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1

Writing

a New IEP

in

Infinite CampusAugust 1, 2014

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Creating / Entering IEP Team Members

• Entering team members is the only way

to indicate IEP team members who

attended and were invited to an IEP

meeting.

• There are two (2) major ways to enter

team members:

Find & Link New Team Member

– Census- The student & Family

Members

– Classroom Teachers (Teachers

rostered to the student)

– Special Ed Staff- ESS staff

across the district

– Advisor Staff- Administrators, EL

Teachers, LC coaches, and other

non-ESS staff that most

frequently attend IEP meetings.

Enter New Team Member- The

ability to manually enter any person

not in the drop-down lists available

under the Find & Link New Team

Member option.

• To find this feature, click in this order:

– Index:

– Student Information

– Special Ed

– Team Members

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Creating / Entering IEP Team Members: Student & Family

Click on Find & Link New

Team Member

• Use the Census pull down and

enter the student and his

parent(s) and/or guardian(s).

• After each entry, click on Add

Team Member.

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Creating / Entering IEP Team Members: General Education Teachers

• Click Fetch Classroom Teachers to

automatically add all rostered teachers.

• Teachers will default to Read-Only. If you need

to change a teacher’s role, click on the teacher’s

name and select a different role in the role box.

Roles that would be applicable to general

education teachers:

– Read Only- This selection allows users

with security access to the documents tab

to open a read-only copy of any available

document.

– View Only- This selection allows teachers

with the student in their sections to see

there is a document for the student and to

open it as a read only copy.

• Click Save.

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Creating / Entering IEP Team Members: Special Ed Staff

• Use the Special Ed Staff and enter appropriate ESS

staff.

• Assign each staff members the appropriate role.

Member roles that typically would typically apply

include:

– Write- This setting allows a team member to

modify existing documents, but not create new

documents.

– Advisor- This selection will display the student

as part of the Caseload in the Counseling

section.

– Case Manager- When a team member is

assigned this role, that person has full ability to

modify, delete and edit any document for a

student. This option also triggers the student's

file to appear in that user's caseload summary.

EVERY STUDENT MUST HAVE ONE CASE

MANAGER ASSIGNED.

– Service Provider- Always use this role for

speech therapists, OTs, PTs, and other special

education staff that may serve the student at

some point in the school day. This option will

list the student in the caseload tool. This will be

the only way special education staff will have

access to a student in Infinite Campus.

• After each entry, click on Add Team Member.

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Creating / Entering IEP Team Members: Advisor Staff

• Use the Advisor Staff (includes

administrators, LC coaches, and

other staff that typically attend IEP

meetings but are not special

education staff), as needed, to enter

appropriate staff members.

• Assign each staff member the

appropriate role. Roles that would be

applicable to this type of personnel

include:

– Read Only- This selection

allows users with security

access to the documents tab to

open a read-only copy of any

available document.

– View Only- This selection

allows teachers with the

student in their sections to see

there is a document for the

student and to open it as a

read only copy.

– Advisor- This selection will

display the student as part of

the Caseload in the Counseling

section.

• After each entry, click on Add Team

Member

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Creating / Entering IEP Team Members (continued)

After entering each team member,

assign an End Date as follows:

• Click on the appropriate team

member to open Team Member

Detail.

• Enter an End Date for the team

member. For example: the end

date for a regular education

classroom teacher may be the last

day of the semester or the last

school day for the school year.

• After entering the End Date, click

Save.

• Repeat these steps for each

appropriate team member.

• Please do not delete team

members. Add an end date to

any member that is no longer an

active member of the IEP team.

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Creating a New IEP

• Under Index:

• Click on Student Information

• Click on Special Ed

• Click on New Document

Choosing the Document• Click on Create New Plan.

• Upon doing this, choices are given for the

type of IEP to be written.

9• Once chosen click Create Document.

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Education Plan

• Reason for Meeting is documented in two

places.

– Use the template bank and drop-down

box to choose “Initial” or “Review” in

both areas. DO NOT TYPE IN BOX–

select from the template bank and

drop down box only.

– Initial is for the first time the student

is placed in ESS or the first time the

student is placed in Georgia in ESS.

– Review is used for IEP annual

reviews and re-evaluation reviews

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Education Plan

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

• IEP Implementation and IEP End date will automatically be entered based on the Meeting date entered.

