Souris Valley Special Services IEP and TIE Procedural Manual 2013-2014

Souris Valley Special Services
IEP and TIENET
Procedural Manual
2013-2014
Updated 8/30/13
1
Introduction
Souris Valley Special Services (SVSS) is one of 31 special education units in North Dakota.
Within this unit are 19 member districts. It is the commitment and duty of SVSS to train special
educators in the laws and regulations of the Individuals with Disabilities Act (IDEA, 2004). It is
also the responsibility SVSS to work with general and special educators, building administrators,
and parents to ensure free appropriate public education (FAPE) for all students with disabilities.
The regulations found within IDEA are the official special education policies in North Dakota.
The following IEP and TIENET Procedural Manual is not a policy manual; however, it is the
procedural manual developed by SVSS staff members to alleviate some of the confusion that
may arise with the federally required special education paperwork.
The SVSS staff members appreciate the time and attention you give to your students with
disabilities. If you have additional questions, please see our website: svssnd.org or call our
office, 701.857.4410 or 701.857.4419.
Thank you for all you do.
Updated 8.30.13
2
Prior Written Notice for Initial Evaluation
IDEA § 300.322(a)(1)
IDEA §300.503
*If a student is referred for an initial evaluation, you must contact the staff member in charge of
student data at the school. He or she will need to check the box in Power Schools “send to
TIENET” which allows you to use TIENET forms.
*The Prior Written Notice (PWN) Form under the evaluation process must be sent out prior to
any meeting with a parent to discuss possible evaluation. This PWN should be sent out 1 to 2
weeks before the scheduled meeting.
*Copy of the white booklet entitled Parental Rights for Public School Students Receiving
Special Education: Notice of Procedural Safeguards must be given to parent(s) with the PWN.
*Along with the parent, there are four required team members: Local Education Agency (LEA)
administrator, general educator, the special educator, and the individual who can interpret the
data (IDEA § 300.321). You can list two LEA administrators, and two teachers in case one of either
role cannot attend. This will ensure at least one of each member category is in attendance. The
case manager must complete an excusal letter for each of the required team members who is not
present at the IEP meeting (IDEA § 300.321(e)(2)).
*If necessary, you may list a person’s name in more than one blank if he or she has dual roles
Special Educator and Person to interpret Instructional Implications of Evaluation Results).
One person cannot assume more than two roles.
*ALL sections must be completed with information or not applicable (NA). Only use “NA” if
that section is not applicable to the student.
*Document attempts to contact parent for meeting (how many times they were contacted, and
include dates). This can be documented on Meeting Notes, or in section of the Profile labeled
“Other” (IDEA § 300.322(d)).
*If it is difficult for parents to attend meetings in person consider other options such as
conference call, IVN, ITV, Facetime or Skype (IDEA § 300.322(c)).
*There are two blanks on the “from” line that need to be filled out. The first blank is the name of
the person sending the PWN and second blank is the name of the school. Whenever a lookup is
offered in TIENET it should be used.
*You MUST finalize the PWN form once it is completed and make copies as needed for parents.
*File the original PWN in special education file under Due Process.
Updated 8/30/13
3
Initial Evaluation Process
(IDEA § 300.301)
Pre-Assessment Meeting
Prior Written Notice
*The Prior Written Notice must be sent prior to any IEP meeting indicating the purpose of
meeting. An effort should be made to send this at least 1 to 2 weeks prior to the meeting (IDEA §
300.322(a)(1)).
*NOTE: It is also considered an initial evaluation if a student was on an IEP previously and was
dismissed or exited from special education.
Student Profile: Evaluation
*You need to review the sections of the white booklet Parental Rights for Public School
Students Receiving Special Education: Notice of Procedural Safeguards that are relevant to the
parents (IDEA §300.503)
*Make sure you check the box on the appropriate form (e.g. Student Profile, IEP) indicating
parental rights booklet was given.
*Complete the Student Profile: Evaluation and include information such as:
• RTI/BLST information and baseline data;
• A comprehensive picture of the student;
• Patterns of current student functioning;
• Strengths/weaknesses;
• Progress in the general education curriculum;
• Any assessments conducted by other agencies/sources; and
• Document parent/teacher input.
*Develop questions and complete the “Additional Information Needed” field on the Student
Profile: Evaluation. These questions will carry over to the Assessment Plan. Address all areas
of need.
*At the end of the meeting review with the parent what specific assessments will be conducted.
*Complete a Consent for Evaluation form and obtain the parent’s consent/signature. The date
the parents sign must be filled out. Do not white out changes on this form. Make sure the date
you use at the top corner is the actual date you are meeting.
Updated 8/30/13
4
Assessment Plan
*Case managers are responsible for completing the Consent to Evaluate, Student Profile:
Evaluation, and the Assessment Plan, on TIENET within seven (7) calendar days of the
assessment meeting. Consider having a colleague type during the meeting or use a smart board,
etc.
*List the specific assessment tools you know will be used. In addition, you can state “others as
deemed necessary” if appropriate (IDEA §300.304).
*On Assessment Plan use the title of position (not names) for individual responsible (e.g. school
psychologist, LD teacher).
*Case Managers are responsible for notifying team members conducting an evaluation that the
information has been completed and is ready on TIENET. It does not need to be in a finalized
format, you can set the document to review status. Notify team members by the team member’s
preferred method such as, first class, e-mail, telephone, or TIENET when the information is
ready.
*Case managers are responsible for giving the school psychologist a copy of the signed consent
prior to conducting his or her evaluation. Other team members conducting assessments may
request and receive a hard copy of the signed consent form if desired during the assessment
meeting at the time of signing.
*Classroom observations in the regular classroom are required for LD evaluations in the area of
suspected specific learning disability and should be part of the Assessment Plan. Best practices
indicate an observation should be conducted for all students suspected of having a disability and
should also reflect how the student is performing in the general education curriculum (IDEA
§300.310(a)).
* Once the parents have signed the consent for evaluation the team has 60 calendar days to
complete the assessments and meet to determine eligibility (IDEA §300.301(c)).
*Individual Diagnostic Reports and/or File-Based Documents should be completed by all
evaluating staff in order to include test scores and other relevant information for the next
evaluation. It is highly recommended to have Individual Diagnostic Reports and/or File-Based
Documents uploaded no less than one week prior to IWAR meetings.
Updated 8/30/13
5
Integrated Written Assessment Report Meeting
Integrated Written Assessment Report (IWAR) (IDEA § 300.301)
*Upon completion of assessments, set a meeting to discuss results and send Prior Written Notice.
You may check more than one reason for this meeting. For example, you may check
determination whether your student has a disability under IDEA, discussion of evaluation results
and development of an IEP if appropriate.
*The IWAR must: (IDEA § 300.306)
• Integrate findings from all sources;
• Be written in a manner that is understandable to parents and other professionals;
• Include observational information related to the student’s current level of functioning;
• Include input from all team members that reflect all areas of the student’s current level of
functioning;
• Contain a clear description of student’s strengths and needs that result from the disability;
• Describe how the student’s strengths and needs impact the ability to progress in the general
education curriculum;
• Document proof that consideration of nondiscriminatory procedures were addressed
throughout the evaluation process;
• Contain all other current and relevant data relating to the student;
• Document the determination of the student’s disability (written summary must include how
criteria are met - a “check mark” alone is not sufficient). This needs to be documented at
the meeting in draft form prior to obtaining parent signature; and
•
Not reiterate test scores that are not meaningful to parents or others.
*Make a copy of the entire process (Student Profile: Evaluation, Assessment Plan, Consent for
Evaluation, and Integrated Written Assessment Report) for the parents and document the date
they were given a copy on the IWAR. (IDEA § 300.306)
*A copy of the complete evaluation should be finalized and placed in the student’s special
services file within 20 calendar days of the IWAR meeting.
*If a student is found eligible for special education services, district personnel in charge of
student data must also select the “checkbox” in front of “Special Education” and also select the
serving unit. The “Send to TIENET” box should then be unchecked. Student data will not flow
into the Special Education Membership Report until the original special education checkbox and
serving unit is appropriately checked and defined.
