Read Microsoft Word - ESS SER Guidebook 10.6.09 BOOK THREE text version

1. assessment scores from the student's IEP folder, always make a copy.

Special Education Reporting

IEP Forms

This guide is designed by the Louisiana Department of Education and edited for use by East Baton Rouge Parish Exceptional Student Services Department. The purpose of the guide is to assist with the development of IEPs and serves as software and writing a compliant IEP training manual.

System User Guidebook BOOK THREE

Paul G. Pastorek State Superintendent of Education

SDE: July 1, 2009

Revision by East Baton Rouge Parish Exceptional Student Services Department: October 6, 2009

EAST BATON ROUGE PARISH INFORMATION Lee T. Dixon Exceptional Student Services Director IEP Trainer / Help Desk Goodwood Administrative Center ~ 6550 Sevenoaks Avenue ~ Baton Rouge, LA 70806 Phone: 225-929-8753 ~ Fax: 225-929-8790

1

Table of Contents

Special Education Reporting .........................................................................................................................1 Important Websites: ......................................................................................................................................... 5 Introduction ......................................................................................................................................................... 5 Security ................................................................................................................................................................ 5 Logging on to SER ............................................................................................................................................... 5 SER Home Page ................................................................................................................................................... 6 Searching for a Student ............................................................................................................................... 6 Search Results ................................................................................................................................................ 6 Recent Students ............................................................................................................................................. 7 Student Options Area ................................................................................................................................... 7 IEP ­ Selection ................................................................................................................................................ 8 Creating an IEP ................................................................................................................................................... 9 IEP Form Operations ................................................................................................................................... 10 IEP Form Help ................................................................................................................................................ 11 IEP Statuses .................................................................................................................................................. 12 IEP Forms Operations (Form Center) ...................................................................................................... 12 Transition Services Form ............................................................................................................................... 13 School Action Steps: (Required) ........................................................................................................ 19 Student Action Steps: (Required) ..................................................................................................... 19 Family Action Steps: (Required) ........................................................................................................ 19 Agency Action Steps: (Required) ...................................................................................................... 20 Type of Exit Document: ..................................................................................................................................22 Expected Number of Years to Graduate ....................................................................................................22 General Student Information ........................................................................................................................23 Type of IEP ........................................................................................................................................................23 Regular-Interim IEP ................................................................................................................................... 23 Regular-Initial IEP ...................................................................................................................................... 24 Regular-Review IEP ..................................................................................................................................... 24 Team Meeting Date ..........................................................................................................................................24 Current Grade....................................................................................................................................................24 Home Based School ..........................................................................................................................................24 Evaluation............................................................................................................................................................24 Exceptionality Code: ........................................................................................................................................25 Detail Code(s): ....................................................................................................................................... 25 Primary Exceptionality: .......................................................................................................................... 25 Other: or Secondary Exceptionality ................................................................................................... 25 IEP Participants ................................................................................................................................................26 General Student Information ........................................................................................................................29 Consideration of Special Factors..................................................................................................................34 Transition Courses of Study ..........................................................................................................................37 Educational Needs ............................................................................................................................................37 2

Instructional Plan .............................................................................................................................................39 Entering Goals .............................................................................................................................................. 39 Editing/Deleting Goals................................................................................................................................ 39 Educational Need area.....................................................................................................................................40 Content Area......................................................................................................................................................40 ESY Instruction ........................................................................................................................................... 40 Targeted for Secondary Transition ........................................................................................................ 40 Present Level of Academic Achievement and Functional Performance ............................................... 41 Measurable Academic/Functional Goal ........................................................................................................42 Educational Needs ............................................................................................................................................45 Method of Measurement ........................................................................................................................... 45 Date Goal Achieved ..................................................................................................................................... 45 Measurable Short-term Objectives or Benchmarks ........................................................................... 46 Date Achieved .............................................................................................................................................. 48 Personnel Responsible for Implementing Goal ...................................................................................... 48 Accommodations................................................................................................................................................49 ESY Instruction ............................................................................................................................................ 51 Environment ................................................................................................................................................... 51 Instruction .................................................................................................................................................... 52 Materials ........................................................................................................................................................ 53 What is AIM? ............................................................................................................................................... 54 Time ................................................................................................................................................................ 54 Tests/Quizzes .............................................................................................................................................. 55 Assistive Technology .................................................................................................................................. 56 Communication Assistance ......................................................................................................................... 56 Description of Accommodations............................................................................................................... 56 Program/Services .............................................................................................................................................58 Louisiana Educational Assessment Program ...............................................................................................58 Accommodations Needed for Leap Testing................................................................................................64 Regular class ......................................................................................................................................................65 Activities with non-disabled peers ...............................................................................................................65 Educational Needs ............................................................................................................................................66 Student's Instructional Day ...........................................................................................................................66 Time Frame Name:....................................................................................................................................... 66 Student's Total Instructional Day:......................................................................................................... 66 Adding Additional Services ................................................................................................................... 66 Student Attends ___# of Day(s) Per Week: ....................................................................................... 67 Services: ........................................................................................................................................................ 67 Date To Begin: .............................................................................................................................................. 67 Duration: ........................................................................................................................................................ 67 Individual/Group .......................................................................................................................................... 67 Where student will receive special education services?.................................................................... 68 3

Trigger Date: ................................................................................................................................................ 70 Louisiana State Department of Education / Least Restrictive Environment Chart ......................... 71 Comments ............................................................................................................................................................72 Supports Needed for School Personnel ......................................................................................................72 Special Transportation ....................................................................................................................................73 Extended School Year Services (ESY) ........................................................................................................73 Eligibility Criteria .............................................................................................................................................75 ESY Eligibility Determination ................................................................................................................... 80 Placement/Service Determination Checklist ............................................................................................. 81 Placement / Least Restrictive Environment ........................................................................................... 81 Site Determination ...........................................................................................................................................85 Progress Reports ..............................................................................................................................................86 Alternative to regular diploma options ........................................................................................................89 Parent/student consent for services ..........................................................................................................90 Supporting documentation ..............................................................................................................................92 Site determination form .................................................................................................................................93 Officially Designated Representative of Local Educational Agency (signature and date) .............94 Printing an IEP ...................................................................................................................................................95 Validation ............................................................................................................................................................96 Official/Parent Signed ....................................................................................................................................97 Amendments.......................................................................................................................................................98 Re-opening an Official/Signed IEP ......................................................................................................... 98 Submitting Amended IEP Forms .............................................................................................................. 99 Status Change.............................................................................................................................................. 100 Documenting Changes ................................................................................................................................ 100 Completing Progress Reports on the SER database ............................................................................... 101 Printing the Progress Report ....................................................................................................................... 104 Documenting Progress Towards Goals and Objectives .......................................................................... 106

4

IMPORTANT WEBSITES: ESS HOME PAGE STARTUP http://ess.homepagestartup.com EXCEPTIONAL STUDENT SERVICES http://specialed.ebrschools.org/ IEPPLUS SOFTWARE https://iepplus.ebrpss.k12.la.us/iepplus/ SER IEP FORMS (SIF) (Live) https://serp.doe.louisiana.gov/ser/ SER PASSWORD RESET https://password.doe.louisiana.gov/ Practicing in the State's Training Databases: https://sert.doe.louisiana.gov/sertrain User name ­ sertrain7 Password - Password ­ parks33

INTRODUCTION The SER system (https://serp.doe.louisiana.gov/ser/) currently stores core Individualized Education Program (IEP) data entered by district staff. This enhancement would provide teachers and Local Education Agency (LEA) the ability to create an IEP directly in SER. It is anticipated that the teachers can work directly with the system during the team meeting or start a draft of the IEP, then data entering the information following the meeting. Note: The SER/IEP system is designed to work only with Microsoft Internet Explorer 6.0 and above. SECURITY Each teacher/LEA that requires access to SER must be given an User ID. If you do not have access to SER, e-mail [email protected] Before using SER, you should: · Be familiar with LEA/System policies regarding confidentiality of individual student information. · Be familiar with State and Federal Laws and Regulations regarding confidentiality of individual student information. · Follow SER procedures for security. LOGGING ON TO SER Before users can fully access the SER system, they will be prompted to provide a valid User name and password. These credentials "Security Login" will determine which students can be accessed, as well as determine exactly what functionality they have access to within the application.

5

SER HOME PAGE The SER Home Page is the first page the user will see after logging into the system. This page provides important information regarding usage of the system. If there is any important information regarding the status of the system, such as scheduled down time of the system, it will be highlighted on this page. Please be sure to make note of any and all information on this page. Searching for a Student The student Quick Search allows for a basic student search using common information. To perform a student Quick Search, enter the search criteria into the quick Search Box and click the Go Button. The Quick Search accepts the following search options: · Last Name only · Both First Name and Last Name · Last Name, First Name · State ID Also provided in this area are two links, Previous Search and New Search. To return to the previous search and its search criteria, click the Previous Search link. To start a new search, click the New Search link. Search Results A list of students found will display at the bottom of the screen The search list can display up to 200 students Select a student by clicking on the STATE ID link

6

Recent Students Up to 7 of the last students modified will display in the upper right corner Click the student's name to access the student's record

Student Options Area For IEP Writers access · Student Profile Data Student State ID, name and DOB Student demographic data (Gender, Race)

·

IEP Forms are active Create IEPs Amendment IEPs

7

IEP ­ Selection

When the IEP Forms link in the Student Options Area is clicked, a listing of the student's existing IEPs will be displayed. The listing will display the most recent IEP first, followed by each preceding IEP. The following information is displayed: · View Link (only displayed when

the status is Official, Amended-Official or the user has read-only access) To view an IEP, click the View link on the row that corresponds to that specific record. Users who have read only access will only be able to view IEP forms. Users with write access will also see the view link if the IEP is in an "Official" or "Amended ­ Official" status.

·

Edit Link (only displayed

when the status is Draft or Amended-Draft)

· Print Link

To print an IEP, click the Print link. A popup window will be displayed allowing the user to print the entire IEP. An IEP does not have to be official in order to be printed. All forms are displayed in PDF format.

To edit or modify an IEP, click the edit link on the row that corresponds to that specific record. Only IEPs in "Draft" or "Amended ­ Draft" status may be edited. All others are view only until being opened for an amendment.

· Current Grade · Create Date · Team Meeting Date

· Submitted to SER Indicator · Status (Draft, Official,

Amended-Draft, Amended Official)

· IEP Type

8

CREATING AN IEP

Click IEP forms Note: You may "draft" the IEP prior to an IEP team meeting. In all cases, the IEP team must

review each section of the IEP and assure agreement. It must be stated that a draft IEP must not be regarded as a final document because any section can be modified by the IEP team.

The IEP Forms Page will display · Displays summary IEP information · Contains IEP Print Option, Status and the Submitted to SER flag · Option to View an existing IEP (only the new IEPs created will be able to be viewed) or ADD NEW

Add New The "Add New" button allows the user to begin a new IEP. When the Add New button is clicked, a popup window opens allowing the user to navigate and complete each of the IEP forms.

9

IEP Form Operations The IEP forms window is broken down into 4 areas:

Area 1 ­ Top Toolbar

Description The top toolbar allows the users to perform the following operations: Screen Print of the active form Refresh the screen ­ if needed Displays the SER/IEP Users Guide in pdf format. top toolbar All text areas on the IEP may be checked for proper spelling. Spell check is a manual process and is invoked by clicking the spell check icon on the toolbar. The IEP Forms drop down contains a listing of the available IEP Forms. A form can be selected by clicking the form name in the drop down box. Clicking the green arrow button navigates to the next form in the series. The Validate button is used to verify that all needed information has been entered. For users with IEP Form Approver access, this screen will also list the data fields that will be moved to SER.

The "Official/Signed" button will first validate all form data. Once all forms are complete and have passed the validate checks, a button will be displayed to submit the IEP. Once Official any changes to the IEP forms will be treated as Amendments. For users who have rights to create records in SER the Submit button will also create the SER IEP record.

Saves the data on the current form. ( Data is also automatically saved before navigating to a new form and before system timeout (after 28 minutes of inactivity)

2 ­ Forms List

3 ­ Button area

4 ­ Student Information

Student Header information is included at the top of each form. Some of the data displayed will be pulled from SER. Other data will be pulled from the IEP itself such as the Team Meeting Date and Current Grade. These fields will be displayed once they have been entered.

10

IEP Form Help Each IEP form will be equipped with a help screen. When the user moves the mouse over the field description, the pointer will change to a hand. Clicking on the field description will display the help popup. Additional help related to the current IEP form can be obtained by scrolling the window to the particular field help section. The help window is closed by clicking the X in the upper right hand corner of the popup. To display the help manual for the entire SER/IEP system, the question mark at the top of each form can be clicked this will display the help file in Adobe Acrobat format.

11

IEP Statuses Draft IEP · IEPs are Drafts until the parent signs · A teacher can DRAFT the entire IEP for the IEP Team meeting · Once parent signs, teacher/user changes status to Official in SER Official IEP · The IEP form has been signed by the parent · Data is not moved to SER until a supervisor or authorized individual (IEP Form Approver) verifies the information and chooses to submit the data. · Any changes to the IEP will result in an Amendment. The only exception to this rule is "Date Achieved" on the Instructional Plan form. Amended - Draft · Used to change an Official IEP · Parents must be contacted before the IEP is amended · During the Amendment process, the status of the IEP will be changed to "Amended ­ Draft". · Each change to the IEP will be tracked on a form by form basis. · Amendments require an explanation prior to completion (made "Amended ­ Official"). Amended ­ Official · IEP changes have been marked as Official. · Data is not moved to SER until a supervisor or authorized individual (IEP Form Approver) verifies the information and chooses to submit the data. · There is no system limit to the number of Amendments that can be processed. IEP Forms Operations (Form Center) When displaying an IEP by selecting an existing IEP or clicking the Add New button, the IEP form data entry window loads in a new pop up browser window. The complete IEP is made up of the following forms: · Transition Services form (for students age 15, required) · General Student Information form · Instructional Plan form (Use one or more forms.) · Program/Services form · Accommodations form · Placement/Least Restrictive Environment form · Site Determination form (if site not determined at time of IEP team meeting) · Progress Report form (When add/delete forms to IEP link is clicked)

12

This information is not intended to take the place of the detailed Transition Guidebook or the Transition Training.)

Transition Services Form TRANSITION SERVICES FORM A Transition Services Page should be completed for every student who is fifteen years old or older, or a younger student, if needed.

Identify the date the parent/guardian/student was informed that the transition meeting was scheduled. How the notification was given: verbally or by means of a letter. If the student was

notified verbally, it must be documented in the student's IEP folder contact log.

Date the IEP/transition planning team expects the student to exit school.

Date and Method of Student Invitation Date of Student Invitation: The date the student was invited to the meeting. This is the date that the Parental Notification Letter is sent home. · Date and means of informing the student that the transition meeting was scheduled. Method of Student Invitation: There are two methods of invitation that are used ­ 1. Parental Notification Letter-DATE 2. Verbal-DATE · How the notification was given: verbally and by means of a letter.

Note: It is strongly suggested that you verbally invite the student to the IEP meeting. If this is done, please indicate the date and type in the Method of Student Invitation section. Example: Verbal (11/5/09)

13

Postsecondary Measurable Goals Appropriate measurable postsecondary goals are outcomes that occur after the student has left high school. Measurable postsecondary goals are based upon age appropriate transition assessments related to training, education, employment, and, where appropriate, independent living skills. These goals articulate what the student would like to achieve after high school taking into account the student's strengths, preferences and interests.

below.

A measurable post school outcome goal is required. It can be a Training and/or Education goal. See notes

This goal must be written to address employment includes both paid (competitive, supported, sheltered) and unpaid employment including employment in the military and volunteer work. This goal must be written to address adult living, daily living, independent living, financial, transportation, etc. This area should be completed based on the individual/functional needs of the student.

Training and/or Education goal.

Training or Education Goal: A measurable post school outcome goal is required. It can be a

Example: After high school Lisa will receive job readiness training through a vocational rehabilitation service provider in her community.

Training Goal: This goal would be written to address the type of training a student would need if the student was interested in short-term employment training (e.g., Workforce Investment Act, Job Corps);Vocational Technical School (less than a two year program).