– IEP End Date should be no greater than one calendar year from the Meeting Date.

• Eligibility Date: Enter the date of the most recent eligibility report date OR the date of the most recent re-evaluation review date (if no further evaluation was needed).

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Education Plan

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

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

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Education Plan

• Report of Student Progress:

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

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

• Comments

Add any additional comments here.

For IEP Addendums, use this space and type in following (where xx/xx/xxxx is the meeting date– “3/05/2013 ADDENDUM.” (See separate addendum powerpointfor step-by-step guidance.)

Click Save & Continue

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Exceptionality Classification

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

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

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


continued on next page

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The Exceptionality Classification page is a

long page. Make sure to scroll down to the

bottom of the page and complete the Special

Ed Status and Special Ed Setting.

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

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

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

• Click Save & Continue

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Student Demographics

• Click on Refresh Student Information


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Parent/Guardian Information

• Click Refresh Guardian Information


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PLAAFP

(Present Level of Academic Achievement and Functional Performance)

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

Include a summary of the most recent results from any of the following that provides a data-based description of the child’s disability:

• Eligibility report and/or Re-Evaluation review

• State assessments

• District assessments.

• Results are defined as:

• Date

• Test Name

• Areas Assessed

• Score and/or range of scores to include…

• Information about what the scores mean

• Most recent is defined as:

• Psych-educational evaluation within 2 years; if more than 2 years, an explanation regarding how this data informs the current IEP

• State/District assessments within 1 year

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

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Present Levels of Academic Achievement and Functional Performance

The results of the initial or most recent evaluation of the child: This should include a very brief summary of the relevant

information from the child's evaluation (not just a listing of scores). Only the information that directly impacts the child's

performance in the general education curriculum or environment needs to be included. You do not want to rewrite the eligibility

report. If you do not have current psychological/eligibility information within the last two years put other forms of evaluation

information, such as current grades, benchmark testing or end of unit assessment that would assess the student's needs.

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

• Sample: Mark was reevaluated on 3/20/07 and continues to qualify for EBD based on the information provided in the eligibility report. He

demonstrated an average IQ as measured by the WISC-IV. WIAT results indicated academic deficits in reading comprehension and

solving math word problems. Analysis of the behavior assessment (Devereaux/BASIC) revealed significant problems in interpersonal

skills and also indicated signs of depression.

The results of system or statewide assessments:

This information may include test scores but should also provide a frame of reference for how the child is performing in comparison to

same age peers. For example, the results on the CRCT should include whether the child did not meet, met, or exceeded standards and

the strengths and weaknesses as indicated by the domains. Other statewide assessments to discuss could be the EOCT, GHSGT, GKAP

and GAA.

Samples:

• Fourth grade CRCT results for 2007:

• Reading: 858 (Exceeds expectation)

• English/Lang. Arts: 781 (Did not meet expectations) Grammar and sentence construction were significant weaknesses

• Mathematics: 798 (Did not meet expectations) Number operations and math process skills were significant weaknesses

• Science (810) and Social Studies (822) were within the meets expectation range.

Not this:

• 1/17/02 WISC-M Full Scale IQ: 81, Verbal IQ: 79, Performance IQ: 82

• 3/8/04 WRAT-3 Reading SS: 62 Spelling SS: 68 Arithmetic SS: 57

• 3/28/07 Brigance Word Recognition: 3rd grade, Reading Comprehension: 2nd grade, Spelling: 3rd grade, Math: 4th grade

• CRCT (Spring 2006) Reading 799, Math 282

• What does any of this tell us?

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PLAAFP

(continued)

Description of academic, developmental

and/or functional strengths:

• If a student’s performance is interpreted as

“low” in all areas, address strengths at the

student’s instructional level


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Description of academic, developmental, and functional strengths

Description of academic, developmental and functional strengths refers to areas of strengths in academic subjects

such as reading, language arts, math, etc., developmental areas such as communication, motor, cognitive,

social/emotional, etc., functional areas such as self-care, social skills, daily living, communication,

social/emotional, etc.

Samples:

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

and has good comprehension of grade level materials.

• Chris is an auditory learner. He is able to listen to lectures, instruction, and directions and retain the information.

He participates in class discussions and has good recall for tests and quizzes. He has great interest in science

and social studies and performs very well in those classes.