*If a student is not found eligible for special education the “Send to TIENET” box must be
unchecked by the school district data person.
*All documents need to be finalized in the order of the evaluation process so the correct data will
flow into the demographics.
Updated 8/30/13
6
VERY IMPORTANT
**Child Information Sheets (CIFs)**
*If a student is new to your caseload and comes from a school within SVSS, contact the business
manager, Larry Halvorson (First Class, E-mail, or call 857-4411) and request the CIF form.
Make corrections on the CIF form and send back to SVSS.
*If a student is new to your caseload from outside the unit/state, you must complete a Child
Information System Worksheet and send it to the SVSS business manager. The data will be
entered and a CIF will be sent back to you. A hard copy of this form has been provided.
For ANY new student to your caseload/school, you must let the staff member in charge of
student data at your school know the student’s name and that he or she is a student receiving
special education services. That staff member will then need to mark in Power School that the
student is receiving special education services and indicate SVSS as the serving unit.
•
*Any time changes are made (e.g. new IEP date, updated reevaluation date, new address) make
the corrections on the individual CIF and return it to SVSS as soon as these changes have
occurred. Changes will be made and the corrected form will be returned to you.
*Several times throughout the year, you will receive the Case Manager’s report. As soon as you
receive this, please review all your individual CIFs and send back any corrections. Do this
ASAP.
*If a student is referred for an initial evaluation, you must contact the staff member in charge of
student data at the school. He or she will need to check the box in Power School “send to
TIENET Only” in order for you to use TIENET forms. Once you have completed the evaluation
process, you need to notify the person in charge of data of the outcome of the evaluation.
*If a student is found eligible for special education services, district personnel in charge of
student data must also check the box in front of “Special Education” and also select the serving
unit as they did in the past. The “Send to TIENET” box only should then be unchecked. Student
data will not flow into the Special Education Membership Report until the original special
education checkbox and serving unit is appropriately checked and defined.
*If a student is not found eligible for special education the send to TIENET box needs to be
unchecked by the school district data person.
*See CIF form.
Updated 8/30/13
7
Individualized Education Program
(IDEA §300.320)
*There are 3 types of IEP forms: Early Childhood (3-5), School Age (6-15) and Transition (1621).
*Early Childhood IEPs cover ages 3 to 5, however, if the student turns 6 before December 1, you
must use the school age IEP. If the student is not 6 before December 1 (and even in
Kindergarten), you must use the ECSE IEP. The Educational Environment page will roll over
into the school aged IEP based on the student’s birthdate.
*If the IEP meeting is not held on the same date as the IWAR meeting, a PWN must be sent to
the parents.
*IEP meetings must occur within 30 calendar days when a student is initially identified with a
disability (IDEA § 300.323(c)).
*All IEPs must be written and finalized, and in the student’s file within 20 calendar days of the
IEP meeting date.
*All required team members must be present at the IEP meeting or you will need to complete the
Excusal of Required IEP Team Members form and have the parents sign. Give the parents a
copy of this form and file the original under due process in the student’s file (IDEA § 300.321(e)(2)).
Updated 8/30/13
8
Initial School Age IEP (6-15)
Individualized Education Program
(IDEA §300.320)
Cover Page
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•
•
All sections must be complete;
Make sure to include suffixes for names if applicable (e.g. Jr. II, III);
Make sure the serving school, residential school building (plant) and school district
of residence is accurate;
Names of the required team members should reflect the names on the PWN;
Make sure the date at the top of the left hand corner is the date you met;
Make sure you click on correct language for student’s primary language and primary
language in the home. English is the first one on the drop down menu;
List parent who attended the IEP in the first block on the front page so it will be listed
first on the bottom of the page;
If parents do not attend, clearly document attempts to contact parent, include dates of
attempts; and
Parents are considered in attendance if participating by conference call.
PLAAFP
•
•
•
•
•
•
(IDEA §300.320(a)(1))
Information must be current. Remember this is present level (not copied over and tweaked
year after year);
Do not just list test scores or classroom grades, provide baseline information;
Must provide meaningful information regarding the disability area and how it
affects their performance in general education;
Must be understandable for parents and other team members;
This section needs to be updated each year; and
This section should be thorough and strength based, however the needs/concerns in the
PLAAFP are the basis for the goals.
Consideration of Special Factors (IDEA §300.324(a)(2))
•
•
•
If “yes” is checked for any of the factors, it must be addressed somewhere in the IEP such
as the Adaptation section, forms provided (AT, FBA, or BIP), or goals/objectives.
If the special factor regarding behavior is checked on an initial IEP, an FBA should have
been done during the evaluation process.
It is highly recommended that the SVSS FBA and BIP forms are used and uploaded into
TIENET.
Updated 8/30/13
9
Goals/Objectives (IDEA §300.320(a)(3)(i))
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•
•
•
•
•
•
•
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The areas of need/concerns in the PLAAFP need to correlate with the goals;
All math and English Language Arts goals must align with the common core;
If a student is participating in Alternate Assessment, you must have a goal for each area
you are conducting an alternate assessment (e.g. Math, Reading/Language, Science) ;
You must write objectives for students participating in Alternate Assessment 1;
Goals need to be written in measurable terms in order to collect data for progress reports;
Goals reflect specialized instruction, not general education curriculum or modification;
Goals need to include the how/when progress will be reported;
Complete Characteristics of Services (COS) for each goal. If writing objectives, you
need to complete COS for each objective and not the overall goal;
For students who have been identified with an LD, goals address the specific learning
disability (e.g. math disability should be math goals, not reading);
Goals are not written for checking/monitoring a student; and
If the student does not require specialized instruction the team should possibly consider a
504 plan.
Progress Reports
•
•
•
•
•
•
•
(IDEA §300.320(a)(3)(ii))
Progress reports correspond with the general education grading periods. The first
Progress Report slot will be the first grading period after the annual IEP, regardless of
how soon it occurs. There is no progress reporting slot for the IEP meeting;
Progress reports must reflect data you have collected on the measurable goals/objectives;
Both drop-downs must be addressed on the progress report. If you select “no progress
made due to...” a third drop-down box will appear and also must be completed;
The statement beneath the goal section indicating a graph will be used to report progress
must be addressed, as it is a required field;
You may use the graph provided on the progress report or you may develop your own
graph/chart for collecting data. You must collect data;
Progress reports are sent out as frequently as general education students receive grading
reports; and
The annual IEP does not count as one of the progress reports.
Adaptation of Educational Services/North Dakota State Assessment
•
•
•
•
Begin this section addressing supplementary aids and services (IDEA §300.42).
Supplementary aids and services are defined as aids, services, and other supports that are
provided in general education classes, other education related settings, and in
extracurricular and non-academic settings, to enable students with disabilities to be
educated with nondisabled students to the maximum extend appropriate. See handout
provided;
The reason for any adaptations listed should be reflected in the PLAAFP;
Adaptations should be clear and descriptive of student’s needs; and
Be sure you address any considerations of special factors that were checked.
Updated 8/30/13
10
Does the student need instructional and related core materials in an accessible
specialized format? (IDEA §300.210(3))
“Yes” is checked if a student needs large print books, FM system, braille, and audio books.
North Dakota State Assessment
•
The brochure on assessment is given to all parents at the annual IEP meeting of all students
in grades 3 through 8 and grade 11.
•
Use flow-chart provided by DPI (on website) for decision making using the alternate
assessment. The team decision is based on student needs.
•
If you hold the IEP meeting before the first day of NDSA testing (students completing the
NDSA assessment) or before the first day of the NDAA testing (student completing NDAA 1
or 2), you should be deciding for the current school year (data are downloaded by DPI on the
first day of NDSA statewide testing).
•
If you hold the IEP meeting after the first day of NDSA testing (students completing the
NDSA assessment) or after the first day of the NDAA testing (students completing NDAA 1
or 2), you should be deciding for the next school year (data are downloaded by DPI on the
first day of NDAA testing).
•
Make sure you address Math and Reading/Language Arts for grades 3, 4, 5, 6, 7, 8, and 11.
