THE - University of Phoenix
HARRIS COUNTY SCHOOL SYSTEM
Special Education
Procedural Manual
for
Teachers and Other Personnel Serving Students with Disabilities
Milton C. West, Ed.D, NCSP
Director of Special Education
James E. Martin, Ed.D.
Superintendent of Schools
Table of Contents
ACKNOWLEDGEMENTS
PREFACE
SECTION 1: Professional Duties and Responsibilities Error! Bookmark not defined.
Confidentiality Error! Bookmark not defined.
Job Responsibilities-Special Education School Chairperson Error! Bookmark not defined.
Job Responsibilities-Special Education Teacher Error! Bookmark not defined.
Job Responsibilities-Special Education Paraprofessional Error! Bookmark not defined.
SECTION 2: Procedures 1
Initial Evaluations 1
Referral Process Error! Bookmark not defined.
Preparation of Referral Packet Error! Bookmark not defined.
Reevaluation Error! Bookmark not defined.
Redetermination Error! Bookmark not defined.
Eligibility- Dismissing or Adding an Area of Eligibility...……………………….…….11A & 11B
Maintaining Confidentiality 16
Parental Request for Evaluation Error! Bookmark not defined.
Extended School Year 16
File Organization 17
Parent/Guardian/Surrogate Contact 17
Distribution of Accommodations and/or Behavior Intervention Plans 17
Revocation of Consent 17
Procedures for Unusual Circumstances 18
Swallowing Disorders 18
Parent request to remove from a specific intervention 18
Procedures for Students who move within Harris County School System 18
Transition to Upper Grade Levels 18
Withdrawal or Termination of Students………………………………………………….………….18
Transitioning to and from Programs/Settings 18
Woodall Area (GNETS) Learning Program Referral 18
D.F.D. Educational Center 16
Transitioning from Babies Can’t Wait 19
Transitioning to Post-secondary Settings 19
Arranging for Special Transportation 20
Procedures for Staffing Students out of Special Education……………………………………18
Procedures for In-State Transfer Students 20
Procedures for Out-of-State Transfer Students 23
SECTION 3: ELIGIBILITY 23
Areas of Eligibility and Requirements 24
Autism 24
Deafblind 24
Deaf/Hard of Hearing (formerly Hearing Impaired) 24
Emotional Behavioral Disorder 25
Intellectual Disability (Mild) 25
Intellectual Disability (Moderate, Severe, Profound) 26
Orthopedic Impairment 26
Other Health Impairment 27
Significant Developmental Delay 28
Specific Learning Disability 28
Speech-Language Impairment 29
Traumatic Brain Injury 29
Visual Impairment and Blindness 29
SAMPLE Eligibility Meeting Agenda 31
SECTION 4: IEP Meetings and IEP Development 18
Members of the IEP Team 18
Taping of IEP Meetings 18
Lack of IEP Team Consensus 18
Presence of Attorneys or other Advocates in IEP meetings 19
Parent Requests to Withdraw Student from Special Education Services: Error! Bookmark not defined.
Revocation of Consent for Placement Error! Bookmark not defined.
Extended School Year 19
Functional Behavioral Assessments (FBA) and Behavioral Intervention Plans (BIP) 19
Special Circumstances 20
English Language Learners Error! Bookmark not defined.
Hospital/Homebound Instruction 20
SAMPLE IEP AGENDA 21
IEP Segments 16
Components of a Functional Behavior Assessment (FBA) 28
Components for a Behavioral Intervention Plan (BIP) 29
Infinite Campus & the IEP: Checking Content 31
Final IEP Check 36
SECTION 5: Writing Goals
SECTION 6: Reporting Caseloads & FTE Error! Bookmark not defined.
Caseload Report: Directions 37
FTE Service Entry Form: Directions 38
FTE Service Entry Form: Additional Information 38
FTE: General Information 41
FTE: Program Codes 42
FTE: Levels of Funding 43
SECTION 7: Services and Support Programs 45
Adaptive P.E. 45
Assistive Technology 45
Autism Services 45
Deaf/Hard of Hearing (formerly Hearing Impaired) 45
Extended School Year 45
Occupational Therapy 46
Parent Mentoring Program Error! Bookmark not defined.
Physical Therapy 46
Preschool Services 46
Psychological Services 46
Related Services 47
Special Services for Students with Significant Emotional Disorders 47
Special Transportation 47
Speech/Language Services 47
Transition Services 47
Vision Impairment 48
SECTION 8: Discipline 49
Defining “Removal from School” 51
Defining “Change of Placement” 51
Serious Violations 52
Additional Considerations 52
Monitoring OSS 53
Restraints & Seclusion 53
SAMPLE Manifestation Determination Meeting Agenda 54
SECTION 9: GLOSSARY & ACRONYMS 56
Accommodations 56
Assistive Technology Devices 56
Assistive Technology Services 56
B.I.P. (BIP) 56
C.B.M. (CBM) 56
Child Find 57
Disproportionality 57
E.L.L. (ELL) 57
E.S.O.L. (ESOL) 57
E.S.Y. (ESY) 57
FAPE 57
F.B.A. (FBA) 57
Georgia Instructional Materials Center 58
Georgia PINES Error! Bookmark not defined.
GLRS 58
G.N.E.T.S. (GNETS) 58
G.P.A.T. (GPAT) 58
Woodall Area (GNETS) Learning Center (HLC) 58
I.F.S.P. (IFSP) 58
L.R.E. (LRE) 59
Manifestation Determination 59
Modifications 59
PBIS 59
Procedural Rights 59
Special Needs Scholarship Program 59
TransACT 59
Transition 60
APPENDIX
APPENDIX A: Parental Rights at a Glance
APPENDIX B: Understanding Adequately Yearly Progress (AYP)
APPENDIX C: Harris County School System’s RtI Process and Child Find
APPENDIX D: FAPE
APPENDIX E: Least Restrictive Environment
APPENDIX F: Discipline
APPENDIX G: Examples of Documentation
APPENDIX H: Completing the Eligibility Determination Form
APPENDIX I: Testing Accommodations Guidance
APPENDIX J: Current FTE Funding for Special Education Levels
APPENDIX K: Elluminate Sessions with GaDOE
APPENDIX L: Responsibilities for Eligibility Form
Acknowledgements
Special Education District Team
Dr. Milton C. West, Director of Special Education
Mrs. Pamela Pierce, Administrative Assistant
Ms. Cathy Floyd, Administrative Assistant
Arnold Jackson, Data Management Specialist
Steve White, Instructional Specialist
Arline Doyle, Instructional Specialist
Melissa Brown, School Psychologist
Shari Britton, School Psychologist
The Special Education District Team expresses appreciation and respect to Dr. Betty Dunlap, Director of Federal Programs for her service to the children of the Harris County School District.
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PREFACE
Purpose
The purpose of this manual is to provide a resource of current information for special education teachers and other staff members working with all students in the Harris County School System.
In this handbook, general guidelines and specific procedures may be found to assist you with due process and IEP development for students with disabilities. This information may be transferred and saved to a special folder located on the desktop of your computer.
The laws, regulations, and court cases impacting special education and related services contribute to a very litigious environment. For this reason, if you are ever in doubt about what steps you should take in a particular case, please contact the Harris County School System’s Special Education Director.
Section 1: Procedures
Tier 4 Initial Evaluation Procedures
The Individuals with Disabilities Education Act (IDEA) requires that before a student can
receive special education services, the Harris County School District (HCSD) must determine whether the student meets eligibility requirements for special education and needs special education services. The HCSD must complete a comprehensive evaluation (Tier 4 Initial Evaluation) that:
1. provides sufficient data to determine whether the student is a student with a
disability;
2. documents how the disability affects the student’s academic or behavioral
performance in school; and
3. provides appropriate information for the development of an IEP, if eligible.
(Special Education Rules Implementation Manual, State of Georgia, 2011)
Student Support Team
A student is typically referred for a Tier 4 Initial Evaluation by a Student Support Team (SST) when it has documented sufficient evidence to suspect that a disability may be the primary cause of the student’s learning or behavior problem(s). This usually occurs after appropriate
Interventions in the general education classroom have failed to find a satisfactory solution.
A parent may also request a Tier 4 Initial evaluation. (Special Education Rules Implementation Manual, State of Georgia, 2011)
Parent Request
If the referral is made by parental request, the HCSD can either agree to or refuse the
request. If the HCSD refuses, it must give the parent written notice explaining the
reason(s) why it is declining to initiate an evaluation, what data the decision was based
upon, and other factors considered. The parents then have the right, if they choose, to
request a due process hearing to seek a favorable ruling to conduct an evaluation.
Parents should note that Georgia Rules for the IDEA eligibility require “Response to
Intervention” (RTI) data in order to eliminate other explanations for student problems. If
the SST process has been bypassed, the data may need to be gathered during the
evaluation process. (Special Education Rules Implementation Manual, State of Georgia, 2011)
A parent may request an IEP meeting regardless of their child’s special education service status. Following the procedures listed below:
• Receive the parent’s request whether in writing or not, and schedule an IEP Meeting within 10 days of the request following our established meeting scheduling process. The participants in the meeting must include the same staff members as are required for student’s receiving special education services; LEA Representative, Regular Classroom Teacher, Special Education Teacher, School Psychologist, Speech/Language Therapist, local school administrator, and other staff members as needed.
• Send the parent an IEP Meeting Notice and copy of the district student rights information. A special education teacher (case manager) or a speech language therapist will be responsible for completing the meeting notice. If the student has a 504 plan, the parent must also receive the 504 meeting notice and a copy of those rights.
• Notify my office via email when any request for an IEP Meeting is received.
• During the meeting the IEP Committee will review the existing data to determine if the student needs a comprehensive evaluation or limited evaluation, if the student needs to participate in the RTI Process, or if appropriate, if the student is eligible for services, and if eligible develop an IEP.
These procedures are consistent with federal, state, and local regulations.
Parent Consent
Before a Tier 4 Initial evaluation can begin, the HCSD must obtain a signed, informed parental consent for evaluation. The district has 60 calendar days to complete the evaluation process, completion being defined as when the eligibility meeting is held. Development and implementation of the Individualized Education Program (IEP) can take up to 30 additional
days. The 60 calendar day time period begins when a HCSD employee receives the signed
consent, but excludes school holidays and other times when the student is not in
attendance for five or more consecutive school days. An exception occurs if the parent fails
or refuses to produce the child for the evaluation. (Special Education Rules Implementation Manual, State of Georgia, 2011)
Multidisciplinary Evaluation Team
When a referral for special education evaluation is made, the comprehensive evaluation will
be conducted by a multidisciplinary team. This team may consist of the HCSD’s speech-language pathologist, school psychologist, occupational therapist and/or physical therapist, and others as appropriate to the evaluation. The child’s parents are considered members of this team.
The team is responsible for assessing the student in all areas related to any suspected disability and in any other areas deemed relevant. It is required that the student be given a hearing and vision screening during the RTI/SST process and that such results be no older than one calendar year. The parents will be asked to provide input during the evaluation process. Their information is valuable in developing the total picture of the child. (Special Education Rules Implementation Manual, State of Georgia, 2011)
Impact on Educational Performance
Prior to special education eligibility, a number of interventions must have been provided to
the child who is at risk for school failure. Frequently, but not always, these students are
those whose performance on statewide assessments is in the lowest performance level.