NOTE: A goal stating the student will complete high school with either a regular diploma or a certificate of achievement would NOT be appropriate, because they are NOT postsecondary goals. Education Goal: This goal would be written to address the type of postsecondary education program a student would need to attend to reach his or her long-term goal (e.g., Community or Technical Colleges (two year programs); College/University (four year programs); Continuing Education.

Example: After the completion of high school, Shelly will enroll in courses at Baton Rouge Community College.

14

Employment Goal: This goal must be written to address employment includes both paid (competitive, supported, sheltered) and unpaid employment including employment in the military and volunteer work.

Example: After high school, John will work at part time at the local pet store.

Independent Living Goal (if applicable):

Example: After graduation Cynthia will effectively utilize an augmentative communication device at home and in the community that allows familiar and non-familiar individuals to communicate with her regarding needs, wants, and desires.

Transition Assessment(s)

This goal must be written to address adult living, daily living, independent living, financial, transportation, etc. This area should be completed based on the individual/functional needs of the student.

Transition assessments should consist of multiple assessments utilizing both formal and informal tools such as interest inventories, behavioral assessment, statewide assessment, career readiness tests, self determination assessments, transition planning inventories, teacher/parent observation, interviews and questionnaires, curriculum based assessments, and situation assessments. It is best practice to use more than one assessment to gather information about the student's preferences and present level of performance. These assessments should address the student's career interests, vocational skills, employability, independent living skills, self advocacy and other preferences and interests.

Documentation of the transition assessment(s) must be kept in the IEP folder.

15

Transition Services/Action Steps

Transition Services: The electronic form requires that information must be entered into every box.

Transition services are a set of related activities that assist the child in working toward his/her postsecondary goal. Assistive technology should be considered when appropriate. These are the services the student may require in order to achieve the preferred lifestyle.

Instruction may include but is not limited to specific skills needed to complete courses or succeed in the general curriculum. Related Services are services that the student may need to benefit from special education while in school and/or as the student enters the adult world. Instructional/Related Services Community Experiences Employment and Post-School Adult Living School Action Steps--must address Student Action Steps--must address

Instructional/Related Services Community Experiences Employment and Post-School Adult Living Family Action Steps--Only address if parent/guardian agrees to them. If

Community Experiences are those instructional experiences/lessons occurring in the community or in a natural environment.

not addressed, type "The family did not attend or The family did not agree to any steps."

Employment options are listed on the Target Areas Menu. Post school Adult Living Options refers to those services that prepare students for adult responsibilities. Functional Vocational Evaluation refers to an assessment designed to target future vocational goals for the student; it is conducted in an individualized, rather than a standardized manner, usually in a natural or simulated environment. Daily Living Skills are those areas of life necessary for personal independence such as eating, dressing,

these are not addressed, type "The agency did not attend."

Agency Action Steps--Only address if Agency participates in IEP conference. If

Functional Vocational Evaluation and Daily Living Skills Address this section only if the student needs these action steps

(This usually applies to students who have life-long supports needs)

School Action Steps Student Action Steps Family Action Steps Agency Action Steps

If not needed, type "NA".

16

The Transition Services section consists of four main parts: 1. Instruction/Related Services 2. Community Experiences 3. Employment and Post-school Adult Living 4. Functional Vocational Evaluation and Daily Living Skills. Instruction/Related Services: (Required) · Instruction may include but is not limited to specific skills needed to complete courses or succeed in the general curriculum. Assistive technology needs should be addressed, if applicable. · Related Services are services that the student may need to benefit from special education while in school and/or as the student enters the adult world. (They are the same related services that students have always received). Examples include, but are not limited to, speech, transportation, Occupational Therapy (OT), Physical Therapy (PT), Social Work Services/Counseling, career counseling, etc. Assistive technology needs should be addressed, if applicable. The reason the student receives the services should also be indicated here. Community Experiences: (Required) These action steps have to occur in the community. (Experiences that are provided outside of the school building or in community settings.) They consist of experiences/lessons occurring in the community or in a natural environment (outside of the school campus).Examples include, but are not limited to, community-based work experiences and/or exploration, job training, banking, shopping, transportation--bus lines, drivers education, and recreation activities. Experiences provide the student the opportunity to become integrated and/or functional within the adult world environment. Community Experiences are those instructional experiences/lessons occurring in the community or in a natural environment. Employment and Post-school Adult Living: (Required) Activities that a student needs to successfully achieve post-school goals. Examples include, but are not limited to, skills/services leading to a job/career, registering to vote, filing taxes, renting a home, accessing medical services, filing for insurance or accessing adult services such as Social Security Income (SSI).

17

Functional Vocational Evaluation and Daily Living Skills: (Required)

Should only be addressed for students who will always need a caretaker; student will probably not be able to function independently.

· Daily Living Skills: Life skills that are necessary for personal independence such as eating, dressing, mobility, etc. Activities can include meal preparation, budgeting, maintaining a home, paying bills, caring for clothes, grooming, etc. Functional Vocational Evaluation: An assessment process that provides information about job/career interests, aptitudes, and skills. Information may be gathered through situational assessment, observations or formal measures, and should be practical. This area should be completed based on the individual/functional needs of the student. Examples include, but are not limited to, community-based work experiences and/or exploration, job training, banking, shopping, transportation--bus lines, drivers education, and recreation activities. Experiences provide the student the opportunity to become integrated and/or functional within the adult world environment.

·

NOTE: If this section is not applicable to the individual student, then enter NA in the appropriate boxes.

18

School Action Steps are activities the school will conduct in the current year to provide a needed transition service in a specific area. These steps may be written, or if they are purely instructional in nature, the number of the IEP objective(s) may be recorded here.

Student Action Steps are the transition steps the student will accomplish in the current year they are part of achieving the postsecondary goals.

Family Action Steps are transition activities the family has agreed to participate in during the current year to provide a transition service directed at fulfilling the postsecondary goals.

Agency Action Steps are services to be provided in the current year, either by or with an adult agency, to support the student in achieving postsecondary goals. NA can be indicated in this section.

Action Steps: Action steps are required for ALL areas. The Functional Vocation Evaluation and Daily living Skills area should be completed based on the individual/functional needs of the student. · School Action Steps: (Required) · School Action Steps are activities the school will conduct in the current year to provide a needed transition service in a specific area. · Student Action Steps: (Required) · Student Action Steps are the transition steps the student will accomplish in the current year they are part of achieving the postsecondary goals. · Family Action Steps: (Required) · Family Action Steps are transition activities the family has agreed to participate in during the current year to provide a transition service directed at fulfilling the postsecondary goals. (Cannot have Family Action Steps unless the family agrees to them. If the family does not attend the meeting, they may agree to the Action Steps via phone conference.)

19

NOTE: If the family did not participate, justification must be written on the IEP. Supporting documentation would include but is not limited to call logs, parental notification, certified letters and must be kept in the student' IEP folder.

· ·

Agency Action Steps: (Required) Agency Action Steps are services to be provided in the current year, either by or with an adult agency, to support the student in achieving postsecondary goals. If the agency did not attend the meeting, you cannot have any Agency Action Steps.

NOTE: If the agency did not participate or if the parent/student did not provide consent for agency participation please state either "The agency did not attend." or "The parent/student did not give consent for invitation" on the IEP. Supporting documentation would include either the agency invitation, or the denial of consent notice. A copy must be kept in the student's IEP folder.

20

When Needed, If a Participating Agency Does Not Attend, Document Other Actions for Agency Linkages.

If an agency did not attend a meeting in which transition services were being planned, list other means taken to assure that any needed participation would occur. These might include telephone conferences, follow-up letters, a separate meeting, agency brochures, etc.

The type of exit document the student is pursuing. The number of years remaining until the student graduates.

This section needs to be addressed when an Agency is invited to the IEP Meeting, but does not attend. Give parents/student a copy of the Transition Fact Sheet found online under ESS Forms or in your Transition Guidebook.

Sample Statements: 1. A Transition Fact Sheet with agency names, addresses, phone numbers, and descriptions of services was given at the meeting. Contact Transition Coordinator at 226-3439 for more information on Transition Services. (Transition Fact Sheet can be found on the Exceptional Student Services Website.) 2. Students and his/her families will be informed of a group meeting with an agency representative at his/her school site. 3. Students and his/her families will be informed of the Fall Agency Fair. NOTE: Action steps and target areas may overlap in some areas. Use professional judgment regarding the most appropriate row or column in which to record an action step.

21

Exit Document TYPE OF EXIT DOCUMENT: At the bottom of the Transition Services Page, click the arrow down key and choose the type of Exit Document the student is working towards. The Definitions of each Exit Document are below. The High School Diploma is an exit document issued to students who earn twenty-three required Carnegie units and the required parts of the Graduation Exit Examination. This option should be checked on the IEP for students who are working toward a high school diploma and are participating in LEAP/iLEAP/GEE/LAA2. The Certificate of Achievement is an exit document issued to a student with a disability after he or she has achieved certain competencies and has met specific conditions such as participating in the Louisiana Alternate Assessment Level 1 or 2. The Certificate of Skills Completion is an exit document issued to students who have completed the necessary Options Program requirements. The skills certificate can be either industry based or locally designed. This option can only be chosen if the student is participating in the PreGED/Options program. The Louisiana High School Equivalency Diploma represents the alternative to a High School Diploma. It requires tests verifying an equivalency to accepted high school standards. The GED Test is comprised of 5 tests: Mathematics, Science, Social Studies, Language Arts/Reading, and Language Arts/Writing. This option can only be chosen if the student is participating in the PreGED/Options program or in Adult Education. Expected Number of Years to Graduate EXPECTED NUMBER OF YEARS TO GRADUATE The number of years remaining until the student graduates. This number maybe adjusted annually at the student's IEP conference.

22

General Student Information GENERAL STUDENT INFORMATION

Type of IEP: Regular-Interim, Regular-Initial, or Regular-Review TYPE OF IEP Regular-Interim IEP The Regular-Interim IEP is developed for students who have severe or low incidence impairments and have never been evaluated for special education services. The interim IEP may also be developed for students who have been receiving special educational services in another state. Note: Interim IEPs are developed for the following students-- · · Infant/Toddlers Students with Violent Behaviors · · Severe/Low incidence Out-of-State transfers

·

The interim IEP meeting must be held within ten days of having knowledge that the student needs ESS services. Obtain and give documentation (IEP or evaluation) to your Pupil Appraisal Representative as soon as possible. A Pupil Appraisal Representative must be in attendance at the IEP meeting in order to obtain parental permission to conduct the evaluation. If parental permission was obtained prior to the IEP meeting, it is not necessary for the PAS Representative to attend the IEP meeting. Until the IEP is completed, the school system shall provide the student with a free appropriate public education (FAPE), including services comparable to those described in previously held IEP. The IEP type should be "Regular-Interim". Once the evaluation is disseminated by PAS, an initial IEP conference is held. 23

·

·

· ·

Regular-Initial IEP The Regular-Initial IEP is developed for an exceptional student who has met criteria for one or more exceptionality(ies) outlined in "Bulletin 1508", Pupil Appraisal Handbook, and who has never received special education services, except through an interim IEP, from an approved Louisiana school/program. A Regular-Initial IEP must be completed within 30 days from the evaluation disseminated date. Services must begin within ten (10) days of the IEP team meeting date. Regular-Review IEP The Regular-Review IEP is reviewed at least annually or more frequently to consider the appropriateness of the program, placement, and any related services needed by the student. TEAM MEETING DATE Date of the IEP meeting to develop or review the IEP. CURRENT GRADE The grade the student is currently enrolled in according to IEPPlus/eSchoolPlus. Home Based School School in which the student is currently enrolled as identified in SER. Evaluation EVALUATION Evaluation information used to complete this form will be pulled from SER and if needed can be edited. This typically should not be necessary unless there is a reevaluation taking place the same day or near the same day as the IEP. Before the IEP information can be submitted to SER the evaluation information must match the data that has been entered in SER. Individual Evaluation Date Reevaluation IEP IF THE REEVALUATION IS BEING THIS DATE SHOULD BE VISIBLE ON THE IEP HOME PAGE. MAKE SURE HELD AT THE TIME OF THE IEP, AND THE EXCEPTIONALITY IS CHANGED THIS DATE IS LESS THAN THREE CHECK THE BOX ON THE WEB FORM YEARS OLD AND THE SAME AS THE OF THE IEP, IT WILL ALLOW YOU TO DISSEMINATION DATE ON THE CHANGE THE EXCEPTIONALITY CODE. STUDENT'S LATEST EVALUATION. IF THIS DATE IS MISSING OR INCORRECT, CONTACT YOUR COMPLIANCE FACILITATOR/PROGRAM SPECIALIST.

24

Exceptionality Code Exceptionality Code: This is the exceptionality code as identified in SER. · Detail Code(s): These are the exceptionality detail codes as identified in SER Primary Exceptionality: This is the exceptionality as determined by the multidisciplinary evaluation conducted by Pupil Appraisal. The exceptionality that is found to be most prevalent when an Evaluation/Reevaluation is conducted; if the student has only one exceptionality, that exceptionality is his/her Primary Exceptionality. Always check to make sure the Exceptionality and Exceptionality Start Date for the Primary Exceptionality are correct on the IEPPlus Home Page. If this is incorrect or missing, contact your Compliance Facilitator/Program Specialist. Other: or Secondary Exceptionality This identifies any other exceptionality identified by the multidisciplinary evaluation. When a student has more than one exceptionality on his/her Evaluation/Reevaluation, the less prevalent one(s) is his/her Secondary Exceptionality. If this is incorrect, contact your Compliance Facilitator/Program Specialist.

25

IEP Participants IEP Participants

The ODR must be identified. Type in Participant's name All IEP meeting attendees must sign the printed copy of the IEP (Participant's page) next to their name.

IEP team members who attend the conference should sign and state their positions such as parent, principal, supervisor, educational diagnostician, regular education teacher, special education teacher, or other agency personnel. Their signatures do not imply agreement with the IEP. An officially designated representative of the local education agency must be in attendance at the meeting.

NOTE: To enter the IEP participants, select the IEP member type, such as School Nurse or Physical Therapist, and enter that person's name. Indicate next to individual's name (teacher with IEP authority) that is responsible for writing the IEP the following phrase "Primary Teacher".

26

Initially the form has spaces for up to six participants; however, additional participants can be added. To add additional participants, click the Add New button. To remove a previously entered participant, click Delete. This section should contain the names and positions of the people you invited to the IEP Meeting when you completed the Parental Notification Letter. ADDRESSING TRANSITION If the IEP addresses transition and a signed "Permission to Invite Agency Letter" has been obtained from the parent/guardian giving permission to invite an agency, an agency must be included as an IEP participant in this section and on the Parental Notification Letter. Do not invite an agency unless the parent/guardian has signed the "Permission to Invite Agency Letter". The same "Permission to Invite Agency Letter" can be used during the entire school year. Note: If the parent/guardian attends the IEP meeting via telephone conference, write on the participates page next to parent/guardian's name "via telephone conference." The following five participants MUST be invited: · An Officially Designated Representative

(Principal or Assistant Principal)

· · ·

Parents/Guardians Special Education Teacher Student

·

Regular Education Teacher

*An agency must be invited if the student is 15 years old or older.

(Reminder--Parent permission must be acquired prior to inviting an agency.)

Others who may be invited are Evaluation Representative (required at an Initial IEP Meeting), Services Personnel (formally called Direct/Related), and other individuals who have knowledge or special expertise regarding the student. The participants should sign this section at the start of the IEP meeting. IEP team members who attend the conference should sign (USE BLUE INK) and state his/her positions (if the position is noted on the SER-IEP) such as parent, principal, regular education teacher, special education teacher, etc. Their signatures do not imply agreement with the IEP. An Officially Designated Representative of East Baton Rouge Parish School System must be in attendance at the meeting.

27

Age of Majority: Check this section if the parents and students have been notified by letter that, beginning at least one year before the student reaches eighteen years of age. The student must be informed that his or her rights under Part B of the Act will transfer to his or her unless the student has been determined incompetent. Educational Rights of Exceptional Children: Check this section if the parent and/or student has received a copy of the Exceptional Rights Booklet and opportunity for an oral explanation of the evaluation results.