In addition make sure you also address Science for grades 4, 8, and 11.
•
Any accommodations you check for NDSA or NDAA 2 must be listed in the Adaptation
section of the IEP. You cannot give accommodations for the statewide assessment that you
do not give on a regular/daily basis.
•
Please remember there are identified unapproved assessment practices and procedures
(modifications) that may not be used when administering the NDSA.
Description of Activities with Students Who are Not Disabled (IDEA §300.320(a)(4)(ii))
•
•
You need to indicate the type of physical education (PE) and complete sections on Academic
and Nonacademic Activities and Nonacademic and Extracurricular services and Activities.
This section is about school-sponsored activities and should not include community-based
activities such as boy scouts, private counseling, 4H, or CLC.
Be sure to complete PE comment section if you need to describe the PE program. Refer to
insert statements provided for other PE considerations (e.g. have met PE requirements, dropin services for ECSE students).
Educational Environment (IDEA §300.114)
•
•
The least restrictive environment (LRE) is a discussion and not a listing of options.
The LRE section of the IEP must contain an explanation of the extent the student will
participate with children with and without disabilities. Students with disabilities who do not
participate in the general education setting due to the nature or severity of their disability
require justification as to why the general education setting, even with the use of
supplementary aids and services, cannot be achieved satisfactorily.
Updated 8/30/13
11
Is there a potential harmful effect to the student with this placement? (IDEA
§300.116(d))
•
•
The team may consider checking “yes” if the restrictiveness of the placement limits the
student from typical social interactions and incidental learning that takes place in the
general education setting.
If “yes” is checked, a text box will appear for a justification statement.
Special Education and Related Services (IDEA §300.34)
•
•
Services are noted, such as individualized or small group instruction and not as a disability
category (e.g. ED, ID, or LD). Service provider (Job Title) indicates who is providing the
instruction (LD or ED Staff).
Nine months (school year) is the duration of the IEP. It does not include the extended
school year (ESY) as that is addressed in a specific area.
Length of School Day
•
•
Transportation arrival and departure times do not change the length of a school day.
School days can be modified to meet specific educational need.
Extended School Year
•
•
•
•
(IDEA §300.106)
Refer to the NDDPI guidelines for criteria in determining the need for extended school
year services (ESY). Documentation and data based on the goals in the IEP are
critical particularly when looking at regression and recoupment.
Work with your administrator and other team members on how to meet needs of students
in your school as specific goals and minutes need to be included.
You may need to wait until spring to make a final decision about ESY services. If you
meet in the spring, remember to send out a PWN, amend the IEP, and complete the
Extended School Year Plan.
The Extended School Year Plan needs to be completed, finalized, and a copy given to the
parents by April 15th.
Updated 8/30/13
12
Consent for Initial Placement in Special Education Services
(IDEA §300.300)
*Complete this form after the initial IEP process for any newly identified student receiving
special education services and give the parent a copy of the big blue book entitled Parent Guide
to Special Education.
*Make a copy of the signed Consent for Initial Placement form for the parents and file the
original in the student’s special services file under Due Process.
*Once the parent has signed the form, you need to document this by checking “yes” on the
TIENET form and then finalize this document.
*The Consent for Initial Placement form is only completed once. If you change or add disability
categories in the future, you do not need to complete a new form.
Updated 8/30/13
13
Annual IEP Review School Age 6-15
Prior Written Notice
•
•
•
(IDEA § 300.322(a)(1)
The Prior Written Notice (PWN) form located under IEP process must be sent out one to
two weeks prior to IEP meeting.
IEPs must be completed within the one-year timeline (i.e. if last IEP was December 6th,
you must meet by December 5th). If you are over the one-year timeline, a box will pop up
requiring you to document why the IEP is overdue.
A copy of the white booklet entitled Parental Rights for Public School Students Receiving
Special Education: Notice of Procedural Safeguards must be given to parents at least one
time per year. It is suggested this be given to the parents at the annual IEP meeting.
IEP Meeting
•
•
•
Review the sections of the white booklet Parental Rights for Public School Students
Receiving Special Education: Notice of Procedural Safeguards that are relevant to
the parents (IDEA §300.503).
All IEPs must be written, finalized, and in the student’s file within 20 calendar days of the
IEP meeting date.
All required team members must be present at the IEP or you will need to complete the
Excusal of Required IEP Team Members form and have the parents sign. You would give
the parents a copy of this form and file the original under due process in the student’s file
(IDEA § 300.321(e)(2)).
Cover Page
•
•
•
•
•
•
•
•
•
All sections must be complete;
Make sure to include suffixes for names, if applicable (e.g. Jr. II, III);
Make sure the serving school, residential school building (plant) and school district of
residence is accurate;
Names of the required team members should reflect the names on the PWN;
Make sure the date at the top of the left hand corner is the date you met;
Make sure you click on correct language for student’s primary language and primary
language in the home. English is the first one on the drop down menu;
List parent who attended the IEP in the first block on the front page so it will be listed
first on the bottom of the page;
If parents do not attend, clearly document attempts to contact parent, include dates of
attempts; and
Parents are considered in attendance if participating by conference call.
Updated 8/30/13
14
PLAAFP
•
•
•
•
•
•
(IDEA §300.320(a)(1))
Information should be current. Remember this is present level (not copied over
and tweaked year after year). Please do not read last years PLAAFP verbatim;
Do not just list test scores or classroom grades, provide baseline information;
Must provide meaningful information regarding the disability area and how it
affects their performance in general education;
Must be understandable for parents and other team members;
This section needs to be updated each year; and
This section should be thorough and strength based, however the needs/concerns in the
PLAAFP are the basis for the goals.
Consideration of Special Factors
•
•
If “yes” is checked for any of the factors, it must be addressed somewhere in the IEP [e.g.
Adaptation section, forms provided (AT, FBA, or BIP), or goals/objectives].
If the special factor regarding behavior is checked on an IEP and current goals and
accommodations regarding behavior are successful, an FBA and BIP would not be
required. However, if current goals and accommodations are not successful, the team
needs to complete the SVSS FBA and BIP. Upload these forms to TIEnet.
Goals/Objectives
•
•
•
•
•
•
•
•
•
•
•
•
•
•
(IDEA §300.320(a)(3)(i))
If goals are being carried over from previous IEP, progress notes need to be deleted.
Goals also need to be updated on an annual basis and not copied over year after year;
If the goal is carried over year after year it is likely too broad or not measurable;
The areas of need/concerns in the PLAAFP need to correlate with the goals;
All math and English Language Arts goals must align with the common core;
If a student is participating in Alternate Assessment, you must have a goal for each area
you are conducting an alternate assessment (i.e. Math, Reading/Language, Science);
You must write objectives for students participating in Alternate Assessment 1. Goals
need to be written in measurable terms in order to collect data for progress reports;
Goals reflect specialized instruction, not general education curriculum or modification;
Goals need to include the how/when progress will be reported;
Complete Characteristics of Services (COS) for each goal. If writing objectives, you
need to complete COS for each objective and not the overall goal;
For students who have been identified with LD, goals address the specific learning
disability (i.e. math disability should be math goals, not reading);
Goals are not written for checking/monitoring a student; and
If the student does not require specialized instruction the team should possibly consider a
504 plan.
Progress Reports
•
(IDEA §300.324(a)(2))
(IDEA §300.320(a)(3)(ii))
Progress reports correspond with the general education grading periods. The first
Progress Report slot will be the first grading period after the annual IEP, regardless of
how soon it occurs. There is not a progress report slot for the IEP meeting.
Progress reports must reflect data you have collected on the measurable goals/objectives.
Both drop-downs must be addressed on the progress report. If you select “no progress
made due to...” a third drop-down box will appear and also must be completed.
Updated 8/30/13
15
•
•
•
•
The statement beneath the goal section indicating a graph will be used to report progress
must be addressed as it is a required field.
You may use the graph provided on the progress report or you may develop your own
graph/chart for collecting data. You must collect data.
Progress reports are sent out as frequently as general education students receive grading
reports.
The annual IEP does not count as one of the progress reports.