• Ray's math calculation and word problem skills are very strong. He is able to accurately complete two-step word

problems and addition and subtraction with regrouping up to two digits.

Not this:

• Seth is a sweet and loving boy who loves to talk to his teachers and visitors who come into the room. He loves

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


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PLAAFP

(continued)

Description of academic, developmental

and/or functional needs:

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

there is never a goal without a need/deficit.

Refer to the following page for

information and examples from the

Georgia Department of Education.

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Description of academic, developmental, and functional needs

Description of academic, developmental and functional needs is a critical component of the IEP. By analyzing the

assessment and classroom information, areas of need can be identified for the student. From these identified

needs the annual goals will be written to assist the student to access the general curriculum (standards). In order

to write goals, the needs should be specific.

Samples:

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

or in the back of his books. He completes homework at home but he can't find it to turn it in 50% of the time. He

accurately completes addition and subtraction problems in math but has only mastered multiplication facts of 2, 5

and 10 which negatively impacts his accuracy and speed in completing multiplication and division problems.

• Mary is frequently off task in class and she does not complete assignments 75% of the time. When redirected to

complete her work she becomes frustrated and angry and disrupts classroom instruction with shouting and

refusing to complete her work.

• Joshua is unable to write a complete sentence using capitalization and punctuation.

• Samantha is unable to read for understanding. When she reads a passage, she has not demonstrated the ability

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

Not this:

• Seth's weakest areas are math and written comprehension.

• Johnny's reading skills are below grade level.

• Susie spends a lot of time in ISS due to behavior problems.

• Sabrina has weaknesses in processing speed, concept formation and visual motor integration skills.

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


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PLAAFP

(continued)

Parental concerns regarding their child’s education:


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Parental concerns regarding their child's education

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

behavior, performance on goals, and/or future plans. Even if the parent does not attend the meeting or does not

provide input at the time of the meeting, this information should be drawn from communication that has occurred

over the previous school year.

Samples:

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

for the next school year.

• Sally's mother is concerned that her daughter will be unable to pass the science portion of the GHSGT.

• Billy's parents expect him to attend college and they are concerned that he's not taking the required courses.

Not this:

• Seth's mother is happy with his program.

• Seth's mother was unable to attend the meeting.

• Seth's mother has no concerns at this time.


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PLAAFP

(continued)

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

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


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

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

performance. Examples of specific characteristics include short term memory problems, poor organizational skills,

and auditory and/or visual processing problems, fine and gross motor deficits, etc. Given specific characteristics or

deficits, this section should explain what classroom activities are impacted. Merely stating the student's eligibility

category does not adequately describe the impact on involvement and progress in the general education

curriculum. Statements should reflect individual needs and not be applicable to a large group of students.

Samples:

• Sally's deficits in auditory processing make it difficult for her to understand verbal instruction and directions. She

requires written directions and frequent checks for understanding.

• Due to Michael's deficits in decoding he cannot comprehend grade level materials, when reading independently.

• Maria frequently cries; yells and refuses to work when she doesn't understand a new concept or assignment. Once

upset, she requires time away from instruction to calm down, resulting in many interruptions to her learning.

• When new lessons or assignments are being presented, Maria needs extra time with a teacher to assure she

understands the material before working independently.

Not this:

• Seth's learning disability hinders his ability to progress in the general curriculum. He needs resource help to

progress academically.

• Johnny's academic levels are below grade level.

• Billy's behavior problems interfere with his learning.


Special Factors

• Special factors must be considered for all

students in each IEP. If needs are

identified, they must be addressed in the

IEP.

• If yes is chosen to a special factor, this must

be addressed in the white boxes.

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

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

Proficiency, please address the following issues in the language needs box just below:

– The ESOL Delivery Model (collaborative, consultative, etc.)

– The individual who will provide the services (EL certified teacher, paraprofessional, etc.)

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Juan receives ESOL support from a certified EL teacher in a

consultative model.

Special Factors- EL StudentsWhere to find EL Information for the IEP

1. In IC, click on Index Student Information General Enrollments (in the tabs to the right)

2. Information pertaining to the service provider will need to be provided by your EL teacher. (Note:

An EL teacher is a required member of every EL student’s IEP.)

3. You can find EL information in IC as shown below. You should always verify the information you find in

IC with the EL teacher either prior to or in the IEP meeting.