The interventions provided through general education are in addition to the traditional
instruction that all students receive and may vary in duration and intensity of support. In
addition to the actual interventions, data must be analyzed to determine the amount of progress the child is making with the evidence-based interventions. This data is collected
through progress monitoring such as curriculum-based measurements.
The objective is to determine whether the child receiving interventions is making progress toward the established benchmark of performance. Benchmark performance is determined by mastery of the standards and elements identified for a specific grade level. Once sufficient data is collected (for SLD, there must be a minimum of 4 data points collected from the progress
monitoring over a minimum of 12 weeks of interventions), the team will analyze the
information to determine what support is required for the child to succeed in the general
education curriculum.
For some children, core instruction in the curriculum combined with other interventions provided by the general education staff will be ample support for the child to make progress toward meeting the standards. Some children, despite the interventions, will continue to fall behind their peers. For these select children, the progress monitoring data must be reviewed to determine the level of progress being made. A child whose rate of learning is comparable to grade level peers cannot be determined to have a disability that impacts educational performance even though the child may be below grade level performance.
General education interventions should continue to be made available, possibly increasing in their intensity or duration. On the contrary, a child whose rate of learning is not comparable with grade level peers may be considered a child with a disability that impacts educational performance. For these children, special education support may be necessary. (Special Education Rules Implementation Manual, State of Georgia, 2011)
Comprehensive Evaluation
A Comprehensive Evaluation must meet the following requirements:
• use a variety of evaluation tools and strategies to gather relevant academic,
functional, and developmental information about the child, including information
provided by the parent;
• not use any single procedure as the only criterion for determining whether a child is
a child with a disability or for determining an appropriate educational program for the child
• use assessment techniques that may assess intellectual and behavioral skills in
addition to physical or developmental skills;
• use evaluation tools and strategies to provide relevant information that will directly
assist the eligibility team in determining the educational needs of the child;
• use assessments and other evaluation materials to assess specific areas of
educational need and not only those that are designed to provide a single general
intelligence quotient (IQ) score; and
• select assessment methods so that, when administered to a child with impaired
sensory, manual, or speaking skills, the results accurately reflect the child’s aptitude
or achievement level. (Special Education Rules Implementation Manual, State of Georgia, 2011)
During the SST/Tier 3 Meeting/Planning Considerations
All Initial Evaluations must be approved by the student’s Student Support Team. The decision to proceed with an Initial Evaluation must be made during a Tier 3 Meeting. The professional staff conducting the psychological, speech/language, occupational therapy, and physical therapy evaluations must be in attendance or participate fully in the Tier 3 Meeting when the comprehensive assessment is discussed. Their attendance and full participation is required to discuss with the parent or guardian the specific details of the comprehensive evaluation and to explain the strengths and limitations of the proposed evaluation to insure informed consent. Written minutes thoroughly documenting the decision making process must be maintained and submitted with the referral request.
When it is determined that a student needs a comprehensive Tier 4 Initial Evaluation, it is the responsibility of the RTI Chair to complete the Initial Evaluation paperwork and upload the information in Infinite Campus within 5 calendar days. If the Initial Evaluation packet is not received in a timely manner, then the evaluation might not be completed in a timely manner due to the variance of the assessment professional’s schedule. It is the responsibility of the Case Manager to add committee members so all may have access to Infinite Campus and begin the process of completing the draft Eligibility Report and/or Individual Education Plan.
The packet consists of the following documents:
______ 1. Referral for Tier 4 Evaluation Form. (This form will become part of the special education eligibility report)
______ 2. Current Hearing and Vision Screening (within one year)
______ 3. Student Background Information Form
______ 4. Classroom Observation Report (not from the classroom teacher)
______ 5. Classroom Observation Form
______ 6. Referral to SST (Tier 3)
______ 7. Tier 3 Student Intervention Plan(s)
______ 8. Progress Monitoring Data (Tiers 2 and 3)
______ 9. Student Support Team/Tier 3 Minutes
______ 10. Tier 3 Screening Report from School Psychologist
______ 11. Tier 2 Speech/Language Checklist and/or Tier 3 Speech/Language Report
______ 12. Tier 2 Occupational Therapy Checklist and/or Tier 3 Occupational Therapy Report
______ 13. Tier 2 Physical Therapy Checklist and/or Tier 3 Physical Therapy Report
______ 14. Referral Packet Place Holder (if applicable)
______ 15. Medical/Health/Physician’s Report Form (within a year) (if applicable)
______ 16. Authorization to Release Student Information (if applicable)
______ 17. Parental Consent for Audiological Evaluation (if applicable)
______ 18. Informal Adaptive Behavior Form (if applicable)
______ 19. Copy of Most Recent Independent Evaluation (completed privately) (if applicable)
______20. 504 Documents (Copies): This applies if the student currently receives accommodations under 504 OR is in the evaluation process for the determination of 504 eligibility.
Procedures for Uploading Documents in Infinite Campus
• Login to Infinite Campus
• Click on the Student Information Tab on the left side of the screen
• Click on the General Tab located under Special Education Tab
• Locate at the top of the screen and select from the drop-down menus the current school year, the school the student attends, and select all calendars.
• Locate the search box on your screen and select student from the drop-down menu. Type in the name of the student for whom you will be searching. When the student’s name appears on the left side of your screen select the student’s name by clicking on it.
• The student’s information will appear on your screen. From that menu select the Documents Tab by clicking on it.
• Locate the Upload Document tab and click on it.
• A document file window should open on the screen.
• In the name box type in the words Initial Referral Documents
• Do not change the date from the default setting
• Under the document filepath select the transfer packet that you previously scanned from the location on your computer where the file was stored.
• Under the organization options tab click on the associate this document with box
• Select the current school year for the date and Evaluation for the location
• Click the save button and the process is complete.
The RTI Chair/Case Manager will notify the Office for Special Education Services immediately by email that the Tier 4 Referral Packet has been uploaded into Infinite Campus. (Please note if the referral is for a Speech evaluation only.) The Office for Special Education Services will review the referral packet for compliance with the applicable rules and regulations. Once reviewed, a Parental Consent for Evaluation for Special Education Services form will be sent to the RTI Chair/Case Manager in order to obtain parent consent for the evaluations. The signature must be obtained within 5 calendar days and returned immediately upon receipt to the Office for Special Education Services. Once consent is received the Office for Special Education Services will schedule the testing procedures and set the meeting day to review the results and notify the IEP Committee Members of the date and time.
The Initial Eligibility and Initial IEP Meeting
It is the responsibility of the student’s case manager to send out the proper meeting notices to the parent or guardian on a timely basis. If the dates selected are not agreeable to the parent contact the Office for Special Education Services to reschedule the meeting dates.
The following people must attend the Initial Evaluation IEP meeting:
• Special Education Teacher
• LEA – Person knowledgeable about the general curriculum and the school system’s available resources (this could include: school administrator, special education teacher, school counselor, Office for Special Education Services representative or designee)
• General Education Teacher. At least one general education teacher must attend each IEP meeting.
• The school psychologist, speech-language therapist, occupational therapist, physical therapist must be in attendance when these persons may be required to complete a re-evaluation.
• Parents
• Students who will be entering ninth grade or who are age 16 or older
Parent Rights must be offered to the parent at least one time each year AND at initial referral for an evaluation AND when requested by parents. This should be documented under Parent Participation on the IEP.
To establish eligibility for special education services the eligibility report must be completed in Infinite Campus. The following persons/roles are to complete the following areas of the Eligibility Report.
INITIAL AND RE-EVALUATION
SPECIAL EDUCATION ELIGIBILITY REPORT
FOR INPUT INTO Infinite Campus
SECTION COMPLETED BY
1. Student Information School Psychologist/SLP
2. Case History School Psychologist/SLP
3. Summary of Interventions prior to Referral School Psychologist/SLP
4. Summary of Progress Monitoring Data CASE MANAGER
5. Results of District, State, and Benchmark CASE MANAGER
6. INDIVIDUAL STUDENT DATA
● Sensory School Psychologist/SLP
● Medical School Psychologist/SLP
● Motor OT and PT
● Sensory Processing OT / School Psychologist
● Communication/Language SLP/ School Psychologist
● Social SLP/ School Psychologist
● Emotional/Behavioral School Psychologist/SLP
● Adaptive Behavior Rating Scales School Psychologist/SLP
● Psychological Processing School Psychologist/SLP
● Intellectual Functioning School Psychologist/SLP
● Academic Achievement School Psychologist/SLP
● Developmental History School Psychologist/SLP
● Classroom / Structured Observation School Psychologist/SLP
● Analyzed Classroom Work Sample School Psychologist/SLP
● Parent Information and Input School Psychologist/SLP
● Other Information School Psychologist/SLP
7. Exclusionary Factors SLP/School Psychologist
8. Decision Making for Eligibility SLP/School Psychologist
9. Summary of Considerations SLP/School Psychologist
10. Eligibility Determination SLP/School Psychologist
11. Eligibility Team Information SLP/School Psychologist.
Psychological reports will be uploaded in Infinite Campus. A report can be released to the parent before the meeting by the Office for Special Education Services only. If the psychological report is not completed by the time of the meeting, the school psychologist will bring the report to the meeting for the IEP team and parent. Speech/Language, OT and PT reports must also be uploaded in Infinite Campus in advance of the meeting.
If the student is found to be ineligible to continue to receive special education services, a copy of the last psychological and/or speech information along with the Notice to RTI Committee Form will be forwarded by the special education case manager to the RTI Chair at the school. If 504 services are appropriate contact the 504 Coordinator.
Re-evaluation Procedures
General Considerations
All students in Special Education must be considered for eligibility at least once every three years, whenever conditions warrant, or when the parent or guardian requests a re-evaluation. A re-evaluation consists of a comprehensive assessment/review of data related to the student’s progress in regards to special education eligibility. Note: A psychological report or speech/language evaluation is not the only source of information to be used for a comprehensive re-evaluation. This re-evaluation can consist of several sources of information, and must include more than one test. These tests must be given in the language that the child normally uses (native language), unless it is not possible to do so. The tests and/or or procedures must be administered in the manner prescribed in the administration manual. The tests must be used for the purpose for which it was designed.
Before the IEP Meeting/Planning Considerations
It is the responsibility of the case manager for each child receiving special education services to update Infinite Campus once it is fully operational with current data indicating the due date for eligibility.
Re-evaluations should be scheduled for a student whose eligibility falls from July 1 of each school year through October 31 of the following year. To the extent possible preschool through middle school re-evaluation meetings should be completed by December 1 of each school year. High School re-evaluations should be completed by February 1 of the following school year. Re-evaluation meetings should be scheduled for students based upon the date of expiration for the Eligibility Report and/or the date of the last IEP Annual Review. The goal is to align the Eligibility Report and Annual Review of the IEP so that both processes are completed on the same date. Multiple meetings should be avoided when possible.
Significant Developmental Delay (SDD)
The unique nature of this category and due to the possibility of quick changes in development. Eligibility reviews must occur for all 8 year olds with a SDD category. A school psychologist must be at this meeting. The case manager should inform Psychological Services staff to schedule a meeting for these students, if they have not been contacted about this meeting by February of the school year that the child turns 8 years old.
The school psychologist assigned to each school shall schedule a meeting with the lead special education teacher and speech/language therapist at the start of each school year to coordinate, schedule, and consider those students that need a comprehensive re-evaluation and those students where only an eligibility review is required. Once reviewed the school psychologist and lead special education teacher shall complete a master calendar containing the student’s name and date for the re-evaluation meeting. Once completed the Office for Special Education Services shall notify each school through email the dates selected for each student.