28

General Student Information GENERAL STUDENT INFORMATION Write a general description of the students, include the student's strengths; parental concerns; evaluation results; academic, developmental, and functional needs; statewide assessment results; progress or lack of expected progress in general education curriculum; and consideration of special factors: behavior, language needs for limited English proficient, instruction in and use of braille, communication needs, assistive technology devices and services, and health needs.

29

GENERAL STUDENT INFORMATION Explanation and Sample Statements (All Sections addressed should contain more than one sentence.) Note: Specific academic achievement and functional performance information for each academic/cognitive area should not be indicated here, but should be noted in the Present Level of Academic Achievement and Functional Performance section on the Instructional Plan page. The following is a suggested template to assist you with writing this section of the IEP. General Information About the Student Write a general description of the student. State the student's age, grade, and current LRE Placement. Document which grade(s) were repeated. ___ is a ___ year old grade student who has been receiving special education services for the past ___ years. ___ is currently placed ______________. ___ has repeated ___ grade(s) or has never repeated a grade. Strengths List academic strengths. Write a description of the student's strengths (what the student is capable of doing independently).

Note strengths from the following suggested sources (DO NOT REPORT SCORES HERE) :

· ·

latest evaluation, progress reports, observations, Wide Range Achievement Test (WRAT-R 4), standardized testing, Edusoft, etc. Indicate the student's areas of strengths based on the Student Information Processing Profile (SIPP) results which are found on the latest copy of the SIPP or on the Evaluation/Reevaluation paperwork. This information should be used to determine which accommodations/modifications should be used for testing and teaching strategies. These accommodations/modifications should be attached to the objectives on the IEP.

Strengths are ___. The Student Information Processing Profile (SIPP) results include strengths in _____. Edusoft results show strengths in _____. Parental Concerns Before this section can be completed; you must discuss with the parent/guardian any concerns he/she may have for enhancing the education of his/her child. This may be done in person or by phone prior to the meeting. Address the concerns of the parents for regarding the education of his/her child. Parental Concerns are _____.

A suggested parent interview form is available on the next page. However, a parent interview of your discretion can be used.

30

31

Evaluation/Reevaluation Results List the date the latest Initial or Reevaluation was disseminated according to the evaluation paperwork. This date should be stamped on one of the pages of the Evaluation. It is also listed on the first page of the Evaluation as the "Dissemination Date". Document priorities listed in the Evaluation. Priorities can be found in the section of the Evaluation that says "Diagnosed Impairment(s) or Condition(s) Prioritized". The last evaluation was conducted on ___ and priorities included (list impairments) _______. (for a reevaluation, use below) This is an IEP/Reevaluation. (Student's name) continues to qualify for ______ and priorities include (list impairments) ________. *If the student qualifies for LAA 1, document on the IEP that the student is functioning three or more standard deviations below the mean in cognitive functioning and/or adaptive behavior. Academic, Developmental, and Functional Needs o What areas of the general curriculum is the student having difficulty with? What are the most important areas of the general curriculum for the student to master? What are the student's academic needs? Where is the student functioning developmentally? What are the student's functional needs? o Functional needs (as defined by IDEA regs) is used to refer to activities and skills that are not considered academic or related to a child's academic achievement. o For preschool children as appropriate, how the disability affects the student's participation in appropriate activities o APE/OT/PT (support needs) in this section if applicable s -- If the student receives Occupational or Physical Therapy, teacher with primary IEP authority is responsible for filling out this section after consulting with the OT/PT. ___'s disability of _____ and impairments in _____ impede his/her involvement and progress in the general curriculum. Support needs are in _____. The Student Information Processing Profile (SIPP) results include weaknesses in _____. Edusoft results showed weaknesses in ___. Access to the general curriculum can be achieved through adaptations in these areas. *If applicable, use below in addition: ___ is not making progress towards his/her ___ goal(s) based on ___________. New goals, objectives, and accommodations/modifications are being considered during this meeting. *For preschool students, add: ___ has a disability of ___ and his/her disability impedes his/her participation in ____

32

Statewide Assessment Results What are the results of the student's performance on the general state (LEAP/iLEAP/GEE/LAA 1/LAA 2) or district wide assessment, including alternate assessments? Note: LAA 2 students entering without previous Statewide Assessment results require documentation approved by the Office of Accountability (see Guidance Counselor for coordination). _____ participated in the ______ (LEAP/iLEAP/GEE/LAA 1/LAA 2) Statewide Assessment on ________ and results are: Reading___, Language___, Mathematics ___, English ___, Science___, and Social Studies___. Type "N/A" in this textbox for preschool-2nd grade and 12th grade students who have completed all components of the GEE/LAA1/LAA2. Progress of Lack of Expected Progress in the General Education Curriculum

What is meant by general education curriculum? The full range of courses, activities, lessons, and materials routinely used by the general population of a school What is meant by access? Participation in the knowledge and skills that make up the general education curriculum teacher-created opportunities to learn important content reflected in the content standards and the comprehensive curriculum.

· · · ·

What areas of the general curriculum is the student having difficulty with? Indicate if the student is making progress or lack of progress in the general education curriculum and specify why. How the student's disability affects the student's involvement and progress in the general curriculum. For a review IEP, the IEP Team must revise the IEP to address any lack of progress toward the annual goal. Does the student need core and/or supplemental instructional materials in alternate format, (e.g., digitized text books, Braille text books, text modified to present content through a primary graphic/pictorial mode)?

Access to the general curriculum was provided by _____. ___ did/did not make satisfactory progress in the general curriculum because ___. ___ is having difficulty with ___ areas of the general curriculum. A review of the IEP indicates that ___ achieved ___/___ objectives in ___.

33

Consideration of Special Factors

CONSIDERATION OF SPECIAL FACTORS The IEP team must also consider the following special factors and include, if needed, a statement addressing these issues on the IEP: Behavior, Limited English Proficient, Communication Needs of Child, Instruction in and use of Braille, Assistive Technology Services/devices, and Health Needs

.

If the team does not address any factors, check the box next to "After consideration by the IEP team, there are no special factors that need to be addressed at this time." on the Web form of the SER IEP.

NOTE: If the IEP team determines that a student needs a particular device or service (including an intervention, accommodation, or other program modification) in order for the student to receive FAPE, the IEP team must include a statement to that effect in the student's IEP. 34

Behavior (If applicable, FBA needs to be attached to IEP) In the case of a student whose behaviors impede his/her learning or that of others, consider the use of positive behavioral intervention strategies and other strategies to address that behavior. · Indicate whether the student's behavior is appropriate or inappropriate and if it interferes with his/her educational performance or the performance of others. · Describe any inappropriate behavior; indicate if the student has a Behavior Plan or Functional Behavior Assessment. · List any supports/services/programs being implemented to address behavior. Ex: Social Work Services/Counseling, social skills instruction, behavior incentives, programs or activities that build selfesteem, character, decision making skills, advisor/advisee sessions, etc. · Indicate any positive behavioral interventions being used. If this section is not a concern type (N/A). __'s behavior is inappropriate and it interferes with ___'s educational performance. Inappropriate behaviors are ___. The following positive behavior strategies and supports are being implemented. ___ has a Functional Behavior Assessment (FBA) and a Behavior Intervention Plan (BIP) in effect. Limited English Proficient In the case of a student with limited English proficiency, the language needs of the student as those needs relate to the student's IEP. If this section is not a concern type (N/A). Communication Needs The communication needs of the student, and in the case of a student who is deaf or hard of hearing, the student's language and communication needs, opportunities for direct communications with peers and professional personnel in the student's language and communication mode, academic level, and full range of needs, including opportunities for direct instruction in the student's language and communication mode. · This section should be addressed only if the student receives any assistance in communication (speech therapy, interpreters, hearing impaired services, understanding and communicating with others, such as writing and language development, articulation, augmentative/adaptive methods, etc.) List the reason the student is receiving the service, the language and communication needs of the student, opportunities for direct communication with peers and professional personnel in the student's language, communication mode, and academic level, and full range of needs, including opportunities for direct instruction in the student's language and communication mode. If the student is dismissed from the service, indicate here with the reason. The service provider should complete this section. or _____ receives ___ for ___ deficits. 35

·

·

If this section is not a concern type (N/A)

Instruction in and use of Braille In the case of a student who is blind or visually impaired, provide for instruction in Braille and the use of Braille unless the IEP team determines, after an evaluation of the student's reading and writing skills, needs, and appropriate reading and writing media (including an evaluation of the student's future needs for instruction in Braille or the use of Braille), that instruction in Braille or the use of Braille is not appropriate for the student. · Discuss the student's primary reading medium, i.e. regular print, large print or Braille. The functional vision information from the evaluation and/or the teacher for the Visually Impaired will assist in making these determinations. Orientation and Mobility concerns should also be included in this section.

If this section is not a concern type (N/A) Visually Impaired Concerns are __________ Assistive Technology Services/Devices--

Describe what is being presently used including Low/High Tech:

Whether the student requires assistive technology devices and services based on assessment/evaluation results; NOTE: If the IEP team determines that a child needs a particular device or service (including an intervention, accommodation, or other program modification) in order for the student to receive FAPE, the IEP team must include a statement to that effect in the student's IEP. Does the student need core and/or supplemental instructional materials in alternate format, (e.g., digitized text books, Braille text books, text modified to present content through a primary graphic/pictorial mode). Address this section if the student requires assistive technology devices and services (including an intervention, accommodation, or other program modification). · List any item(s), piece of equipment, or system (modified or customized), used to increase, maintain or improve functional capabilities of individuals with disabilities. Ex: High Tech: computers, switches, etc. Low Tech: calculators, highlighters, tachistoscope (window reader) etc. If calculator is listed under the Accommodations Needed for LEAP Testing section of the IEP, you must list calculator in this section.

·

Consideration may include the use of the Louisiana Assistive Technology Screening Checklist to document areas in which AT may benefit the student's functioning in the academic setting. IEP Team may determine that there is a need for assistance but not determine the specific/particular device. That is determined by assessment of specific needs conducted by the assistive technology team. A statement may be included indicating that the student has been screened for AT and a referral for a full AT assessment is recommended.

If this section is not a concern type (N/A). Because of ___'s present levels of performance in mathematics, he/she will be allowed to use a calculator during testing and in class. 36

Health needs - IHP needs to be attached to IEP · List the student's health/medical needs (asthma, diabetes, seizures, or other diseases/disorders that may require lifting and positioning, diapering, assistance with meals, special diets, or other health needs. Indicate if glasses/hearing aids have been prescribed. List name(s) and dosage of any medications taken by the student. Indicate if the student has an Individual Healthcare Plan.

· ·

If this section is not a concern type (N/A). Glasses/Hearing aids have/have not been prescribed. ___ has a medical diagnosis of ___ and takes the following medications. Name___ Dosage___ Times per day___.

TRANSITION COURSES OF STUDY

Check the appropriate 5 year career plan. A copy of the Pre-GED/Skills Option Career Plan, the regular 5 year plan and/or the Alternate Assessment Career Plan must be kept in the IEP folder. Note: Regular 5 Year Plan should be used for students participating in LAA 2 in addition to other applicable students. EDUCATIONAL NEEDS Using the information written in the General Student Information section ((based on current (re)evaluation information)), determine the educational needs areas in which special education services are needed. At interim IEP Team meetings, project the areas of special education needs. For all students, at least one goal must be written. Transition Postsecondary goals should be incorporated within two educational need areas.

Indicate any areas the student has Educational Needs. You must have Goals/Objectives to address each Educational Need you select. "Educational Needs" include: Academic/Cognitive, Behavior, Communication, Motor, Self-Help, and Social. A description of each area is below. 37

Academic/Cognitive Needs in the academic areas such as reading, written language, and mathematics, and/or in the cognitive needs such as acquisition, manipulation, organization, storage, retrieval and expression. Academic/Cognitive should be listed as an Educational Need if the Plan includes Academic Goals and Objectives. Behavior Needs of the student when his or her behavior impedes learning or the learning of other students. Behavior should be listed as an Educational Need if the student exhibits inappropriate interactions and behaviors Communication Needs of the student in understanding and communicating with others, such as writing and language development, articulation, augmentative/adaptive methods, etc. Communication should be listed as an Educational Need when a student is needs support in the areas of understanding and communicating with others, such as writing and language development, articulation, augmentative/adaptive methods, etc. (Must be checked if student

is receiving Speech Therapy)

Motor Needs may include fine and gross motor movement, such as handwriting and walking, etc. Motor should be listed as an Educational Need when a student is receiving APE, OT, and PT Services or has Sensory Impairments. Needs may include fine and gross motor movement, such as handwriting and walking. (Must be checked if student is receiving APE, OT, or PT) Self-Help Needs may include toileting, dressing, safety, health needs such as self-catheterization, insulin maintenance, etc. Self Help should be listed as an Educational Need when adaptive needs are indicated on the student's Current evaluation. Needs may include toileting, dressing, safety, health needs such as self-catheterization, insulin maintenance, etc. Social Needs may include peer interaction, strengthening self-concept, etc. Social should be listed as an Educational Need if the student exhibits inappropriate socialization skills/fails to interact with peers.

*Service providers may opt to integrate their objectives with the Academic/Cognitive or another educational need area; however, a goal must be entered in the IEP Form.

38

Instructional Plan INSTRUCTIONAL PLAN Instructional information such as present levels of student's academic achievement and functional performance, and annual measurable academic or functional goals for each educational need area in which special educational services are needed. (For ALL EBR students short-term objectives or benchmarks must be developed) The related services(s) program that will be provided should also be addressed in the goals and objectives. Entering Goals For each educational need/goal checked on the General Student Information page, an Instructional Plan page will be created. To add additional goals, complete the form starting with the Education Need Area. The entire form displayed on the screen represents one goal. Once the form has been completed, you may add the next goal by first clicking the Add New button. The previous entered goal will be saved and a new blank form will be displayed, ready to be completed. Continue this process until all goals have been entered. Editing/Deleting Goals As each goal is added to the IEP, a new row is added to the table at the top of the Instructional Plan form.

Add additional goal(s) by clicking the "Add New button". To delete a goal from the IEP, click the "Delete" button.

To edit a previously entered goal, locate that goal in the table and click Edit. The current page will be re-loaded with the previously entered goal data which can then be modified and re-saved.

39

Educational Need Area EDUCATIONAL NEED AREA Identify the educational need area(s) in which special education services are needed. Content Area CONTENT AREA Identify the content area e.g., math, reading, etc. (Optional) ESY Instruction This box is only checked after the student has been determined to be eligible for and will receive ESY services. Check this box if the goal is selected for ESY Instruction when developing the ESY services form for the student. If ESY Instruction is checked, this goal will be printed as a page of the ESY Services plan. Targeted for Secondary Transition Check this box if the goal supports the student's transition needs which address the postsecondary goal(s) and/or the activities described in the Action Steps.

40

Present Level of Academic Achievement and Functional Performance

The present level of academic achievement and functional performance is a written description of the student's strengths, weakness, and learning styles. Based upon information from a comprehensive evaluation, these descriptions are both concise and meaningful. Also, they identify a student's needs. Because the annual goals and short term instructional objectives are based on the information contained in the present level of educational performance, it is the foundation of the IEP. The following are key components of the present level of educational performance: · · The student's performance level is the baseline data needed for the progress report. The performance statements should describe the student's strengths, especially in the deficit areas. By including a description of what the student can do, one will know where to begin writing the annual goals and short term instructional objectives and where to begin the instructional program. Descriptions should provide concise and meaningful information about the student. The present level of educational performance statements should describe specific weaknesses demonstrated by the student. The weaknesses should be stated in simple language that is free of educational jargon and which describes specific student behaviors. The present level answers the question "What is the student doing now? How does the student perform today? This present level of performance could be gathered from formal and/or informal assessments and may include a description of behaviors in and out of school. By including a description of what the student can do, one will know where to begin writing the annual goals and short term instructional objectives and where to begin the instructional program. The present level of educational performance statements should reflect the results of the evaluation(s). These statements are based upon data acquired from administering a variety of diagnostic procedures such as, formal/informal test, observations, anecdotal records, and interviews. Simple statements referring to diagnostic procedures and instruments can indicate the information is based on evaluation data and not opinion. An explanation of any test score referred to in the present level of educational performance should be provided. Explain what the test score means. The measurement tool should be identified when levels or scores are used. The present level of educational performance should incorporate information regarding the student's learning style including a description of the techniques and/or materials that have proven particularly to be effective or ineffective. The present level of educational performance should avoid statements of where, when, or how special education services will be provided. This information does not belong in this section of the IEP and cannot be determined until the goals and objectives are developed.