Adaptation of Educational Services/North Dakota State Assessment
•
•
•
•
Begin this section addressing supplementary aids and services (IDEA §300.42).
Supplementary aids and services are defined as aids, services, and other supports that are
provided in general education classes, other education related settings, and in
extracurricular and non-academic settings, to enable students with disabilities to be
educated with nondisabled students to the maximum extend appropriate. See handout
provided.
The reason for any adaptations listed should be reflected in the PLAAFP.
Adaptations should be clear and descriptive of student’s needs.
Be sure you address any considerations of special factors that were checked.
Does the student need instructional and related core materials in an accessible
specialized format? (IDEA §300.210(3))
•
Yes is checked if a student needs large print books, FM system, braille, and audio books.
North Dakota State Assessment
•
•
•
•
•
•
•
The brochure on assessment is given to all parents at the annual IEP meeting of all
students in grades 3 through 8 and grade 11.
Use flow-chart provided by NDDPI (on website) for decision making for alternate
assessment. The team decision is based on student needs.
If you hold the IEP meeting before the first day of NDSA testing (students completing the
NDSA assessment) or before the first day of the NDAA testing (student completing
NDAA 1 or 2), you should be deciding for the current school year (data are downloaded by
DPI on the first day of NDSA statewide testing).
If you hold the IEP meeting after the first day of NDSA testing (students completing the
NDSA assessment) or after the first day of the NDAA testing (students completing
NDAA
1 or 2), you should be deciding for the next school year (data are downloaded by DPI on
the first day of NDAA testing).
Make sure you address Math and Reading/Language Arts for grades 3, 4, 5, 6, 7, 8, and 11.
In addition make sure you also address Science for grades 4, 8, and 11.
Any accommodations you check for NDSA or NDAA 2 must be listed in the Adaptation
section of the IEP. You cannot give accommodations for statewide assessment that you
do not give on a regular/daily basis.
Please remember there are identified unapproved assessment practices and procedures
(modifications) that may not be used when administering the NDSA.
Updated 8/30/13
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Description of Activities with Students Who are Not Disabled (IDEA §300.320(a)(4)(ii))
•
•
You need to indicate the type of physical education (PE) and complete sections on
Academic and Nonacademic Activities and Nonacademic and Extracurricular services
and Activities. This section is about school-sponsored activities and should not include
community-based activities such as boy scouts, private counseling, 4H, or CLC.
Be sure to complete PE comment section if you need to describe the PE program. Refer to
insert statements provided for other PE considerations (e.g. have met PE requirements,
drop in services for ECSE students).
Educational Environment
•
•
(IDEA §300.114)
The least restrictive environment (LRE) is a discussion and not a listing of options.
The LRE section of the IEP must contain an explanation of the extent the student will
participate with children with and without disabilities. Students with disabilities who do
not participate in the general education setting due to the nature or severity of their
disability require justification as to why an education in the general education setting,
even with the use of supplementary aids and services, cannot be achieved satisfactorily.
Is there a potential harmful effect to the student with this placement? (IDEA
§300.116(d))
•
•
The team may consider checking “yes” if the restrictiveness of the placement limits the
student from typical social interactions and incidental learning that takes place in the
general education setting.
If yes is checked, a text box will appear for a justification statement.
Special Education and Related Services (IDEA §300.34)
•
•
Services are noted, such as individualized or small group instruction, and not as a disability
category (e.g. ED, ID, or LD). Service provider (Job Title) indicates who is providing the
instruction (LD or ED Staff).
Nine months (school year) is the duration of the IEP. It does not include the extended
school year (ESY) as that is addressed in a specific area.
Length of School Day
•
•
Transportation arrival and departure times do not change the length of a school day.
School days can be modified to meet specific educational need.
Extended School Year
•
•
•
•
(IDEA §300.106)
Refer to the NDDPI guidelines for criteria in determining the need for extended
school year services (ESY). Documentation and data based on the goals in the IEP are
critical particularly when looking at regression and recoupment.
Work with your administrator and other team members on how to meet needs of students
for your school as specific goals and minutes need to be included.
You may need to wait until spring to make a final decision about ESY services. If you
meet in the spring, remember to send out a PWN, amend the IEP, and complete the
Extended School Year Plan.
The Extended School Year Plan needs to be completed, finalized, and a copy given to
the parents by April 15th
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Joint Prior Written Notice
(IDEA § 300.322)
Note: This form should ONLY be used by Early Childhood Special Education staff for
meetings/actions related to children transitioning from Part C Early Intervention (Infant
Development) to Part B Early Childhood Special Education.
*A copy of the booklet entitled Understanding Early Childhood Transition: A Guide
for Families and Professionals is given to parents prior to the first transition meeting with the
school system (age 2 yrs. 7 mos.) by the early intervention agency.
*Copy of the white booklet entitled Parental Rights for Public School Students Receiving
Special Education: Notice of Procedural Safeguards must be given to parents at least once a
year--suggest annual IEP or one of the first meetings with parents. Page 4 of the booklet lists
other times the rights booklet must be given to parents. Make sure you check the box on the
appropriate form (i.e. Student Profile, IEP) indicating parental rights booklet was given.
*Along with the parent, there are four required IEP team members: LEA administrator, the
general educator, the special educator, and the individual who can interpret the data. You can
list two LEA administrators, and two teachers in case one of either cannot attend. This will
ensure at least one of each member category is in attendance. REMINDER: you must complete
an excusal letter if the required team members are not present for IEP meeting (IDEA §
300.321(e)(2)).
You need to review the sections of the white booklet Parental Rights for Public School
Students Receiving Special Education: Notice of Procedural Safeguards that are relevant to the
parents.
•
*You may check more than one reason for a meeting. There must be a PWN for the 2-7 and the
2-9 meetings.
*ALL sections must be completed with information or not applicable (NA). Only use “NA” if
that section if it is not applicable the student.
*If it is difficult for parents to attend meetings in person consider other options such as
conference call, ITV, Skype (IDEA § 300.322(c)).
*Document attempts to contact parents for meetings, i.e. how many times they were contacted,
include dates. This can be documented at the bottom of the IEP, Meeting Notes, or a in section
of the PLAAFP labeled “other” (IDEA § 300.322(d)).
*There are two blanks on the “from” line that need to be filled out. The first blank is the name of
the person sending the PWN and second blank is the name of the school. Whenever a lookup is
offered in TIENET it should be used.
*You MUST finalize the PWN form once it is completed and make copies as needed for parents.
*File the original PWN in special education file under Due Process.
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Early Childhood Special Education IEPs
(IDEA §300.124)
*If a student is transitioning from Part C (Infant Development), there must be an IEP written
prior to age 3 (IDEA § 300.101(b)(i)).
*If a student is not transitioning from Part C (Infant Development), follow the initial referral
process for an IEP.
*Early Childhood IEPs covers ages 3 to 5. If the student turns 6 before December 1, you must
use the school age IEP. If the student is not 6 before December 1, (and even in Kindergarten),
you must use the ECSE IEP. The Educational Environment page will roll over into the school
aged IEP based on the student’s birthdate.
*Cover page
• If this is an initial IEP, only mark yes if the student is transitioning from Part C (Infant
Development).
*PLAAFP
• You need to address all areas; focusing on the outcomes will assist with this.
*Goals
• Currently, there are no standards for this age level; however, goals should be
written that are developmentally appropriate.
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ND Early Childhood Outcomes Process
(NDDPI Early Childhood Outcomes Process Guide, 2010)
*The ND Early Childhood Outcomes Process (NDECO) includes children who are receiving
Early Childhood Special Education services, are ages three through five years, and who will be
receiving ECSE services for at least six months. If a student enters ECSE services and will not be
receiving these services for longer than 6 months the district will not complete entry or exit
scores for the student.
*Entry data must be collected when a student enters Early Childhood Special Education
Services. This could be when a student: 1) is newly identified as eligible for Part B; 2) transitions
from Part C to Part B; 3) enters a ND ECSE program from another state; or 4) reenters a program
after an entry and/or exit rating were completed. Entry data can be determined up to 60 days
upon entrance to ECSE services.