It is the responsibility of the student’s case manager to send out the proper meeting notices to the parent or guardian on a timely basis. If the dates selected are not agreeable to the parent contact the Office for Special Education Services to reschedule the meeting dates.
If during the planning process it is determined that a full re-evaluation is needed the case manager should begin compiling the needed information for the re-evaluation packet. All Comprehensive Reevaluations must be approved by the student’s IEP Committee. The decision to proceed with completing a Comprehensive Reevaluation must be made during an IEP Committee Meeting. The professional staff conducting the psychological, speech/language, occupational therapy, and physical therapy evaluations must be in attendance or participate fully in the IEP Committee Meeting when the comprehensive assessment is discussed. Their attendance and full participation is required to discuss with the parent or guardian the specific details of the comprehensive evaluation and to explain the strengths and limitations to insure informed consent. Written minutes thoroughly documenting the decision making process must be maintained and submitted with the referral request.
The re-evaluation packet consists of the following documents:
• Special Education Re-evaluation Checklist
• Re-evaluation Referral Form
• Special Education Re-evaluation/Redetermination Conference Form (Most Recent)
• Current Passed Hearing and Vision Screening (within one year)
• IEP minutes (from most recent meeting)
• Classroom Observation Form or Structured Observation Form.
• Classroom Observation Report (from a special education teacher)
• Student Background Information Form
Additional Items (If Applicable):
• Referral Packet Placeholder
• Medical/Health/Physician’s Report Form (within a year)
• Authorization to Release Student Information
• Copy of Most Recent Independent Evaluation (completed privately)
• Informal Adaptive Behavior Form (1 teacher)
• Notice to RTI Committee
The Eligibility Review Meeting/Annual Review Meeting
All re-evaluations must be approved by the student’s IEP Committee.
The following people must attend the Re-evaluation IEP meeting:
• Special Education Teacher
• LEA – Person knowledgeable about the general curriculum and the school system’s available resources (this could include: school administrator, special education teacher, school counselor, Office for Special Education Services representative or designee)
• General Education Teacher. At least one general education teacher must attend each IEP meeting.
• The school psychologist, speech-language therapist, occupational therapist, physical therapist must be in attendance when these persons may be required to complete a re-evaluation.
• Parents
• Students who will be entering ninth grade or who are age 16 or older
Parent Rights must be offered to the parent at least one time each year AND at initial referral for an evaluation AND when requested by parents. This should be documented under Parent Participation on the IEP.
During the IEP Meeting the school psychologist and/or speech/language therapist prepares the Special Education Re-evaluation/Redetermination Conference Form found in Infinite Campus. If the decision is made by the IEP Committee to refer the student for a comprehensive re-evaluation this then document is completed to reflect that decision. If the IEP Committee elects to extend the eligibility of the student without a full comprehensive re-evaluation then that decision is indicated in the document. The parent is afforded the opportunity to sign this form.
Reevaluation Packet
When it is determined that a student needs a complete re-evaluation, it is the responsibility of the special education case manager to complete the re-evaluation paperwork in a timely manner. If the re-evaluation packet is not received in a timely manner, then the evaluation might not be completed in a timely manner due to the variance of the assessment professional’s schedule.
Procedures for Uploading Documents in Infinite Campus
• Login to Infinite Campus
• Click on the Student Information Tab on the left side of the screen
• Click on the General Tab located under Special Education Tab
• Locate at the top of the screen and select from the drop-down menus the current school year, the school the student attends, and select all calendars.
• Locate the search box on your screen and select student from the drop-down menu. Type in the name of the student for whom you will be searching. When the student’s name appears on the left side of your screen select the student’s name by clicking on it.
• The student’s information will appear on your screen. From that menu select the Documents Tab by clicking on it.
• Locate the Upload Document tab and click on it.
• A document file window should open on the screen.
• In the name box type in the words Re-evaluation Documents
• Do not change the date from the default setting
• Under the document filepath select the transfer packet that you previously scanned from the location on your computer where the file was stored.
• Under the organization options tab click on the associate this document with box
• Select the current school year for the date and Evaluation for the location
• Click the save button and the process is complete.
The Case Manager will notify the Special Education Services office immediately by email that the Reevaluation Packet has been uploaded into Infinite Campus. (Please note if the referral is for a Speech evaluation only.) The Office for Special Education Services will review the reevaluation packet for compliance with the applicable rules and regulations. Once reviewed, a Parental Consent for Evaluation for Special Education Services form will be sent to the RTI Case Manager in order to obtain parent consent for the evaluations. The signature must be obtained within 5 calendar days and returned to the Office for Special Education Services immediately upon receipt. Once consent is received the office will schedule the testing procedures and set the meeting day to review the results and notify the IEP Committee Members of the date and time.
The Eligibility Report must be prepared and signed by the IEP Committee including the parent during an IEP Meeting. The roles and responsibilities for completing the Eligibility Report are listed below:
INITIAL AND RE-EVALUATION
SPECIAL EDUCATION ELIGIBILITY REPORT
FOR INPUT INTO Infinite Campus
SECTION COMPLETED BY
1. Student Information School Psychologist/SLP
2. Case History School Psychologist/SLP
3. Summary of Interventions prior to Referral School Psychologist/SLP
4. Summary of Progress Monitoring Data CASE MANAGER
5. Results of District, State, and Benchmark CASE MANAGER
6. INDIVIDUAL STUDENT DATA
● Sensory School Psychologist/SLP
● Medical School Psychologist/SLP
● Motor OT and PT
● Sensory Processing OT / School Psychologist
● Communication/Language SLP/ School Psychologist
● Social SLP/ School Psychologist
● Emotional/Behavioral School Psychologist/SLP
● Adaptive Behavior Rating Scales School Psychologist/SLP
● Psychological Processing School Psychologist/SLP
● Intellectual Functioning School Psychologist/SLP
● Academic Achievement School Psychologist/SLP
● Developmental History School Psychologist/SLP
● Classroom / Structured Observation School Psychologist/SLP
● Analyzed Classroom Work Sample School Psychologist/SLP
● Parent Information and Input School Psychologist/SLP
● Other Information School Psychologist/SLP
7. Exclusionary Factors SLP/School Psychologist
8. Decision Making for Eligibility SLP/School Psychologist
9. Summary of Considerations SLP/School Psychologist
10. Eligibility Determination SLP/School Psychologist
11. Eligibility Team Information SLP/School Psychologist.
It is also the special education case manager’s responsibility to ensure that progress monitoring occurs for all special education students on their caseload (regardless of level or type of service). Progress monitoring should be collected in goal areas and any emerging/perceived areas of weakness.
Psychological reports will be uploaded in Infinite Campus. A report can be released to the parent before the meeting by the Office for Special Education Services only. If the psychological report is not completed by the time of the meeting, the school psychologist will bring the report to the meeting for the IEP team and parent.
If the student is found to be ineligible to continue to receive special education services, a copy of the last psychological and/or speech information along with the Notice to RTI Committee Form will be forwarded by the special education case manager to the RTI Chair or the 504 Coordinator as appropriate.
Procedures for Dismissing a Student from one Category of Eligibility
|Discuss the referral with the psychologist assigned to the school and specialist who serve the student. |
|Psychologist will review the information and determine if the most recent evaluation results remain applicable for the student. |
|Specialists will review information in their respective fields to determine needs for updated evaluation results in those areas. |
|Option 1: All of the most recent results are |Option 2: Most recent evaluation results for one category appear to remain valid |
|outdated and a comprehensive reevaluation is needed.|for the student. |
|Complete Referral for Reevaluation Packet |Refer for a partial reevaluation. (Vision and hearing screening included.) |
|A new Eligibility Date is established with |Area considered for dismissal must be evaluated. Specialist for the area under |
|completion of the Eligibility Report. |consideration for dismissal will complete the evaluation. Consent to Evaluate |
| |must be signed by the parent. |
| |Complete a new eligibility form. |
| |Update sections 1 through 5 and other areas (e.g., Work Samples & Classroom |
| |Observation) as applicable. |
| |Bring previous testing information forward, backing up with current informal |
| |assessments and/or data available in the schools. |
| |Schedule an Eligibility Meeting. |
| |Complete Redetermination form to show redetermination of eligibility for any |
| |categories of special education services, which were not referred for |
| |comprehensive reevaluation. |
| |Please Note: Clearly indicate in the Eligibility summary the rationale for |
| |dismissal from any categories previously established for eligibility. |
| |Parent receives a copy of the completed Eligibility Report, and any formal |
| |evaluations, which may have been completed. |
| |A new Eligibility Date is established with completion of the Eligibility Report |
| |and the Redetermination form. |
| |Within 24 hours after the meeting (preferably the same day), send an email to the|
| |Special Education Director and School Data/FTE Clerk, informing her of the |
| |student’s change in status. This step is critical when an FTE count day is near. |
Note: If there are changes in the eligibility category, the IEP should reflect these changes within 30 days through a new IEP or an Amendment.
Procedures for Adding an Eligibility Category
|Discuss the referral with the psychologist assigned to the school and with specialists who serve the student. |
|Psychologist will review the information and determine if the most recent evaluation results remain applicable for the student. |
|Specialists will review information in their respective fields to determine needs for updated evaluation results in those areas. |
|Option 1: All of the most recent results are |Option 2: Additional information to determine eligibility for only one category |
|outdated and a comprehensive reevaluation is needed.|is needed. |
|Complete Referral for Reevaluation (Progress |Refer for a partial reevaluation. (Vision and hearing screening included.) |
|Monitoring | |
|A new Eligibility Date is established with |Use the previous eligibility form. |
|completion of the Eligibility Report. | |
| |Update sections 1 through 5 & other areas (e.g., Work Samples & Classroom |
| |Observation) as applicable. Where new information is needed, write “[insert date]|
| |See attachment” and attach to the previous eligibility. |
| |Bring previous testing information forward, backing up with current informal |
| |assessments and/or data available in the schools. Where new information is |
| |needed, write “[insert date] See attachment.” Add new information as attachments,|
| |including a new signature page. |
| |Schedule an Eligibility Meeting. |
| |Complete Redetermination form to show redetermination of eligibility for any |
| |categories of special education services, which were not referred for |
| |comprehensive reevaluation. |
| |Please Note: Clearly indicate in the Eligibility summary the rationale for adding|
| |or not adding the category under consideration. Include a note indicating |
| |continued eligibility for other categories. |
| |Parent receives a copy of the completed Eligibility Report, and any formal |
| |evaluations, which may have been completed. |
| |A new Eligibility Date is established with completion of the Redetermination form|
| |and the attachments. Change date on old Eligibility Report by using a red pen to |
| |draw a line through the previous date and write in the new date. |
| |Within 24 hours after the meeting (preferably the same day), send an email to the|
| |Special Education Director and School Data Entry/FTE Clerk, informing her of the |
| |student’s change in status. This step is critical when an FTE count day is near. |
Note: If there are changes in the eligibility category, the IEP should reflect these changes within 30 days through a new IEP or an Amendment.
Maintaining Confidentiality
• Active files are kept for all students currently in any special education program provided at the school. Inactive files (i.e., files representing students whose services were terminated or who did not meet eligibility requirements) are kept at the local school for a period of three years. At the end of this time, these files are sent to the Special Education Director and are maintained at the Central Office.
