step by step manual for transition (13+) iep€¦ · step by step manual for transition (13+) iep...

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Step by Step Manual for Transition (13+) IEP

The Step by Step Manual will address completing an IEP in the ENRICH program. Guidance in completing

sections will be provided. It does not cover all aspects of actions that are needed.

This manual will be updated periodically to reflect changes, clarifications or edits. Notice will be sent out when

this is done.

If you have a student age 15+ you must be knowledgeable in Post- secondary Transition.

As of age 15 and above the purpose of the IEP changes to focus on the IEP team identifying appropriate Post-

secondary measurable Goals for the student in the areas of Education/Training, Employment and , if needed,

Independent Living.

The IEP must focus on putting in places, goals, services, supports, etc. needed so that the student will have a

reasonable chance of achieving his/her Post-secondary goals.

Every ESE teacher who is part of an IEP team for students age 15 and above MUST have training in Post-

secondary Transition. Discuss with your school’s LEA, Staffing Specialist or ESE Senior Manager.

Options include:

PDA

Moodle

Other

For additional information refer to the Enrich/IEP trainings available.

As you go through the program, developing the draft IEP, read guidance that has been included:

Enrich text assistance

Enrich on screen view only guidance

Enrich online trainings and webinars

Moodle IEP courses – Basic IEP, Writing Measurable IEP Goals, etc.

ESE Updates

Quality IEP Manual

Option 1: Self-Paced Online Training (Moodle)

ESE>Excent/Enrich Introduction>Enrich-IEP, section 15271

Sign up at http://pds.polk-fl.net

Description: The Moodle course covers the entire Excent Enrich program. It is designed to be a reference and a

guide as well as a tutorial. There are no quizzes, tests, or in-service points required. You should sign up for this

course so it is available if you have questions or need additional information about Excent Enrich.

Option 2: GoToWebinar Sessions

Description: The GoToWebinar sessions are designed to show one specific area of the Excent Enrich program

at a time. Sessions are typically 30 minutes in length, and use a presenter-led demonstration format, with Q&A

at the end. There are multiple offerings of each session subject. You only need to register for the sessions you

are interested in (i.e. Meeting Notice, Navigation), and you only need to register for one of each session you

wish to view. In addition, if you wish to participate in a GoToWebinar session as a group, only one user needs

to register. We encourage groups to participate together if scheduling allows.

Note: these sessions are limited to 100 seats. Once they are closed, I cannot add additional seats. Please only

register if you know you wish to attend.

http://pds.polk-fl.net/

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For more information on the requirements in developing an IEP you may refer to the following Moodle courses:

Basic IEP for New ESE Teachers PDS 14720.

Writing Measurable Annual Goals PDS15178 (Will be ready by September 1, 2013)

Table of Contents

Meeting Notice: ...................................................................................................................................................... 5

IEP Meeting Section ............................................................................................................................................... 5

Action needed prior to sending out the meeting notice if the IEP team wants to invite an agency ........................ 5

Notice of Meeting Section ...................................................................................................................................... 7

Record of Parent Contact Section ........................................................................................................................... 7

Dates Section .......................................................................................................................................................... 7

Enrollment Section.................................................................................................................................................. 8

IEP Team Member Excusal Section ....................................................................................................................... 8

Procedural Safeguards Section ............................................................................................................................... 9

Desired Outcomes Section ...................................................................................................................................... 9

Consideration of Special Factors Section ............................................................................................................. 10

Extended School Year Section .............................................................................................................................. 11

Transition Service Needs/Course of Study – Age 14 ........................................................................................... 12

Needs................................................................................................................................................................. 12

Self-Determination/Self-Advocacy ................................................................................................................... 12

Diploma Track ...................................................................................................................................................... 13

Post-School Considerations .................................................................................................................................. 13

Post-Secondary Goals ........................................................................................................................................... 14

Instruction/Training/Education: ........................................................................................................................ 14

Development of Employment/Employment: .................................................................................................... 14

Independent Living: .......................................................................................................................................... 14

Transition Services Activity Areas ....................................................................................................................... 14

Community Experiences ................................................................................................................................... 15

Development of Employment ........................................................................................................................... 15

Instruction/Training/Education ......................................................................................................................... 15

Post-School Adult Living ................................................................................................................................. 15

Related Services ................................................................................................................................................ 16

Are Daily Living Skills and /or Functional Vocational Evaluation needed? .................................................... 16

Daily Living Skills ........................................................................................................................................ 16

Functional Vocational Evaluation................................................................................................................. 16

Daily Individual Living Skills .............................................................................................................................. 16

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Functional Vocational Evaluation......................................................................................................................... 17

Responsibilities/Linkages for Transition Services ................................................................................................ 17

Agency/Individual............................................................................................................................................. 17

Responsibility ................................................................................................................................................... 17

Agency Representative ..................................................................................................................................... 17

Has parent consent to invite the agency been received? ................................................................................... 18

Transfer of Rights at Age of Majority .................................................................................................................. 18

Goal Areas Section ............................................................................................................................................... 18

Measurable Goal ................................................................................................................................................... 20

Objectives ......................................................................................................................................................... 20

Progress Monitoring (Optional section)............................................................................................................... 20

Assessment Participation Section ......................................................................................................................... 21

Formlet for FAA: .............................................................................................................................................. 21

Classroom Accommodations Section ................................................................................................................... 22

Non-allowable Accommodations –....................................................................................................................... 22

Accommodations & Modifications Section .......................................................................................................... 23

Accommodations: ............................................................................................................................................. 23

Modifications: ................................................................................................................................................... 25

Services Section .................................................................................................................................................... 26

Special Education.............................................................................................................................................. 26

Related Services: ............................................................................................................................................... 27

Supplementary Aids: ......................................................................................................................................... 28

Least Restrictive Environment .............................................................................................................................. 29

Placement Options ................................................................................................................................................ 29

Non-Participation with Non-Disabled Peers ......................................................................................................... 30

Student Participation ............................................................................................................................................. 30

IEP Meeting Participants Finalized ...................................................................................................................... 31

Meeting Minutes ................................................................................................................................................... 31

Next Steps: Complete the Matrix .......................................................................................................................... 31

After the IEP is written, NEXT Steps: .................................................................................................................. 32

LEA should review for: .................................................................................................................................... 32

Print, Sign and Distribute IEP, including: ........................................................................................................ 32

Checklist ........................................................................................................................................................... 32

Other Forms under Add Action: ........................................................................................................................... 33

APPENDIX ........................................................................................................................................................... 35

Consent for Non-allowable Instructional Accommodations –.......................................................................... 35

Excusals – ......................................................................................................................................................... 35

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Extended School Year –.................................................................................................................................... 36

Least Restrictive Environment (LRE) – ........................................................................................................... 36

Meeting Minutes – ............................................................................................................................................ 37

Meeting Participation – ..................................................................................................................................... 37

Non-Participation with Non-Disabled Peers – .................................................................................................. 38

Present Level of Performance – ........................................................................................................................ 38

Reevaluation – .................................................................................................................................................. 38

Related Services – ............................................................................................................................................. 39

Supplementary Aids – ....................................................................................................................................... 39

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Meeting Notice:

Every meeting requires a meeting notice. There are required components to the meeting notice.

Click Add IEP to start.

Select the type of IEP. Based on the age of the student, select the type of IEP to be developed.

IEP - Early Childhood (3-5)

IEP – School Age (6-12)

IEP – Transition (13+)

(For other options that appear, Converted IEP and Transfer Dates, go to Enrich training.)

IEP Meeting Section

Select Create a new meeting

Enter the date and time of the proposed meeting. Parents have the right to reasonable notice of the meeting.

Typically it is always safe to provide written notice to the parent 10 days prior to the meeting but there

may be occasions when notice may need to be provided with less time (Example: manifestation

meeting).

NEW For meetings at which center placement or participation in alternate assessment/instruction in

state standards access points curriculum (see Appendix for more details) will be discussed, you are

required to give the parent at least 10 day written notice.