*The date entry ratings were completed should be the date the student’s IEP team completed the
entry ratings for the student. The date ECSE services began would be the ‘Starting Date” of
ECSE services as indicated in Section J of the student’s IEP.
*It would be best practice to use the same Anchor Tool for entry and exit data. If a student’s
team uses a different measurement tool at entry than at exit, they should provide a description of
how and to what extent different tools are comparable in what they measure.
*Supporting Evidence should: correspond to the specific outcome area; cover all appropriate
aspects of the outcome; provide examples of the student’s everyday functioning in the outcome
area; provide discipline specific evidence to support the outcome area; and provide an overall
picture of how the student functions for the outcome area across settings and situations.
*Exit data should be gathered during the time period right before the student leaves the ECSE
services or by the time the student turns 6 years of age if they are receiving ECSE services
beyond their 6th birth date.
*The outcome assessment at exit is not considered a reevaluation. However, if a reevaluation is
already occurring, the assessment may be used for both purposes and the reevaluation
requirements will apply. If the team is not completing the exit rating as part of a reevaluation
process, the team does not need to complete the complete evaluation process, e.g. student profile,
assessment plan and integrated written assessment report.
*The team would not complete an exit rating if a student moves to another district in ND.
Following district procedures and TIENET procedures, the student’s records will be made
available to the new school district. The new district would then be responsible for the
completion of the exit rating at the appropriate time.
*If the student is moving out of state and has received ECSE services for at least six months, the
team would complete the exit rating for the student. If the student has not received ECSE
services for at least 6 months, enter the date ECSE services ended on the student’s ND Child
Outcomes Summary Form (COSF) and provide a statement why exit ratings were not completed,
e.g. not received services for 6 months.
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*If the student has an entry ND COSF completed, then leaves unexpectedly and has not been in
the program for 6 months, no outcome summary rating data will be completed. Enter the date
ECSE services ended on the student’s ND COSF and then provide a statement why exit ratings
were not completed, e.g. not received services for 6 months.
*If the student has been in the program for 6 months then exits unexpectedly, exit outcome
summary ratings would be entered for the student. If the team is not able to complete the Anchor
Tool before the student exits, the team must complete the exit ratings with the current available
information.
*When a student has been receiving infant development or ECSE services in another state and
moves into a program in ND, it is necessary to gather the appropriate information and make an
entry rating in the three outcome areas. New entry ratings on the ND COSF is necessary even if
the student was rated in the early childhood outcomes areas in his/her previous state program.
Children moving in from another state are new to ND and therefore need new entry ratings.
*If the collection of outcome information is used as part of the student’s initial evaluation or
reevaluation the district must provide prior written notice and obtain parent consent. Also,
parental consent is required when information is collected on an individual student that is not
being obtained for all individuals of that age, e.g. ND ECO exit ratings. If a parent refuses
consent to administer an Anchor Tool, the team must complete the ratings with the current
available information.
*Children who are determined to have a disability in the area of speech must be assessed in all
three outcome areas. Results from an approved Screening Tool instead of a comprehensive
Anchor Tool can be considered by the multidisciplinary team for children with a suspected
disability in the area of Speech Sound Disorders only.
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Transition IEP (Ages 16 to 21)
(IDEA §300.320(b))
Prior Written Notice (IDEA § 300.322(a)(1)).
*During the year a student turns 16, the PWN must be addressed to both the parent and student.
*At age 18, PWN must be addressed to the student. Parents may be included if the student has
given permission for them to attend (IDEA § 300.520).
*The transition IEP must be in place prior to the student turning 16. The student must be at the
meeting. If he or she is not in attendance, specific documentation needs to be included (IDEA §
300.321(b)(1)).
Request to Invite Outside Agency Representatives to the IEP (Only to be used in
conjunction with Transition IEPs) (IDEA § 300.321(b)).
*A Request to Invite Outside Agency Representatives to the IEP must be completed when any
outside agency representative will be present at the meeting (e.g. DD, Voc.Rehab, include all
outside agencies involved). Effective dates should only be a 2-year time period as recommended
by Office of Special Education Programs (OSEP) (IDEA § 300.321(b)).
*A Request to Invite Outside Agency Representatives to the IEP must be signed the students
junior year to indicate Vocational Rehabilitation (VR) will be invited to the IEP meeting (IDEA §
300.321(b)).
If the parents or student decline the services of VR, make sure this is documented in Meeting
Notes, and/or PLAAFP.
•
Cover page
•
•
•
•
•
•
•
•
•
•
All sections must be complete;
Make sure to include suffixes for names if applicable (e.g. Jr. II, III);
Make sure the serving school, residential school building (plant) and school district of
residence is accurate;
Names of the required team members should reflect the names on the PWN;
Make sure the date at the top of the left hand corner is the date you met;
Make sure you click on correct language for student’s primary language and primary
language in the home. English is the first one on the drop down menu;
List parent who attended the IEP in the first block on the front page so it will be listed first
on the bottom of the page;
If parents and student do not attend, clearly document the attempts to contact them.
Include dates of the attempts;
Any team member is considered in attendance if participating by conference call; and
Adult service agency representative is listed when applicable. The agency name and date
the consent to invite outside agency was signed needs to be completed.
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T-1 Page
Measurable Post-Secondary Goals
•
•
•
•
(IDEA § 300.320(b))
Education/Training and Employment post secondary goals must be completed for ALL
students.
Independent Living Skills post-secondary goal is only completed if applicable.
These goals must be measurable and should be reviewed and updated, as needed, on an
annual basis. Independent Living is not a required post secondary goal, only complete
independent living if it is a student need.
Do not put “NA” in the independent living post-secondary goal section if it is not needed.
Please note if post secondary goals have been reviewed and there is no change. This can be
stated in the present level in the “other” section.
PLAAFP
•
•
•
Includes additional domains (i.e. Community Participation, Jobs and Job Training) that must
be completed with present level statements and information obtained from student and parent.
You must include information from transition assessments that are given annually (i.e. Career
Interest inventory, Enderle Severson Transition Rating Scale, Transition Planning Inventory).
This information must be summarized in each of the corresponding areas.
If the services of VR are declined during the students’ junior year, it needs to be documented
under the “other” section.
T-2 Page
Course of Study (IDEA § 300.320(b)(2))
•
•
•
•
Has to reflect long-range goals.
Graduation date needs to be the last month and year the student is in school, regardless if
they have gone through graduation and received an unsigned diploma.
Cannot put “electives”, needs to be the specific name of class.
Make sure the total credit column and credits earned column are being updated at the annual
IEP meeting.
Transfer of Rights to Student
(IDEA §300.520)
*Transfer of Rights to Student form needs to be completed at the IEP meeting prior to the
student’s 18th birthday. The transfer of rights should be explained and reviewed with parents
beginning at age 16 at the IEP meeting. See guardianship brochure.
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T-3 Transition Services Strategies and Activities Needed to Assist The Student in
Reaching Post-Secondary Goals (IDEA §300.320(b))
•
•
•
•
•
Only complete the areas that are applicable for Education/Training and Employment
sections. Independent Living is completed only if applicable.
Must have at least one transition service checked for each goal, you can add more if this is
Appropriate.
Timeline must reflect when the needs/activities will be carried out.
When completing the T-3 you need to click on “save continue editing” after each
individual need and activity.
The specific domain that each need or activity applies to need to be indicated.
Goals/Objectives
•
•
•
•
•
•
•
•
•
•
(IDEA §300.320(a)(3)(i))
The areas of need/concerns in the PLAAFP need to correlate with the goals.
All math and English Language Arts goals must align with the common core.
If a student is participating in Alternate Assessment, you must have a goal for each area
you are conducting an alternate assessment (e.g. Math, Reading/Language, Science).
You must write objectives for students participating in Alternate Assessment 1. Goals
need to be written in measurable terms in order to collect data for progress reports.
Goals reflect specialized instruction, not general education curriculum or modification.
Goals need to include the how/when progress will be reported.
Complete Characteristics of Services (COS) for each goal. If writing objectives, you need
to complete COS for each objective and not the overall goal.