• Each filing cabinet should have a list of the specific work titles of individuals who have access to the records. (Note: Individual names are not needed.) In addition, each folder should include a Record of Access form on the inside left cover of the folder.
• All records should be kept in locked filing cabinets and should not be left out for easy access by unauthorized personnel. A log for signing out folders should be kept by special education Chairperson.
• Certified staff members (i.e., teachers and Chairpersons) may print records from Infinite Campus. Non-certified staff (e.g., paraprofessional who serves as the special education clerk in a school) may print records at the request of a teacher.
• Students who are 18 years old or older may have access to their records.
• It is important to limit discussion about students with regular education teachers to instructional matters. Information from the psychological evaluation and /or IEP may be shared on a need-to-know basis. General education teachers (and others not on the Record of Access list for the school’s records) should sign the Record of Access form when information in the file is reviewed or discussed, unless the information is discussed in a documented meeting.
• All special education personnel will receive training in confidentiality every year. This training may be included in Chairperson and School Department meetings and may include a review of the DOE State Rules regarding Confidentiality
• Paraprofessionals should also know about the importance of confidentiality. For example, if someone asks a paraprofessional about a student’s performance, the paraprofessional should refer the person to the student’s special education teacher.
Extended School Year
First, consult the Special Education Director anytime a school staff member and/or the parent has expressed a possible need for ESY services.
Data collected on the IEP goal(s) must support the need for ESY services.
When the IEP Team determines that the student needs ESY services, the specific goals and services to be extended from the current IEP are specified and documented in the IEP.
o The amount of time and location for ESY services are specified.
o The title of the service provider is indicated.
o The beginning and ending dates for ESY services are specified.
o Amendment to ESY information is completed.
File Organization
The folders that are maintained on special education students should be organized in this manner:
o Record of Access form
o Information in each section should be placed in the order indicated on the Due Process Cover Sheet.
o Arrange each section in chronological order with the most current information on top.
o Place a rubber band around old information.
o Destroy protocols that are more than five years old.
o Keep a record of parent contacts in Infinite Campus.
Parent/Guardian/Surrogate Contact
All conferences with parent(s)/guardian(s)/surrogate(s) should be documented in some manner. IF the contact is formal (IEP meeting), it will be documented in the IEP notes. However, conferences in school, informal contacts on or off campus, and phone conversations should also be documented. The contact log in Infinite Campus should be used for this purpose.
Distribution of Accommodations and/or Behavior Intervention Plans
It is the case manager’s responsibility to make sure all teachers, paraprofessionals, bus drivers, and other appropriate school staff get the accommodations and /or behavior intervention plan for each student. Use your discretion about those that need access to this information.
• All teachers may sign the same form.
• Retain these forms at school.
• Forms may be placed in the student’s folder or in a separate notebook.
• Forms should be maintained for the same length as other forms related to special education services.
Revocation of Consent
• Parents may revoke Consent for Placement in special education services.
• If parent notifies you or one of your teachers that he or she would like to remove his or her child from special education services, contact the Special Education Director immediately.
• A meeting will be scheduled with the Special Education Director and the parent to discuss their concerns and complete this process.
Procedures for Unusual Circumstances
Swallowing Disorders
o Refer to Nurse
o Refer to Speech Therapist
Parent request to remove from a specific intervention
o Check with Principal
o Refer to local school policy
Procedures for Students who move
Transition to Upper Grade Levels
o When the IEP team anticipates that a student will be moving to a new school building (usually as a result of promotion), invite Chairperson from the receiving school to attend the last IEP meeting before the transition will occur. (If the last IEP meeting is in the fall, schedule a general transition meeting in the spring. This meeting may be informal so that several students may be discussed.) The Chairperson may designate another teacher to attend. Folders must be sent to the Central Office at the appropriate time.
The Chairpersons from the two schools should plan the transition. The following are suggested guidelines:
o If needed, the evaluation and eligibility are completed by the sending school.
o Transportation is arranged by the receiving school.
o IEP responsibilities:
o The sending school completes the draft IEP after consulting with the receiving school about service options, hours for services, assessment accommodations, behavior supports (if applicable), etc.
o The IEP meeting should be conducted at the sending school because placement is not determined prior to this meeting.
o The sending school contacts the receiving school to set up the meeting and both principals are invited to attend
A full continuum of special education services within the home school should be explored prior to considering a more restrictive placement in another school or setting.
Withdrawal or Termination of Students
If a student withdraws or special education services are terminated during the school year, notify the Special Education Director immediately and note the action on the Caseload Report. Note: Students who turn 22 withdraw at the end of the semester in which they turn 22, since special education services end at age 22.
Transitioning to and from Programs/Settings
Woodall Area Learning Center (GNETS) Referral
o Consult the School Psychologist assigned to your school.
o Contact the Special Education Director
o Contact GNETS Director
PLC/EOC
When a student has a major incident or an accumulation of many discipline referrals, consideration can be made for placement at the Performance Learning or the Educational Opportunity Center through a formal tribunal hearing.
The following steps should occur:
• Conduct Manifestation Determination meeting if needed.
• Current BIP is reviewed to make sure it was being implemented
o If behavior is a manifestation of the disability the student remains in current placement (except in case of weapons, serious bodily injury, drugs).
o If behavior is not a manifestation of the disability, the student goes before the tribunal hearing or waive right to tribunal hearing.
▪ Principal or appropriate assistant principal is given all paperwork (referral(s), IEP meeting minutes, BIP, etc.) and contacts Hearing Officer at the Central Office.
▪ Following the tribunal hearing or wavier, the IEP team meets to determine the recommended placement.
▪ The IEP team reconvenes and amends the IEP to reflect services at PLC/EOC.
▪ A new permission for placement is signed.
During a meeting with the School Principal, the student/parents may waive this right to a formal tribunal hearing and accept the placement suggested by the IEP Team.
Transitioning from Babies Can’t Wait
• BCW personnel send referral to preschool special education staff (PEECH).
• Preschool special education staff schedule a meeting to complete intake paper work, including Social Background form, and request additional records
• After vision & hearing records have been received, send referral to the Central Office
• Psychologist and other staff members will evaluate
• IEP meeting will be held prior to the child’s 3rd birthday.
Transitioning to Harris County High School from MCMS
• Requirements of the Bridge Legislation completed with each student.
• Students complete the Individual Graduation Plan
Transitioning to Post-secondary Settings
• The Harris County School System has a comprehensive guide to transition at the high school level.
Arranging for Special Transportation
Complete the Special Transportation Request form in Infinite Campus. Make sure you have the signature of the principal and parent before the form is sent to the Director of Special Education for approval. These steps need to be completed three days before the transportation is to begin.
An IEP does not guarantee students special transportation. Special Transportation must be linked to a student need related to the student’s disability. In most cases, students with disabilities are expected to ride a regular bus; however, in rare circumstances, these students have needs, which require Special Transportation.
Direct questions about transportation to the Special Education Chairperson in your school. If further clarification is needed, one of them will contact the Director of Special Education. In all cases in which the parent requests special transportation, notify the Director of Special Education.
Procedures for Staffing Students out of Special Education
▪ Refer for a reevaluation
▪ Complete the eligibility form
▪ Schedule an Eligibility Meeting and take Meeting Notes
▪ Parent receives a copy of the completed Eligibility Report, Meeting notes, and any formal evaluations, which may have been completed.
▪ Within 24 hours after the meeting (preferably the same day), send an email to the School Data Entry Clerk and Special Education Director, informing her of the student’s change in status. This step is critical when an FTE count day is near.
Transfer Procedures for Students with Disabilities (SWD)
If a student with a disability has an IEP developed in another state or another school district from within the state of Georgia and transfers to the Harris County School district, local school personnel in consultation with the parent and/or guardian, must provide the child with a Free Appropriate Public Education (FAPE).
Students may receive temporary placement in Special Education upon receipt of records if a program placement can be determined and the IEP is current. This means that somewhere in the records, a definite program must be named and the IEP must be dated so as to include the current school year. If the IEP is not current, please contact the Director of Office for Special Education Services for further guidance.
Transfer cases for students with disabilities fall into three broad categories:
• Eligible students from within the state of GA will follow the reevaluation guidelines and are NOT initial placements. These students will be entered directly into INFINITE CAMPUS and a meeting to complete a permanent IEP and complete an Eligibility Review and/or Redetermination for the student using Harris County School District Forms must be completed within 30 calendar days of the student’s initial enrollment or when informed.
• Students who transfer from outside of GA and/or the Department of Defense (DOD) that have been identified as eligible for special education services must be reviewed for Georgia Eligibility. The transfer records will be reviewed by the speech/language pathologist and/or the school psychologist to determine if the student meets Georgia Eligibility. If the assessment information is current and appropriate then the Georgia Eligibility Form will be completed. If further assessment is needed to establish Georgia Eligibility then the reevaluation procedures must be followed. These students will be entered directly into INFINITE CAMPUS. Within 20 calendar days of enrolling a transfer meeting is held and Georgia Eligibility is established and a new IEP is developed using Harris County Forms.
• Students Who Withdraw and Re-enter Students who withdraw from Harris County schools and re-enter, will be served in their previous placement as long as the IEP has not expired. In the meantime, a new Consent for Placement must be signed. Acceptance of expired IEPs will be considered on a case by case basis by the Director of Special Education Services.
. Enrollment
1. When a parent or guardian enrolls a student with disabilities proof of residence is required. Once the parents/guardians complete the enrollment requirements the student is then entered into Infinite Campus. The Office for Special Education Services must be notified immediately that a student with disabilities has been entered into Infinite Campus. The Special Education office will schedule the transfer meeting within 5 calendar days of being notified that a student with disabilities has enrolled.
2. While the parent is on-site completing the registration process provide them with the documents from the Transfers Checklist that requires their input and signature.
3. Once completed a copy of all Transfer paperwork should be uploaded into Infinite Campus and a notification email sent to the office of Psychological Services. The Transfer Paperwork is comprised of the following:
• Transfers Checklist (completed by special education teacher)
• Copies of a current psychological evaluation, eligibility reports, and IEP from the previous school.
• Student Background Information Form (completed by parent)
• Authorization to Release Student Information (completed by special education teacher, signed by parent)
• Medical/Health/Physician’s Report Form (completed by special education teacher, signed by parent) Note: Only complete if parent indicates that student has a medical/health condition. Psychological Services will send out the form to the appropriate medical professional.
• Notice to Bypass Tier 3/SST (completed by special education teacher) Note: Send copy of form to staff listed on bottom of form.
• Vision-Hearing Screening (completed by special education teacher [top portion]) Note: Form must be completed by school nurse only if student does not have another
4. All transfer documentation is to be reviewed by the school psychologist or speech therapist for speech only cases. If there are questions or problems with the paperwork or services being requested by the parent, the special education teacher/SLP should contact the Office for Special Education Services.
5. The special education teacher will request from the previous school system any missing information that is needed for the student.
6. The special education teacher sets up a system of collecting data for this student based upon current goals or any newly identified concerns/needs. The special education teacher remains in contact with the assigned school psychologist/SLP and informs them of any new concerns in regards to placement or eligibility.
7. The special education teacher is responsible for sending the IEP Meeting Notice to the parent or guardian. Please note a school psychologist must attend all transfers meetings with the exception of a student receiving speech/language services.