Location will fill in automatically (this is based on information in the District database (Genesis)

Enter all participants to attend the meeting by title/position. The name will appear on the IEP but not the

meeting notice. Some names may appear automatically, others you will need to use Add Person.

Required attendees includes the LEA, ESE teacher, regular education teacher, parent and student if age

13+, as well as the Evaluation Interpreter. If others attend the meeting, by parent choice, as a service

provider, etc., they also need to be listed. School Board employees/contracted agents must be listed on

the meeting notice. Parent does not have to give prior notice of bringing others to the meeting. (Do not

go and ‘add’ these to the meeting notice if you were not notified prior to meeting notice being sent to the

parent. They will be added as an attendee on the IEP.)

Action needed prior to sending out the meeting notice if the IEP team wants to invite an agency:

If the IEP team wants to invite an agency, signed parent consent to share identifiable information for the

student and parent consent to invite the agency for this IEP meeting must already be obtained and will

be attached to the final IEP. This must be done prior to each IEP meeting at which an agency may be

invited.

Under Add Action Select the form “Consent to Invite Agencies Related to Transition”

Initiation

Start date – Date form is opened

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Consent to Invite Outside Agencies

Date – Date notice is sent to parent

Enter Parent/Guardian Name

Contact for Assistance

Enter Name of contact

Return Consent to Invite Outside Agencies

Enter name

Enter date form needs to be returned ( remember, you CANNOT add an agency or agency representative

to the meeting notice until you have consent signed and returned by the parent giving consent. If the

parent does not consent, or does not return the form, the agency CANNOT be invited or student

personally identifiable information shared with the agency.

Agencies to be Invited

Enter in the name of the agency(ies) – use add button if more than one agency will be invited.

Outcome

Once the consent form is returned or if not consent is received (either by parent refusing or not

responding) put in the outcome date.

If you receive consent, enter the date received.

If no consent, put in the date the meeting notice is sent.

DO NOT Finalize until you have an outcome date.

Print out Not Finalized document

Send home

As with any forms sent home you may have to follow-up with phone calls or other reminders to

the parent to return the form. If the student is 18 or older, the student must consent to agency

involvement, not the parent (unless the student has been found not competent).

If form is returned, check to see which agencies the parent did or did not consent to contact or invite. We

must have consent to share information if the parent consents to invite an agency.

Options the parent can choose:

Consent to share information and invite an agency to the IEP meeting

Consent to share information but not to invite the agency to the IEP meeting

Consent to share or invite some agencies but not others.

Add to meeting notice any agencies the parent consents to share identifiable information of the student

and invite to participate in the IEP meeting.

The agency is not required to attend even though invited.

Remember to go back and put in Outcome date and recommendation and then Finalize. See Enrich

training on how to finalize.

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NEW At the end of the meeting, it is required the attending parent(s) and meeting participants sign a

form indicating there were no attempts to prohibit, discourage or attempt to discourage parents from

inviting another person to the meeting. The Meeting Participation Statement form will print out and

all members attending the meeting must sign. See Appendix for more information on changes to Florida

Statutes regarding parent rights on who can accompany them to meeting

Select yes or no for “Should the student be invited to the IEP meeting?” Select yes if age 13 and above and in

any other situations for with the student will be invited to attend. As of age 15+ the student must be

invited and participate in development of the IEP, not simply be an IEP team attendee. This will

generate two meeting notices, one for the parent and one for the student.

Notice of Meeting Section

Check “Invite all guardians with a single meeting notice” if appropriate.

Enter Date Notice Sent.

Select appropriate “Discussion Items”. This indicates the purpose of the meeting. It gives parents the required

prior written notice of what may be discussed at the meeting. There is an option to add a purpose not

listed. Be careful when using this.

Enter the names for the “Send replies to one of the following:” On the written meeting notice these will also be

the names the parents may contact for more information regarding the Procedural Safeguards. This is a

requirement on the meeting notice.

Select Yes or No in response to “Procedural safeguards enclosed with this notice?” Yes should always be

selected as the District has chosen to send out a copy of the procedural safeguards with every meeting

notice.

Record of Parent Contact Section

Enter date, type of contact, and response for each attempted/completed contact. If the parent does not respond

to the first written notice attempt, at least one other additional contact attempt must be made and

documented.

The district must make a second attempt (cannot be sending home by the student for both attempts) to

invite the parent if the parent fails to respond to the first attempt. If the parent is unable to attend the

meeting, there should be evidence of attempts to arrange for their participation such as individual or

conference telephone calls.

If you do additional contact attempts, there is the Additional contact necessary? option in the program.

Dates Section

Enter and verify the dates in this section. Some dates will fill in automatically. Verify they are correct. Other

dates will need to be entered to reflect the dates that will appear on the meeting notice and the IEP. The

dates highlighted will appear on the written meeting notice. See Enrich training for more information

on these dates.

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Initiating Meeting Date – This will be the same as the meeting date on the meeting notice.

Start Date – Date of initiation of the IEP.

Planned End Date – Date of what will be end duration of the IEP. Defaults to one year minus one day of

Initiating Meeting Date.

Next Review Due By – End of IEP to be developed, Defaults to one year minus one day from day of

Initiating Meeting Date (This should be the same as the Planned End Date).

Initial Evaluation Date - Date should feed in from other parts of the Enrich program

Latest Evaluation Date – Date defaults from the system. Change if needed to reflect new date.

Next Evaluation Date – Date defaults from the system; verify if correct/change if needed.

Eligibility Date - Date should feed in from other parts of the Enrich program.

Initial Consent for Service Date – Date should feed in from other parts of the Enrich program.

Latest Consent for Services Date - Date should feed in from other parts of the Enrich program.

Last IEP Date – Date will appear on the print copy (it will not show on the screen) if there was another

IEP put into the Enrich system.

Enrollment Section

The information in this section feeds in from the District database, Genesis.

IEP Team Member Excusal Section

FYI: In selected sections of the Enrich program you will find guidance appearing on the screen. Please,

read all guidance sections. This information will not show on the print copy of the IEP.

Select Yes or No in response to the question, “Will any district participants be absent from this meeting?”

If there is an expectation that a required IEP team member will not attend the meeting, this form must

be filled out and provided to the parent prior to the IEP meeting. It can be sent out prior to the meeting

notice being provided but must be sent out at least at the same time as the meeting notice is provided to

the parent. If parent does not agree/consent to the excusal the meeting must be rescheduled. For certain

actions a team member cannot be excused. See Appendix for more information. See Enrich training

for more information on IEP Team Member Excusal document.

There are 2 types of excusal:

The parent and district agree in writing to excuse a team member if that member’s area is not to

be discussed or modified.

The parent and the district consent to excuse a team member if that member’s area is to be

discussed or modified. If this is the case, at the same time as consent is requested, written input

from that proposed excused team member must be provided to the parent.

If YES,

Enter District Participant name. (The form should have already been sent to parent following required

procedures.)

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Enter Date received: Date IEP Team Member Excusal received. This form will be attached to the IEP along

with any written input provided to the IEP team in case of excusal of a team member whose area was

discussed or modified.

Select the type of Excusal being used.

If NO, proceed to next section.

Procedural Safeguards Section

Check box to indicate “Parents have been provided the special education procedural safeguards in their native

language or other mode of communication.” In our District, a copy of the Procedural Safeguards is sent

with each meeting notice.

If in attendance, the parent will initial this section on the print copy.

If the parent is not in attendance, the information on the meeting notice will suffice for notification.

Desired Outcomes Section

FYI: In the Enrich program, always refer to the text assistant for more information in addressing IEP

components. This information will be updated as needed, so check each time.

Check box to indicate if School or Post School outcomes will be addressed. As of age 15+, you must select

Post School Outcomes.

Enter information to address “What are the student’s desires?” Select the text assistant icon for prompt

options.

If the student is age 13+ to 15+ Open the text assistant

Select the first option - Student’s strengths, preferences and interests include: Describe these.

If the student is age 15+

Open the text assistant

Select the second option - Describe the Student’s strengths, preferences and desires:

Describe the results of the age appropriate transition assessment(s) used in developing the measurable post-

secondary goals for the student and identifying the transition services that are needed. Include date and name of

the assessment(s).