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Delivery Model!

Is the student ESOL/EL?Is the student ESOL/EL?

Special Factors- EL Students

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

Proficiency, please address the following issues in the language needs box just below:

– The ESOL Delivery Model (collaborative, consultative, etc.)

– Amount of ESOL services– except for consultative services– (1 segment, 2 segments, etc.)

– The individual who will provide the services (EL certified teacher, paraprofessional, etc.)

Example for an EL Student Receiving Services Other Than Consultative

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Juan receives 1 segment of EL support from a certified EL

teacher in a collaborative model.

Special Factors- EL StudentsWhere to find EL Information for the IEP

1. In IC, click on Index Student Information General Enrollments (in the tabs to the right)

2. Information pertaining to the service provider will need to be provided by your EL teacher. (Note:

An EL teacher is a required member of every EL student’s IEP.

3. You can find EL information in IC as shown below. You should always verify the information you find in

IC with the EL teacher either prior to or in the IEP meeting.

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Segments!

Is the student ESOL/EL?

Delivery Model!

Writing a Goal• Annual goals and objectives are

developed to address specific deficits as

described in the present levels of

academic and functional performance.

• Goals are measureable targets

predicted to be met by the completion of

the IEP and objectives are smaller steps

designed to enable students to reach the

ultimate goal(s). Objectives are required

for students who will be assessed under

the Georgia Alternative Assessment

(GAA) but can be developed for any

student.

• Goals must address specific deficits as

described in the present levels of

academic and functional performance.

• Goals are measurable targets to be met

by the end of the IEP.

• To develop a goal click on New Plan

Goal. 42

There is never a need/deficit without a

goal … and… there is never a goal

without a need/deficit.

REMEMBER!

Creating a Goal

• Complete the name of the goal (Math,

Reading, Language Arts, etc.)

• Develop the annual goal.

• Develop the criteria for mastery.

• Develop the methods of evaluation.

• Click Save.

• Complete this for every goal identified.

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Measurable Annual Goal Components should include:

• Date- The month and year the goal should be met (not more than

the IEP end date but can be less)

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

• Condition - Circumstances under which the target behavior is to

occur.

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

Annual Goal Example

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Active participation in eating and drinking

By May 30, 2013, when provided a tray of food at his lunch table, Stanley

will actively participate in feeding himself and drinking during meals.

Teacher tally checklist

With prompts 75% of bites per lunch meal every school day for 4

consecutive weeks.

With prompts, 3 sips per meal every day for 4 consecutive weeks.

Writing Objectives• Objectives are developed

to address specific deficits

as described in the present

levels of academic and

functional performance.

Objectives are smaller

steps designed to enable

students to reach the

ultimate goal(s).

Objectives are required for

students who will be

assessed under the

Georgia Alternative

Assessment (GAA) but can

be developed for any

student.

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To develop objectives click on the chosen

goal.

Then Click on New Plan Goal Objective.

Creating an Objective

• Develop the objective.

• Develop the criteria for mastery.

• Develop the methods of evaluation.

• Click Save.

• Complete this for every objective needed.

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Objectives Example

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By October 31, 2012, after receiving assistance to scoop/stab food onto

spoon/fork, Stanley will maintain his grasp while bringing the food to his mouth

and lowering the spoon/fork to his plate.

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

Teacher tally checklist

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Student Supports

• Student supports are the

accommodations, supplemental aids

and services, and modifications that the

student needs to advance toward

meeting annual goals and making

progress in the general education

curriculum are specifically listed here.

• Accommodations do not change what a

student is taught but are provided to

enable the child to progress in the

curriculum.

• Example: Using a word processor for

lengthy written assignments due to

deficits in written expression.

• Accommodations used for state

assessments must be included in

classroom testing accommodations.

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Student SupportsSome pre-loaded options/examples are

available when you click on a template bank

• Supplemental aids and services

should include supports that are

provided in general education classes or

other education-related settings to

enable students with disabilities to be

educated with nondisabled students to

the maximum extent appropriate.

Examples include tutoring, adult

assistance, note-taking, peer helper,

pre-teaching/re-teaching or reinforcing

concepts, behavior intervention plan,

point sheet, assigned seating, etc. Some

accommodations used for instruction

may also be considered an

“Instructional Accommodation.”