8. At the transfer meeting, the IEP and eligibility concerns will be discussed. The IEP team must review all current goals and objectives to determine them as, appropriate or inappropriate based upon the student’s present level of performance. If goals/objectives appear to be not appropriate at this time, new ones must be developed. Additional testing as needed to determine eligibility will be considered.
NOTE: An exception may be made if the student would obviously be unable to function in a regular classroom without support (i.e. the parent states that the student is classified as MOID, SID, and PID). In this case, the special education teacher or the Office for Special Education Services may call the previous school to verify the placement and an interim placement may be done based on this information. All necessary information must be requested from the previous school. If you are having difficulty obtaining records, contact the Special Education Director. When the information is received, if the IEP is current, an interim placement is done based on this information and an Interim meeting scheduled.
The Georgia IEP may serve as the Working IEP until the Transfer Meeting is completed. Working IEPs are subject to change as long as an IEP team agrees to the changes.
For any student entering the district with a GAA determined by the sending district, the special education teacher should call and request that the previous district send the GAA. For any GAA not received after 14 calendar days, the special education teacher must contact Special Education Director.
Section 3: ELIGIBILITY
Eligibility for Special Education Services and Placement
• Georgia DOE requires a multi-disciplinary eligibility report
• Determined by members on the eligibility team
• Determined through review of formal and informal sources of information
• Presence of a disability and need for services must be established; presence of a disability alone is insufficient for placement
• Disability must adversely impact educational performance
• Progress monitoring data required for all areas except sensory impairments and, in some cases, TBI & Autism placements
Possible Exclusions
• Lack of appropriate instruction in reading, math or writing
• Limited English Proficiency
• Atypical educational history
• Environmental or economic disadvantage
• Cultural factors
Related Services
• Physical and Occupational therapies are related services
• They are not areas of eligibility
• These services require a prescription from a physician
• Assessment information needed for IEP development but not for eligibility determination
• Adaptive P.E.
Requirements Specific to Harris County Schools
• Everyone involved in eligibility complete applicable sections
Areas of Eligibility and Requirements
Autism
Comprehensive evaluation required to include the following:
o Formal assessment of IQ
o Adaptive behavior
o Educational evaluation
o Communication (verbal/nonverbal, prosody, and pragmatics)
o Behavioral, including social interactions
o Developmental history
• Five characteristics of Autism:
o Differences in developmental rates and sequences
o Difficulty interacting with people and participating in events
o Deficits in communication
o Over- or under-react to sensory stimuli
o Restricted or unusual repertoire of activities and interests
Deaf/Blind
o Concomitant Hearing and Visual impairment that causes severe communication and educational needs that cannot be accommodated in programs solely for children with deafness or blindness
o Current optometric or ophthalmological examination and audiological evaluations required
o Written Audiological evaluation should include dates, results of evaluation, and recommendations for classroom environmental modifications
Deaf/Hard of Hearing (formerly Hearing Impaired)
Absence of measurable hearing such that
▪ primary sensory input for communication is other than auditory OR
▪ the ability to communicate is adversely affected, even though the child usually relies on listening for communication
o Requires the following reports or evaluations for initial placements:
▪ Audiological
▪ Otological
▪ Comprehensive evaluation
• Academic/achievement levels
• Receptive/expressive language abilities
• Social and emotional adjustment
• Classroom observational data
• Psychological evaluation
o Unilateral hearing loss may be considered if academic or communicative deficits secondary to loss are documented
o Hearing loss may be permanent or fluctuating
Emotional Behavioral Disorder
Exhibits one or more of the following characteristics of sufficient duration, frequency, and intensity that interferes significantly with educational performance to the degree special education is necessary:
o Inability to build or maintain satisfactory interpersonal relationships
o Inability to learn that is not explained by intellectual, sensory, or health factors
o Consistent or chronic inappropriate behavior or feelings under normal circumstances
o Displayed pervasive mood of unhappiness or depression
o Displayed tendency to develop physical symptoms, pains, or unreasonable fears associated with personal or school problems
Required Documentation:
o Comprehensive prior extension of services including counseling, modifications of the regular program, or alternative placement
o Data-based progress monitoring of the results of the interventions
o Psychological and educational evaluations
o Report of behavioral observations over a significant period of time
o Social history, including interventions offered outside the school
o Written analysis of the duration, frequency, and intensity of one or more of the five characteristics of EBD
Possible exclusions
• Visual, hearing, or motor disabilities
• Intellectual disabilities
Social Maladjustment
• Does not automatically make a child eligible
• Classroom behavior problems and social problems . . . do not indicate automatic eligibility for placement.
Intellectual Disability (Mild)
Intellectual functioning based on multiple sources of information documenting IQ scores between approximately 55 and 70 (use range of scores +/- one standard error of measurement for interpretation)
o Consider impact of communication, motor, and/or sensory deficits
o Significant limitations in child’s effectiveness in meeting standards of maturation, learning, personal, independence, or social responsibility
o Adaptive behavior
▪ two measures required, one must be formal (i.e., standardized instrument such as the ABAS-II or Vineland-II)
• formal measure from someone at the school and informal assessment from someone outside the school, such as a parent
▪ a composite score that is two standard deviations below the mean OR a score that is at least two standard deviations below the mean in one of three areas:
• conceptual,
• social, or
• practical OR
o Deficits in intellectual functioning and adaptive behavior existed prior to age 18
o Classroom observation demonstrating child’s inability to progress in a typical, age appropriate manner, considering cultural, medical, and educational history
o Possible Exclusions a
▪ Visual, hearing, or motor disability
▪ Emotional disturbances
Intellectual Disability (Moderate, Severe, Profound)
o Intellectual functioning based on multiple sources of information documenting IQ scores between approximately 40 and 55 (Moderate); approximately 25 and 40 (Severe); and below approximately 25 (Profound) [use range of scores +/- one standard error of measurement for interpretation]
o Consider impact of communication, motor, and/or sensory deficits
o Significant limitations in child’s effectiveness in meeting standards of maturation, learning, personal, independence, or social responsibility
o Adaptive behavior
▪ two measures required, one must be formal (i.e., standardized instrument such as the ABAS-II or Vineland-II)
• formal measure from someone at the school and informal assessment from someone outside the school, such as a parent
▪ a composite score that is two standard deviations below the mean OR a score that is at least two standard deviations below the mean in one of three areas:
• conceptual,
• social, or
• practical OR
o Deficits in intellectual functioning and adaptive behavior existed prior to age 18
o Classroom observation demonstrating child’s inability to progress in a typical, age appropriate manner, considering cultural, medical, and educational history
o Possible Exclusions (in addition to those listed on page 1)
▪ Visual, hearing, or motor disability
▪ Emotional disturbances
Orthopedic Impairment
▪ Congenital abnormalities
▪ Disease
▪ Other causes resulting in contractures
o Secondary disabilities may be present
o For initials, current medical report indicating diagnosis and prognosis
o Comprehensive educational assessment documenting adverse affects of OI on child’s educational performance by documenting deficits in at least one of the following:
▪ Pre-academic/academic functioning
▪ Social/emotional development
▪ Adaptive behavior
▪ Motor development
▪ Communication abilities
o Psychological evaluation required when significant deficits are present in cognitive/academic functioning
o Exclusions
▪ IQ must fall above approximately 55
▪ IQ no lower than criteria expected for MID services.
Other Health Impairment
o Chronic or acute health problems that limits in strength, vitality, or alertness (i.e., ADHD, diabetes, asthma, etc.)
o Deficits in pre-academic or academic functioning, adaptive behavior, social/emotional development, motor or communication skills as a result of the health impairment
o Current (less than one year old) medical report required for initials
o Possible Exclusions (in addition to those on page 1)
▪ Visual, hearing, or motor disability
▪ Intellectual disabilities
▪ Emotional disturbances
Significant Developmental Delay
o Standard scores fall two standard deviations below the mean in one of these areas: adaptive development, cognition, communication, motor skills, or emotional development OR
o Standard scores fall 1.5 standard deviations below the mean in at least two of these areas: adaptive development, cognition, communication, motor skills, or emotional development
o Applies to ages 3 through 9 only
▪ Reevaluate no later than the school year in which the child turns 9
o Must be placed by age 7
o Exclusions beginning at Kindergarten
▪ Visual, hearing, or motor disability
▪ Emotional disturbances
Specific Learning Disability
o Eligibility team members must include:
▪ Special education teacher (highly qualified & certified)
▪ Regular Education teacher
▪ Individual qualified to conduct diagnostic assessments
▪ Parent
o Deficits in basic psychological processes (e.g., attending, discrimination/perception, organization, short-term memory, long-term memory, conceptualization/reasoning, executive functioning, processing speed, and phonological).
o Child exhibits a pattern of strengths and weaknesses in performance, achievement, or both, relative to age, State-approved grade level standards, and intellectual development.
o Progress monitoring over a period of 12 weeks (or for the length of time recommended by the instructional strategy used) that shows the child is not expected to make progress toward the benchmark
o Current analyzed classroom work samples
o Classroom observation (by a group member responsible for determining SLD)
o Teacher Report required reflecting child’s academic performance and behavior in area(s) of underachievement
o Two current assessments (e.g., CRCT, EOCT, ITBS, Benchmarks) required to document area(s) of underachievement
o Underachievement in at least one of the following areas:
▪ Oral expression
▪ Listening Comprehension
▪ Written Expression
▪ Basic Reading skills
▪ Reading Comprehension
▪ Reading Fluency
▪ Mathematical Calculation
▪ Mathematical Problem Solving
o Exclusions
▪ SLD does not apply to children who have learning problems that are primarily the result of sensory impairments, motor or intellectual disabilities, or emotional or behavioral disorders
▪ Children whose classroom performance shows evidence of pervasive weaknesses that do not reflect a pattern of strengths and weaknesses
Speech-Language Impairment
o Impairment in one of the following areas:
▪ Articulation
▪ Fluency
▪ Voice
▪ Language
o Evaluation must be sufficient to identify all of the child’s special education and related services need, regardless of the reason for referral
o Documentation of adverse effects on educational performance
o Nonverbal/verbally-limited, children with autism, and those with sensory or motor impairments
▪ Eligibility determined by team members who have expertise in the appropriate area(s) through a functional assessment
o Medical evaluation required for voice/resonance impairment
o Exclusions
▪ Rule out environmental, cultural, or economic disadvantage as primary factors causing impairment
▪ Inconsistent, situational, or developmentally appropriate speech-language difficulties
o Refer to link above for more information.