For students who have been identified with an LD, goals address the specific learning
disability (e.g. math disability should be math goals, not reading).
Goals are not written for checking/monitoring a student. If the student does not require specialized instruction the team should possibly consider a
504 plan.
Annual Transition Goal
There should be at least one annual transition goal that will help the student make
progress towards meeting his or her the post-secondary goals.
Progress Reports
•
•
•
•
•
•
•
(IDEA §300.320(a)(3)(ii))
Progress reports correspond with the general education grading periods. The first
Progress Report slot will be the first grading period after the annual IEP, regardless of
how soon it occurs. There is no slot for the IEP meeting.
Progress reports must reflect data you have collected on the measurable goals/objectives.
Both drop-downs must be addressed on the progress report. If you select “no progress
made due to...” a third drop-down box will appear and also must be completed.
The statement beneath the goal section indicating a graph will be used to report progress
must be addressed as it is a required field.
You may use the graph provided on the progress report or you may develop your own
graph/chart for collecting data. You must collect data.
Progress reports are sent out as frequently as general education students receive grading
reports.
The annual IEP does not count as one of the progress reports.
Updated 8.30.13
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Adaptation of Educational Services/North Dakota State Assessment
•
•
•
•
Begin this section addressing supplementary aids and services (IDEA §300.42).
Supplementary aids and services are defined as aids, services, and other supports that are
provided in general education classes, other education related settings, and in
extracurricular and non-academic settings, to enable students with disabilities to be
educated with nondisabled students to the maximum extend appropriate. See handout
provided.
The reason for any adaptations listed should be reflected in the PLAAFP.
Adaptations should be clear and descriptive of student’s needs.
Be sure you address any considerations of special factors that were checked.
Does the student need instructional and related core materials in an accessible
specialized format? (IDEA §300.210(3))
Yes is checked if a student needs large print books, FM system, braille, and audio books.
North Dakota State Assessment
•
•
•
•
•
•
•
The brochure on assessment is given to all parents at the annual IEP meeting of all students
in grades 3 through 8 and grade 11.
Use flow-chart provided by DPI (on website) for decision making for alternate assessment.
The team decision is based on student needs.
If you hold the IEP meeting before the first day of NDSA testing (students completing the
NDSA assessment) or before the first day of the NDAA testing (student completing
NDAA 1 or 2), you should be deciding for the current school year (Data are downloaded
by NDDPI on the first day of NDSA statewide testing).
If you hold the IEP meeting after the first day of NDSA testing (students completing the
NDSA assessment) or after the first day of the NDAA testing (students completing NDAA
1 or 2), you should be deciding for the next school year (Data are downloaded by DPI on
the first day of NDAA testing).
Make sure you address Math and Reading/Language Arts for grades 3, 4, 5, 6, 7, 8, and
11. In addition make sure you also address Science for grades 4, 8, and 11.
Any accommodations you check for NDSA or NDAA 2 must be listed in the Adaptation
section of the IEP. You cannot give accommodations for statewide assessment that you do
not give on a regular/daily basis.
Please remember there are identified unapproved assessment practices and procedures
(modifications) that may not be used when administering the NDSA.
Description of Activities with Students Who are Not Disabled (IDEA §300.320(a)(4)(ii))
•
•
You need to indicate the type of PE and complete sections on Academic and Nonacademic
Activities and Nonacademic and Extracurricular services and Activities. This section is
about school-sponsored activities and should not include community-based activities such
as boy scouts, private counseling, 4H, or CLC.
Be sure to complete PE comment section if you need to describe the PE program. Refer to
insert statements provided for other PE considerations (e.g. have met PE requirements,
drop in services for ECSE students).
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Educational Environment (IDEA §300.114)
•
•
The least restrictive environment (LRE) is a discussion and not a listing of options.
The LRE section of the IEP must contain an explanation of the extent the student will
participate with children with and without disabilities. Students with disabilities that do
not participate in the general education setting due to the nature or severity of their
disability require justification as to why an education in the general education setting even
with the use of supplementary aids and services cannot be achieved satisfactorily.
Is there a potential harmful effect to the student with this placement?
(IDEA
§300.116(d))
•
•
The team may consider checking yes if the restrictiveness of the placement limits the
student from typical social interactions and incidental learning that takes place in the
general education setting.
If yes is checked, a text box will appear for a justification statement.
Special Education and Related Services (IDEA §300.34)
•
•
Services are noted, such as individualized or small group instruction, and not as a disability
area (e.g. ED, ID, or LD). Service provider (Job Title) indicates who is providing the
instruction (LD or ED Staff).
Nine months (school year) is the duration of the IEP. It does not include the extended
school year (ESY) as that is addressed in a specific area.
Length of School Day
•
•
Transportation arrival and departure times does not change the length of a school day.
School days can be modified to meet specific educational need.
Extended School Year
•
•
•
•
(IDEA §300.106)
Refer to the NDDPI guidelines for criteria in determining the need for extended school
year services. Documentation and data based on the goals in the IEP are critical
particularly when looking at regression and recoupment.
Work with your administrator and other team members on how to meet needs of
the students in your school as specific goals and minutes need to be included.
You may need to wait until spring to make a final decision about ESY services. If you
meet in the spring, remember to send out a PWN, amend the IEP, and complete the
Extended School Year Plan.
The Extended School Year Plan needs to be completed, finalized, and a copy given to
the parents by April 15th.
*See indicator 13 checklists.
Summary of Performance form is only completed the last year the student is in
school due to graduation.
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Reevaluation Process
(IDEA §300.303)
All reevaluations must be completed prior to the 3-year anniversary date (i.e. if the anniversary
date is Dec. 3rd, it must be completed by Dec. 2nd). Start this process early.
Pre-Assessment Meeting
Prior Written Notice (IDEA § 300.322(a)(1)).
*Send Prior Written Notice indicating purpose of meeting (i.e. reevaluation).
*Please check the box indicating three year re evaluation of your students’ continued need for
special education services.
Student Profile: Evaluation
* Do not check “parent and school have determined no testing needed” at the top of the form.
SVSS always requires the Student Profile to be completed on every reevaluation. This allows
the team to discuss and review all areas to determine evaluation needs and/or eligibility.
* Do not check “student needs programming” at the top of the form. Using the Student Profile
changes the 3-year reevaluation date.
* You need to review the sections of the white booklet Parental Rights for Public School
Students Receiving Special Education: Notice of Procedural Safeguards that are relevant for
the parents (IDEA §300.503).
* Make sure you check the box on the appropriate form (i.e. Student Profile, IEP) indicating
parental rights booklet was given.
* Complete the Student Profile: Evaluation and include information such as:
• Past assessment information
• Current progress monitoring data
• Provide a comprehensive picture of the student
• Identify patterns of current student functioning
• Identify strengths/weaknesses
• Progress in the general education curriculum
• Any assessments conducted by other agencies/sources
• Document parent/teacher input
*If the team determines there are areas that need an updated assessment for eligibility and
programming, questions should be developed and noted in the Additional Information Needed
field which will carry over to the Assessment Plan.
*At the end of the meeting review with the parent what specific assessments will be conducted.
A Consent for Evaluation needs to be completed at this time. The date the parents sign must be
filled out. Do not white out changes on this form. Make sure the date you use at the top of the
consent for evaluation matches the date of the meeting.
*If the team determines there are no assessments needed, make sure the last section is complete
by checking the box (located at the bottom of the page) on the Student Profile: Evaluation form.
This indicated the parents were informed they have the right to ask for an evaluation at any time.
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Assessment Plan
*Case managers are responsible for completing the Consent to Evaluate, Student Profile:
Evaluation, and the Assessment Plan, on TIENET within seven (7) calendar days of the
assessment meeting. Consider having a colleague type at the meeting, use a smart board, etc.
*List the specific assessment tools you know will be used. In addition, you can state “others as
deemed necessary” if appropriate (IDEA §300.304).
*On the Assessment Plan use title of position (not names) for person responsible (e.g. school
psychologist, LD teacher).