Transition assessments is an ongoing process for collecting data on the student’s needs, strengths,

preferences, and interests. This guides the transition planning. Multiple sources of information, such as

interviews, surveys, formal and informal assessments, observations may be used. This information is

used to formulate the measurable Post-secondary goals. The intent is to match a student’s interests,

preferences and characteristics with the appropriate education/training, employment and independent

living options.

Enter information to address “What are the concerns of the parent(s)/guardian(s) for enhancing the education of

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their child? Select the text assistant for guidance in completing this section.

The IEP team should attempt to have the parent/guardian consider what they would like to have their

child do after leaving school. This information can help in identifying appropriate Post-secondary Goals.

Consideration of Special Factors Section

The following special factors must be discussed at each IEP meeting. The IEP team will document their

decision on student need for services, supports, etc., in any of these areas.

FYI: You must indicate Yes or No for each option or the IEP cannot be Finalized.

Select Yes or No in response to each of the following special factors. If Yes, complete the section that opens up.

If No, go to the next question. Use the text assistant for guidance in completing certain sections.

Is there a need for Positive Behavior Intervention, Supports, or Strategies?: Select yes for all

students eligible for EBD. If there is no behavior plan, one must be developed. A FBA is not required

for a student to have an individualized behavior plan. The IEP team will need to decide if a FBA is

needed.

Does the student have communication needs including language for the deaf or hard of hearing?: Select yes for all students who are eligible for Speech, Language, or Deaf/Hard of Hearing. Other

students may also have needs in this area. Complete the section that opens up.

Is the student blind or visually impaired?: Select yes for all students identified with a vision

impairment. Complete the section that opens up.

Does the student require a Health Care Plan?: A student who has medical/health issues may need a

health care plan. Select yes if the student does need a health care plan and complete the section that

opens up. Describe the purpose of the health care plan. Consult with the school nurse. If you select this

you will include information under the Health Domain Section in Goal Areas.

Does the student have language needs related to Limited English Proficiency?: If yes is selected,

these language needs must be addressed/discussed in the Present Levels section and may be addressed in

goals, accommodations, supports or services. These services may be provided by others outside the ESE

program. Example: the IEP team may refer to the student participating in the ESOL program, etc.

Even if the student no longer has ESOL services, the IEP team may want to address any considerations

that may be needed due to the student’s English proficiency. This could include any ESOL strategies

that could be incorporated into the IEP.

Does the student need Assistive Technology devices or strategies?: If yes is selected, the IEP team

must write a description of the need for AT devices or strategies and what devices or strategies will be

provided to the student. (See the Appendix for more information regarding Assistive Technology.)

Does the student need specially designed PE?: If yes is selected, the IEP team must provide a written

explanation of why this is needed. Specially Designed Physical Education (SDPE) is an ESE course for

students who need a modified PE curriculum. This should not be selected for scheduling convenience,

etc. It must be based on student need in the least restrictive setting, as appropriate.

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Does the student need Adaptive PE? Adaptive PE is a general education course. The IEP team must

determine if this is appropriate for the student. This is a general education PE course for a student who

needs significant accommodations. Most students are able to participate in regular PE with some

accommodations and this course is rarely needed. There must be documentation included in the IEP that

explains the need for adaptive PE.

Does the student require Special Transportation?: The IEP team must determine if the student

requires special transportation in order for the student to access his/her ESE services. If YES is selected,

the IEP team must review the “weighted funding” options and select the ones that apply. For each

“weighted funding” option selected the team must describe the need for it.

Medical Equipment (Wheelchair, oxygen, unique seating, etc.)

Special environment (dust controlled, temperature controlled, tinted windows) – Requires

Physician recommendation/form

Aide or monitor is required due to disability and specific student need – this is not for parent

convenience, must be based on student need(s)

Shortened school day is due to disability and specific student need – requires approval of the

Director of ESE

School assignment is located in an out-of-district/zone school system – requires approval of

the Director of ESE – at this time we are not using this option

Extended School Year Section

The IEP team may want to address the other areas of the IEP and come back to this section in order to have all

the information needed to address Extended School Year needs of the student.

The District requires the ESE Senior Manager be notified and provided data the team may consider.

ESE Senior Manager will then make a recommendation regarding the need for ESY for the IEP team to

consider.

Contact your Senior Manager or Staffing Specialist for more information.

The ESY Determination of Need Recommendation form is available from the ESE Senior Manager

or in Public Folders under ESE in ESY Folder. (See the Appendix for more details.)

Select Yes or No in response to each of the following special factors. If Yes, complete the section that opens up.

If No, go to the next question. Use text assistant for guidance.

FYI: if the text box does not appear just scroll down the page and it will appear.

Does the data indicate the student demonstrates significant regression on his/her IEP goals? If

Yes, complete the section that opens up. If No, go to the next question.

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Does the data demonstrate the student requires services beyond the regular school year in order to

receive FAPE. If Yes, complete the section that opens up. Describe what and why the student needs

ESY services. Describe what the service will be. This information must match what is listed in the ESE

services section. If No, go to the next question

Based on the information provided in response to the two questions and the consideration of the

recommendation received from your ESE Senior Manager, the team will determine if ESY services are

needed.

Is the student eligible for Extended School Year Services? If Yes, the student will have ESY services.

The IEP team must also indicate this ESY service as an ESE Service in the Services section of the IEP.

If ESY Tutoring services are selected (added, continued or discontinued):

At the end of the meeting (or within 24 hours) email Nima Pewitt, District Staffing Specialist, with the

following information. Once the information is received

Student name and ID number

School

If ESY was added, discontinued or continued.

FYI: If ESY is selected an ESY yes or no option must be indicated after every goal developed.

This will indicate if that goal will be addressed through ESY services. At least one goal MUST be

marked Yes for ESY.

If No, go to the next section.

Transition Service Needs/Course of Study – Age 14

For every student age 13+ at the time the IEP is written, this section must be addressed and updated at each new

IEP meeting thereafter.

Needs

From the Text Assistant

Select the appropriate option for the student that describes the diploma track/course of study for the student.

Self-Determination/Self-Advocacy

Self-determination reflects the belief that all persons have a right to direct their own lives. To prepare a

student for a successful transition to adulthood, information or instruction in self-determination skills must be

considered. Self-determination provides students with the skills and abilities to:

Make choices

Make decisions

Solve problems

Set and attain goals

Self-advocate

Perform independently

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Self-advocacy is when a student can act in a self-determined way by making positive use of knowledge

and understanding of their own characteristics, strengths and limitations. Instruction in self-determination may

begin with training in self-advocacy. This may include:

Understanding their disability

Learning how that disability will affect their dreams of college, work, independent living and

relationships

Building confidence to communicate their dreams and needs

If the student does need instruction or provision of information in the area of self-determination (if you are not

sure what this means, you must go back and receive training on Transition):

Select the first option and then open the text assistant again and

Select the second option. Fill in this information describing the instruction/provision of information on

self-determination that will be provided to the student.

If the student does not need instruction or provision of information in the area of self-determination:

Select the third option.

Diploma Track

Diploma Option

Select Standard or Special

This MUST align with the course of student chosen above. Cannot be General Education Course of Study and

Special Diploma.

Depending on which diploma option you select the next section will show as either Standard Options or Special

Options.

_____ Options

Select the appropriate type of Standard or Special Diploma.

If you selected Special Diploma Option and the student has earned the Special Diploma but is remaining in

school for transition needs:

Select Continuing Instruction/Services without a specific diploma option

Post-School Considerations

Will the student be 16 or need transition services during the effective period of this IEP?

Select YES if the student is age 15 or older. A new section will open for the IEP team to complete.

Select NO if the student is 14 or younger and go to the next section.

For students with YES selected: all sections must be addressed

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Post-Secondary Goals

If you are not sure how to address Post-Secondary goals you need to discuss with your school’s staffing

specialist and take appropriate training in Transition. These goals must be based on the age-appropriate

transition assessments. If you are unsure of how to address this area, discuss with your school’s staffing

specialist and take additional training for post-secondary transition.