Traumatic Brain Injury
Deficits in cognitive, social, or motor skills due to acquired brain injury that adversely impact educational performance
o Verification of TBI through:
▪ Medical records OR
▪ Other source, such as social services, medical bills, etc.
o Summary of pre-injury functioning
o Evaluation addresses impact of TBI on following areas:
▪ Cognitive
▪ Social/Behavioral
▪ Physical/Motor
Visual Impairment and Blindness
o Current examination from an eye specialist (or from neurologist if child has blindness due to cortical vision impairment)
o Comprehensive educational evaluation
▪ Cognitive levels
▪ Academic achievement
▪ Reading ability
▪ Educational assessments related to vision must be completed by appropriately certified teacher
o Functional vision assessment rather than low vision evaluation may be used for children who
▪ Are under the age of 8 or
▪ Have a severe cognitive and/or physical disability
o Additional information
▪ Low vision evaluation needs to be completed by age 10 unless student has severe cognitive and/or physical disability
▪ Low vision evaluation may not be available within 60-day timeline- in these cases, continue with eligibility decision and document date of upcoming evaluation
▪ Update eligibility, and possibly the IEP, after receiving the vision report (must occur within 120 days of Consent to Evaluate)
o Braille instruction
▪ Evaluate the child to determine the need for braille
▪ Evaluation should review present and future needs for braille
▪ If braille is determined to be a need then in the IEP
• Document results of evaluation
• Explain how braille will be implemented and integrated
• Provide date braille instruction will begin and end, including the frequency and duration of each instructional session
• Expected level of competency in braille & measures used to determine competency
▪ If braille is determined NOT to be a need, then in the IEP
• Provide a statement indicating that braille instruction will not be needed in order for the child to read and write effectively
SAMPLE Eligibility Meeting Agenda
1. Introduction of members of committee
2. Parental Rights given and explained (see Parental Rights at a Glance)
3. Statement of purpose of the meeting (i.e., determine eligibility for special education services)
4. Review rationale for referral
• Case history
• Summary of interventions
• RTI data
• Benchmark, CRCT, & other district- and state-wide test scores
5. Review other information required to determine eligibility (sequence determined by individual referral)
• Information from the parent
• Information from the classroom teacher
• Information from a co-teacher (if the student has one)
• Information, including formal reports, from staff members who may have provided intervention, observed, reviewed medical records, or evaluated the child (SLP, Principal, School Psychologist, Counselor, Social Worker, etc.)
6. Review exclusionary factors
• Attendance
• Vision/hearing
• Atypical educational history
• Cultural differences or economic disadvantage
7. Summarize findings
• Determine eligibility for services
• Consider areas for possible placement
• Provide explanation in summary for the reason the student is eligible for the placement chosen by the Eligibility Team
8. All members sign the form
• For SLD, members must indicate agreement or non-agreement
• For SLD, any member who disagrees with the decision of the team must provide an explanation in writing
9. Adjourn and dismiss, or team members may opt to move into IEP Meeting if student is eligible (IEP meeting must be held within 30 days).
Use these notes and examples to review your IEP content for compliance. All examples are from Georgia Department of Education resources.
Eligibility Meeting Agenda
10. Introduction of members of committee
11. Parental Rights given and explained (see Parental Rights at a Glance)
12. Statement of purpose of the meeting. Please note when conducting an eligibility meeting and an IEP Eligibility Annual/Review please merge this agenda with the IEP Meeting Agenda listed elsewhere in this manual. (i.e., determine eligibility for special education services)
13. Review rationale for referral
• Case history
• Summary of interventions
• RTI data
• Benchmark, Georgia Milestones, and other district- and state-wide test scores
14. Review other information required to determine eligibility (sequence determined by individual referral)
• Information from the parent
• Information from the classroom teacher
• Information from a co-teacher (if the student has one)
• Information, including formal reports, from staff members who may have provided intervention, observed, reviewed medical records, or evaluated the child (SLP, Principal, School Psychologist, Counselor, Social Worker, etc.)
15. Review exclusionary factors
• Attendance
• Vision/hearing
• Atypical educational history
• Cultural differences or economic disadvantage
16. Summarize findings
• Determine eligibility for services
• Consider areas for possible placement
• Provide explanation in summary for the reason the student is eligible for the placement chosen by the Eligibility Team
17. All members sign the form
• For SLD, members must indicate agreement or non-agreement
• For SLD, any member who disagrees with the decision of the team must provide an explanation in writing.
18. A draft eligibility report is completed prior to the IEP Meeting. Once the IEP Committee determines the final eligibility decision the committee then proceeds with the development of the IEP if the student is considered eligible.
• IEP Meetings and IEP Development
General Information
Following an Eligibility Team Meeting and the determination that a student is a child with a disability and needs Special Education services, an Individualized Education Program (IEP) is developed for the student. The IEP details in writing the student’s current performance, the student’s needs that result from the disability, as well as the goals, accommodations, modifications, supports, and services that are required in order for the student to be involved in and make progress in the general education curriculum. The IEP is a result of a collaborative effort between parents, educational professionals, and, in most cases, the student.
Members of the IEP Team
1) The parent(s) of the child.
2) A special education teacher or service provider.
3) A general education teacher.
4) An individual who is able to interpret the instructional implications of evaluations that must include the school psychologist, speech/language pathologist, occupational therapist, and physical therapist.
5) A representative of the local educational agency (LEA).
6) The child, if developmentally appropriate and/or if transition is discussed.
7) And (at the discretion of the parent or school) other individuals that have knowledge or special expertise about the child.
In developing the IEP, the team must look at the student’s strengths, not just at his or her weaknesses, and design a challenging program that provides involvement and progress in the general curriculum. In Georgia, the Georgia Performance Standards are the curriculum for all students, even those with the most significant cognitive disabilities.
Recording of IEP Meetings
o Teachers need to be prepared to record all IEP meetings.
o Recording a meeting is unnecessary unless the parent is taping.
o When you know a parent will likely want to record a meeting, you should make plans to record, also.
Lack of IEP Team Consensus
Anytime an IEP meeting reaches a point in which a consensus is unlikely, adjourn the meeting and notify the Director of Special Education.
Presence of Attorneys or other Advocates in IEP meetings
o If a parent comes to a meeting with an advocate, the meeting may proceed as scheduled.
o If a parent comes to any IEP meeting with an attorney and without notifying the teacher or director in advance, adjourn the meeting and notify the Director of Special Education. The meeting will be rescheduled when the director and the attorney representing Harris County Schools can attend; however, give the parent the opportunity to continue the meeting without the attorney present.
Extended School Year
When considering ESY, the need is based on the emergence of critical skills or reduction in interfering behaviors.
The skill(s) or behaviors to be analyzed for considerations of ESY should be foundational to future learning. Examples include:
• Emergence of basic communication in instances where communication did not exist as opposed to refinement of existing language skills.
• Development of a critical life skills such as emergence of a grasp response used for eating or grooming activities as opposed to the development of proficiency in math calculation.
• Development of critical academic foundational skills such as after a delay in learning, the student acquires sight vocabulary, work attack skills, basic number recognition, or rational counting skills as opposed to application of these or other foundational skills to more complex tasks.
• Initial progress on reducing aggressive or abusive behaviors as opposed to increase on in-seat behavior.
Functional Behavioral Assessments (FBA) and Behavioral Intervention Plans (BIP)
When a student engages in behavior, which interferes with the student’s learning or that of other students, the IEP team is required to conduct an FBA. The FBA is then used to develop a BIP. More information about this process is available later in this section.
The Harris County School System, recommends attaching a BIP to all IEPs developed for serving students who are placed in the EBD category.
However, a BIP should be developed for a student in any categorical placement, if the student’s behavior is negatively impacting the student’s educational progress or the educational progress other students.
At a minimum, the BIP should be updated annually, along with the rest of the IEP. In addition, the BIP may be modified at any time circumstances warrant a change in the plan.
When the BIP no longer meets the student’s needs, even after modifications, a new FBA may be warranted. The IEP Committee will reconvene to amend or discontinue the BIP based upon the results of the FBA.
Special Circumstances
Home-Based Instruction
Consideration for Home-based instruction must be discussed with the Director of Special Education. It may be used as a short-term placement option on occasion when the parent and LEA agree at an IEP meeting along with the following considerations:
▪ A free and appropriate public (FAPE) is provided and includes access to the general curriculum and an opportunity to make progress toward the goals and objectives included in the IEP;
▪ Home-based services must be reviewed no less than quarterly by the IEP team; and
▪ All IEPs that require home-based placements will include a reintegration plan for return to the school setting.
Hospital/Homebound Instruction
The Hospital/homebound instruction program (HHB) is used for students with disabilities who are placed in a special education program and have a medically diagnosed condition that will significantly interfere with their education and requires them to be restricted to their home or hospital for a period of time. Use of this form of instruction must be discussed with the Director of Special Education prior to implementation.
IEP AGENDA
For Initial, Reevaluation, and/or Annual Review Meeting
1. Introduction of members of committee.
2. IEP Team Member sign Meeting Notes Report.
3. If needed, review and sign Excusal forms.
4. Parental Rights given and explained (see Parental Rights at a Glance) and the Special Needs Scholarship Letter is provided for the parent and/or student to review.
5. Statement of purpose of the meeting.
6. Discussion of PLAAPF
• Reports from the regular/current teacher.
• Parent comments - parent may be asked about concerns first at some meetings.
• Review current/recent data-Special Education Teacher
o Comprehensive evaluation data (achievement, processing skills, behavioral, communication, related services).
o State and District Tests: Georgie Milestones, SLOs
o Progress monitoring (prefer graphed presentation)
o Any other recent assessment information available
7. Address Consideration of Special Factors (complete appropriate forms and obtain signatures)
• Behavior Intervention Plan
• Assistive Technology: Must be completed at the initial IEP Placement Meeting and when the student’s eligibility is redetermined or reevaluated.
8. Additional items (may be optional depending upon the meeting and determined by individual needs)
Consider and develop Transition Plan.
• Discuss Transition Services and Write Transition Goals
i. 8th Grade- in Harris County begin this process in 8th grade
ii. By age 16- Completed Transition Plan must be in place
• Transfer of rights to the student (begin discussion before age 17; actual transfer occurs at age 18)
• Adaptive PE
• Special transportation
• Redetermination
9. Discussion of Annual Goals and Short-term Objectives
10. Completion of Student Supports
11. Address Accommodations
• Testing: Must be consistent with the accommodations used in the student’s instructional program and classroom assessment process (Guidelines for Making Decisions for Test Accommodations)
12. Discuss Options for Services and Final Recommendations
13. Parent signs Consent for Placement for Initials, Transfers, or adding/deleting eligibility category.
Re-check signatures to make sure all committee members signed the appropriate forms.
14. Copies of Eligibility, IEP meeting notes, and IEP must be provided to parents upon request no later than 45 days from the receipt of the written and/or verbal request notice. A draft copy of the IEP and/or Eligibility Report should be provided to the parent with a reasonable period of time. Always let the parent(s) know when to expect this information and how it will be delivered (e.g., mailed or sent home with student).