*Case Managers are responsible to notify team members conducting an evaluation that the
Student Profile and Assessment Plan have been completed and is ready on TIENET. It does not
need to be in a finalized format, you can set to review status. Notify team members by the team
member’s preferred method such as, first class, e-mail, telephone, or TIENET when the
information is ready.
*Case managers are responsible to give the school psychologist a copy of the signed consent
prior to conducting his or her evaluation. Other team members conducting assessments may ask
and receive a hard copy of the signed consent form if desired by requesting a copy at the
assessment meeting when it is signed.
*Classroom observations in the regular classroom are required for LD evaluations in the area of
suspected specific learning disability and should be part of the Assessment Plan. Best practices
indicate an observation should be conducted for all students suspected of having a disability and
should reflect how the student is performing in the general education curriculum (IDEA
§300.310(a)).
*You have 60 calendar days to complete the assessments and meet to determine eligibility once
the parents sign the consent for evaluation (IDEA §300.301(c)).
*Individual Diagnostic Reports and/or File-Based Documents must be completed by all staff
members in order to include test scores and other relevant information for the next evaluation. It
is highly recommended to have Individual Diagnostic Reports and/or File-Based Documents
uploaded no less than one week prior to the IWAR meeting.
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IWAR Meeting
Prior Written Notice
*Upon completion of assessments, set a meeting to discuss results and send Prior Written Notice.
You may check more than one reason for this meeting. For example, you may check
determination whether your student has a disability under IDEA, discussion of evaluation results
and development of an IEP if appropriate.
Integrated Written Assessment Report (IWAR)
*The IWAR should (IDEA § 300.306):
• Not reiterate test scores that are not meaningful to parents or others;
• Integrate findings from all sources;
• Be written in a manner that is understandable to parents and other professionals;
• Include observational information relating to the student’s current level of functioning;
• Include input from all team members that reflect all areas of the student’s current level of
Functioning;
• Contain a clear description of student’s strengths and needs that result from the disability;
• Describe how the student’s strengths and needs impact the ability to progress in the general
education curriculum;
• Document proof that consideration of nondiscriminatory procedures were addressed
throughout the evaluation process;
• Contain all other current and relevant data relating to the student; and
• Document the determination of the student’s disability (written summary must include how
criteria are met - “check mark” alone is not sufficient). This needs to be documented at the
meeting in draft form prior to obtaining parent signature.
*This form must be completed on TIENET even if no further testing was completed. The IWAR
should reflect how the student continues to meet criteria for disability.
*The date in the top right hand corner is the date you met to review the evaluation results and
determined a disability. This date may be different from the date at the bottom when the report
was sent home, since the report may have been written later.
*This form prints as two pages. The first page is the written summary of results and eligibility.
The second page would have LD components if LD, the disability categories and the listing of
team members.
*Only the parent needs to sign the IWAR.The signatures can be placed on the team attendance
page. For all disabilities (other than LD) you should check “yes/no” indicating their attendance.
For LD you check “yes/no” indicating they agree or disagree with the disability determined.
*Make a copy of the entire process (Student Profile: Evaluation, Assessment Plan, Consent for
Evaluation, and Integrated Written Assessment Report) for parents. Check “yes” at the bottom
of the IWAR (the page with the parent's signature) indicating the parent received a copy and the
date it was sent home.
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*A copy of the complete evaluation should be finalized and a copy placed in the student’s special
services file within 20 calendar days of the final meeting.
*Make corrections/changes on the CIF and send to Central Office (Attn.: business manager), a
corrected form will be sent back to you.
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Reevaluation When Team Determines
not to Conduct Formal Assessment
(IDEA §300.305(d)).
* Check reevaluation box on the Student Profile.
* Do not check “parent and school have determined no testing needed” at the top of the form.
SVSS always requires the Student Profile to be completed on every reevaluation. This allows
the team to discuss and review all areas to determine evaluation needs and/or eligibility.
* Do not check “student needs programming” at the top of the form. Using the Student Profile
changes the 3-year reevaluation date.
* If this is a reevaluation and the team determines there is no need for any additional assessment
after doing the student profile, check the box at the end of the Student Profile: Evaluation,
complete the Integrated Written Assessment Report (IWAR) and obtain
parent/guardian/student signatures.
* Classroom observations in the regular classroom are required for LD reevaluations and must be
part of the Integrated Written Assessment Report even if no further evaluation is completed.
The observation should reflect how the student is performing in the general education
curriculum and should be conducted in the area of specific disability.
* The IWAR report should:
• Be written in a manner that is understandable to parents and other professionals;
• Contain a clear description of student’s strengths and needs that result from the disability;
• Describe how the student’s strengths and needs impact the ability to progress in the general
education curriculum; and
• Document the determination of the student’s disability (written summary must include how
criteria is met - check mark alone is not sufficient).
*Must not go over six (6) years without completing some formal assessment. It is critical you
have updated information for programming.
*The complete evaluation must be finalized on TIENET and a copy placed in the student’s
special services file within 20 calendar days of the final meeting.
*Make a copy of the entire process (Student Profile: Evaluation and Integrated Written Report)
for parents (document the date they are given a copy) and other team members as needed.
*Make corrections/changes on the CIF and send to Central Office (Attn.: business manager).
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Requesting an Evaluation for Programming Purposes
*When an evaluation needs to be completed for programming reasons, (other than determination
or change of disability) this should be documented on a Meeting Notes form, not a student
profile. Include the concerns, the question to be answered, and the evaluator’s job title.
*Complete a Consent for Evaluation form. You still need to follow the 60-calendar day timeline
for completing the evaluation.
*Notify the person who needs to conduct the evaluation (e.g. OT, PT, psychologist) and send
them a copy of the Meeting Notes form and consent or refer them to the information on TIENET.
*Once the evaluation is completed, a meeting should be scheduled to review the results. A PWN
needs to be done for this meeting. This meeting should be documented on a Meeting Notes form.
*An Individual Diagnostic Report and/or Other file-based Document would also be completed
by the evaluator.
*NOTE: This process would only be used when you want information for programming reasons.
The reason you do not use the Student Profile and IWAR is because when it is finalized, it
becomes the comprehensive 3-year reevaluation date.
This process would not be used if you are completing an assessment for determining a disability
category. Consideration should also be given to when the comprehensive 3-year evaluation is
due. It may be appropriate to move up the comprehensive evaluation date and include this
assessment. If that is the case, you would need to follow the procedure for completion of the 3year reevaluation (i.e. Student Profile, Assessment Plan, IWAR).
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Students New to School District and not on TIENET
If a student moves into your school district with an active IEP and is added to your caseload,
verify that your school’s data specialist has entered the student in STARS. This will allow the
student to appear on TIENET. The most current IEP will need to be scanned and uploaded as a
pdf. under TIENET documents as an “other” form. You have 30-calendar days to review the IEP.
Changes to reflect the new school, team members, services, etc., can be made with or without a
meeting, depending on severity of the disability. This may be done by using the Notice of
Changes to IEP Without an IEP Team Meeting form if there are minor changes. When completed
send a copy of the form and the big blue book entitled Parent Guide to Special Education. If
there are major changes it is best practice to have a team meeting.
NOTE: Until changes are documented you must carry out the IEP as stated.
Sequence of Events for New Students:
•
Review file/paperwork from previous school;
•
Complete the CIF worksheet and send to Business Manager at SVSS;
•
Schedule meeting immediately if you are unable to carry out the current IEP to make
changes, as needed;
•
Send a copy of the big blue book entitled Parent Guide to Special Education along with
the PWN;
•
If you are able to carry out the IEP with services as indicated, you may wait a couple
weeks to get to know the student as long as the meeting is held within 30-calendar days;
•
At the meeting, review the evaluation and determine if you accept it as stated. If not,
determine next step (reevaluation or a change in similar terms of disability i.e.
Developmental Delay to Non-Categorical Delay);
•
Complete a Consent for Initial Placement, if you are unable to find an original copy in the
file. You may date this Consent for Initial Placement as the date student enrolled in your
district;
•
Review the IEP and make the changes as appropriate. Complete paperwork on TIENET;
and
•
Place a hard copy of each form in the special education file and send home a copy to
parents.