These Post-secondary goals must identify what the student will be doing/participating in after graduating from

school. If you could observe the student after leaving high school, what would he/she be doing or participating

in for each of the areas below. The goal must include a timeframe. Example: Six months after graduating,

Student will be enrolled at a community college to prepare for a career as a firefighter.

Instruction/Training/Education:

This includes adult education programs, colleges/universities, workforce education, career or technical

centers/schools, training programs, etc. There can be atypical types of this, such as working in a family

business and being trained through the business, etc.

Development of Employment/Employment:

This includes competitive employment at a full or part-time basis with compensation. It also includes

supportive employment. For some students with very significant disabilities, it may include

participation in activities in a home or other supported placement.

Select Yes if the student will need a Post-Secondary Goal for Independent Living. A new section will open up

for the IEP team to complete.

Select No is there is no need for a Post-Secondary Goal for Independent Living. Go to the next section.

Independent Living:

This includes life skills in the following areas: leisure/recreation, maintenance of home and personal

care, community participation. It also refers to residential services, such as supported living, group

homes, foster homes, adult congregate living facilities, in-home supports, and respite care. It also refers

to managing activities of daily living.

Transition Services Activity Areas

To address transition activity area needs the IEP team must determine what the student needs to learn, be

provided with while still in school so the student will be able to achieve his/her Post-secondary Goals. This

may include specially designed instruction or related services, measurable annual goals or the provision of other

supports needed by the student. Consideration of the course of study and diploma option will also be considered

when determining what transition service activities may be needed.

In simple terms, what are we going to provide to the student while he/she is in school to help him/her achieve

his/her postsecondary goals?

In this section on somewhere in the IEP, there must be supporting information on why the student does or does

not need services in these transition service activity areas.

Open the text assistant in each area.

Select the first option if transition service activity is needed in the area.

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Describe the transition service(s) needed in this area that will reasonably enable Antonio to meet his

postsecondary goals. Transition service(s) need(s) must have a goal or service identified to address the

need(s).

Select the second option if no transition service activity is needed in the area.

No services needed in this area.

The information in the IEP should support the decision that no services are needed.

Community Experiences

This includes services and activities provided outside of the school building in community settings or by other

agencies. Community activities may include:

Banking

Shopping

Using public transportation

Social activities

Recreational and leisure activities

Development of Employment This refers to those services and activities that prepare a student for and lead to employment, including the

following:

Career and education planning – exploring careers and gaining knowledge about the skills and training

various careers require.

Exploratory career and technical preparation through hands-on tasks and development of work habits for

specific job training and safety procedures

Job preparatory education – coursework in the areas of agriculture, business technology, diversified,

health science, family and consumer sciences, industrial marketing and public service

Career preparation – identification of career options, locating community resources, and developing

positive work-related behaviors.

Career experience – guided practice and experiences in school and community work situations.

Career placement – placement in a job in the community (on-the-job training).

Supportive competitive employment – placement and training in an integrated employment setting in the

community with ongoing supports.

Instruction/Training/Education This includes formal techniques to impart knowledge. Instruction may be provided in school, home or

community settings. Instruction may include:

Community-based instruction

Travel training

Extracurricular activities

Instruction in academics

Career and technical education courses

Post-School Adult Living This refers to adult activities that are associated with living arrangements, financial management, and

community involvement. Experiences and activities to prepare the student for future living arrangements after

exiting high school.

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Related Services

This includes transportation and developmental, corrective, or other supportive services required for the student

to benefit from special education while the student is in school. Examples include:

Transportation to a community-based instruction site or employment training

Career counseling

Counseling services

Assistive technology services

Job coaching

Rehabilitation counseling

Visits to Postsecondary schools

Job shadowing

Mentoring

Therapeutic recreation

Are Daily Living Skills and /or Functional Vocational Evaluation needed?

Daily Living Skills refer to the acquisition of skills needed for activities adults do every day to care for and

manage their personal needs, such as:

Preparing meals

Budgeting

Maintaining a home

Paying bills

Caring for clothes

Grooming

Functional Vocational Evaluation refers to a systematic assessment process that provided information about

job or career interests, aptitudes, and skills and includes:

Individualizes experimental and performance-based opportunities in natural vocational or work

environments. It may include:

Formal or commercial assessments

Interviews

Systematic observations

Surveys

Work assessments

Job try-outs

Job analysis of the student’s outside employment and volunteer work in real-life

Select Yes if the student needs transition services activity in the area of Daily Living Skills or a Functional

Vocational Evaluation. When Yes is selected a new box will open. You will need to address each section.

Daily Individual Living Skills

Open the text assistant.

Select the following prompt if transition service activity is needed in this area and address the prompt:

Describe the transition service(s) needed in this area that will reasonably enable the Antonio to meet his

postsecondary goals. Transition service(s) need(s) must have a goal or service identified to address the

need(s).

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If transition service activity is not needed in this area type in N/A.

Functional Vocational Evaluation

Open the text assistant.

Select the following prompt if transition service activity of a Functional Vocational Evaluation is needed and

address the prompt:

Antonio requires a functional vocational evaluation because________.

Select the following prompt if a Functional Vocational Evaluation has been conducted and address the prompt:

‘Student’ had a functional vocational evaluation (date) _______. Describe the results.

Select the following prompt if a functional vocational evaluation is not needed.

If a functional vocational evaluation is not needed in this area type in N/A.

Select No if the student does not need transition service activity in the area of Daily Living Skills or a

Functional Vocational Evaluation. Go to the next section.

Responsibilities/Linkages for Transition Services

You cannot indicate Agency responsibilities on the IEP if parent/guardian/student age 18 has not provided

signed written consent for both of the following: to share personally identifiable (student) information and

agency participation in the IEP meeting. This should have been requested and received PRIOR to sending out

the meeting notice for the current meeting. See Participants section for more information.

If an agency agrees to a responsibility and does not provide that service, etc., the IEP team must re-meet and

determine if how it will provide the service, if needed.

Select Yes or No to indicate if “There is a need for agency participation.”

If Yes is selected a new section will open.

Agency/Individual

Use the look up to select the agency that will be attending the meeting and for which the parent gave

consent.

Responsibility

Type in the responsibility the agency agrees to pay for or provide while the student is still attending

school.

Agency Representative

Type in the name of the agency representative

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Has parent consent to invite the agency been received?

Select Yes or No

The answer must be yes or the agency should not be attending and this section would not have opened.

Use if more than one agency will be invited/attend the IEP meeting.

If No is selected to the prompt “There is a need for agency participation” go to the next section.

Transfer of Rights at Age of Majority

The IEP team must notify the parent/guardian and the student who is turning 17 during the IEP period for the

IEP being developed that the student has rights that will transfer to him/her at age 18. This information may be

provided at the meeting or in materials provided to the student and parents prior to the meeting or through

instruction the student receives in high school.

Closer to the 18th

birthday of the student, a separate notice regarding the transfer of rights must be provided to

the student and parent. This notice is located in the Add Action option in ENRICH. A copy of this is to be in

the student’s read and white ESE folder in the cumulative folder and a copy sent to your school’s staffing

specialist. The district must continue to provide any notices IDEA requires to the parent/guardian, in addition

to the student whose rights have transferred ( the exceptions to this parent/guardian notice is for students age 18

and above and are in a juvenile justice facility or local correctional facility, but who remain a student.)

If a student has been determined mentally incompetent by the court the rights do not transfer to the student.

Note this on the IEP.

Has the student been informed of his/her rights upon reaching the age of majority?

Select Yes of No to this section.

Once the student is 17 this will always be marked Yes.

Date of notification of student and parents:

Select the date using the date picker that the notice is/was provided to the parent. Once this date is in, it will

remain that date as the notification occurs once.

Goal Areas Section

As this is a transition IEP, as appropriate develop measurable annual IEP goals that may be needed for

the student to have a reasonable chance of achieving his/her Postsecondary Goals. These may be related

to the transition service activities needs identified by the IEP team.