• Supports for district personnel should

be included when training or other

supports are being provided to district

staff regarding a specific student’s need.

Examples may include training on an

assistive technology device, Mindset

training, crisis prevention training, etc.


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Assessment Determination• If the student is educated using the

district’s Alternate Curriculum and will

be participating in the Georgia

Alternative Assessment (GAA), use

the dropdown box to choose Yes.

Otherwise, mark No.

• Assessment determination is made

on an individual basis according to

whether the student is instructed on

grade level standards or the district’s

alternate curriculum. Only students

taught alternative standards are

eligible for assessment through the

GAA, which is a portfolio of student

achievement submitted each spring.

• If yes to GAA, Provide a statement as

to the reason the student will not

participate in the regular assessments.


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Assessment Determination

Please Note: Accommodations must be considered for all state and district assessments during the life of

the student’s IEP. Even if the assessment will not have accommodations, the test and subtest must be

included. Refer to the DPS ESS assessment grid to ensure inclusion of all assessments administered during

the life of the IEP.

• Accommodations for each test and subtest should be considered separately. However, if multiple subtests will be

accommodated in the same way, you may include them all in the Subtest box. If subtests will be accommodated

differently, a New Assessment section must be completed for each test and/or subtest.

Every state and district test and subtest administered during the life of the

student’s IEP must be represented in this section.

You may not leave any boxes blank. All accommodation areas now have a choice

of “None” that will result in the entry of “No accommodations will be provided.”

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District’s Annual Assessment Grid

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Statewide and district wide assessments determination

• Accommodations specific for each subtest and assessment. Each assessment should be listed, content area-by-

content area so that accommodations may be individualized. It is permissible to indicate all subtests. EOCT should

be identified by the course subject.

• Accommodations must relate to student's needs.

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


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Specific Testing Accommodations The Specific Testing Accommodations section

must be completed for all IEPs and must

reference every test and subtest to be

administered during the life of the IEP. See the

ESS annual assessment grid.

• Accommodations for each test and subtest

should be considered separately. However, if

multiple subtests will be accommodated in the

same way, you may include them all in the

Subtest box. If subtests will be accommodated

differently, a New Assessment section must

be completed for each test and/or subtest.

• Use the template banks for available

accommodations. Do not write in the boxes.

Only state-approved accommodations may

be considered.

• Every assessment and subtest must be

considered and accommodations must be

marked as either “Standard,” “Conditional,”

or “None- meaning no accommodations

provided”.

• Conditional accommodations may only

be provided if the student meets

eligibility. Refer to the assessment

worksheet at the end of this document

for further guidance.

Criterion- Referenced Competency Test

(CRCT)

Mathematics

Basic function calculator or adapted basic

calculator: CONDITIONAL (SEE GUIDANCE);

X

Only state-approved accommodations may be

considered.

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General Education Services

• Choose New Service Provided.

This section is used to record special education services that take place in the

General Education setting (inclusion services), such as consultative, supportive,

collaborative, or co-taught models of instruction.

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General Education Services• General Education – This section is used to record

Special Education and Related services that take place

in the General Education setting (inclusion services),

such as co-taught or collaborative.

• Consultative- Student receives direct instruction

from a teacher certified in the student’s primary

area for at least one segment per month.

• Supportive- Specifically designed instruction or

supplemental aids or services provided from

personnel such as paraprofessionals,

interpreters, job coaches, other assistive

personnel, and other general education teachers

that allow the student to receive instruction in the

general education classroom.

• Collaborative- A general and special education

teacher teaching in the same classroom with the

special education teacher being in the classroom

at least 50% of an instructional segment for

collaboration.

• Co-taught- A general and special education

teacher teaching in the same classroom with the

special education teacher being in the classroom

for 100% of an instructional segment.

Note: The time the student spends in general

education without ESS support is no longer

reported in the IEP.

63

General Education Services (continued)

• Select the General Education

(Class)Service based upon the student’s

eligibility category and service model

(Consultative, Supportive, Collaborate, or

Co-Taught). See previous page for

guidance.

• Service Provider Name and Service

Position: Use the pull downs to enter the

Service Provider Name and Service

Position.

• Display on Print is automatically checked

• Location and Model should be ignored.

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• Initiation Date and End Date will be the

start and end date of the service.