IEP Completion Notes and Examples: Use this resource to develop the draft IEP.
|IEP Element |Example/Clarification |
|1. Present Levels of Academic Achievement and | All evaluation results should be reported with: Name of test, date of test, scores and meaning of the score.|
|Functional Performance |This section should include data from comprehensive testing, state and local tests, progress monitoring data.|
| |Must/only need to report data that supports strengths/needs. |
|Results of most recent evaluation: Data should |If Psychological is within 2 years, report information that supports strengths and needs. Report relevant |
|support Strengths and Needs. |processing, achievement, behavioral and or developmental data. If Psychological Information is more than 2 |
| |years old, provide written summary of report/eligibility that informs or supports the IEP. Tell why it is |
|Report relevant data from the following sources: |still relevant: |
|Cognitive/Processing data, | |
|Achievement data |Example using current data: George was reevaluated on 5-10-14 and continues to qualify for EBD services based|
|Behavioral/Developmental/ Functional data |on the information presented in the eligibility report. George’s I.Q. score fell within the average range |
|System or statewide testing data |with a score of 90, as measured by the Wechsler Intelligence Scale for Children, 4th Edition. Wechsler |
|Progress Monitoring data |Individual Achievement Test, 2nd Edition findings revealed deficits in reading comprehension related to |
| |inferences (Standard Score of 75(90-100 is avg) and math deficits in solving 2 step word problems using |
|Report Name of test, date of test, scores and meaning|addition and subtraction of whole numbers with a standard score of 75 (90-100 is avg). Analysis of the |
|of scores for all tests. |Devereaux/ BASIC revealed significant problems in interpersonal skills and also indicated signs of |
| |depression. Add additional data source: State and District, progress monitoring data |
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|Description of academic, developmental, and/or |Student Strengths: All statements must be objective and reflect current data and refer to specific grade |
|functional strengths of the child |level curriculum skill STRENGTHS in the academic or behavioral domains. May be General or specific. Must |
| |include: Academic, Functional or developmental. May include: Personality characteristics, traits or work |
| |habits. |
| |Example: General |
| |J. has strengths in math as measured by his/her performance on the math EOCTs as well as classroom tests and |
| |quizzes. |
| |Specific |
| |On the EOCT for Coordinate Algebra, J. has strengths in explaining the reasoning behind solving equations. |
| |He/she is able to transfer what was learned in class to real life problems on classroom tests and quizzes. |
|Description of academic, developmental, and/or |Student Needs: All statements must be objective and reflect current data and refer to specific grade level |
|functional needs of the child |academic skills or Developmental/functional deficits in the areas identified by the team as concerns that |
| |need to be addressed for this one year IEP. Each need must correlate with the accommodations, goals and |
| |services determined by the team |
| |Example: Daniel needs to be able to multiply 2 digits by 2 digits with regrouping. Additionally, Daniel |
| |displays skill deficits in the domain of reading comprehension when responding to inferential comprehension |
| |questions about Literary Texts. |
|Parental concerns regarding their child’s education |Parental Concerns must be completed even if the parent/guardian is not in attendance. This information can be|
| |gathered from notes taken during correspondence through the year with the parent/guardian or via a phone |
| |conversation during the time in which the IEP is written. Do not leave blank or state that the parent has not|
| |concerns. |
| |Example: Ms. Jones, Susan’s mother, is concerned about her progress in Coordinate Algebra and lack of |
| |organization. Ms. Jones informed the IEP committee that Susan performs poorly on tests in Coordinate Algebra.|
| |Additionally, Ms. Jones stated that Susan’s poor grades are due to her failure to turn in completed |
| |assignments. |
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| Impact of the disability on involvement and |Impact of Disability on involvement and progress in general education: |
|progress in the general education curriculum |Statement should include the characteristics of the disability and state specific classroom activities that |
| |are impacted. Identifying the eligibility category only does not adequately address this section. |
| |Example: Jonathan has long and short term memory deficits that make it difficult for him to memorize |
| |multiplication fact or J. has thoughts and feelings that are inconsistent with actual events, situations, or|
| |interactions so he frequently over, |
| |or under, reacts to situations and interactions. |
| |Have all required areas of consideration been considered? |
|2. Consideration of Special Factors | |
|-Student’s behavior impedes learning (BIP, goals) |If needs are identified in any of these areas, does the IEP include a description of the supports/services |
|-Limited English Proficiency (Language needs) |that will be provided? |
|-Blind or visual impairment needs | |
|-Communication needs |For students with behavioral needs identified in the PLAAFP, is there documentation that the IEP team |
|-Deaf/hard of hearing needs |considered strategies, including positive behavioral interventions and supports to address that behavior? Is |
|-Assistive technology devices or services |an FBA needed? If not, have goals/accommodations to address behavior been included in the IEP? |
|- Alternative formats for instructional materials | |
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| |Was Assistive Technology considered and documented in the options considered section? Use the AT checklist |
| |available in Infinite Campus for initial and redetermination meetings. |
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|3. Measurable Annual Goals and/or Short-term |Is there a goal for each targeted area of need from the PLAAFP? If not, is there documentation of |
|Objectives/Benchmarks |accommodations/ supports to address those needs? Explanation of why no goals needed. Is each goal clear, |
| |measurable, obtainable and linked to a skill or baseline score from the PLAAFP? |
|Goals are written to support access to the general | |
|education curriculum. Goals are measurable: |Example: MEASURABLE ANNUAL GOAL: |
|specify the conditions under which the behavior will |After reading a third grade story, B. will retell the story including setting, characters, problems, events, |
|occur |and resolution with 90% accuracy in 4 out of 5 opportunities. |
|reflect a target/observable behavior |SHORT TERM OBJECTIVES LEADING TO THE ANNUAL GOAL: |
|indicate a criteria for performance which is |-After reading a third grade story, B. will retell the story including setting, characters, problems, and |
|appropriate for the skill |events with 90% accuracy in 4 out of 5 opportunities. |
|At a specific…level of performance |-After reading a third grade story, B. will retell the story including setting, characters, and problems, |
|For a specific…length of time |with 90% accuracy in 4 out of 5 opportunities. |
|Skill Based |-After reading a third grade story, B. will retell the story including setting and characters with 90% |
|Goals are measured using |accuracy in 4 out of 5 opportunities. |
|progress monitoring data based on what is taught , | |
|i.e. curriculum based assessment/curriculum based |Given ___vocabulary words taught in the content areas, J. will use those words correctly in a sentence with |
|measurement |95% accuracy In 3 out of 5 opportunities as measured by work samples. |
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|A statement regarding when student progress on IEIP |Given ___ two step math word problems at Grade 3 J. will: Identify the information needed, Identify the |
|goals will be reported to parents is included. |correct operation [+ - x ÷], set up the math problem and solve the problem correctly 85% of the time In 3 out|
| |of 5 opportunities as measured by work samples or teacher made test. |
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| |This is the statement that should be used. Progress monitoring will be sent to parents a minimum of 8 times |
| |per year and on the same schedule as general education students receive progress reports. |
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|4. Student Supports for Academic and Nonacademic |Instructional accommodations |
|Activities |Example: Use of a Graphic Organizer Versus Lecture, Oral Response Versus Written Response, Text Readers |
|-Are classroom accommodations aligned with PLAAFP, |Versus Text Book, Communication Board Versus Speech |
|needs, goals, and services? |Classroom testing accommodations |
| |Example: Small Group Versus Large Group, Quiet Location Versus Typical Location, Extended Time…Time and a |
| |Half Versus Typical Time Frame |
|-Are the identified accommodations, modifications, | |
|supplemental aids and services specific to the |Supports for school personnel |
|student’s needs as identified in the PLAAFP? |Example: Training for district staff regarding a specific student’s need: Assistive technology |
| |device/service, Alternate Reading/Math Program, Follow-up with activities for alternate reading/math |
|-Is there data to support the use of these |instruction, Information regarding characteristics of a specific disability area, Crisis Prevention Training,|
|accommodations/ supports? |Behavior management techniques, Positive Behavior Intervention Strategies, Structuring communication for a |
| |child with a language disorder |
|-Do classroom accommodations include accommodations |Supplemental aids and services |
|on the list for State and District Testing |Example: Adjustments to Sensory Input, (e.g., light, sound), Environmental Aids (e.g., classroom acoustics, |
| |heating, ventilation), Pre-teaching, Re-teaching, or Reinforcing Concepts. Consider Including remediation |
| |services as a supplemental service rather than scheduling a student for multiple resource segments to meet |
| |Reading, Math or Behavioral needs. For example, A student who is scheduled for co-taught ELA might receive |
| |three 20 min. session per week for reading remediation. Point Sheet, Assigned Seating, Modifications of |
| |rules and expectations, Furniture Arrangement |
|5. Statewide and district wide assessments |If required: |
|determination |-Does the IEP indicate which state assessment(s) the student will participate in for each content area? |
| |-Does the IEP indicate the accommodations necessary on the state assessments by content area? |
| |-Do the accommodations indicated for state assessments match with student weaknesses identified in the |
| |PLAAFP? |
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|For GAA , Is there a statement of why the child |-Does the PLAAFP contain evidence to support the need for student participating in an alternate or modified |
|cannot participate in the regular assessment |state assessment? |
|6. Transition Services Plan |Does the Transition Plan contain the following information: |
| |Strengths/Interests section? |
|-By ninth grade or age 16, whichever comes first |Student’s age and grade level |
|-Postsecondary goals based on transition assessments |Name 2 recent transition assessments and give results. |
|-Postsecondary outcome goal for Education/Training |Description of student strengths/weaknesses related to career choice. |
|-Postsecondary outcome goal for Employment |Student’s course of study(diploma type) and career pathway |
|-Postsecondary outcome goal for Independent Living, | |
|as appropriate |Is there a post-secondary goal for Education/Training? |
|-Transition IEP goals to meet postsecondary goals |Example non-compliance: After graduation, Jessica is interested in pursuing a 2 year degree. |
|(minimum one each for Education/Training; |Example of compliance: After graduation, Jessica will attend a technical college and enroll |
|Employment; Independent Living, as appropriate) |in the CNA program |
|-Transition services-Activities - academic and | |
|functional to facilitate movement to postsecondary |Is there a post-secondary goal for Employment? |
|outcomes |Example of non-compliance: After graduation, Jessica is unsure of where she would llike to work. |
| |Example of compliance: After graduation, Jessica will be employed as a CNA. |
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| |Is there is a post-secondary goal for Independent Living, if applicable? |
| |Example of non-compliance: After graduation Jessica is unsure of what she would like to do. |
| |Example of compliance: After graduation Jessica will live with her parents, (need goals). |
| |Or No goals needed at this time. |
| |Is there a clear, measurable Annual Goal for Education/Training containing the following: Student, Behavior, |
| |Amount, Condition, Time frame (within 1 year), and Measured by. |
| |Example: Based on interest inventory results, Jessica will research, and list, all entrance requirements for |
| |entering a technical college offering a CNA program and share results with the IEP committee. |
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| |Is there a clear, measurable Annual Goal for Employment containing the following: Student, Behavior, Amount, |
| |Condition, Time frame (within 1 year), Measured by. |
| |Example: Based on interest inventory results, Jessica will complete a 1 page report listing job requirements |
| |for employment as a CNA and give to case manager. |
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| |For each annual transition Employment, Education and Independent Living goal, is there at least 1 |
| |activity/service to help the student reach that goal? |
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| |Is there a clear, measurable Annual Goal for Independent Living under Daily Living Skills and/or Adult Living|
| |Skills? |
| |Example: Given assigned chores to complete at home, Jessica will increase her independent living skills by |
| |completion of 2 activities as documented by Jessica and her parents. |
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|7. Transfer of all Due Process Rights to Student |For IEPs of students age 16-17 (depending on IEP meeting date and birth date) is a statement included that |
|-Notice at age 17 (Use Not appropriate in both |documents that both the student and parent have been informed of the educational rights under IDEA which will|
|places) Use N/A in the boxes to the left |transfer to the student upon reaching age 18? |
|-Transferred at age 18 | |
|8. Behavioral Intervention Plan (As needed) |Does the PLAAFP indicate any concerns with behavior? |
|-Target behaviors |Does the student have behavior accommodations or goals? |