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Students New to School who are on TIENET
If a student moves into your school district with an active IEP and is added to your caseload,
verify that your school’s data specialist has entered the student in STARS. This will allow the
student to appear on TIENET. You have 30-calendar days to review the IEP. Changes to reflect
the new school, team members, services, etc., can be made with or without a meeting, depending
on severity of the disability. This may be done by using the Notice of Changes to IEP Without
an IEP Team Meeting form if there are minor changes. When completed send a copy of the form
and the big blue book entitled Parent Guide to Special Education. If there are major changes it
is best practice to have a team meeting.
NOTE: Until changes are documented you must carry out the IEP as stated.
Sequence of Events for New Students:
• Review file/paperwork from previous school;
• Complete the CIF worksheet if the student is not from within the SVSS Unit and send to
Business Manager. If the student is from within the SVSS Unit, please contact the
Business Manager to update the CIF;
• Schedule meeting immediately if you are unable to carry out the current IEP to make
changes, as needed;
• Send a copy of the big blue book entitled Parent Guide to Special Education along
with the PWN;
• If you are able to carry out the IEP with services as indicated, you may wait a couple
weeks to get to know the student as long as the meeting is held within 30-calendar days.
• At the meeting, review the evaluation and determine if you accept it as stated. If
not, determine next step (reevaluation or a change in similar terms of disability i.e.
Developmental Delay to Non-Categorical Delay);
• Complete a Consent for Initial Placement, if you are unable to find an original copy in the
file. You may date this Consent for Initial Placement as the date student enrolled in your
district;
• Review the IEP and make the changes as appropriate. Complete paperwork on TIENET;
and
• Place a hard copy of each form in the special education file and send home a copy to
parents.
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Individualized Service Program
(IDEA § 300.37)
*The Individualized Service Program (ISP) is used for students with disabilities that attend
private schools or are home educated. These students receive limited special education services
either at the private school they attend or parents may bring them in for special services at their
home school/district of residence.
*If a student on an IEP transfers from a public school to a private school, they are transferred
from an IEP to an ISP and have no due process rights.
*ISPs must be completed within the one-year timeline (i.e. if last ISP was December 6th, you
must meet by December 5th).
*All forms used for the IEP meeting and IEP must be finalized by the case manager. A copy of
all forms should be in the student’s school special education file within 20-calendar days. A copy
is also sent to the parent and to the student’s home school district if appropriate (e.g. Agency
placed students, open enrolled).
*All reevaluations need to occur within the three (3) -year timeline.
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Additional Procedural Forms On TIENET
Functional Behavior Assessments (FBA)
and Behavior Intervention Plans (BIP)
(IDEA §300.530(d)(ii)).
*Functional Behavior Assessments (FBA) are a problem-solving process for planning behavior
support. An FBA is the first step in creating an effective proactive Behavior Intervention Plan
(BIP). FBA and BIPs are used to address the behavioral intervention needs of students who have
a full range of problem behaviors including verbal and physical aggression, refusal behaviors,
property destruction, and self-injury. The process of an FBA includes identifying a target
behavior, gathering information, and developing a hypothesis of the function (what the behavior
is communicating) (IDEA §300.530(f)(1)(i)).
*When should an FBA and BIP be completed?
During a school-age initial assessment process where behavior is an interfering factor
with a child’s education, an FBA should be included in the assessment plan (IDEA
§300.530(d)(ii)).
*During the annual IEP process, if a “yes” is checked indicating the child’s behavior will impede
their learning or the learning of others under the consideration of special factors section, an FBA
and BIP must be considered.
• Please remember: If “yes” is checked indicating the student’s behavior will impede his or
her learning or the learning of others, it must be addressed somewhere in the IEP. For
example, in the Adaptation section, forms provided (AT, FBA, or BIP), or
goals/objectives. Best practice is to complete an FBA in order to develop an appropriate
BIP.
• Please remember: If the special factor regarding behavior is checked on an IEP and current
goals and accommodations regarding behavior are successful, an FBA and BIP would not
be required. However, if current goals and accommodations are not successful, the team
needs to complete the FBA and BIP.
*A team should complete an FBA at any time during the school year, if any behavior begins to
impede learning. This FBA is conducted as part of ongoing student programming in order to
develop an appropriate BIP (IDEA §300.530(d)(ii)).
*A Consent for Evaluation will be signed for the FBA if it is part of the initial evaluation process
and/or if team members are brought in who are not part of the IEP team. However, if the FBA is
completed by team members for programming purposes then a signed consent for evaluation is
not needed.
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Behavior Intervention Plan (BIP)
Upon completion of the FBA, a BIP is now ready to be developed. There are 3 critical
components of a BIP:
1. First the team must review environmental issues and address proactive changes to the
learning environment. This includes changing the antecedents - PREVENT.
2. The second key focus of the BIP is to identify the function of the target behavior for the
student and identify replacement and/or alternative skills that need to be specifically
taught in the curriculum. This would include the instruction or skill building process TEACH.
3. The third component is staff responses. This involves planning how to reinforce the
newly developing skill and/or reinforcing the absence of the inappropriate behavior REINFORCE.
*FBA and BIP forms are available from SVSS and SVSS staff members suggest uploading
these forms to TIENET.
*Facilitated IEPs
1. It’s important to remember that documentation of the meetings is the responsibility of the
school (not the facilitator)
2. Refer to DPI brochure
*Mediation: Refer to DPI brochure
*Manifestation Determination Documentation form is completed when a team meeting is held to
determine if the student’s conduct was a manifestation of their disability. This meeting would be
held within 10 calendar days of any decision to change the placement of a student with a
disability because of a violation of a code of student conduct. The School Administrator and
SVSS Director need to be contacted (IDEA §300.530(e)).
*Meeting Notes form is used for a variety of purposes, but primarily to document
discussion/information that is not included in other specific forms (i.e. IEP, Student Profile).
Examples would be requesting an evaluation for programming purposes, documenting a meeting
when sharing results of an evaluation for programming any time potential information needs to
be documented and no other form is appropriate.
*Release of Information (ROI) form is included on the TIENET website. It is important to
remember that all ROIs need to be either created on TIENET or uploaded to TIENET.
*Consent to Bill Medicaid form needs to be signed by parents of Medicaid eligible students who
receive speech language, services. All case managers must ask parents at every IEP meeting if
their student receives Medicaid and explain the purpose of accessing Medicaid funds as allowed
by the Federal Government to offset the high cost of these services.
• Complete form at the IEP meeting if parents agree to provide the information for Medicaid
eligible students.
• Present the Consent to Bill Medicaid form (on TIENET) at the IEP meeting;
• Please note the pediatrician/physician, if possible;
• Form must be finalized; and
• Copy of the form must be sent to the Business Manager at SVSS.
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* The Exit Form is used any time a student is dismissed from all special services or moves out of
the school district they are presently attending. This MUST be completed when a student
graduates from high school or is exiting because of reaching the age of 21. IF a student left your
school district over the summer and enrolled in a new school district in the fall, please select the
last day of the previous school year as the exit date and use last school year for the drop down
(i.e. 10-11). If a student received ESY services in your school district, the last date of the ESY
services should be selected.
* The Individual Diagnostic Report is a form that is used by team members conducting any
assessment to summarize their individual findings of the assessment. A summary of the
information from this report must be included in the Integrated Written Assessment Report
Summary.
* The File Based Document (under Other) allows document and/or reports to be uploaded into
TIENET. Please remember to save the document as a pdf. A pdf. is a locked version and can not
be changed. School Psychologists use this procedure for student reports.
* The Revocation of Consent for Special Education and Related Service is used when parents
wish to revoke, or withdraw, their consent for the continued provision of ALL special education
and related services. This Revocation of Consent must be signed by the parents and finalized in
TIENET (IDEA §300.9(c)(2)).
* The Prior Written Notice-Revocation of Consent form assures that Prior Written Notice is
provided to the parent after the parent has revoked consent for placement in special education
and related services. This prior notice must indicate a date for which special education and
related services will be discontinued by the district.
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