• Initiation Date- Typically the IEP

Implementation Date

• End Date- Typically the IEP End

Date (which is plus one year and

minus one day from the

Implementation Date)

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• Duration: Enter the amount of time (in

minutes) for the regular education class.

• Session frequency: Enter the number of

days the student will receive the duration of

services.

• Subject: Enter the rostered subject or

general content area where the service will

occur (i.e., Reading, ELA, Math, History,

Science, etc.). Please do not enter a course

name.

• Service Frequency: Use the pull down to

enter the service frequency. Service

frequency reflects the calendar period in

which the student receives the Duration

and Session Frequency of services.

• Example- Pam will receive 45

minutes of literacy support 5 days

each week.

• Duration- 45

• Session Frequency- 5

• Service Frequency- Week

• Click Save to enter more services or Save

& Continue to go to the next section of the

IEP.

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• Note: Not Receiving Service should notbe marked.

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Services Outside the General Education Classroom

Special Ed Services – This section is

used to record services which take place

in a setting apart from general

education, such as resource or self-

contained.

Choose New Service Provided

This section is used to record special education services that take

place outside of the general education classroom (pull out services

provided in resource or self-contained settings)

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Services Outside the General Education Classroom (Cont’d)

Special Ed (Normal) Service – This section is

used to record Special Education services

that take place outside of the General

Education Classroom (Pull Out services

provided in resource or self-contained

settings)

• Identify the student’s disability category.

Note: The time the student spends in

general education without special

education support is no longer reported

in the IEP.

69


• Select the student’s disability category and

selected model from the drop-down box.

Models include:

• Separate Class- Students who receive

special education and/or related services

in a resource or self-contained

classroom.

• Separate School- Students who receive all

of their special education and related

services in a public or private day setting

(i.e., North Star and Crossroads).

• Home Instruction- Students who receive all

of their special education and related

services in the principle residence of the

child’s family or caregivers.

• Residential- Students who receive their

special education services in a publicly or

privately operated residential schools or

residential medical facilities on an in-patient

basis.

• Hospital/Homebound- Special education

and related services in a hospital or

homebound program.

• Supportive Services- Specifically designed

instruction or supplemental aids or services

provided from personnel such as

interpreters, job coaches, other assistive

personnel, and other general education

teachers that allow the student to receive

instruction in the special education

classroom.

Most Common

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• Use the drop-down boxes to enter the

Service Provider Name and Service

Position.

• Display on Print is automatically checked

• Location and Model should be ignored.

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• Initiation Date and End Date will be the

start and end date of the service.

• Initiation Date- Typically the IEP

Meeting Date

• End Date- Typically the IEP End

Date (which is plus one year and

minus one day from the IEP

Implementation Date)

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minutes) for the special education class.

• Session frequency: Enter the number of

days the student will receive the duration of

services.

• Subject: Enter the rostered subject/class

where the service will occur (i.e., Reading,

ELA, Math, History, Science, etc.). There is

no need to input the course name.

• Service Frequency: Use the pull down to

enter the service frequency. Service






each week.

• Duration- 45



• Click Save to enter more services or Save

& Continue to go to the next section of the

IEP.

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• Note: Not Receiving Service should notbe marked.

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Related Services

Related Services– This section is used to record services related to instruction, such as transportation, occupational

therapy, physical therapy, or counseling.

• Click New Service Provided

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Related Services

• Use the pull down to enter the Related Service.

• Select the related service and where it

will occur: Inside the general education

setting (inclusion/push-in) or outside the

general education setting (pull out).

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Related Services

• Use the pull down to enter the Service

Provider Name.

• Use the pull down to enter the Service

Position (service provider).

• Click Display on Print.

• Ignore Location and Model.

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Related Services


minutes) for the special education class.

• Session frequency: Enter the number

of days the student will receive the

duration of services.

• Subject: Enter the rostered

subject/class where the service will

occur (i.e., Reading, ELA, Math, History,

Science, etc.).There is no need to list the

course name.

• Service Frequency: Use the pull down

to enter the service frequency. Service






each week.

• Duration- 45



• Click Save to enter more services or

Save & Continue to go to the next

section of the IEP.

• Click New Service Provided and repeat

these steps for each Related Service.

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Services Considered

Identify the services considered for the student (see next slide for a description of services).