Select the Domain area(s) for which present levels/goals will be developed. Check Health Care Domain if you

are going to include present level information even if there will not be a related measurable goal. This

will allow you to mark the matrix in this area. (The matrix is the form that indicates the level of funding

the student will generate. See Matrix section.)

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Select the appropriate Progress Report Frequency to Parents/Guardians. Except for center school students, the

option “Quarterly” will be selected. This means every quarter, at the same time report cards are

distributed, the progress report will be provided to the parent on progress toward annual goal mastery.

Center schools will select Quarterly and Interim Reports as they report on progress 8 times a year.

Once a domain is selected, a goal area will appear for that domain. We generally will refer to this section as the

“Present Levels”. You will include all the information needed to determine what goal(s) is/are needed for the

domain. In other words, there will be one present level statement for each domain. Consider this when

identifying the strengths, effects of the exceptionality, and needs. You may need multiple statements for these to

cover all the goals in one domain. (See Appendix for more details.)

Enter information in response to “This information is based on:” Open the text assistant for

prompts to aid in completing the required information in this section.

Enter information in response to “What are the student’s strengths?:” Open the text assistant for

prompts to aid in completing the required information in this section.

Enter information in response to “What are the effects of the student’s exceptionality on his/her ability

to make progress in the general curriculum?:” Open the text assistant for prompts to aid in

completing the required information in this section.

Enter information in response to “Describe the Priority Educational Needs and /or the Statement of

Remediation:” Open the text assistant for prompts to aid in completing the required information in

this section.

Once you have identified the individualized priority educational needs of the student, the IEP team must

develop a related measurable annual goal. This goal must address a skills/behavior the student needs to make

progress in the general curriculum. It should not be a restatement of curriculum standards or specific

state/district assessment items. Writing Measurable Annual Goals training is available.

After each “Present Level” section for each domain you will add one or more goals, as appropriate.

For the Curriculum and Learning Domain only the team will select the area of learning to be addressed:

For the Health Domain many times only the “This information is based on” section has information in the

“Present Level” statement. If a goal needs to be developed, all sections will need to be addressed. If you marked

Yes to “Does the student require a Health Plan?” under Consideration of Special Factors, you must discuss the

health issues, any educational impact, and if appropriate, develop a goal.

Select Add Goal.

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Verify the start date is correct. Date defaults to Start Date under Dates Section. Enter different date, if

appropriate. This date will not appear on the print copy of the IEP.

Verify the Projected Achievement date is correct. Date defaults to Planned End Date from Dates Section. Enter

different date if appropriate. This date will appear on the print copy of the IEP.

If this goal will be addressed through ESY Services, mark YES.

If ESY was indicated in the ESY Section, Yes must be selected for at least one goal.

FYI: If you do not mark yes or no for every goal, the IEP cannot be Finalized.

Measurable Goal

Develop the annual Measurable Goal. (For additional guidance you should take the Moodle course PDS15178)

Writing Measurable Annual Goals for the IEP)

Use the if more than one goal is needed for any one domain.

Objectives Develop two short term Objectives (or benchmarks) for the goal if the student is participating in Alternate

Assessment. Objectives are optional for all other situations.

Use the option if you need more than 2 objectives for a goal.

Provider

Select all the providers who will be responsible for providing services/monitoring this annual Goal. (After the

IEP meeting all service providers must be provided access to the IEP and be informed of their

responsibilities.)

Progress Report Frequency to Parent/Guardians

This frequency will default to the frequency selected in the Goal Area section.

Progress Monitoring (Optional section)

You must refer to your Enrich training and additional guidance sent out regarding this section before

deciding to do this. It is not required.

Check the box for “Collect detailed progress monitoring data at the goal level?” if you wish to access the

Enrich capability of documenting progress in the system. Review your Enrich training for more information in

this area. See Enrich training for more information on this Progress Monitoring capability in Enrich.

Select/write in Probe Type

Select Data Type

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Complete Baseline dialog box if it opens

Select schedule

No check mark in “Collect detailed progress monitoring data at the goal level?” if you are not going to

document the progress monitoring data in the Enrich program.

Select Add Goal icon if you have more than one goal in any domain.

Follow the same steps for each domain (other 4 domains do not have area of categories such as Reading,

Writing, etc.).

If you do not select a domain, somewhere in the present level for the domain(s) you do select to address, briefly

explain why the domain does not need to be addressed.

Assessment Participation Section

The IEP team members must be familiar with assessments that will be conducted for the current and

next school year.

For students who are in Prekindergarten and will be attending Kindergarten the next school year, you

must identify any District Assessments in which the student will participate while in Kindergarten.

Select the District and State Assessments in which the student will participate while this IEP is being

implemented. This will cover the rest of the current school year and part of the next school year. See

Enrich training for more information on this section.

If the team selects Florida Alternate Assessment (FAA) a formlet will appear. It will include the 4 questions

used to determine if the student is appropriate for participation in the FAA. This can be selected only if the

student has all academics using the state standards access points curriculum.

NEW Parent consent for participation in alternate assessment is now required. See Appendix for more

information.

Formlet for FAA: To be able to participate in alternate assessment, first the team must be able to

answer Yes to all four criteria questions. If criteria are met, parent consent for the student to participate

is needed. If you cannot answer yes to all four, the student would not be considered for alternate

assessment and parent consent will not be needed.

Does the student have a significant cognitive disability?

Is the student unable to master the grade-level, general state content standards even with appropriate and

allowable instructional accommodations, assistive technology, or accessible instructional materials?

Is the student participating in curriculum based on Sunshine State Standards Access points for all

academic areas?

Does the student require extensive direct instruction in academics based on access points in order to

acquire, generalize, and transfer skills across settings?

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Select the appropriate option in response to the statement, “Parent has been informed of all differences and their

effect on any alternate participations.”

Select Yes if the student will participate in the Florida Alternate Assessment and the parent

has been informed. (NEW: Parent Consent for Alternate Assessment and Access Points Curriculum.

The Parent/Guardian must give written consent for both of these actions. If not, the IEP team must either

agree on a different Plan that does not include these or go to Due Process. See Appendix for more

information.

Select N/A if the student will not participate in alternate assessment/access points.

Never Select NO.

Classroom Accommodations Section

Select the appropriate option under State and District Assessment Accommodations. See Appendix for more

information on these choices.

Student will participate in state and district-wide assessment program(s) without accommodations.

Student will participate in state and district-wide assessment program(s) with accommodations.

Student does not participate in state and district-wide assessment program(s). This includes Pre K

students who will be in Kindergarten next year and the IEP is addressing Kindergarten services. It also

includes students in Grade 12 or above and no longer participating in state assessments.

Non-allowable Accommodations –

If the student is provided with any instructional accommodations in the classroom that are not allowed

on state assessments, the parent must give written consent for those accommodations to be provided in

the classroom. Whether the parent indicates no consent in writing or if the IEP team is unable to get the

parent to respond to the request for consent in writing, the non-allowable accommodations CANNOT be

provided to the student. See Appendix for more detail.

Refer to Enrich trainings for more information on accessing this form.

FYI: Print copy:

If the parent attends the meeting the parent must sign if he/she gives consent to the provision of

the non-allowable accommodation.

If the parent does not attend the IEP meeting, there is a separate Classroom Accommodations

form (see documents area on Navigation Pane) that must be printed and sent to the parent with

the IEP so that the parent does not have to return the entire IEP, just that page.

Refer to Enrich trainings for more information on accessing this form.

If there are no non-allowable accommodations listed under Classroom Accommodations Only on

the print copy, there is no need for a parent signature. You can N/A on the print copy.

Example:

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FYI: Sometimes an accommodation with an asterisk will be listed under Classroom

Accommodations Only, if provided. This means that on assessments in which the student

participates, this is a non-allowed accommodation and therefore parent must consent to it being

provided in the classroom.

Accommodations & Modifications Section

In this section the team will identify the accommodations and/or modifications that will be provided to the

student. The following links will allow you to access state handbooks on Accommodations and Modifications.

http://www.fldoe.org/ese/pdf/fcatteam.pdf

http://www.fldoe.org/ese/fcat/FCATPlanning.pdf

http://www.fldoe.org/ese/pdf/CBTAccomm.pdf

Accommodations: The accommodations are separated into the following types. At the end of each type is a

custom option if the accommodation the IEP team has determined is required by the student

is not listed. Accommodations linked to a specific assessment will have an asterisk.