PRESENT LEVEL OF ACADEMIC ACHIEVEMENT AND FUNCTIONAL PERFORMANCE

·

·

·

·

·

·

·

Remember, the present level of educational performance should avoid statements of where, when, or how special education services will be provided. This information does not belong in this section of the IEP and cannot be determined until the goals and objectives are developed.

41

Measurable Academic/Functional Goal MEASURABLE ACADEMIC/FUNCTIONAL GOAL

Write an annual measurable academic and functional goal based on statements about the student's present levels of academic achievement and functional performance. Careful consideration must be given to address the student's specific needs. A goal statement must describe the specific behavior expected of the student when the educational program for the year is completed, and the goal must be stated in measurable terms so that each team member understands what is expected. · Goals must be standards-based. For students with significant cognitive disabilities the Louisiana Extended Standards must be reflected in the student's goals and objectives. Repetition of a content standard, benchmark or grade level expectation as a goal is not appropriate. The purpose of the annual goal is to describe what a child can reasonably be expected to accomplish within 12 months with specially designed instruction and related services. Annual goals enable the child to be involved in and progress in the general curriculum. They are also intended to meet other educational needs that result from the child's disability. A measurable goal statement must meet the student's needs that result from the student's disability and must enable the student to be involved in and progress in the general curriculum. Prioritize the student's needs by asking "What prerequisite skills/knowledge does the student need to close the gap between his/her present level of performance and the grade-level expectations? What other areas are difficult for the child? What additional skills does the student need to be successful ­ socially, behaviorally, organizationally, etc? Consider behavior, motor, social-emotional, communication, self-help. It must address appropriate activities for the preschool aged child. Emphasis should be placed, whenever possible, on the integration of all related service goals throughout the student's program. Academic content areas should be separated (ELA, reading and/or math content areas should not be combined into one goal). Within content areas ­ it may be necessary to write more than one goal ­ for example in English language arts (reading) a student may have a need for phonological awareness, vocabulary building, reading comprehension, decoding, etc and for Mathematics ­ basic math facts ­ addition, subtraction, multiplication, division, how to use a calculator, working word problems, following 2, 3, 4 steps. must be understandable and attainable must be measurable is directly related to the present level of performance which provides baseline information about the child sets the direction for working with the child is written for specially designed instruction, not all aspects of the child's educational program, unless the total program is special education

·

·

·

·

·

·

·

· · ·

· ·

42

·

provides a way of determining whether anticipated outcomes are being met, and whether placements and services are appropriate for the child's special needs. The data collected through progress monitoring (e.g., grades, progress reports, behavior checklists, task analyses, teacher observation logs, etc.) shall be reviewed to determine the progress the student makes toward acquisition of the measurable annual goals and/or objectives/benchmarks. This same data will be used to support whether the student meets any of the criteria for ESY eligibility. STANDARDS BASED IEPs What steps do IEP Teams need to follow to develop effective standards-based IEPs?

·

· ·

Step 1: Collect and examine materials for making data-based IEP decisions o o Know the Content Standards, benchmarks and GLEs, (and the Extended Standards, as needed) for the student's enrolled grade Current assessment data Baseline data (how is the student performing) State assessments (Individual Student Report) Curriculum-based assessments (pre/post tests) Student work samples ­ of student's writing, application type skills Previous year's IEP Other information (e.g., grades, discipline referrals, attendance reports, health info) Step 2: Gather data to develop the general student information (GSI). To provide a summary of baseline information that indicates the student's academic achievement and to identify current functional performance. · Utilize multiples sources (e.g., state assessments (Student Reports [SR]); curriculum-based assessments (pre/post tests); formative and summative assessments; student work samples ­ of student's writing, application type skills; previous year's IEP; and other information (e.g., grades, discipline referrals, attendance reports, health info, AT Assessments).

The profile should include general statements regarding: · · · · · · · Strengths ­ what is the student able to do Academic, Developmental and Functional Needs- what does the student need assistance with How the disability affects involvement/progress in the general education curriculum State Assessment/Evaluation results Status of prior IEP goals Teacher/Parent/Student input Transition needs (at least by age 15)

Step 3: Determine the student's performance level. · · · · To provide a summary of baseline information that indicates the student's academic achievement. To identify current functional performance To provide an explanation of how the disability affects the student's involvement/progress in participating in the general education curriculum, for preschool children, as appropriate, to participate in age-appropriate activities

43

· ·

What prerequisite skills/knowledge does the student need to close the gap between his/her present level of performance and the grade-level expectations? Or What additional skills does the student need to be successful ­ socially, behaviorally, organizationally, etc?

Step 4: Write Measurable Annual Goals based on standards. The purpose is to describe what a student can reasonably expect to accomplish in one school year. reducing the problems results from the student's disability which interfere with learning and educational performance in school minimize the student's area of need so that the disability does not hinder the student's ability to function in daily life. Step 5: Progress Monitoring · The data collected through progress monitoring (e.g., grades, progress reports, behavior checklists, task analyses, teacher observation logs, etc.) shall be reviewed to determine the progress the student makes toward acquisition of the measurable annual goals and/or objectives/benchmarks. This same data will be used to support whether the student meets any of the criteria for ESY eligibility. A measurable goal has five parts: o o o o o · WHO: the student... BEHAVIOR: what behavior or skill or task or strategy, etc., the student should have learned... CRITERION: to what level/degree should the student be able to perform the behavior, skill, task or strategy. CONDITIONS: under what conditions/what materials are needed to implement the goal... TIMEFRAME: in what length of time.

·

how many? o o at least one for each educational area in which the student needs special educational services skill within each educational area must be considered. A student may need more than one goal in a given content area. some educational areas may be combined. A student may have communication and social needs that could be combined into one annual goal if the skills are related. On the web-based IEP, it does not allow the teacher to check more than one educational need area and only write one integrated goal. If an integrated goal is going to address more than one education need area a note should be made in the comment section of the program services page.

o

44

Method of Measurement EDUCATIONAL NEEDS Method of Measurement

Select how the student's progress toward meeting the achievement of the goal(s) will be measured, such as by progress monitoring, criterion referenced test, behavioral charting, or observation and charting by teacher(s) and parent(s). A goal may be measured by more than one method of measurement. Date Goal Achieved Date Goal Achieved Fill in the actual date on which the annual goal was achieved by the student.

45

Measurable Short-Term Objectives or Benchmarks Measurable Short-term Objectives or Benchmarks

ALL EBR IEP'S MUST CONTAIN SHORT TERM OBJECTIVES

The Student Will: For ALL EBR students, write short-term objectives that describe intermediate steps or benchmarks that describe major milestones that lead to the annual goal.

Objectives or benchmarks must be written in observable student behaviors and must be specific and clear. Special conditions such as the need for specialized instructional materials or adaptive equipment should be included. Evaluative criteria must be included in the performance standard to determine the achievement of the objective or benchmark. These criteria should indicate the minimum acceptable standard for the student's performance and the ability to meet the criterion consistently and reliably over a period of trials (e.g., without an error in nine out of ten trials) or average a period of time (e.g., ten times a day for a week without error).

OBJECTIVES

A minimum of four objectives across the educational need areas most essential to the student's overall functioning must be targeted on the IEP for Regression/Recoupment. Identify shortterm objectives (STO) for Extended School Year by typing in the narrative box after the STO in parentheses ESY, e.g., (ESY).

As the student achieves each objective, it is indicated on the IEP and progress is sent home each grading period on the Progress Report form. A copy of the Progress Report is also kept in the IEP folder.

Short-term objectives must contain the following: · a statement identifying the target behavior, · · ·

·

the conditions under which the behavior is to occur, the criteria of acceptable performance, including the method of measurement, the terminal point of review, when will it be no longer necessary to continue teaching or assessing the skill, and identify measurement instrument, by which student's progress will be measured.

Components

·

Behavior - be specific and define in very clear terms what behavior the student is to perform o observable - must describe an overt behavior, one that can be seen by observers

46

o

measurable - a behavior that can be monitored and evaluated as to allow measurement of a student's progress toward meeting the objective verifiable - has the behavior occurred

o ·

Accommodations/Adaptations/Modifications--(Condition) - the conditions tell about the environment, specialized instructional materials and/or equipment needed by student. (By providing a statement of the condition, you help to ensure that the teaching condition is consistently reproduced.) Criteria - standards that will establish if a behavior has been learned or acquired. They describe how well the student must perform the behavior and provide the basis for evaluating mastery of the objectives. Parameters of Proficiency o Accuracy - doing the behavior correctly. Accuracy is usually determined by comparing the number of correct behaviors or the number of errors to the total number of behaviors. Accuracy data is most often expressed as a percentage. For example: John got 90% of the math problems correct. Mastery - doing the behavior accurately and quickly. Mastery is usually determined by comparing the accuracy of the behavior to the speed at which the behavior is completed. Mastery is expressed as a rate. For example: Joan read a passage at 75 words per minute with 0 errors. Automatic - doing the behavior accurately and quickly in the presence of relevant distracters. Automatic functioning is usually determined by having the student do a task in context. Automatic data is usually reported as a rate and sometimes only as accuracy. For example: Tommy's spelling in his paper about the water cycle was 95% accurate.

·

·

o

o

·

Terminal Point of Review - each objective should include a statement that provides a terminal point of review. A statement specifying when it will no longer be necessary to continue teaching and assessing the skill. For example o o o 90% correct, 3 consecutive sessions 8 out of 10 trials, 4 out of 5 sessions 3 times per hour, 5 consecutive school days

·

Method of Measurement (Identifying Measurement Instrument) - the instrument that will be used to document the student's performance should be specified. For example o o o as measured by teacher checklist as measured by pre and post tests as measured by teacher test

NOTE: Remember to note the following in the objective.

o o o o Accommodations, Adaptations, or Modifications Criteria Terminal Point of Review Method of Measurement

47

Date Achieved Date Achieved Write the actual date on which the objective or benchmark was achieved by the student. This date should be indicated immediately after mastery of the short-term objectives or benchmarks. Progress or lack of progress toward achievement of objectives or benchmarks should be described in the progress reports.

Personnel Responsible for Implementing Goal Personnel Responsible for Implementing Goal Check the position(s) of the individual(s) who will implement the instructional program that addresses the annual goal. There may be one or more persons responsible for a particular goal and/or objective. These persons may include the special education teacher, regular education teacher, parent, student, speech/language pathologist, adapted physical education teacher, or other related service providers.

Note: Emphasis should be placed on the integration of goals, including related service goals, throughout the student's program.

48

Accommodations

ACCOMMODATIONS

In this section, list any accommodations used to help the student address the general curriculum successfully while in the classroom setting; include any accommodations the student will receive in GEE/LAA 2/LEAP/iLEAP testing. A copy of these accommodations must be provided to each teacher who works with the student; the teacher must sign a form stating that he/she has received this (see the next four pages). Classroom accommodations that match LEAP test accommodations will be bolded on the printed IEP. Note: Any and all accommodations noted here must be provided daily when applicable. The IEP Team should consider accommodations that should be used to support the student in accessing the general education curriculum. As noted, these are limited examples of possible options available for consideration. The team should list any other accommodations needed in the "Other" blank. If none are needed, check "None". Accommodations change how students learn and the ways they demonstrate what they have learned. The students are working on the same instructional objectives and content as the other students. An accommodation is any technique that alters the academic setting or environment to help a student access the curriculum and validly demonstrate learning. An accommodation generally does not change the information, amount of information learned, or performance criteria. It merely provides the extra time, the special setting, and/or the added assistance that enables learning and accurately assesses the student's real knowledge rather than assessment of the disability. Modifications are any techniques that alter the work required in some way that makes it different from that work required of other students in the same class. The changes include changes in instructional level, content, and performance criteria, as well as changes in test for or format. A modification encourages and facilitates academic success. A modification does change the work format or amount of work required of a student. It helps the student cope with a broader array of academic tasks and, like some accommodations, allows for more accurate assessment of the student's true knowledge. Adaptations include both accommodations and modifications. Adaptations are changes made in instructional and assessment practices to facilitate student success.

Accommodations that are bolded on the IEP Form are accommodations that are approved for statewide assessment. If an accommodation in italics and/or bolded is chosen, it is automatically populated on the Program Services page in the LEAP box. Some accommodations approved for statewide assessment also have linked accommodations. See the chart at end of this document for reference.

49

End of Course (EOC) is an online testing system for high school students who complete specific courses. Presently Algebra 1 and English 1 are operational and Geometry is a pilot. New EOC tests will be added to the system as they are developed. Accommodations available for EOC are Braille (written document), large print (with magnification), tests read aloud (audio) and communication assistance (written script). The accommodations documented for a student should be accommodations that the student receives routinely in class and are listed in the IEP as instructional accommodations. Providing a student with a test accommodation that is not used routinely in class may prove to be more confusing than helpful for a student and is not allowed. Plan how and when the student will learn to use each new accommodation. Be certain there is ample time to learn to use instructional and assessment accommodations before an assessment takes place. Finally, plan for the ongoing evaluation and improvement of the student's use of accommodations. The questions provided below will help guide the selection of appropriate accommodations for students who need them.

What are the students' learning strengths and what needs further improvement? How does the student's learning needs affect the ability to master the grade-level curriculum? What specialized instruction (e.g., learning strategies, organizational skills, reading skills) does the student need to master the grade-level curriculum? What accommodations will increase the student's access to meaningful and appropriate instruction and assessment by addressing the student's learning needs and reducing the effect of the student's disability or limitation? (These may be new accommodations or accommodations the student is currently using.) What accommodations are regularly used by the student during instruction and assessments? What are the results for assignments and assessments when accommodations were used and not used? What is the student's perception of how well an accommodation "worked"? What are the perceptions of parents, teachers, and specialists about how well the accommodation worked? Are there effective combinations of accommodations for the student? Of the accommodations that appear to match a student's needs, the questions below should also prove helpful. What opportunities does the student have to learn how to use the accommodation in classroom settings? Under what circumstances would this accommodation be approved for use on a state assessment? What difficulties did the student experience when using accommodations? Should the student continue to use a particular accommodation, are changes needed, or should the use of the accommodation be discontinued? What is the student's willingness to learn to use the accommodation?

50

ESY Instruction This box should not be checked until after the student has been determined to eligible for and will receive ESY services. The accommodations page will be printed as information for the teacher and related service personnel who will provide special education and related services to the student. Environment · Assign preferential seating: The teacher will place the student's desk in the best area in the classroom so the student can participate and learn. An example would be at the front of the class so he/she could see the board better. basis. · ·

·

Provide individualized instruction: The teacher will work with the student on a one-to-one Provide small group instruction: The teacher will work with the student in a small group with

a maximum of 8 students. Assign peer tutors/work buddies/note takers: Peer tutoring is when the teacher assigns a student who has mastered needed skills to work with another student who needs help in learning the same skills. Work buddies are students who are paired to work together on an assignment or a task, and a note taker is a student who is selected to take notes that will be copied for another student who is unable to take his or her own notes. Provide desktop list of tasks: The teacher will place on the student's desk a written list of daily assignments so the student can stay on task and transition from one activity to another. 51

·

·

Modify student's schedule: If the student is exhibiting inappropriate behavior as a result of being in a classroom where he/she is being bullied, harassed or is with other students who have too much influence over the student's behaviors, his schedule of classes could be changed to eliminate some of the problem behavior. The schedule might also be changed to match his time of alertness or to place him in a classroom with a teacher who is better able to meet his/her needs.

Instruction

·

Modify assignments as needed (e.g., vary length, limit items): The teacher will make changes in the requirements of certain tasks. Examples: the student may be given more time to complete an assignment; the number of problems/questions may be reduced; the number of paragraphs required in a paper may be reduced; the student may give an oral report rather than a written paper.

·

Utilize oral responses to assignments/tests (answers recorded): The student will be

given the opportunity to answer questions on an assignment or test orally rather than in writing. A scribe (usually the teacher or paraprofessional) records the student's oral answers.