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Services Defined

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

• Consultative- Student receives direct instruction from a teacher certified in the student’s primary area for at least 1

segment per month and student must receive such direct instruction for the majority of the segment on the day of the FTE

count.

• Collaborative- A general and special education teacher teaching in the same classroom with the special education teacher

being in the classroom at least 50% of an instructional segment for collaboration.

• Co-teaching- A general and special education teacher teaching in the same classroom with the special education teacher

being in the classroom for 100% of an instructional segment.

• Supportive Services- Specifically designed instruction or supplemental aids or services provided from personnel such as

paraprofessionals, interpreters, job coaches, other assistive personnel, and other general education teachers that allow the

student to receive instruction in the general education classroom.

• Related Services- May include adapted PE, audiology, counseling, diagnostic services, occupational therapy, physical

therapy, psychological services, interpreter, school health/nurse, school social work, IDEA transportation, and orientation

and mobility.

• Instruction/Services Outside the General Ed Classroom

• Separate Class- Students who receive special education and/or related services in a resource or self-contained classroom.

• Separate School- Students who receive all of their special education and related services in a public or private day setting

(i.e., North Star and Crossroads).

• Home Instruction- Students who receive all of their special education and related services in the principle residence of the

child’s family or caregivers.

• Residential- Students who receive their special education services in a publicly or privately operated residential schools or

residential medical facilities on an in-patient basis.

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

• Supportive Services- Specifically designed instruction or supplemental aids or services provided from personnel such as

paraprofessionals, interpreters, job coaches, other assistive personnel, and other general education teachers that allow the

student to receive instruction in the general education classroom.

• Related Services- May include adapted PE, audiology, counseling, diagnostic services, occupational therapy, physical

therapy, psychological services, interpreter, school health/nurse, school social work, IDEA transportation, and orientation

and mobility.

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Services Considered

Services Considered: Enter an explanation of the extent, if any, to which the child will not participate with

peers without disabilities in the regular class and/or in nonacademic and extracurricular activities.


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An explanation of the extent, if any, to which the child will not participate with peers without disabilities in the

regular class and/or in nonacademic and extracurricular activities must be addressed. The statement must explain

the extent to which the student is not participating with peers. If the student is getting all classes with peers, make

that statement. If the student is getting any service outside the general curriculum, the statement must be

addressed to explain the reason.

After the options have been considered and placement selected with frequency, initiation/duration of services and

location identified, there needs to be a statement as to why the student will not participate in the regular class, if

any.

Samples:

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

address his deficits in reading fluency and comprehension.

• Sally will receive 1 period daily outside of the general education setting for instruction in language arts. Sally's

skills in written expression are far below grade level and she will receive individualized instruction to address

deficits in grammar, spelling and sentence structure.

• Charlie will receive 5 periods of instruction daily outside of the general education setting to provide specialized

instruction in academics utilizing adaptive and assistive technology and daily living skills requiring one on one

instruction and repeated practice to increase independence.

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

Not This:

• The team continues to agree that the resource setting is the appropriate and least restrictive environment for Seth.

• The committee agreed that Seth should receive one segment SLD co-teaching services in the areas of Language

Arts and Reading with Math resource.

• Seth will participate in two regular classes geared towards his academic strengths and two resource special

education classes for remediation of his weaknesses.


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Extended School Year (ESY)

Is Extended School Required?

• The IEP team shall consider each child’s

need for extended school year services

annually. The individual needs of the child

shall be considered and may include such

factors as:

• the severity of the disability;

• the age of the child;

• any transitional needs;

• the rate of progress or regression that

may limit the child’s ability to achieve

IEP goals/objectives;

• the relative importance of IEP goals at

issue;

• whether the child is at a critical point of

instruction, such as emerging skills;

and

• whether any delays or interruptions in

services occurred during the school

year.

A small portion of students may require this

service. If the need for ESY is determined, the

IEP team must identify which goals in the

current IEP are being extended or modified.

ESY is not the same thing as summer school;

however, ESY services may be provided during

summer school. Transportation may be

provided as a related service to enable the

student to receive extended school year

services.

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Extended School Year (ESY)Is Extended School Required?

There are 3 options:

In most cases, you will mark No and indicate

something like this in the Comments box:

Student progress will be measured and

analyzed throughout the school year in

school-based progress monitoring meetings

and as progress reports are developed.