Add Accommodations: Select accommodations and complete sections that open.

http://www.fldoe.org/ese/pdf/fcatteam.pdf

http://www.fldoe.org/ese/fcat/FCATPlanning.pdf

http://www.fldoe.org/ese/pdf/CBTAccomm.pdf

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Responding – respond to questions or prompts in alternate modes, including dictation, sign language,

special paper, math grids, etc.

Supports – these are intended for non-instructional accommodations

Presentation – Use of specialized formats, including large print, braille, sign language, or oral

presentation, etc.

Setting – Change the location in which instruction and assessment are given or change the conditions of

the instruction and assessment setting, including alternate settings, adapted conditions

(lighting, noise, special furniture, etc.

Scheduling – Increase the length of time to complete instruction or assessment or change the way the

time is organized, including extended time, adjusted schedule, etc.

Assistive Technology – used for accommodations in presentation to access information, as an alternate

response mode, etc.

Custom option – select this to identify an accommodation not listed: see section below on parent

consent on printed copy

No accommodations- Most students will have some kind of accommodation. If there are no accommodations

check this box. If there are no identified accommodations, check “No curricular or non-curricular

accommodations were identified by the team.”

You can select one accommodation at a time. Once you select the accommodation a new section will open up.

You will need to complete the information requested:

Schedule – these dates will default to the start and end date of the IEP. If appropriate, change dates.

Frequency – as accurately as possible, describe the frequency, the term “Available” ____ can be used as

an accommodation may not be required following a schedule.

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Details – describe the accommodation, where/when it will be used so it will be clear to everyone what

the expectation is.

Some accommodations will also include a section for the IEP team to indicate for which assessments the

accommodation will be provided. It is extremely important the IEP team is familiar with the tests the student

will participate in while the IEP is in effect. If this section is included with an accommodation you MUST

select the assessments listed in which the selected accommodation will be needed. If you do not select the

assessment for which the allowable accommodation will be used, it will be listed incorrectly under Classroom

Accommodation Only on the print copy.

Other accommodations will not be linked to a specific test (no asterisk). These will show up on the print copy

under Classroom Accommodations Only, if provided. The IEP team will require written parent consent for

any of the accommodations listed under this section.

Modifications: Modifications change the outcomes or what the student is expected to learn.

Add Modifications: Select the modifications and complete sections that open.

FYI: If the student is participating in Alternate Assessment, the following modification will be the only

option and you must select it. If the student is working towards a Special Diploma (taking FCAT and not

being instructed in access points curriculum) this same option must be selected as the State has indicated

this is also a modification.

Select one modification at a time. Once you select the modification a new section will open up. You will need

to complete the information requested:

Schedule – these dates will default to the start and end date of the IEP. If appropriate, change dates.

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Frequency – as accurately as possible, describe the frequency the modification will be provided.

Details – describe the modification, where/when it will be used so it will be clear to everyone what

the expectation is.

No modifications – If there are no modifications needed by the student check the box for “No curricular or

non-curricular modifications were identified by the team”.

Services Section

Once the goals, accommodations/modifications have been identified, the IEP team must determine what ESE

Services, Related Services, Supplementary Aids (do not select Supplementary) that may be needed by the

student to make progress and participate in the general curriculum/general education setting. These must be

identified based on student need, not school, teacher, or scheduling convenience/preferences.

Special Education:

Select the Special Education service. Ensure there is supporting data for this selection. There must be a service

to support every measurable annual goal.

Select Yes or No to indicate if it will be addressed through ESY services if the student will participate in ESY

services. ESY as a Special Education Service must be selected if the student will receive ESY services.

FYI: You cannot finalize this is you do not select either yes or no. See Appendix for more

information.

Select the Location option that best describes the location in which the service will be provided.

Identify the amount of time the service will be provided. Each service is linked with specific options. Your

description must fit into the options available. (Remember, current placement and services should be

discussed in the present level statement.)

Examples:

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Example:

Related Services:

Select the Related service – if needed. See the Appendix for definition and examples of Related Services.

Ensure there is supporting data for this selection. It needs to be clear in the IEP why this related service

is required. There are some Services that can be either a Special Education service or a Related Service,

such as Speech Therapy.

If you are unsure which it is, consult with the service provider or staffing specialist. If Assistive

Technology is selected go back and check that the IEP team has described this under Assistive

Technology devices or strategies under Special Considerations. The same may apply to specific

communication, nursing/health needs, etc.


services.


Identify the amount of time the related service will be provided. Each related service is linked with specific

options. Your description must fit into the options available.

Example:

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Supplementary Aids:

Select the Supplementary Aids- if needed. See the Appendix for definition and examples of Supplementary

Aids. Ensure there is supporting data for this selection. It needs to be clear in the IEP why this

Supplementary Aids is required. There are some Services that can be either a Supplementary Aids or a

Related Service, such as access to an interpreter. If you are unsure which it is, consult with the service

provider or staffing specialist.


services.


Identify the amount of time the supplementary aid will be provided. Each supplementary aid is linked with

specific options. Your description must fit into the options available.

Supplementary: Ignore – this option was added to allow converted data from the old Excent program to be

converted into the new Enrich/Excent program.

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Use to add additional services for Special Education, Related Services or Supplementary

Aids.

Least Restrictive Environment

Regular/Vocational Education: select one or more options that will comprehensively describe the student’s

participation in the regular education environment.

Participation: use the list provided to make selections.

A “Not applicable” option has been added for ESE only schools and students coming in for walk-in services

(such as Speech therapy only) and not participating in any regular education activities.

Purpose: select the option that best describes the purpose for this participation.

Amount: be as specific as possible. There may be times, especially if an IEP will be in effect for parts of 2

school years, that a student may have different levels of participation. In these cases, you can identify

the school year in which an option will be provided.

Example:

Placement Options

This will indicate the service placement option for the student. It is based on the percentage of time the student

has with non-disabled peers or to the general education environment.

If the student is removed from the general education setting for any amount of time, even if the placement is

Regular Class, the team must explain why this is occurring in the Non-Participation section of the IEP.

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If there will be a change in placement options sometime during the IEP, you can list the other option by

selecting See Enrich training for more information.

Example:

Non-Participation with Non-Disabled Peers

The IEP team must explain why and for what activity(ies) the student is removed from participation with non-

disabled peers or any part of the school day. Do not put reasons such as to provide the least restrictive

environment. That does not explain why this is needed. This includes everything from bussing with only other

non-disabled students, academic and non-academics, special activities, etc.

Student Participation

Select Yes or No to indicate if the student participated in the IEP meeting. As of age 15+ the student must

participate.

Select Yes or No to indicate if there were any additional participants in attendance at the meeting. The parent

may have brought someone the team was not expecting. If yes, put in the name and title of that

participant. Their name and position will appear in the signature section of the IEP. Do not add to the

existing meeting notice.

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IEP Meeting Participants Finalized

This box must be checked so all names of attendees will appear on the print document.

Meeting Minutes

This section provides the opportunity to add any additional information, such as:

What options were discussed but not determined required.

Parent requests for consideration (if the district refuses a request an Informed Notice of Refusal will be needed

– see Appendix)

General comments or information the service providers may need

Recommendations for future actions

Etc.

Next Steps: Complete the Matrix

NEW: The district school board shall provide each parent with information regarding the amount that the

school district receives from the state appropriation for each of the five exceptional student education support

levels for a full-time student. The school district shall provide this information at the initial meeting of a

student’s individual education plan team.

The District form with this information must be provided to the parent at EVERY initial IEP. This form is in

the APPENDIX FORMS section of this manual, and is available from your school’s staffing specialist.

Go to

Initiating IEP - select IEP for which matrix is being completed.