·

Read class materials orally: Class materials are read orally to the student. If this is

used on the statewide assessment the passages, questions, and answer options on the Reading Comprehension section of the English Language Arts tests cannot be read to the student.

· · · ·

Provide study outlines/guides: The teacher will provide a study outline or guide for the unit or chapter the class will be studying prior to starting that unit or chapter. Provide daily assignment list: The teacher will give the student a written list of daily assignments so the student can stay on task and transition from one activity to another. Provide homework lists: The teachers will provide a written/electronic list of homework assignments for the student to take home, e.g., homework is posted on school website. Provide options for students to obtain information and demonstrate knowledge through the use of:

o o

Tape recorders: The student tapes lectures or explanations. Word processors: The student uses a word processor or computer to complete

written assignments.

o o

Calculators: The student uses calculators for computation.

Interviews: The student answers orally or interviews others to obtain necessary information. Alternative projects: If an assigned project requires more or different skills than the student possesses, he/she may be given another project that he/she can complete. Oral Reports: The student orally reports on information acquired rather than in writing. 52

o

o

If tape recorders, word processors and/or calculators are used during statewide assessment,

Assistive Technology must be checked and the AT device must be entered into the narrative box.

· ·

Shorten assignments: The teacher will reduce the number of questions to be answered, pages to be read, sentences to be written or problems to be solved. Modify/repeat/model directions: The teacher will change/rephrase the directions given for a specific assignment; the teacher may repeat the directions until the student understands what to do; the teacher may demonstrate for the student how to perform the required task. cannot write on the test or the page presented. The student will use another sheet of paper or a computer to answer questions. The teacher or paraprofessional will copy the student's answers on the paper to be turned in.

·

Transferred answers: When an assignment or a test is presented in a way the student

Materials

·

Use text/workbooks/worksheets at a modified reading level: The teacher will select materials that cover the content to be taught but are written at the student's instructional reading level. Alter format of materials on page (type/highlight/spacing): The material given to the student can be changed by using a special type, by highlighting certain words, or by the way the material is spaced on the page. The material can be larger than normal, have certain words or phrases in bold print, or be underlined. The page may have more white space than typical worksheets. printed with enlarged text. (AIM)

·

· · ·

Utilize large print: The student may be provided with books/materials that have been Utilize braille: The student may be provided with books/materials that have been

brailled. (AIM) Utilize audio/recorded books: The student may be provided with recordings of printbased media in a recoded, taped, CD, DVD, MP3, SMF, TSP, WAV or other digital file format that provides access to the text by listening. (AIM) Utilize digital formats: The student may be provided with print-based media in formats such as electronic text (txt), PDF, RTF, DAISY, XML, KSE, HTML, NIMAS or other formats that can be further rendered into specialized modes easily accessible by the user (e.g.: braille, picture-symbols, enlarged text, colored fonts, style sheets), downloaded into the user's device, or transmitted electronically over distance. Digital magnification provides an enlarged image of text on a computer screen/device through use of software. (AIM)

·

53

·

Utilize graphic/pictorial mode materials: The student may be provided with graphical/pictorial mode materials that are a specialized style of re-formatting electronic text to provide a picture representation of the word, similar to a rebus story. Pictures and symbols are typically placed together with the picture above the text or vice-versa to promote association of the picture and text. Utilize print with magnification: The student may be provided with class materials (books, handouts, tests, etc.) and will utilize assistive technology that will magnify the print. The assistive technology device(s) could include, but is not limited to, hand held magnifiers, stand magnifiers, CCTV, portable magnification device, etc. Color code materials: Materials are color-coded so that the student can find the materials easily and organize classes and assignments. Specific content can be highlighted in an assignment or other written materials to cue the student. Examples: English texts and folders may be green and spelling may be yellow; a student's belongings might be color-coded so that he/she knows the materials with blue dots are his/hers; place values and computation signs in math might be color-coded to remind the student of what to do.

·

·

What is AIM? Accessible Instructional Materials (AIM) are core and core related instructional materials in formats other than the print-based, hard-copy materials such as textbooks, worksheets, workbooks and teacher-printed handouts. AIM provide varied options for media for students who are unable to access the print-based materials due to issues such as visual impairments, reading disabilities, or physical disabilities. These students may require an alternate format such as braille, large print, digital media, or audio material. Digital formats can be further rendered into more specialized formats such as a specific font style, size or color, picturesymbols, or structured styles. If a student requires AIM, the LEA is responsible for the provision of the accessible format. For more information go to AIM website http://www.atanswers.com/aim/.

* The AIM formats are in blue font.

Time

·

gives the student more time to finish assignments and to take tests. The teacher breaks the assignment /project into smaller parts with separate due dates.

· ·

Increase the amount of time allowed to complete assignments and tests: The teacher

Limit amount of work required or length of test: The teacher will reduce the size of the assignments and/or reduce the number of questions on tests.

Allow breaks during work periods, between tasks, during testing: The teacher will

schedule or allow breaks for the student while working on assignments and/or between tasks, e.g., have two testing sessions within the day to reduce the onset of frustration.

54

·

Provide cues and prepare for transitions in daily activities: The teacher will tell the student when it is time to change activities by using a variety of methods, such as ringing a bell, using a musical tone, pointing to a picture or written schedule, getting out specific materials, or using verbal cues.

Tests/Quizzes

· · ·

Prior notice of tests: No pop quizzes Limited multiple choice: The teacher gives the student fewer multiple choice questions on the test to answer or arrange smaller groups of word banks with fewer test items.

Extra time for tests: The student is given more time than the rest of the class to

answer the test questions. E.g., Have two testing sessions within the same day to reduce the onset of frustration.

·

Pace long term projects: The teacher will set guidelines for the student to complete each section of the project ­ e.g., break assignment/project into smaller parts with separate due dates. Preview test procedures: provide practice in same format as test. Student writes on test: The student will be able to write on the test document. Objective tests: Tests given are not essay or fill-in-the-blank. Extra time for projects: e.g., break assignment/project into smaller parts with separate due dates. Rephrase test questions/directions: The teacher will change/rephrase the directions given for a specific assignment; the teacher may repeat the directions until the student understands what to do; the teacher may demonstrate for the student how to perform the required task. Test study guide: The teacher will provide a study guide for the test. Shortened tasks: The teacher will break assignment/project into smaller parts. Modified tests: The teacher will reduce the number of questions to be answered, or teacher gives a multiple choice question rather than a fill-in-the-blank, etc. Extra credit options: The teacher gives the student tasks/projects that will earn the student extra credit. Extra response time: The teacher gives the student additional time to respond orally (wait time). Simplify test wording: The teacher eliminates extraneous wording from test items. Hands-on-projects: The teacher allows the student to make a project instead of an oral report or student is allowed to perform the task (e.g., science experiment) instead of watching or reading about it. the questions.

· · · · ·

· · · · · · ·

·

Extra time-written work: The student is given additional time to write the answers to

55

·

Test read aloud: The test is read aloud to the student. If this is used on the statewide

assessment the passages, questions, and answer options on the Reading Comprehension section of the English Language Arts tests cannot be read to the student.

· · ·

Individual testing: The teacher will test the student on a one-to-one basis. Small group testing: The teacher will test students in a small group with a maximum of 8

students.

cannot write on the test or the page presented. The student will use another sheet of paper or a computer to answer questions. The teacher or paraprofessional will copy the student's answers on the paper to be turned in.

·

Transferred answers: When an assignment or a test is presented in a way the student

Answers recorded: The student will be given the opportunity to answer questions on an

assignment or test orally rather than in writing. A scribe (usually the teacher or paraprofessional) records the student's oral responses.

Assistive Technology

A determination about the need for assistive technology should be identified in this area. If AT is indicated, a description of the AT and strategy for use should be described. If the AT used for regular instruction and weekly tests is also required for statewide assessments, it should be noted in this area and also listed on the LEAP area for statewide assessment. Communication Assistance Service providers who are fluent in the signing or cuing modality routinely used by the student would be available to repeat or clarify directions. Depending on the student's reading level as documented on the IEP, assignments could be signed to the student. If this is used on the statewide assessment the passages, questions, and answer options on the Reading and

Responding (Reading Comprehension) session of English Language Arts test cannot be signed or cued.

**For statewide assessment purposes If the test is being signed or cued ­ the linked accommodations should be small group. /// If the student responds by signing or cueing ­ the linked accommodations should be individual and answers recorded. Description of Accommodations This is a local requirement. Use this space if your district requires you to describe the reason or type of accommodation that is being provided for the student. None Check this box if the student does not receive any accommodations during their instructional day. 56

Accommodations Page (if bolded highlighted accommodations are checked for instruction then can be used for statewide assessment) Provide individualized instruction Provide small group instruction Utilize oral responses to assignments/tests (answers recorded) Read class materials orally (tests read aloud) Tape recorder Calculators Word processor Utilize large print Utilize braille Transferred answers Increase the amount of time allowed to complete assignments and tests Allow breaks during work periods, between tasks, during testing Extra time - tests Tests Read Aloud Indivdiual Testing Small group testing Transferred Answers Answers Recorded ASSISTIVE TECHNOLOGY (describe)

Program Services Page ­ LEAP Box (then these accommodations are populated)

Linked Accommodations (also populated in the LEAP Box)

Individual Small Group Answers Recorded Individual

Tests Read Aloud

Small Group

Assistive Technology Assistive Technology Assistive Technology Large Print Braille Transferred answers Extended time Transferred answers Transferred answers Transferred answers

Extended Time

Extended Time Tests Read Aloud Indivdiual Small Group Transferred Answers Answers Recorded Assistive Technology Indivdiual Small group

**Communication Assistance (describe)

Communication Assistance

See Communication Assistance on the HELP page for additional information An accommodation such as a multiplication chart will invalidate the purpose of the test and will be considered a test security violation

Other

Other accommodations must not breach test security or invalidate the meaning of the test score or the purpose of the test.

57

Program/Services PROGRAM/SERVICES Louisiana Educational Assessment Program (LEAP) LOUISIANA EDUCATIONAL ASSESSMENT PROGRAM

Do not address this section for Preschool students.

*All 3rd grade students must be screened with the LAA 1 Participation Criteria form; LAA 2 is applicable for grades 4-12.

Assessment Program This must be completed for all students in grades 3-11. Document the decisions regarding the statewide assessments in which the student will be participating. Students may participate in the LEAP, or iLEAP, or GEE on grade level or in one of the alternate assessments (LAA 1 or LAA2) on grade level. Check None if the student is in grades Preschool, Kindergarten, 1st, 2nd grades or a graduating senior who has passed all required components of the GEE. Students in the Option 3 program must participate in statewide assessment.

Note: For students participating in Alternate Assessment Level 1 (LAA 1) or Alternate Assessment Level 2 (LAA 2), the appropriate Alternate Assessment Participation Criteria form must be completed and attached to the student's IEP. Note: See the Louisiana State Department's Access Guide Students with Significant Disabilities http://sda.doe.louisiana.gov/default.aspx for additional information about curriculum, instruction, and assessment issues for students with significant disabilities.

58

If LAA 1 or LAA 2 is chosen, justification as to why the Alternate Assessment is appropriate for the student must be provided.

Samples of justification statements: LAA 1 1. "If alternate assessment is checked, explain why the student cannot participate in the regular assessment, and"

(Sample 1) (student's name) has significant delays in the developmental skills areas of (list impairments from current evaluation). (student's name) requires extensive modified instruction to acquire, maintain, and generalize skills; therefore, his/her assessment needs should be aligned with the way she/he acquires knowledge. (Sample 2) (student's name) continues to have significant delays in the developmental skills areas of [select what is appropriate---(physical, self-help, social, communication, intellectual, and adaptive behavior.)] Academically, he does not have the reading, writing, and math skills needed to be successfully assessed by the regular LEAP test even when given numerous accommodations and modifications.

2. "why the particular alternate assessment selected is appropriate for the student."

(Sample 1) (Student name) requires extensive modified instruction aligned with the Louisiana Extended Standards to acquire, maintain, and generalize skills. The regular statewide general education assessment will not be an appropriate assessment because it does not provide an accurate appraisal of (student's name) educational progress. (Sample 2) (Student name) requires extensive modified instruction aligned with the Louisiana Extended Standards to acquire, maintain, and generalize skills. The IEP committee agrees that (student's name) continues to qualify for Alternate Assessment because the statewide general education assessment will not provide an accurate appraisal of his educational progress.

LAA 2 1. "If alternate assessment is checked, explain why the student cannot participate in the regular assessment, and"

(Sample 1) The IEP committee has determined that (student's name) cannot participate in the regular statewide general education assessment because the statewide general education assessment will not provide an accurate appraisal of his/her educational progress. He/she does not have the reading, writing, and math skills needed to be successful with the regular LEAP/GEE test even when given numerous accommodations and modifications. (Sample 2). There is evidence from multiple sources that indicate (student's name) is having significant academic difficulties that will impede his ability to achieve grade level proficiency within the IEP year. He/she cannot participate in the regular statewide general education assessment because this assessment even with accommodations and modification is not sufficient to measure his/her persistent academic disabilities.

2. "why the particular alternate assessment selected is appropriate for the student."

The IEP committee has determined that the LAA 2 assessment is an appropriate assessment for (student's name) because it will afford him/her an opportunity to demonstrate optimal skills and knowledge gained in the general curriculum.

59

Steps to Follow When Making Assessment Decisions In order to make assessment decisions the IEP Team should follow these steps. Participation in the general assessment should be considered first when determining the appropriate assessment for a student. All assessments are given at the student's enrolled grade. A student who meets the LAA 2 participation criteria may test in all or in one or more content areas of LAA 2, based on the determination of the IEP team. The IEP team may decide that the student will participate in the LAA 2 assessment at the student's enrolled grade level in one or more content areas and participate in the regular statewide assessment for the student's enrolled grade (iLEAP/LEAP/GEE) for the remaining content areas. If the decision is to administer LAA 1 to a student, the student will take all applicable content areas tests. Step 1

Review the student's current information to determine the student's present level of functioning.

The IEP Team must review the student's IEP, the student's individual school records from the previous school year (if available), and other relevant information. Using these documents, the IEP Team must consider the student's strengths and weaknesses in relation to the regular assessment. A student's IEP includes the current levels of educational performance in relation to the grade-level curriculum. The IEP provides a detailed look at a student's progress in the curriculum, including whether the student is receiving grade-level instruction with no modifications within the grade-level curriculum that is accessed through prerequisite skills. The student report (SR) includes the results from the previous test administration. The listing of student performance by content standard provides a more detailed look at a student's progress in the curriculum. If the IEP Team does not have a SR for a student, Team members should review other information described below. Other relevant information may include a collection of student work samples, informal teacher assessments, norm-referenced and criterion-referenced tests, diagnostic testing, or data collection recording forms.

60

Step 2

Determine how the student receives instruction and student's level of performance in their grade level curriculum.

Continuing to use the information collected in Step 1, the IEP Team must determine the student's individual skills and level of progress in the student's enrolled grade. The Team will also need to look carefully at the extent of the modifications to the general education curriculum that were provided to the student that enabled progress to occur. The IEP Team must determine if the curriculum was accessed through accommodations and/or modifications or if the student accessed the curriculum through prerequisite skills. With this information, the IEP Team will determine if the regular assessment (iLEAP, LEAP, or GEE) or LEAP Alternate Assessment, Level 2 (LAA 2) or LEAP Alternate Assessment, Level 1 (LAA 1) is the appropriate assessment for the student. Step 3

Determine the appropriate assessment for the student: Regular assessment (iLEAP, LEAP, GEE) or LAA 2 or LAA 1.

After the IEP Team has considered the student's present level of functioning and participation in the grade-level curriculum, the Team is now ready to determine which assessment is the most appropriate for a student. Participation in the general assessment should be considered first when determining the appropriate assessment for a student. If an alternate assessment is considered to be the best option for a student, the IEP Team must complete the Participation Criteria form for LAA 1 or LAA 2. Note: A Participation Criteria form MUST be completed on All EBR Students grades 3-11 or 12 if applicable. Step 4

Document the appropriate assessment on the IEP along with the approved accommodations that the student will need during testing.

