’s involvement and progress in the general curriculum (the curriculum taught to non-disabled children) or, for preschool children, how the disability affects the child’s participation in appropriate activities (referring to age-relevant developmental abilities or milestones that typically developing children of the same age would be performing or would have achieved.  Developing one present level of educational performance that relates to all annual goals allows for consideration of the whole child and for a more unified approach to addressing needs and eliminates duplication and redundancy of information. This form is to be completed by the case manager. It is the responsibility of the case manager to retain this form and all subsequent IEP forms.

Step 5

Contingent

I-5     IEP:  SPECIAL FACTORS

This form will be used when the IEP team has answered “Yes” to the special factors question at the bottom of I-4 (Present Level form). When considering these special factors, such as Behavior, ELL, VI or Communication, the IEP team must describe any devices or services (including an intervention, accommodation, or other program modification) that are necessary for the student to receive FAPE.  The results of considering these factors must, if appropriate, be reflected in the IEP. This form is to be completed by the case manager. It is the responsibility of the case manager to retain this form and all subsequent IEP forms.

Step 6

Mandatory

I-6     IEP:  ANNUAL GOAL

This page will be used in all cases when developing and revising a student’s IEP.  Additional pages may be inserted for each additional annual goal. The annual goals are to be measurable and have 3 parts: direction of behavior, area of need, and level of attainment.  The annual goals are related to meeting the child’s disability to enable the child to be involved in and progress in the general curriculum (in the case of preschool children, participate in age-appropriate activities), and to meet each of the child’s other educational needs that result from the child’s disability.  The starting point for measuring progress toward the annual goal is the present level of performance.

It is not a requirement that there be a goal in every curricular content area.  The requirement is meant to focus on the accommodations and adjustments necessary for children with disabilities to access the general education curriculum and the special services needed due to the nature of the child’s disability.

Benchmarks or short-term objectives are only required for students who participate in alternate assessments.

This form is to be completed by the case manager. It is the responsibility of the case manager to retain this form and all subsequent IEP forms.

Step 7

Mandatory

I-7     PARTICIPATION IN STATEWIDE ASSESSMENTS

Or

I-7A   ALTERNATE ASSESSMENT PARTICIPATION CHECKLIST

The I-7 form documents the participation of students with disabilities in statewide and district wide assessments. Students must participate in the assessment with modifications/accommodations if necessary. The (I-7A) form documents the participation of students who require alternate assessment.  The case manager completes the (I-7) or the (I-7A) form. It is the responsibility of the case manager to retain either of these forms and all subsequent IEP forms.

Step 8

Contingent

I-8     IEP:  SUMMARY OF TRANSITION SERVICES

This page will be used for all students age 14 or over. This form is to be completed by the case manager. This form documents the measurable postsecondary goals based upon age appropriate transition assessments related to training, education, employment, and, where appropriate, independent living skills. 

Beginning at least one year before the student’s 18th birthday, the LEA must document how the student and parents have been informed about the rights that will transfer to the student at age 18.  Note that if the student turns 17 during the effective dates of the IEP, the LEA will need to meet this requirement earlier. This can be done in a number of ways including a letter to the student and parents, by having a teacher meet with them, or at an IEP team meeting.  Once the student has turned 18 (the age of majority in Wisconsin), the IEP must still contain documentation that the student has been informed about his/her rights that have transferred to him/her.  It would sufficient to include a statement such as “On 10-27-05 via letter” on IEPs in subsequent years.

Step 9

Mandatory

I-9     IEP:  PROGRAM SUMMARY

This page will be used in all cases when developing or revising a student’s IEP.
Statements for special education; related services; aids, services and other supports provided to or on behalf of the student; program modifications or supports for school personnel:

These are the services that will allow the student to (a) advance appropriately toward attaining the annual goals; (b) to be involved and progress in the general curriculum; (c) to participate in extracurricular and other nonacademic activities, and (d) to be educated and participate with other students with disabilities and non-disabled students to the extent appropriate.  The statements must include frequency, location (the type of environment that is the appropriate place for provision of the service. For example, a service may be provided in the child’s regular classroom or in a special education resource room.) and duration, if different from the IEP beginning and ending dates.  There are 4 general areas of needed services: special education; related services; aids, services and other supports provided to or on behalf of the student in regular education or other educational settings; and, program modifications or supports for school personnel.  The IEP team must address the needed services.  Not all students will need services in all 4 areas.

Special education is defined as specially designed instruction, regardless of where the instruction is conducted, that is provided at no cost to the child or the child’s parents, to meet the unique needs of a child with a disability, including instruction in physical education.

Related services means transportation and such developmental, corrective and other supportive services as may be required to assist a child with a disability to benefit from special education. The list of related services is not exhaustive.

Supplementary aids and services means aids, services and other supports that are provided in regular education classes or other education-related settings to enable a child with a disability to be educated with nondisabled children to the maximum extent appropriate.  Examples of supplementary aids and services include highlighted texts, audiotaped texts, modified assignments, FM systems, and so on.

Program modifications or supports for school personnel could include team teaching, weekly consultation between regular and special education teachers, training, or assistance modifying an assignment or highlighting a textbook.

There is a close correlation between supplementary aids and services for children and program modifications or supports for school personnel.  The two are interrelated.  For example, if a student needs assistance transferring from one chair to another (supplementary service), a teacher or paraprofessional may need some instruction or training from the physical therapist on how to transfer a student (program support for school personnel).

Participation in the regular education environment: This section addresses the environment(s) in which the student will participate.  If the student will participate full-time with non-disabled peers in regular education (or for preschoolers, in age-appropriate activities), then the first box in V. is checked and no further explanation is necessary.  The second box would be checked if a location other than regular education is listed under “location” in parts I, II, and/or III of (I-9).  In that case, an explanation why the student will not participate full-time in regular education environment is required.

Step 10

Contingent

I-11     IEP:  EXTENDED SCHOOL YEAR

This page will be used when the IEP team considers whether extended school year (ESY) is necessary to provide FAPE to the child.  As with the need for other services, this is an individualized determination. This page is not a stand-alone document, and must be attached to the student’s IEP. This form is to be completed by the case manager. It is the responsibility of the case manager to retain this form and all subsequent IEP forms.

Step 11

Mandatory

EC-1   DATA WORKSHEET FOR DETERMINING ENVIROMENT

Case manager needs to document the percent of time the student will be removed from non-disabled peers or the student’s educational setting.  If the student will participate full-time with non-disabled peers in the regular education environment, or for preschoolers, in age-appropriate settings, mark box ‘A’ , unless the child is a preschooler in which case mark box ’L’.

Step 12

Mandatory

P-2    DETERMINATION AND NOTICE OF PLACEMENT:

This page will be used for continuing placements, including placements for ESY if appropriate. "Date parent provided with notice of placement" serves as the end date for the 30-day timeline (which begins with the determination of disability). Form P-2 is to be completed by the case manager.  The entire student file (all IEP forms), is provided to the coordinator by the case manager. The coordinator will send copies of the IEP forms to the parents (unless parents requested and received a copy of the IEP at the IEP meeting). Copies of the IEP are also provided by the coordinator to all IEP staff including regular education teachers.

508 Bobby Approved
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