Start Date – usually the date of the IEP. It may also be a second matrix done due to dual enrollment in hospital

homebound. In this case both matrices would have the same start date. A second matrix may also be needed if

there is a change of services in the duration of the IEP. In this case the date of the second matrix would match

the initiation of the change. If an amendment is done and the matrix must be changed, the matrix will reflect the

date of the amendment.

Created by - name of person completing the matrix. This person must have competed the state matrix training.

(This training is now a PDA – contact your school’s LEA for more information).

Areas of Eligibility - Primary and Secondary Programs will fill in automatically. Select the appropriate

Related Services, if any.

Date Form Completed – Fill in appropriate date.

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The form will allow you to complete the level of service for any Domain that was addressed in the IEP. It will

default to Level1. Use the Matrix Handbook Revised 2012 to complete the Matrix.

Special Considerations – If appropriate, mark any special considerations.

Outcome – Put in date the matrix is completed. This will archive this matrix into the Enrich program. The date

does not show on the print copy of the Matrix.

After the IEP is written, NEXT Steps:

LEA should review for:

Review procedural safeguards.

Review IEP prior to finalizing the IEP.

Ensure all issues brought up by parent or others have been addressed.

Review Compliance checklists to ensure all required components have been addressed.

Any other paperwork/ forms/signatures, etc. needed.

Print, Sign and Distribute IEP, including:

IEP form

Meeting Participation Statement form

Additional forms needed for this IEP, as appropriate:

o Informed Notice of Refusal

o Prior Written Notice

o Case Conference

o Other…..

Matrix form (parent may have copy if requested)

Parent Consent forms, as applicable:

o Consent for re-evaluation

o Consent for instruction in access points curriculum/Alternate Assessment

o Consent for ESE Center Placement

o Consent for non-allowable accommodations

o Consent for Medicaid Reimbursement

o Consent to Invite Agencies (share identifiable information/ invite agency participation)

o Other…..

Put all forms together. Attach any of the forms listed above and , if applicable:

o Excusal forms (and written input from excused team member, if it was needed)

o Meeting Notice

Checklist

Distribute IEP.

Finalize IEP. If there are any errors address them and then finalize. If the IEP is not finalized it

will affect your dashboard, the student’s progress reports and reports.

Inform all service providers of their responsibilities.

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If ESY added, continued or discontinued, email Nima Pewitt.

Implement IEP.

Begin progress monitoring and data collection.

Inform the appropriate evaluators if consent for further assessment was given by the parent

(reevaluation).

Other Forms under Add Action:

Case conference:

This form may be used to document meetings done outside the IEP process or along with the IEP.

Consent for Initial Placement:

This form is only used to receive parent consent for placement at an initial placement into any ESE program.

This would be done at an Eligibility meeting.

Consent for Medicaid Reimbursement: Refer to Enrich trainings for more information.

Consent for Reevaluation:

This form would be used to receive parent consent for reevaluation after determination of need for reevaluation

is completed.

Consent to Invite Agencies Related to Transition:

This form must be used:

prior to sharing any personally identifiable information regarding a student with an agency

prior to scheduling an IEP meeting for which the IEP team wants to invite an agency to participate

Consent to Release Private Data:

This form is used when requesting student information from outside the school district.

Eligibility Determination:

This form is used to document eligibility for ESE programs.

Evaluation Report:

This form may be used to complete and create reevaluation reports.

Functional Behavior Assessment (FBA): After consent to conduct a FBA, and if the student is in the Enrich program, this is the evaluation form that

must be completed.

IEP Amendment:

This form is used to document an amendment to an existing IEP.

Informed Notice of Refusal:

This form is used when the IEP team refuses a parent request. Discuss with your ESE Senior Manager or

Staffing Specialist regarding refusals. There are specific requirements related to refusals.

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Initial Consent and Evaluation:

This form is used only to request consent for initial evaluation of a student. Once a student is identified in any

ESE program and new testing is requested, the consent for reevaluation must be used.

Initial Evaluation Extension:

For determination of eligibility for Specific Learning Disabilities ONLY. This form can be used if the

eligibility team determines there needs to be an extension in order to complete the evaluation in addition to the

60 school days that the student is in attendance.

Manifestation Determination:

This form must be used to determine whether the conduct of a student’s behavior is a manifestation of his/her

disability or any time a change of placement due to discipline is considered. Discuss this with your school’s

staffing specialist.

McKay Letter:

This letter must accompany the IEP for every IEP meeting. It provides the information we are required to share

with the parent at every IEP meeting. For any questions regarding the McKay program, contact Nima Pewitt

District Staffing Specialist.

Plan of Care:

This form is used by Speech/Language Pathologists ONLY.

Positive Behavior Intervention Plan (PBIP):

This form is used to document development of a Behavior Intervention Plan. A Functional Behavior

Assessment (FBA) is not required in order to develop a BIP for a student.

Prior Written Notice:

This form must be complete every time the IEP team makes significant a change in placement, services,

supports, programs, or other determinations in a student’s IEP. See Appendix for more information.

Reevaluation Eligibility Determination – No Testing:

This form is used when the IEP team conducts a discussion of reevaluation needs and additional

testing/assessments are not needed.

Reevaluation Eligibility Determination – Testing:

This form is used when the IEP team conducts a discussion of reevaluation needs and additional

testing/assessments are needed.

Reevaluation Initiation:

This form must be completed every time the IEP team discusses the reevaluation needs of the student. The

outcome will always be additional testing is needed or additional testing is not needed.

Summary of Performance:

This form must be completed and provided to the student/parent as the student exits school by graduating with a

standard diploma or ageing out after earning a special diploma.

Transfer of Rights Age of Majority Notification:

This form is completed and provided to the student/parent near but before the student’s 18th

birthday.

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APPENDIX

Accommodations –

Accommodations are changes or adjustments to standard instruction or assessment procedures or materials that

enable students with disabilities to participate meaningfully in educational programs. Accommodations allow

students with disabilities to have access to instruction and the opportunity to demonstrate learning.

Accommodations used in assessment situations are generally the same as the accommodations the student

routinely uses in instruction.

Consent for Non-allowable Instructional Accommodations – A parent must provide signed consent for a student to receive instructional accommodations that would not

be permitted on the statewide assessments and must acknowledge in writing that he or she understands the

implications of such accommodations.

If the parent attends the IEP meeting, written consent may be requested at that time. If the parent is not in

attendance a separate Consent form must be sent home with the IEP.

If the parent does not provide written consent for the provision of the non-allowable instructional

accommodations, whether by indicating no consent in writing or by not returning or signing the consent

form, these accommodations CAN NOT be provided to the student.

The IEP team must let all service providers know if non-allowable accommodations are to be provided. It is

recommended that the ESE teacher keeps documentation regarding the sharing of this information.

Excusals –

IEP team member excusal

a) A member of the IEP team is not required to attend an IEP team meeting, in whole or in part, if the

parent of a student with a disability and the school district agree, in writing, that the attendance of the

member is not necessary because the member's area of curriculum or related services is not being

modified or discussed in the meeting.

b) A member of the IEP team also 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 the curriculum or

related services, if

the parent, in writing, and the school district consent to the excusal and:

the member submits, in writing to the parent and the IEP team, input into the development of the IEP

prior to the meeting.

c) The district has designated the following individual(s), by name or position, as having the authority to

make the agreement with the parent, or provide consent on behalf of the district, to excuse an IEP

team member from attending an IEP team meeting: ESE Senior Managers, Staffing Specialists,

District ESE Staff, and designated LEAs. d) If a required IEP team member is unable to attend the meeting as scheduled, the parent can agree to

continue with the meeting and request an additional meeting if more information is needed, or request

that the meeting be rescheduled.

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Extended School Year –

At least annually, the IEP team must determine whether extended school year (ESY) services are necessary

for the provision of FAPE to the student if the IEP team determines, on an individual basis, that the services

are necessary. School districts may not limit ESY to particular categories of a disability or unilaterally limit

the type, amount, or duration of those services.

Discuss ESY services with your ESE Senior Manager or Staffing Specialist.

ESY services are not to supplant ESE services that should be provided by the school during the school day.