Individuals with Disabilities Education Improvement Act of 2004 (IDEA), requires IEP Teams to document the following in a student's IEP when an alternate assessment is selected: o why the student cannot participate in the regular assessment; o why the selected alternate assessment is appropriate; and o what accommodations are necessary to measure the student's academic achievement and functional performance.

61

A brief description of each assessment is provided below. GENERAL ASSESSMENTS

iLEAP, Integrated Louisiana Educational Assessment Program is administered in grades 3, 5, 6, 7, and 9 statewide on in the spring and measures a student's mastery of the curriculum for the student's enrolled grade. All assessment items were specifically developed for the iLEAP according to the state content standards, benchmarks, and GLEs. For each grade, assessment guides with detailed test specifications and sample test items are provided to teachers so they may align classroom assessment practices with state assessment strategies. This also helps ensure that students are adequately exposed to the test formats prior to test administration. http://www.louisianaschools.net/lde/saa/2180.html LEAP/GEE, The Louisiana Educational Assessment Program (LEAP) and the Graduation Exit Examination (GEE) are part of Louisiana's criterion-referenced testing (CRT) program. LEAP and GEE are high-stakes tests and are administered statewide on in the spring. For each grade, assessment guides with detailed test specifications and sample test items are provided to teachers so they may align classroom assessment practices with state assessment strategies. This also helps ensure that students are adequately exposed to the test formats prior to test administration. http://www.louisianaschools.net/lde/saa/1341.html

LAA 2, LEAP Alternate Assessment, Level 2 is an alternate assessment for students identified under IDEA in grades 4-11 and is also administered statewide in the spring. LAA 2 is based on modified academic achievement levels. LAA 2 covers the same grade-level content as iLEAP, LEAP, or GEE but has been modified in format (larger font, more white space, etc.) and test design. For each grade, assessment guides with detailed test specifications and sample test items are provided to teachers so they may align classroom assessment practices with state assessment strategies. This also helps ensure that students are adequately exposed to the test formats prior to test administration. http://www.louisianaschools.net/lde/saa/2221.html

ALTERNATE ASSESSMENTS

A student who meets the LAA 2 participation criteria may test in all or in one or more content areas of LAA 2, based on the determination of the IEP team. The IEP team may decide that the student will participate in the LAA 2 assessment at the student's enrolled grade level in one or more content areas and participate in the regular statewide assessment for the student's enrolled grade (iLEAP/LEAP/GEE) for the remaining content areas.

A student in grades 5, 6, 7, and 9 meets LAA 2 participation criteria would not be expected to take the general assessment in the content areas in Science and Social Studies. LAA 1, LEAP Alternate Assessment, Level 1 is an alternate assessment for students with significant cognitive disabilities (3 standard deviations below the mean) identified under IDEA in grades 3-11 and is also administered in the spring. LAA 1 is based on alternate academic achievement levels. LAA 1 correlates to the Extended Standards that are extensions of the state academic content standards. An assessment guide with detailed test specifications are provided to teachers so they may align classroom assessment practices with state assessment strategies. This also helps ensure that students are adequately exposed to the test formats prior to test administration. http://www.louisianaschools.net/lde/uploads/11859.pdf

62

Grade 3 Grade 4 Grade 5 ELA Math Sci SS ELA Math Sci SS ELA Math Sci SS X X X X X X X iLEAP X X X X X LEAP GEE X X X X X X LAA 2 X X X X X X LAA 1 X Grade 6 Grade 7 Grade 8 ELA Math Sci SS ELA Math Sci SS ELA Math Sci SS X X X X X X X iLEAP X X X X X LEAP GEE X X X X X X X LAA 2 X X X X X X X LAA 1 X Grade 9 Grade 10 Grade 11 ELA Math Sci SS ELA Math Sci SS ELA Math Sci SS X iLEAP X LEAP X X X X GEE X X X X X LAA 2 X X X X X LAA 1 X GEE and LAA 2 retests for high school students are available in the summer, fall and spring.

63

Accommodation(s) Needed for LEAP Testing ACCOMMODATIONS NEEDED FOR LEAP TESTING A student must be receiving an accommodation in the instructional setting to be eligible to receive the same accommodation for statewide assessment and noted on the IEP. Accommodations that are bolded are accommodations that are approved for statewide assessment. If a bolded accommodation is chosen it is automatically populated on the Program/Services page. If no accommodation(s) are needed, indicate that none are needed. If an accommodation is needed other than what is listed, then specify under "Other."

NOTE: In the statewide assessment for the accommodation Tests Read Aloud, all sections can be read except for Reading Comprehension*. For the Reading Comprehension section, do not read the passage, do not read the questions, and do not read the distractors (answer choices); however the instructions for the test can be read aloud. List all accommodations the IEP Committee determines appropriate to address the student's needs during LEAP testing (LAA 2 participants are included). Any accommodation listed in this section should be afforded to the student on a regular basis in the classroom and listed in the Accommodations Section of the IEP. If assistive technology is chosen, it should also be noted in the Assistive Technology section of the General Student Information Section and in the Accommodations Section of the IEP. The accommodations on this form are pre-selected based on the bolded items checked on the Accommodations form. If the IEP team determines an accommodation is not appropriate for the statewide assessment; that accommodation marked should be unselected.

64

Regular Class REGULAR CLASS

Check all classes that apply. Use the blank to fill in the title of any elective course(s). If the student is not participating in regular classes, an explanation must be given.

NOTE: You must select either "regular classes" or check the "If not in regular classes, explain" box (DO NOT select both).

Activities with Non-Disabled Peers ACTIVITIES WITH NON-DISABLED PEERS

Check all the following non-academic activities in which the student will interact with nondisabled peers (students not receiving special education services). A justification must be provided if the student will not participate in activities with his/her non-disabled peers.

NOTE: You must select either "Activities with non-disabled Peers" or check the "If not participating in activities with non-disabled peers, explain" box (Do NOT select both).

65

Student's Instructional Day EDUCATIONAL NEEDS STUDENT'S INSTRUCTIONAL DAY

Adding Additional Services Initially the form allows the user to add up to four services; however, additional services may be added to the IEP. To add additional services, click the Add New button at the top of each services table.

Time Frame Name: · If both time frame service grids are being used then the time frame must be named e.g., Jan- May 09, or Fall 2009, Spring 2010 (this name will appear on the LRE page for each time frame. It is only necessary to name the time frame if both grids are used). · If the student's schedule does not change from one semester to another, do not name the Time Frames and complete only the first section of the Time Frame service grids. Student's Total Instructional Day: Minutes The total minutes the student attends school each day. (Elementary should be 370 and Middle/High should be 371.) · Enter student's total number of daily instructional minutes o This number does not include meals, recess, or transportation. o The total instructional day should be comparable to the length of the instructional day for non-disabled students. o Any variation from this requirement must be documented on the student's IEP. (Refer to the local Pupil Progression Plan for details regarding required minutes per day for instruction in the local education agency.) o The number of minutes in a student's instructional day must be entered in order for the LRE to be calculated.

66

Student Attends ___# of Day(s) Per Week: · Select the number of days a week the student attends school · The default in this box is 5 days a week. · Reasons why a number fewer than 5 may be chosen (i.e., a school may be open only 4 days a week, a student, especially preschool aged students only attends school 1-2 times a week) Services: · Select a service using the drop down box · Only one time frame needs to be completed. · Two service grids have been provided to identify the special education services if student is on a block schedule and the school schedule changes each semester or if the student is transferring to another school at the end of a semester and the schedule at the receiving school is different from the sending school. Date To Begin: · Enter the actual date the student will begin receiving special education service(s) o If the parent does not attend the IEP meeting and a Notification of Receipt of IEP Form (Formerly called Parent Permission Form) is used, still use the actual date the student will begin to receive special education service(s) for RegularReview IEPs. o If the IEP is a Regular-Initial IEP, the date to begin services is the date the parent signs the Notification of Receipt of IEP Form. Duration: · Enter the length of time (e.g., one year, two months) the student will receive the service(s). Indiv/Group · Indicate "I" if student is receiving special education services on an individual basis, indicate "G" if the student is receiving special education services in a small group setting or "BOTH" or "NA" if student is receiving services in a classroom setting.

67

Where student will receive special education services

Location is the site where the student will receive the services. (Note: If minutes for any of these services are on the IEP, a Special Education Teacher/Service Provider must be providing the services. a. Regular class ­ special education teacher goes to the student's regular classroom to provide the service. b. Community ­ Teacher and student go out into the community. c. Special Class ­ student is pulled out of the regular class to receive special education services or receives services in a special education classroom setting (resource or selfcontained classroom).

Enter the actual number of minutes per day and the number of sessions per week the student will receive the special education service under the appropriate location. · For consultative services that are only provided once a month (e.g., 30 minutes/ 1 time per month) enter 8 minutes in the grid). For consultative services that are provided less than once a month (e.g., 30 minutes/1 time per semester) do not enter minutes on the timeframe grid, put a statement in the comment section addressing which service provider will provide consultation to the student and special or regular education teachers. If a student is attending school less than 5 days per week, the number of sessions per week cannot be greater than the number of days the student is attending school.

·

·

·

Regular Class

o Indicate the actual minutes per day/sessions per week of direct and/or related special educational services the student will receive in the regular class.

68

Where student will receive special education services (Continued)

·

Community

o Indicate the actual minutes per day/sessions per week of direct and/or related special educational services the student will receive in the community. Documenting Communitybased Minutes on the Student's Instructional Day Grid

Enter the following on the Grid 180 minutes/1 time per week For Community Outings Example statement to type on Comment section of IEP Enter the following on the Grid Example statement to type on Comment section of IEP Enter the following on the Grid Example statement to type on Comment section of IEP Enter the following on the Grid Example statement to type on Comment section of IEP Enter the following on the Grid Example statement to type on Comment section of IEP Enter the following on the Grid Example statement to type on Comment section of IEP Minutes in the grid include three times per month for Community Outings. 180 minutes/1 time per week Minutes in the grid include onetime per week for Vocational Training. 265 minutes/1 time per week Minutes in the grid include three times per month for Community Outings. 106 or 159 minutes/3 times per week Minutes in the grid include three times per month for Vocational Training. 240 minutes/1 time per week Minutes in the grid include three times per month for Community Outings. 106 or 159 minutes/ 2 times per week Minutes in the grid include two times per week for Vocational Training.

Middle School Community based students

For Vocational Training (if student participates in Vocational Training) For Community Outings For Vocational Training For Community Outings For Vocational Training

High School Generic & Autism Community based students

High School Severe/Profound Community based students

·

Special Class

o Indicate the actual minutes per day/sessions per week of direct and/or related special educational services the student will receive in the special class.

NOTE: If the student's schedule does change from one semester to another, name the two Time Frames and complete both time frame service grids. Remember the duration of services in each time frame grid should be less than 1 (one) year. 69

In making decisions for location of instruction/services, IEP team members should discuss the following questions: · · · · · · · Where the student would be placed if he/she did not have a disability? Has the student, as a special education student, ever received special education instruction or services within the general education environment? What accommodations and modifications have been used to support the student as a special education student in the general education class? After a review of the Accommodations Form, what additional strategies and supports have been determined to facilitate the student's success in the general education setting? If the student is not currently receiving instruction and/or services in a general education setting, what strategies could be used for providing services in the general education classroom? Based on IEP goals and objectives or benchmarks, what instructional setting(s) would support the achievement of these goals and objectives or benchmarks. If the decision has been made to provide the student with instruction and/or services outside the general education setting, what specific opportunities will the student have for integration in general education activities?

For student aged 6-21

For student aged 3-5

In making these decisions for location of instruction/ services, the IEP team should consider the following questions: · · · · Where would the student spend the majority of the day if he/she did not have a disability (natural environment)? Can the services identified on the IEP be provided in the student's natural environment? If not, what changes need to be made in that environment to enable the required services to be delivered there? If not, what programming and/or placement(s)/service(s) options are necessary to meet the student's identified needs while providing meaningful opportunities for interactions with peers without disabilities?

What accommodations, supports, and/or related services are needed to meet the student's identified needs?

Trigger Date: The trigger date is the date the second time frame grid goes into effect. If the LRE status changes with the second grid, the LRE will change in SER on the trigger date.

70

LOUISIANA STATE DEPARTMENT OF EDUCATION / LEAST RESTRICTIVE ENVIRONMENT CHART

If the STUDENT'S TOTAL INSTRUCTIONAL DAY equals 5 days 370

and WEEKLY MINUTES in Special SETTING(S) equals (# of days student attends school or receives services at home) then the % of time in Regular Class setting equals and the LRE is 1 day 0-74 75-222 223-370 0-74 75-222 223-370 0-77 78-229 230 - 381 0 - 78 79 - 234 235 - 390 0 - 82 83 - 246 247 - 410 0 - 84 85 - 252 247 - 410 0 ­ 89 90 ­ 266 267 -445 80% or more < 79% and > than 40% less than 40% 80% or more < 79% and > than 40% less than 40% 80% or more < 79% and > than 40% less than 40% 80% or more < 79% and > than 40% less than 40% 80% or more < 79% and > than 40% less than 40% 80% or more < 79% and > than 40% less than 40% 80% or more < 79% and > than 40% less than 40% 71

4 days 0-296 297-888 889-1480 0-297 298-889 890-1481 0-304 305-912 913-1520 0 -312 313 ­ 936 937 ­ 1560 0 ­ 328 329 ­ 984 985 ­ 1640 0 ­ 336 337 ­ 1008 985 ­ 1640 0 ­ 356 357 ­ 1067 1068 ­ 1780

3 days 0-222 223-666 667-1110 0-223 224-667 668-1111 0-228 229-684 685 ­ 1140 0 ­ 234 235 ­ 702 703 ­ 1170 0 ­ 246 247 ­ 738 739 ­ 1230 0 ­ 252 253 ­ 756 739 ­ 1230 0 ­ 267 268 ­ 800 801 ­ 1335

2 days 0-148 149-444 445-740 0-148 150-445 446-741 0-152 153-456 457 ­ 760 0 ­ 156 157 ­ 468 469 ­ 780 0 ­ 164 165 ­ 492 493 ­ 820 0 ­ 168 169 ­ 504 493 ­ 820 0 ­ 178 179 ­ 533 534-890

371

380

390

410

420

445

0-370 371-1110 1111-1850 0 ­ 371 372-1113 1114 - 1855 0-380 381-1140 1141-1900 0 ­ 390 391 ­ 1170 1171 ­ 1950 0 ­ 410 411 ­ 1230 1231 ­ 2050 0 ­ 420 421 ­ 1260 1231 ­ 2050 0 ­ 445 446 ­ 1334 1335 ­ 2225

Comments COMMENTS This block (Comments) should be used to add any additional information that the IEP team feels is needed to clarify a student's instructional program. If a student will be receiving consultative services less than once a month, a statement must be added to the comment block. Supports Needed for School Personnel SUPPORTS NEEDED FOR SCHOOL PERSONNEL o This section must be addressed. Describe any supports needed by personnel (including bus drivers and bus aides) [who will be implementing the student's IEP] that will ensure that specific needs of a student are met. o Supports of these needs may include consultation, in-service training, collaboration etc. that would not be met through the use of district mandated collaboration between disciplines or ongoing district sponsored professional development.

Sample statement: (NO additional SUPPORTS) There are no additional supports needed by personnel that would not be met through the use of district mandated collaboration between disciplines or ongoing district sponsored professional development.

72

Special Transportation SPECIAL TRANSPORTATION o Indicate any kind of special transportation required. o Special transportation should always be defined on the IEP to the extent that this service is provided in a manner that is unique and exceeds transportation requirements for students. o As with other services, the IEP team should recommend transportation services in the least restrictive, most appropriate mode available; the services must be at no cost to the parents. o (Examples include lift equipment for students using a wheelchair, special attendant, and safety vest.) o A description should be provided in the Comments block. Extended School Year Services (ESY) EXTENDED SCHOOL YEAR SERVICES (ESY) Extended School Year (ESY) services are the provision of special education and related services to students with disabilities beyond the normal school year of the LEA in accordance with an IEP and at no cost to the parents of the student. Extended school year services are to be an extension of the regular school year program for students who have been determined to need these services to ensure the provision of FAPE.