Extended School Year will be considered if

data suggests that the student shows

significant regression/recoupment of skills,

is at a critical point of instruction/emerging

skills, experiences any delays or

interruptions in services occurred during

the school year, or if other pertinent factors

arise.

• If Extended School Year is required, based

upon the analysis of data, click Yes.

• If Extended School Year may be required,

click Will meet to consider by:

AND

Enter a date (typically in the spring) to

meet to discuss ESY. Progress monitoring

documentation will be reviewed to assist

with determining the need for Extended

School Year.

• Click Print with IEP

• Click Save & Continue.

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Extended School Year (ESY) Goals

• To document ESY goals in the IEP, click on

the student’s goal.

• Discuss and modify (if needed) the goal to

be addressed during ESY.

• Click on the ESY button.

• Click Save or Save and Continue to go to

the next section of the IEP.

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Behavior Plan

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

• Target Behavior(s):

Specifically identify target behaviors (as described in the PLAAFP).

• Intervention Strategies:

List/describe strategies, including positive behavioral interventions, strategies, and supports to address identified behaviors

• Has a Functional Behavior Assessment been conducted? Check Yes, No, or In Progress.

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

• Click Save & Continue.

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Parent Participation• Documentation of notice lists the dates

and methods used to notify parents of the

Initial or Annual IEP meeting and

proposed changes in placement or

services.

• Parent participation is entered in the IEP

process and is documented here. Parents

may attend the IEP meetings in person or

via a conference call. If parents are

unable to attend, sufficient time to review

the IEP must be provided before the IEP is

implemented. You must give parent two

weeks before implementing the IEP.

• Note: Every attempt should be made to

contact the parent as quickly as possible.

Strategies may include: assistance from a

social worker, a home visit, a phone

conference, etc.

• Date: Enter the date of each notification.

• Click to reflect the type of notice given.

• Notice Given By: Indicate the person’s

name who provided notice.

Parent Participation

continued on next page

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Parent Participation

`

The Parent Participation page is a

long page. Make sure to scroll down to the

bottom of the page and complete all

appropriate sections.

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

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

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


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Team Meeting

• Click New Team Meeting

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Team Meeting

• Check Print in IEP.

• Enter the time of the meeting.

• Enter the date of the meeting. Make sure the meeting date entered here and the meeting date on page 1 of the IEP are correct and match.

Enter the location of the meeting.

• Enter the date of Notice of Meeting.

• Add minutes from the meeting. (Please keep minutes to a minimum. You would include here only information that does not fit anywhere else in the IEP.)

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Team Meeting (continued)

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

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



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Required participants at the IEP Meeting

Required participants at the meeting include the following:

• General Education Teacher

• Special Education Teacher

• Local Education Agent (LEA)

• Student (if transition is to be discussed)

The person acting as the LEA representative at the IEP meeting must be identified. Special education teachers may

serve as the LEA representative, but must sign both as teacher and LEA representative if they are acting in dual

roles. The department's original position was that special education teachers could not act as the LEA

representative, if the meeting was for one of their own students. This position has changed; however, it is still best

practice to have a school administrator act as the LEA representative, when possible.

Excusal Letter: If you put the names of the participants on the invitation by the required participant title, and they are

not going to be able to be present, an excusal letter must be signed by the parent to give permission to excuse. If

you do not put a specific name by the required participant, then any person who meets the criteria of the member

may be present at the meeting.


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Locking the IEP

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

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

Each student’s current IEP should remain locked at all times. Remember to follow this procedure

and lock the IEP after each time you unlock and review an IEP.

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Locking the IEP

A pad lock will appear beside the

current IEP for each student.

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Unlocking the IEP

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

• This text box will appear. Click OK to open the IEP. (Please remember to lock it afterwards to ensure the plan

is available for state reporting.)

IEP Signature Page

• To create an IEP

Signature page, click on

the Documents tab and

then New Document.

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IEP Signature Page

• Click on Create New

Simple Form and select

IEP Signature Page.

• Click Create Document.

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IEP Signature Page• Print the IEP Signature. This form

cannot be saved.

• This form will serve as the final

signature page and allows for changes

to be made to the Draft IEP presented

at the IEP meeting without altering the

final IEP.

• Note, please ensure you have the top

three signatures, or excusals,

documented.

• Please write in the Meeting Date.

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