ESY services are not intended to every student who is working below grade level. ESY is provided after the

regular school day/year in order to receive FAPE. Consider the following:

Is the student making progress toward the goals on his/her IEP?

If not, has the IEP team met to look at changes in services, supports, accommodations in the school

setting?

If not, is the IEP addressing the needs appropriately? If a student is receiving minimal services, the team

will want to increase services prior to using ESY services.

Scoring at Level 1 or 2 on state tests does not automatically make a student eligible for ESY.

Can you document either regression of skills. (You must have documentation showing the student was

able to perform the skill but after a break in services cannot perform the skill. If so, then determine if it

would take several weeks to regain the skill)?

District Procedures for Consideration of ESY:

a) Ongoing progress monitoring of student performance must be kept. If the student currently has ESY

services, monitoring regarding the effectiveness of these services on student performance must be

kept by the ESE teacher.

b) At least two weeks prior to the scheduled IEP meeting the ESY Determination of Need

Recommendation Form must be completed and emailed to the ESE Senior Manager of your

school.

c) The ESE Senior Manager will review the data in the form and return to the IEP team the

recommendation regarding ESY services. The ESE Senior Manager will also email a copy of this

form to the District Staffing Specialist if tutoring through the LRC contract will be discussed.

d) The IEP team will meet and conduct the IEP meeting.

e) If ESY is added, continued or discontinued, and will be provided through the contract for tutoring

with LRC, from the services to the student the LEA will email the District Staffing Specialist (Nima

Pewitt) the student’s:

a. Name

b. ID number

c. If ESY was added, continued or discontinued on the current IEP

f) The District Staffing Specialist will notify LRC if contracted tutoring services are needed.

Least Restrictive Environment (LRE) –

Least restrictive environment (LRE) and placement determinations:

a) To the maximum extent appropriate, students with disabilities, including those in public or private

institutions or other facilities, are educated with students who are not disabled.

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b) Special classes, separate schooling, or other removal of students with disabilities from the regular

educational environment occurs only if the nature or severity of the disability is such that education in

regular classes with the use of supplementary aids and services cannot be achieved satisfactorily; and

c) A continuum of alternative placements must be available to meet the needs of students with disabilities

for special education and related services, including instruction in regular classes, special classes,

special schools, home instruction, and instruction in hospitals and institutions and a school district must

make provision for supplementary services (such as resource room or itinerant instruction) to be

provided in conjunction with regular class placement.

d) In determining the educational placement of a student with a disability, including a preschool child with a

disability, each school district must ensure that:

• The placement decision is made by a group of persons, including the parents, and other persons

knowledgeable about the student, the meaning of the evaluation data, and the placement options.

• The placement decision is made in accordance with the LRE provisions listed above.

• The student's placement is determined at least annually, is based on the student's IEP, and is as close as

possible to the student's home.

• Unless the IEP of a student with a disability requires some other arrangement, the student is educated in

the school that he or she would attend if nondisabled.

• In selecting the LRE, consideration is given to any potential harmful effect on the student or on the

quality of services that he or she needs.

• A student with a disability is not removed from education in age-appropriate regular classrooms solely

because of needed modifications in the general education curriculum.

• In providing or arranging for the provision of nonacademic and extracurricular services and activities

(including meals, recess periods, counseling services, athletics, transportation, health services,

recreational activities, special interest groups or clubs sponsored by the school district, referrals to

agencies that provide assistance to individuals with disabilities, and employment of students, including

both employment by the school district and assistance in making outside employment available), each

school district must ensure that each student with a disability participates with students who are not

disabled to the maximum extent appropriate to the needs of the student. The school district must ensure

that each student with a disability has the supplementary aids and services determined by the student's

IEP team to be appropriate and necessary for the student to participate in nonacademic settings.

Meeting Minutes –

The IEP must document what was discussed at the IEP meeting. Use brief notes to summarize IEP any

discussions, determinations or additional information that is not located elsewhere on the IEP.

Meeting Participation –

PARENTAL INPUT AND MEETINGS.— from Senate Bill 1108

(a) Meetings with school district personnel.—Parents of public school students may be accompanied by another

adult of their choice at any meeting with school district personnel. School district personnel may not object to

the attendance of such adult or discourage or attempt to discourage, through any action, statement, or other

means, parents from inviting another person of their choice to attend any meeting. Such prohibited actions

include, but are not limited to, attempted or actual coercion or harassment of parents or students or retaliation or

threats of consequences to parents or students.

1. Such meetings include, but not are not limited to, meetings related to: the eligibility for exceptional

student education or related services; the development of an individual family support plan (IFSP); the

development of an individual education plan (IEP); the development of a 504 accommodation plan

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issued under s. 504 of the Rehabilitation Act of 1973; the transition of a student from early intervention

services to other services; the development of postsecondary goals for a student and the transition

services needed to reach those goals; and other issues that may affect a student’s educational

environment, discipline, or placement.

2. The parents and school district personnel attending the meeting shall sign a document at the meeting’s

conclusion which states whether any school district personnel have prohibited, discouraged, or

attempted to discourage the parents from inviting a person of their choice to the meeting.

If the parent participates by telephone, send a copy of the form to the parent (by mail, email, etc.) requesting the

parents response and signature. Document your attempt.

If the parent does not attend in person or by telephone, indicate the parent was not in attendance.

Non-Participation with Non-Disabled Peers –

The IEP team must include a statement explaining the reason a student will not participate with their

non-disabled peers. Anytime a student is removed from any school setting or activity in which non-

disabled peers participate, explain which activities this includes and why it is necessary. This should be

more than a generic statement. It must be individualized for the student.

Present Level of Performance –

The present level statement includes information regarding all of the following:

• How the student is currently performing in all domain areas:

o Curriculum and Learning

o Socially/Emotionally/Behaviorally

o In areas of independent functioning

o Communication

o Health related concerns and needs

• Current level of mastery

• Most recent evaluation/reevaluations

• Effect of the exceptionality

• Strengths of the student

• Input from the parent, student, teachers, service providers and others familiar with the student

• The priority educational needs of the student

• Student performance on state or district-wide assessments

Reevaluation –

The following are situations in which the IEP team must discuss the need for reevaluation:

• Once every 3 years the IEP team must discuss reevaluation needs

• Consideration for adding, changing, discontinuing or dismissing any ESE program

• Need for a Functional Behavior Assessment

• Need for updated information on the student

• Parent request

• Other

After discussing the need for reevaluation the team may make the following decisions:

• Additional assessments are needed and parent consent for reevaluation requested

• No additional assessments are needed

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If consent for reevaluation is received, assessment will be conducted. When the assessment is finished the

IEP team will address at the IEP meeting and make appropriate changes. The new current evaluation date

will change to the last date of the assessment.

If no assessment is needed, at the same meeting at which this was decided, the new current evaluation date

will be the same as the meeting date.

Related Services –

Related services means transportation and such developmental, corrective, and other supportive services as are

required to assist a child with a disability to benefit from special education, and includes speech- language

pathology and audiology services, interpreting services, psychological services, physical and occupational

therapy, recreation, including therapeutic recreation, early identification and assessment of disabilities in

children, counseling services, including rehabilitation counseling, orientation and mobility services, and

medical services for diagnostic or evaluation purposes. Related services also includes school health services and

school nurse services, social work services in schools, and parent counseling and training.

Supplementary Aids –

Supplementary aids and services are often critical elements in supporting the education of children with

disabilities in regular classes and their participation in a range of another school activities. IDEA’s definition of

this term (at §300.42) reads:

Supplementary aids and services means aids, services, and other supports that are provided in regular

education classes, other education-related settings, and in extracurricular and nonacademic settings, to

enable children with disabilities to be educated with nondisabled children to the maximum extent

appropriate …

Speaking practically, supplementary aids and services can be accommodations and modifications to the

curriculum under study or the manner in which that content is presented or a child’s progress is measured. But

that’s not all they are or can be. Supplementary aids and services can also include:

direct services and supports to the child, and

support and training for staff who work with that child.

That’s why determining what supplementary aids and services are appropriate for a particular child must be

done on an individual basis.

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