73

All students with disabilities ages 3-22 (with a current evaluation and current IEP) must be screened for ESY using one or more of the ESY screening criteria. Eligibility for ESY is based on the data collection results on your selected criteria. Screening criteria selection is based on student need(s). You are required to select any criteria that apply to the student and his/her needs. This decision is made by the IEP committee at the time of the IEP meeting. On the IEP

· · · ·

ESY will no longer require mandated screening dates. ESY will be determined by gathering data on each measureable goal throughout the year. When the IEP is developed annually, it will be necessary to select at least one criterion in which ESY eligibility may be determined. The ESY eligibility decision for each student is to be made between January 1 and the onset of ESY services for the current school year unless there is sufficient data to make that decision prior to January.

ESY services are available for students who meet the eligibility criteria and meet the following conditions: 1. between the ages 3-21; 2. are identified with a disability according to the Bulletin 1508, Pupil Appraisal Handbook; and 3. have a current IEP. ESY services are: 1. based on student's unique educational needs; 2. designed to address critical skills of the student; 3. tailored to fit the needs of each qualifying student; therefore, the length of ESY services varies; 4. considered and determined on a yearly basis; and 5. provided sometimes in non-traditional settings.

74

All LEAs shall utilize the specific eligibility criteria to determine the need for ESY and service planning guidelines to design, implement and evaluate the extended school year service provided to the student by: 1. evidence related to the student performance of critical skills as it relates to ESY eligibility criteria; and, 2. the probability that the student could master/maintain the goals and/or objectives/benchmarks stated on the IEP with the provision of ESY services. The teacher/instructional personnel shall consider student performance on critical skills as they relate to ESY eligibility criteria. At the IEP meeting, the IEP Team shall discuss any and all pertinent criterion/criteria and examine student performance data. ELIGIBILITY CRITERIA For those students you believe Regression-Recoupment is an appropriate screening criterion (excluding LAA 1 students), put (ESY) behind one or more (as appropriate) targeted objectives. You do not have to write anything behind objectives for LAA 1 students or for students with significant cognitive disabilities (ALL goals are targeted). Three criteria are used to determine a student's need for ESY services: RegressionRecoupment, Critical Point of Instruction, and Special Circumstances. 1. Regression­Recoupment - This criterion shall be applied to all students with significant cognitive disabilities or functions-like a student with significant cognitive disabilities at all age and grade levels, including preschool aged students. a. This criterion should be considered for ALL students suspected of having difficulty with recoupment of skills. When the IEP Team decides to monitor a student using Regression-Recoupment criterion who is not participating in LAA 1, the team shall target specific critical goals and/or objective/benchmarks on the IEP as a basis to determine eligibility at the next IEP.

75

Definitions i.

Pattern of Regression-Recoupment Problems - Following a break in

instruction, there is a failure to regain the performance level for an objective/skill such that the highest post-break score is lower than the highest pre-break score for any objective (i.e., critical skill) across two breaks in instruction. ii. iii.

Break in Instruction - A break of at least five instructional days. Highest Pre-Break Score - The highest score (of at least two data

points) in the two- week period immediately preceding the break in instruction.

iv.

Highest Post-Break Score - The highest score (of at least two data

points) in the two- week period immediately following the break in instruction.

b. Steps for applying the R-R Criterion i. The teacher/instructional personnel reviews student performance data before and after a minimum of two breaks in instruction. The method and frequency of data collection will depend on the objectives/ benchmarks. Following extended breaks in instruction (i.e., full summer), it is expected the student will recoup the skills within 4 weeks. The teacher/instructional personnel determines whether there is a Regression-Recoupment problem such that the highest of the postbreak score is lower than the highest of the pre-break score for "any" objective/ benchmark and/or break. The student is eligible for ESY services when the performance data demonstrates a pattern of problems with recouping performance on any objective/skill across any two breaks within the current IEP.

ii. iii.

iv.

2. Critical Point of Instruction (CPI) Criterion. This criterion shall be considered for ALL students. a. Definitions i.

Critical Point of Instruction-1 (CPI-1). In the absence of extended

school year services, the student would be at risk of losing general education class time or increasing special education service time because of a lack of academic or social skill development

ii.

Critical Point of Instruction-2 (CPI-2). In the absence of extended

school year services, the student would be at risk of losing significant 76

progress made toward acquisition, fluency, maintenance, and/or generalization of skills relevant in the pursuit of critical life areas (i.e., self-help, community access, or social/behavioral skill areas). Behaviors to be considered for CPI-2 include self-injurious, ritualistic, and/or aggressive behaviors that negatively impact the health, well being and/or delivery of instruction to the student. b. Steps for applying the CPI criteria i. The teacher/instructional personnel examines student performance data and determines whether in the absence of extended school year services, the student would be at risk of losing general education class time or increasing special education service time because of a lack of academic or social skill development (CPI-1) or would be in danger of losing significant progress made toward acquisition, fluency, maintenance, and/or generalization of skills relevant in the pursuit of critical life areas (i.e., self-help, community access, or social/behavioral skill areas) (CPI-2). CPI-1: The teacher/instructional personnel determines that the student is projected to be at a critical stage in the general education curriculum, and special education services provided during an extension of the regular school year will allow the student to maintain the level of services indicated in the regular year IEP. CPI-2: The teacher/instructional personnel determines that the student will require extended school year services to achieve meaningful benefit in the goal area; and, students exhibiting interfering behaviors and qualifying under CPI-2 should have a goal and/or objectives/benchmarks on the IEP to address those behaviors; and documentation shall include a description of the behavior, baseline data, copy of the behavior intervention plan, and when available, a copy of the functional behavior analysis. The student is eligible for ESY when there is evidence the impact of providing ESY services could enable the student to maintain and/or achieve grade-level expectations and reduce the loss of skill acquisition, fluency and/or maintenance.

ii.

iii.

iv.

77

3. Special Circumstances (SC) Criterion a. Employment i. Students ages 16-21 shall be considered for ESY services when there is documentation (i.e., job performance data) that the student is in need of support to maintain paid employment. Paid Employment refers to pay commensurate/minimum wage or has an alternate wage certificate from the Department of Labor to be paid at a reduced level. A written statement from the student's employer signifying his or her intention to employ the student throughout the summer months; and A current IEP with vocational/employment goals and/or objectives/benchmarks. The student is eligible for ESY services when there is evidence the student is in need of support to maintain paid employment during the summer months. Students transitioning from Early Steps to Part B preschool services who have spring/summer birthday shall be considered for ESY services. The student is eligible for ESY when there is evidence from the performance data on the Individualized Family Service Plan (IFSP) that the student will fail to maintain performance skills and will regress without ESY services. Students who have a transition plan and who are expected to exit the LEA at the end of the school year shall be considered for ESY services. The teacher/instructional personnel shall examine the documentation of the incomplete action steps and corresponding goals that are the responsibility of the LEA. The student is eligible for ESY when the student is in need of services to complete the action steps that are the responsibility of the LEA that are not expected to be completed by the end of the student's final year in school.

ii. iii. iv.

b. Transition from Early Steps to Part B (Preschool) i.

ii.

c. Transition to Post-school Outcomes i.

ii.

78

d. Excessive Absences i. A student with a disability who has documented absences during the school year, in excess of 25 days, for health-related conditions without the provision of hospital/homebound services and who has failed to make projected progress shall be considered for ESY services. A student is eligible for ESY services when there is evidence that failure to acquire the goals and/or objectives/ benchmarks will seriously jeopardize the overall educational progress of the student; and the ESY services could have a significant impact on the student's ability to make progress toward the acquisition of established goals and objectives/benchmarks.

ii.

iii.

e. Extenuating Circumstances i. There may be unusual situations or circumstances when ESY services may be needed, but the student does not meet any of the eligibility criteria. The teacher/instructional personnel shall use professional judgment to make the decision whether the student needs ESY services in order to receive a free and appropriate public education (FAPE). The teacher/instructional personnel shall determine if a break in instruction will negatively impact or cause the student to lose skills that will restrict the student's ability to function as independently as possible. Two steps to determine eligibility for an extenuating circumstance are: (a). consider the previously described ESY eligibility criteria, and (b). determine there is a need for ESY services through the examination of student performance data.

ii.

iii.

79

ESY Eligibility Determination A. The ESY eligibility decision for each student is to be made between January 1 and the onset of ESY services for the current school year unless there is sufficient data to make that decision prior to January. B. After examining the student's performance data one of the following decisions shall be made: o Eligible o Eligible, parent declines services o Ineligible, make a comment if student's parent/guardian challenges screening decisions. If this criterion is selected, a notice must be sent or given to o Eligibility decision will be made later during the same school year

parent/guardian.

Note: If the team meeting date is between June 1 and December 31, ESY decision must be "Eligibility decision will be made later during the same school year".

C. When the student is determined eligible for ESY services, the team must complete the ESY form of the IEP. D. When the IEP Team decides not to make a determination it shall be documented on the IEP as ESY determination will be made later, then the ESY decision must be prior to the start of ESY services unless the school district chooses an earlier date for decision making. E. When the student is determined ineligible for ESY services based on student performance data, the parents must receive notification of the determination and informed of their due process rights and procedures.

80

Placement/Service Determination Checklist PLACEMENT/SERVICE DETERMINATION CHECKLIST

Placement / Least Restrictive Environment Placement is auto selected based on the student's Total Instructional Day and Total Number of Minutes in Special Setting.

Placement decisions for students whose ages are 6-21 only. The Least Restrictive Environment is automatically calculated from the amount of services that are entered on the Program Services Page in the Time Frame section. If information was only entered in the first time frame, then the LRE would be determined in Time Frame A. If the second time is used then the LRE is shown on Time Frame B. If the LRE is anything besides "inside the regular classroom X% of the day", then the appropriate LRE can be checked. The definition of each placement is defined below. If 80% or more of the day is spent inside of the regular class, no justification is needed. For any other placement, provide justification and document the reasons/ educational benefit for the placement chosen. The definition of each placement is defined below. Inside the regular class 80% or more of the day · a regular class with special education/related services provided within regular classes; · a regular class with special education/related services provided outside regular classes; or · a regular class with special education services provided in resource rooms

81

Inside regular class no more than 79% of day and no less than 40% of the day · resource rooms with special education/related services provided within the resource room; or · resource rooms with part-time instruction in a regular class Inside regular class less than 40% of the day · a self-contained special classrooms with part-time instruction in a regular class, or · a self-contained special classrooms with full-time special education instruction on a regular school campus Separate school · public and private day schools for students with disabilities · public and private day schools for students with disabilities for a portion of the school day (greater than 50%) and in regular school buildings for the remainder of the school day, or · public and private residential facilities if the student does not live at the facility. Residential Facility · public and Private residential schools for students with disabilities; or · public and private residential schools for students with disabilities for a portion of the school day (greater than 50%) and in separate day schools or regular school buildings for the remainder of the school day Hospital/homebound · hospital programs, or · homebound programs ­ students should be receiving at least 4 hours of services weekly (B. 741) Correctional Facilities · short-term detention facilities; or · correctional facilities

82

Preschool Setting

If the student's age is between 3 and 5 the Preschool Setting is automatically selected. For preschoolers, only use the first Time Frame on the Program Services form. The Least Restrictive Environment is automatically calculated from the amount of services that are entered if the student is attending a regular childhood program. If the LRE is anything besides "inside the regular childhood program X% of the day" then the appropriate LRE can be checked. In determining the appropriate setting for a student aged 3-5, each noted setting must be considered, but the list should not be considered a continuum of least restrictive environment. 1. The child attends a regular childhood program that includes at least 50% nondisabled children. Early childhood programs include, but are not limited to: · Head Start · · · · · · · Kindergarten Reverse mainstream classrooms Private preschools Preschool classes offered to an eligible pre-kindergarten population by the public school system; and group child care (e.g., Starting Points, LA 4) In the regular early childhood program at least 80% of time In the regular early childhood program 40% to 79% of time In the regular early childhood program less than 40% time

2. The child does not attend a regular early childhood program or kindergarten, the child attends a special education program. A special education program is one that includes less than 50% nondisabled children. Special education programs include, but are not limited to special education and related services provided in: · Special education classrooms in o Regular school buildings;

83

o o o o · · · · ·

Trailers or portables outside regular school buildings Child care facilities Hospital facilities on an outpatient basis Other community-based settings

Separate schools Residential facilities In early childhood special education - separate class - Attends a special education program in a class with less than 50% nondisabled children In early childhood special education - separate school - Attends a public or private day school designed especially for children with disabilities In early childhood special education - residential facility - Attends a public or privately operated residential schools or residential medical facilities on an inpatient basis

3. Home: If the child does not attend a regular early childhood program or special education program, but the child receives some or all of his/her special education services in the home. Children who receive special education both in a service provider location and at home should be reported in the home category. · Receiving special education and related services at home - receives special education and related services in the principal residence of the child's family or caregivers and who do not attend an early childhood program or special education program (this includes children who receive special education both at home and in a service provider location.

4. Service Provider Location: If the child receives all of his/her special education and related services from a service provider, and who does not attend an early childhood program or a special education program provided in a separate class, separate school or residential facilities. For example, speech therapy is provided in: · Private clinicians' offices · · · · Clinicians offices located in school buildings Hospital facilities on an outpatient basis, and Libraries and other public locations Receiving special education and related services at service provider location - receives all of his/her special education and related services from a service provider. These children do not attend an early childhood program or special education program and do not receive special education at home

84

Site Determination

SITE DETERMINATION

This section is only addressed if the student is not at his/her home school. Cite the reason he/she is not receiving services at home school. Make sure the school the student is enrolled in is noted under Site. The local education agency may complete this section at the conclusion of the IEP meeting. Although the IEP team must participate in placement decisions, the local education agency has the responsibility of determining the school site in keeping with the team's decisions. If all four noted assurances can be provided, the Officially Designated Representative of the local education agency shall note the site selected. NOTE: If this section is not completed at the conclusion of the IEP team meeting, then the Officially Designated Representative of the local education agency must complete a Site Determination Form, which must be forwarded to the parents within ten (10) calendar days. The Officially Designated Representative shall be knowledgeable about placement considerations and shall be responsible for informing the IEP team members. The IEP team must participate in decisions made about the placement; however, the LEA has the right to select the actual school site in view of committee decisions.

85

Progress Reports PROGRESS REPORTS

Progress reports must be sent to parents describing the progress towards the achievement of the academic and functional goals. This report goes to the parents at the same time as the issuance of report cards of the local education agency. Enter the number or weeks that correspond either six (6) or nine (9).

Note: 6 = High School and 9 = Elementary/Middle

Requirements The IEP must provide a statement of how the student's parents will be regularly informed of his/her child's progress toward the annual goals and the extent to which that progress is sufficient to enable the student to achieve the goals by the end of the year. The frequency at which parents are informed must be at least as often as parents of nondisabled students are informed of his/her child's progress. The purpose of the Progress Report is to inform the parent/guardian about his/her child's progress. Regular reports to parents provide a mechanism to monitor a student's progress toward the annual goals and to evaluate the effectiveness of the student's special education services. The process of assessing, evaluating, and reporting student progress enables the school and the parents to monitor student learning and identify what action, if any, is needed to help a student succeed. If progress is such that the student is not expected to reach his/her annual goals, the IEP Committee should review and, if appropriate, revise the student's IEP to ensure the student is being provided the appropriate supports and services. The service providers are responsible for completing a Progress Report on each student on his/her special education roll. Service providers are also responsible for reporting the student's progress on the Goals and Objectives section of the IEP of each student that they teach even if he/she is not on his/her primary roll. Each teacher/service provider that works with the student on these objectives should be involved in writing the Progress Report. In other words, if a student is receiving services in a special education setting or attends an inclusion class for reading, language, and math, the teacher(s) that provide the student these services in the special education class or in the inclusion classroom should have input in writing the Progress Report. Any related services personnel that provide special education services to the student should also be involved in writing the Progress Report.

What is the purpose of reporting progress to parents?

Who is responsible for doing the Progress Report?

Who has input on the Progress Report?

86

What should be included in the progress report?

The report of the student's progress must, at a minimum, inform parents of his/her child's progress toward the annual goals, and whether this progress is sufficient in order for his/her child to achieve the goals by the end of the IEP year. The objectives/benchmarks provide the steps towards the annual goals and establish the criteria, schedule and method for evaluating the student's progress. Establishing goals that are measurable is important so that progress can be adequately assessed. To report student progress, the teachers must have gathered evidence of what students are able to do in each annual goal area. Establishing a systematic data collection system is the very first step to effective progress reporting to parents.

Who receives a copy of the Progress Report? How is the Progress Report completed?

One copy of the Progress Report is sent home (along with the student's report card) and the other copy is filed in the student's current IEP folder. 1. Document progress made on objectives on the IEP. To complete the Progress Report, you must have a copy of the IEP. On each goals/objectives page of the IEP, indicate what objectives the student has addressed for that six/nine weeks. In the margin to the right of the objective(s), write in the date and status of the student's performance on that objective. a. For objective/goal where mastery was achieved: Indicate the level of mastery by percentage or "9 of 10 times" and write "achieved." (Example: "10/23/07 ­95% Achieved") b. For objective/goal where only partial mastery was achieved: Indicate the level of mastery by percentage or "2 of 5 times", etc. In addition to the actual measurement of progress, comments regarding the status of his/her progress may be added. The comment "on-going" is not acceptable. Examples of comments that could be made on the objectives are: 1. Not Achieved 2. Needs More Work 3. Not Attempted You must give an actual measurement of progress. The teacher or related service personnel that work with the student in that particular area should make a comment on the IEP in the appropriate section. This means that you will have to allow each of these people access to the student's IEP (in the yellow folder) before writing his/her Progress Report. 2. Write the Progress Report You must give an actual measurement of progress.

87

Example of statements for Progress Reports: Annual Goal: Kevin will use graphic organizers to write a three-paragraph essay using correct sequencing of sentences including topic sentence, supporting sentences and conclusion. Reporting Progress to Parents 1st period ending October PR-1 Kevin is writing threesentence paragraphs with correct sequencing, including a topic sentence, supporting sentence and conclusion. Objective met. 2nd period ending December PR-2 Kevin needs assistance to develop the outline, but once developed, he follows it to accurately write a five-sentence paragraph using a graphic organizer. 3rd period ending March PR-3 Kevin is writing twoparagraph essays when following a written outline. 4th period ending May PR-4 Kevin independently develops a graphic organizer (outline) and writes three- sentence paragraphs using correct sequencing of sentences. 5/22/08achieved

88

Alternative to Regular Diploma Options ALTERNATIVE TO REGULAR DIPLOMA OPTIONS

Each option and its implications should be thoroughly discussed with the parent/student prior to checking the appropriate option for their child. · Box 1 ­ check this box if the student is participating in LAA1. · Box 2 ­ check this box if the student is participation in LAA 2. · Box 3 ­ check this box if the student has entered the Pre-GED/Skills Option Program. The student would still be eligible to participate in one of the alternate assessments if the student meets eligibility criteria. Alternative to Regular Diploma Options A definition of each Diploma Option is below:

· LEAP Alternate Assessment, Level 1 (LAA 1) ­ the student participates in LAA 1 for Statewide Assessments. The student may earn Carnegie Units and is eligible to receive a Certificate of Achievement. (Signed/Initialed by parent LAA 1 Participation Criteria form must be attached to the IEP.) Note: Accommodations not needed in the "Program/Services"

section of the IEP.

·

LEAP Alternate Assessment, Level 2 (LAA 2) ­ the student participates in LAA 2 for Statewide Assessments. The student may earn Carnegie Units and is eligible to receive a Certificate of Achievement or a high school diploma if they fulfill the requirements. (Signed/Initialed by parent LAA 2 Participation Criteria form must be attached to the IEP.) Note: Indicate accommodations in the "Accommodation" section of the IEP and in the

"Program/Services" section of the IEP.

·

Pre-GED/Skills Option Program ­ The student will receive a Louisiana Equivalency Diploma and/or a Skills Certificate, not a standard Louisiana High School Diploma. The student will participate in the LEAP and may earn Carnegie Units. The GED is the General Education Development program that represents the alternative to a High School Diploma. It requires tests verifying an equivalency to accepted high school standards. The GED Test is comprised of 5 tests: Mathematics, Science, Social Studies, Language Arts/Reading, and Language Arts/Writing. The Certificate of Skills Completion is an exit document issued to students who have completed the necessary Options Program requirements. The skills certificate can be either industry based or locally designed.

89

Parent / Student Consent for Services PARENT/STUDENT CONSENT FOR SERVICES Parent/Student Decisions has been changed to Parent/Student Consent for Services. There are no longer approve or refuse the IEP boxes.

(USE BLUE INK) The parent/guardian/surrogate parent/competent major/student should provide a dated signature. The date of the signature should match the meeting date on the IEP. · Checks should be noted in the appropriate boxes in this section if they (parent/guardian/etc.) attend the IEP meeting. (This indicates that the parent has received a copy of Educational Rights for Exceptional Children, the current evaluation, and approves the IEP and placement.) Parent/guardian signs until student reach age of majority. Age of majority is 18 years old. · Once the student reaches age of majority (18 years old), He/she signs unless the student has transferred his/her rights to the parent/guardian. If the rights have been transferred, the parent/guardian would sign. The date of the signature must match the meeting date on the IEP.

The parent may either give consent for services or revoke consent for services. If the parent disagrees with any part of the IEP, they can pursuit a solution to their complaint through the state's dispute resolution options but the consent for provision of services box must be checked if the LEA continues to provide services to a student. If this is an INITIAL IEP, written parental consent (parent signature) is required prior to special education and related services are provided. The IEP cannot be made OFFICIAL without the parent's signature.

90

Parent disagrees with the services on the IEP. The box would still be checked since the district will continue to provide special education and related services to the student. The district is responsible for the provision of FAPE. If the parent/student disagrees with the special education and related services or the placement described on the IEP, the parent has the right to pursue a solution to their complaint through the state's written dispute resolution options. Parent did not attend the Review IEP Team meeting. Check the box ­ Parent/student did not attend the review IEP Team meeting. If the parent did not respond to the notice letter or other attempts to schedule the IEP Team meeting or did not attend the Review IEP Team meeting. In the parent signature box, type/write "Parent did not attend the IEP meeting". Revocation of Consent. If the parent refuses all special education and related services, the parent must be given the Revocation of Consent notice letter. The IEP is not signed by the parents nor is the IEP made Official. It is advised that the special education teacher then contact their special education director/supervisor or their designated representative to inform them of the parent's revocation of consent for services. Telephone conference. If the IEP Team meeting is held through a telephone conference in the parent signature box, type/write "Phone conference". Parent chooses not to sign the IEP at the Team Meeting. In the parent signature box, type/write "Parent chose not to sign at this time". The Team Meeting Date is the date of the meeting not the date the of the parent's signature.

91

Supporting Documentation SUPPORTING DOCUMENTATION In the course of a student's IEP, additional forms may need to be completed and attached to the IEP. Click the link to access the appropriate forms. All forms are in PDF format.

Document Attachments: Indicate if any of these forms have been completed by checking the box next to each supporting documentation indicating "Yes" or "N/A".

92

Site Determination Form

SITE DETERMINATION FORM

If the local education agency did not complete the site determination section at the conclusion of the IEP then the officially designated representative of the local education agency must complete this Site Determination Form, which must be forwarded to the parents within ten (10) calendar days. Although the IEP team must participate in placement decisions, the local education agency has the responsibility of determining the school site in keeping with the team's decisions. If all four noted assurances can be provided, the officially designated representative of the local education agency shall note the site selected.

93

Officially Designated Representative of Local Education Agency (Signature and Date)

OFFICIALLY DESIGNATED REPRESENTATIVE OF LOCAL EDUCATIONAL AGENCY (SIGNATURE AND DATE) The official designated representative shall be knowledgeable about placement considerations and shall be responsible for informing the IEP team members. The IEP team must participate in decisions made about the placement; however, the LEA has the right to select the actual school site in view of committee decisions.

(USE BLUE INK) The Officially Designated Representative (Principal, Assistant Principal, etc.) at your school must attend the IEP conference and sign in this section. His/her signature assures the parent that the program/services indicated in the IEP will be provided and that the parent will receive Progress Reports for the student every 6/9 weeks. The date of the signature must match the Meeting Date on the IEP.

94

Printing an IEP PRINTING AN IEP · · If you are in the SER IEP Form center, click on the red "X". Click "Print" next to the IEP you would like to print.

·

Check the box next to "Print with PARTIAL State ID Number (applies to any report selected below)" Click the link "Main IEP Pages"

·

·

Click on the printer icon to print your SER IEP 95

Validation VALIDATION

Before an IEP can be made Official it must be validated to ensure that all required information has been entered and that all business rules have been met. Each IEP form is validated individually. If a form is complete and does not require attention, a green check will be displayed next to the form name. Forms that have not passed validation are indicated by a red X next to the form name. In addition, a list of specific validation errors is shown below the form name. To correct the errors, the user may navigate directly to a form by clicking on the form name or by selecting the appropriate form from the drop down box at the top of the screen.

96

Official / Parent Signed OFFICIAL/PARENT SIGNED

ONLY Compliance Facilitators/Program Specialists should click this button.

To complete an IEP, it must be signed by the parent and made Official. Before an IEP can be official, all form data must be validated. Validation is the process of checking each form to ensure that all required information has been entered and that all business rules have been met. Once validated, a submit button is displayed at the bottom of the screen. Clicking this button will signify the form is finished and change the IEP status to Official or Amended ­ Official. If the user submitting the form has authority to enter IEP data in SER, the data is automatically pushed to SER. If the user does not have SER authority, the IEP can be made Official (Compliance Facilitator/Program Specialist); however, an authorized user (Compliance Facilitator/Program Specialist) must push the data SER. 97

Amendments

AMENDMENTS An amendment occurs when an IEP requires changing after it has been made Official. Re-opening an Official/Signed IEP To re-open an IEP for amendment, click the View link of an Official or Amended-Official IEP.

Initially an Official IEP displays as read-only, meaning none of the fields are editable. Clicking the Amend button will re-open the IEP and allow the forms to be changed. Note: Team Meeting Date may not be changed during an amendment. A change to Team Meeting Date requires a new IEP.

Alternately, the user may add a Date Goal Achieved to individual Goals / Objectives on an Instructional Plan without re-opening the IEP for amendment.

98

Submitting Amended IEP Forms Once all changes have been made to an Amended ­ Draft IEP, it must be made Official. This is done by clicking the Official / Signed button. All IEP Forms must meet the validation and business rules before the IEP can be made Official.

99

Status Change An amended IEP will be in one of two statuses. · Amended ­ Draft · Amended - Official As soon as an IEP is re-opened for amendment, the status changes to "Amended ­ Draft". This indicates that the IEP is currently editable. After completing the amendment, the status changes to "Amended ­ Official". This indicates that IEP can no longer be modified; however, it contains one or more changes from the original IEP. Documenting Changes Before an amended IEP can be made Official, the user is required to document their changes on a form level basis. This is done by selecting "8. Form Amendments" from the navigation drop down list. The screen displays the Parent Contact Method, which IEP Form was amended, Explanation and Date of each IEP Form changed. The user must indicating how the parent was informed of the IEP change and, for each form changed, include an explanation of what data was changed and why. This must be done for each form changed during a particular amendment. IEP Forms modified during prior amendments are also display; however, the Parent Contact Method and Explanation for those changes cannot be modified.

100

COMPLETING PROGRESS REPORTS ON SER The Progress Report Form is located in the SER IEP Form Center. 1. Open the student in SER.

2. Click "IEP Forms".

3. Click "View" for the IEP you want to write the Progress Report for.

4. Click "Add/Delete forms to IEP".

5. From the "Form List" menu click in the box next to "Progress Reports". 6. Click "Save".

101

7. Click the pull down menu for "IEP Forms" 8. Select "Progress Report" from this menu.

9. Click "Edit Progress" under the section "Existing Instructional Plans" next to the "Educational Need Area" you want to edit.

10. In the "Baseline Data" section, indicate where the student was functioning when the IEP was created. This information comes from the "Present Level of Academic Achievement and Functional Performance" section on the Instructional Plan page of the IEP.

102

11. In the textbox under "Reporting Periods", type in the last day of the reporting period. 12. Select an item from the "Progress Towards Goals" pull down menu to address the student's progress toward that goal.

13. If Insufficient Progress (IP) is elected, you must list a reason under the "IP Reason" pull down menu. This explains why the student's performance towards achieving that goal is not on target.

*If you select "IP", you must select IP Reasons:

14. If you need to talk to the parent, check the "Conversation with Parent Needed?" box. 15. In the "Current Data" section, explain the student's current performance towards that goal. (Indicate the percentages of the objectives achieved towards the goal i.e., 2 out of 3 or 66% - 13 0ut of 20 or 65%, 5 out of 10 or 50% etc.) 16. Use this section "Comments" for any additional comments on the student's progress.

103

17. Type in the name of the teacher(s)/service provider(s) who are responsible for implementing this goal in the Teacher Signature box. If more than one teacher/service provider is responsible, type in all teachers/service providers' names with a slash between them. Example: Mickey Mouse/Donald Duck. All providers listed must sign the printed copy. 18. Type the date you send the Progress Report home in the "Date Sent" blank.

19. Complete a Progress Report for each Educational Need Area you want a Progress Report for. PRINTING THE PROGRESS REPORT 1. Minimize the Progress Report or Exit from the Progress Report screen by clicking the red "X" in the top right corner of the screen. 2. Click "Print" from the IEP forms page.

3. Check the box that says "Print with Partial State ID number". 4. Click the blue link for "Progress Reports". 5. Click the printer icon to print.

6. After printing, sign the "Teacher Signature and Date sent to Parent" section. 104

105

DOCUMENTING PROGRESS TOWARDS GOALS AND OBJECTIVES

Documenting Progress Towards Objectives It is imperative that each grading period (six or nine weeks), you document progress towards any objectives you have worked on for that grading period. The instructions for doing this are below: Documenting Progress Towards Objectives on the Hard Copy of the IEP On the hard copy of the IEP, document the progress for each objective you worked on for that grading period even if the objective was not achieved. Be sure to include the date you worked on that objective next to your comments. (If other teachers or service providers are responsible for the objectives, it is the Primary Teacher's responsibility to have them document the student's progress on the IEP.) If there are objectives that were not worked on for that grading period, do not comment on them. Documenting Objectives Achieved on SER Software

1. 2. 3. 4. 5. 6. 7.

On the SER software, pull up student. Click IEP Forms. Click the "View" button for the IEP. Go to the Instructional Plan page of the IEP. In the "Date Achieved" box, type in the date the objective was achieved for each objective achieved. Click "Update Date Achieved" for the Short-Term Objectives/Benchmarks section to save these date(s). Repeat these steps for each set of objectives on the IEP.

106

Documenting Progress Towards Goals When a new IEP meeting is held, progress towards all goals on the previous IEP must be documented on the hard copy of the IEP and on the SER software. This IEP is then filed in the student's historical folder. Documenting Progress Towards Goals on the Hard Copy of the IEP On the hard copy of the IEP, document the progress for each goal even if the goal was not achieved. Be sure to include the date the goal was achieved or the last date the IEP was in effect if the goal was not achieved. (If other teachers or service providers are responsible for the goal, it is the Primary Teacher's responsibility to have them document the student's progress toward that goal on the IEP.)

Documenting Goals Achieved on SER Software

8. 9. 10. 11. 12.

On the SER software, pull up student. Click IEP Forms. Click the "View" button for the IEP. Go to the Instructional Plan page of the IEP. In the "Date Goal Achieved" box, type in the date the goal was achieved (if the goal was not achieved, leave this box blank. 13. Click "Update Date Achieved" for the Goal section to save the date. 14. Repeat these steps for every goal on the IEP.

107

108

109

Information

Microsoft Word - ESS SER Guidebook 10.6.09 BOOK THREE

109 pages

Report File (DMCA)

Our content is added by our users. We aim to remove reported files within 1 working day. Please use this link to notify us:

Report this file as copyright or inappropriate

123978


You might also be interested in

BETA
Microsoft Word - East Feliciana parish profile.doc
Microsoft Word - ESS SER Guidebook 10.6.09 BOOK THREE
May 2010 Undergraduate Catalog.indd