|-Positive behavioral intervention strategies and | |
|supports |For students with behavioral needs identified in the PLAAFP, is there documentation that the IEP team |
| |considered strategies, including positive behavioral interventions and supports to address that behavior? Is |
| |an FBA needed? If not, have goals/accommodations to address behavior been included in IEP? |
|9. Special Education/Related Services |Was the full continuum of services considered? Consultation, Collaborative, Co-teaching, Supportive Services,|
|-Options considered, options selected |Separate Class, etc.? |
|-Frequency of services (Indicates minutes, segments | |
|per day, week, or month) |Were options considered and accepted/rejected documented? |
|-Dates for initiation and duration of services |These placements are not necessarily exclusive of one another. A student with a… |
|(month/day/year) |A Reading disability that impacts decoding and fluency may have an ELA Co-Taught Class in order to access |
|- Location of services (special education or general |grade level standards and a Part Day Pullout for twenty minutes four times per week (listed as a supplemental|
|education) |service on the IEP) in order to improve decoding and fluency skills. |
|-An explanation of the extent, if any, to which the |A Math disability that impacts math reasoning may be in a Co-Taught Math class for access to grade level math|
|child will not participate with peers without |standards and a Part Day Pullout for thirty minutes two times per week (listed as a supplemental service on |
|disabilities in the regular class and/or in |the IEP) in order to build math strategies for math reasoning issues. |
|nonacademic and extracurricular activities. | |
| |Are begin/end dates included on service grid? |
| |-Do the anticipated frequency, location, and duration of services correlate with the LRE explanation and |
| |student needs? |
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| |If a student is removed from general education, is there a statement that clearly describes why the |
| |disability is such that the child must be removed from general education? The statement should include: |
| |Characteristics of the Disability, Impact on Specific Classroom Performance, Type of Instruction to be |
| |provided outside Gen Ed, Reason the Gen Ed Environment is not appropriate for the instruction. |
| |Example: S. has language processing deficits that make it difficult for him/her understand grade level text.|
| |As a result, S. needs supplemental reading and math comprehension instruction. The Gen Ed classroom space |
| |does not allow for differentiated instruction at this level. |
|10. Extended School Year (Considered at least |Multiple factors should be considered in the ESY decision process. Age of the student |
|annually) |severity of the disability, progress toward goal/s, importance of the goal/s, rate of progress toward meeting|
| |goal/s, transition plan…if appropriate, related services needed for progress toward goal/s, instructional |
|If yes, goals and service information explained |service delay or interruption during the school year , emerging skills and regression. |
|(Services and Hours; Frequency; Date of initiation | |
|of Services; Duration of Services; Provider Title; |When is ESY Provided? During the school year…as long as it occurs before or after the instructional day, |
|Transportation; and Location) |During the summer…caveat…ESY is not the same as summer school…, In order for summer school to be considered |
| |an ESY service, the goals that are being extended must be addressed and monitored during the summer |
| |program.Generic summer programs for all students are not considered ESY services Transportation must be |
| |provided. |
| |How are ESY Services Documented in the IEP? |
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| |XI. EXTENDED SCHOOL YEAR ( Yes ( No |
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| |a. Are Extended School Year Services Necessary? If yes, complete the section below. |
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| |b. Goals to be Extended: |
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| |Given a four paragraph, third grade narrative text, S. will retell the story with a score of 4, or better on |
| |a 5 point rubric in three out of four opportunities. |
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| |OR |
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| |If it’s the exact same goal… Refer to Reading Goal # ____ Refer to Math Goal #____ |
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| |Services |
| |Frequency |
| |Initiation of Services |
| |mm/dd/yy |
| |Anticipated Duration |
| |mm/dd/yy |
| |Provider |
| |Title |
| |Content Area/ |
| |Location |
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| |Math |
| |30 minutes |
| |3xs/week |
| |6/1/12 |
| |7/1/12 |
| |SpEd Teacher |
| |Classroom |
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| 11. Prior Notice to Parent(s) |. Appropriated box is checked. Parent(s) did not attend or parents did attend. IEP was not given to parents|
|(IEP/placement/proposed special education services) |at meeting/all documents provided with reasonable notice prior to initiation of services. |
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| |If the parent did not attend, a record of at least 3 attempts to contact the parent using at least 2 |
| |different methods must be included. |
|12. Parent Rights |Documented in the Parent Participation section of the IEP |
|Documentation that rights are presented annually | |
Use these notes and examples to review your IEP content for compliance. All examples are from Georgia Department of Education resources.
IEP Segments
IEPs in Infinite Campus reflect segments students are served in special education. Segments in general education are recorded.
As children transition from preschool to elementary school, from elementary school to intermediate school, from intermediate to middle school, and then from middle school to high school, the number of segments frequently changes.
A transition meeting is held at the child’s home school near the end of the school year (spring), with at least one IEP Team member from the receiving school invited and in attendance. At this time, anticipated segments for the upcoming year are indicated on the IEP. If additional changes need to be made when school resumes, another meeting may be scheduled, or an amendment may be used to modify the segments.
Components of a Functional Behavior Assessment (FBA)
• FBA team members work collaboratively through the process and document the results.
• Team members use the antecedent-behavior-consequence model as the basis for behavior.
• The team develops a description/operational definition of the target/problem behavior that clearly describes what the student is doing and is stated in observable, objective, and measurable terms.
• Team members select FBA direct measurement data systems that are appropriate for the target behaviors (e.g., frequency, duration, latency, interval recording, time sampling, and permanent product recording).
• Team based decision making should include manageable strategies for sampling behavior during relevant times and contexts.
• Direct data collection team planning should include how the raw data will be converted into a standardized format (e.g., rate, percent).
• In addition to direct observation of behavior, FBA information sources can include multi-element assessments, documentation of student, teacher, and parent interviews (including student preferences), indirect data collection (checklists, questionnaires), previous interventions tried, educational impact of the behavior, and record review.
• The team’s analysis of the comprehensive FBA assessments should identify patterns and result in summative information that should include:
• time of day and settings where the behavior typically occurs
• subject/activity when the behavior most often occurs
• frequency/duration/intensity of the behavior
• people present during the behavior
• antecedents/events or conditions that immediately precede/trigger the behavior
• consequences that maintain the problem behavior
• Through the collaborative team based decision making process, the team agrees on a hypothesis/summary statement as to the function/purpose of the target behavior.
Components for a Behavioral Intervention Plan (BIP)
• Target/problem behavior, the hypothesized function of the behavior, and a summary of data collected that led to the hypothesis are included in the plan
• Behavior intervention plans are driven by the hypotheses and the FBA data collected. They are individualized for the student and include:
• positive (preventive) strategies to avoid the target behavior (e.g., antecedent modifications) that can include instructional modifications, behavioral precursors as signals, modification of routines, opportunities for choice/control, clear expectations, pre-correction, errorless learning, etc.
• select new skills that replace problem behaviors that can be as or more effective than the problem behavior (replacement behaviors may include communication skills, social skills, self-management/monitoring skills, choice making, etc.)
• instructional methods to teach replacement behaviors that can include pre-instruction, modeling, rehearsal, social stories, incidental teaching, peer buddy, meeting sensory needs, direct instruction, verbal, physical, and/or visual prompting, etc
• consequences that promote the learning of the replacement behavior that are based on student preferences
• consequences that address the occurrence of the target behavior
• the desired outcomes of the behavioral intervention plan for the student
• Action plan for the implementation of the BIP should include:
• activities, dates, and documentation describing who is responsible for completing each task
• materials, training, and support for the implementers of the plan
• how data will be collected and analyzed
• timelines for team meetings, data analysis, and monitoring the success of the BIP
• If necessary, a crisis intervention plan is developed when the safety of the student or of others is a concern.
Infinite Campus and the IEP: Checking Content
1-General Information
*Update Team Members
• Type and Reason for Meeting
o Type of meeting selected from 1 of 4 from the drop down box and MUST match the type of meeting on the written notice.
o Reason- Click on the template bank and select the reason.
• Current Meeting Date
o Make sure the current/correct meeting date is entered.
• Implementation Date/End Date
▪ These dates are automatically set, but can be changed manually if situation warrants.
▪ However, if the parent doesn’t attend the meeting:
o Forward the implementation date 7 to 10 days.
o Send a copy of the draft IEP to the parent within 3 days of the meeting date to provide Prior Written Notice of all decisions/services discussed in the meeting. Parents must have time to request changes in the IEP before the implementation date.
• Current Eligibility Date
▪ Enter the current eligibility date
▪ Do not use the projected 3-year reevaluation date.
*Enter Home and Service School
• Progress Reports
▪ State when or how often Progress Reports will be sent home (Statement is in the template bank).
• Comments
▪ Add additional notes regarding decisions made in the IEP meeting
▪ Examples:
~ Reevaluation/Redetermination
~ The reason no FBA and BIP are needed for an EBD student
~ Special Transportation
~ Details about ESY services.
2 - Exceptionality Classification
• All exceptionalities should be added to this page.
▪ Use the current eligibility date.
▪ Add the projected 3-year reevaluation date.
o Be sure that the current eligibility date and the date on the front page of the IEP match.
o Be sure to check “Yes” for Special Ed. Status AND Setting at the bottom of the page.
3 and 4- Student and Parent/Guardian Information
▪ Click on the “Refresh Student Info” to import from IC.
▪ Click on the “Refresh Guardian Info” to import from IC.
5 - Team Meeting
• Place a checkmark in the box so that the meeting information will print in the IEP.
• Add the following:
▪ meeting date
▪ minutes
• Compare the team members who were invited to the meeting to the ones that attended the meeting.
• In most cases, the student should be invited to attend the IEP meeting.
6 – PLAAFP
• Results of evaluations and assessments
▪ Include information from most recent Psychological or Eligibility Report. Strengths and weaknesses should be summarized from the psychological.
▪ Include results from State assessments (Georgia Milestones, GKIDS, SLOs, GAA), and include the score needed to pass.
▪ Add scores and baselines from progress monitoring (CBMs- GRASP, Brigance).
▪ Explain what each test measures and a brief explanation of the score and what it means for the student.
▪ Include the Related Services assessments/summary.
• Describe Strengths
▪ Include statements reflect skills/knowledge the student currently possesses, which will allow him to work on grade-level standards.
▪ Include the following:
o Academic areas (e.g., math problem solving)
o Developmental areas (e.g., language, motor, cognitive, social/emotional)
o Functional areas (e.g., self-care, social skills, daily living, communication)
• Describe Needs
▪ Every identified “need” must have a corresponding goal.
▪ Identifying each need with a numeral makes it easier to check corresponding goals.
▪ “Needs” unrelated to the student’s disabilities are not addressed in the IEP.
▪ “Needs” are barriers to the student’s success in meeting grade-level standards in the general education classroom without support. In other words in order to identify needs, think of skills that would enable the student to be successful in the classroom without support. Deficits in these skills result in “needs.” (See examples handout included in previous pages.)
▪ If “read aloud” is recommended as an accommodation under Special Factors, include a brief statement to explain the rationale for providing this accommodation.
• Parent Concerns
▪ Request input from the parent prior to the IEP meeting. (Some schools send a questionnaire home to request this input. The questionnaire may be sent along with the Notice of meeting or may be sent earlier.)
▪ Address concerns regarding the child’s academics, behavior, performance on goals, and/or future plans.
▪ Communication with the parent may be through verbal or through written contacts.
• Impact of Disability
▪ Information stating how disability affects the classroom performance, involvement, and progress on grade-level standards.
▪ This statement is unique for each student.
▪ Present Levels are not addressed here.
▪ Some specific characteristics include: (See examples handout on previous pages.)
o short-term memory problems,
o poor organization skills,
o auditory processing problems,
o visual processing problems,
o fine and gross motor deficits,
o slow rate of information processing,
o difficulty generalizing.
7 - Special Factors
• All areas should be addressed. If a child has a need in any of these special factors, place a checkmark in the “yes” box.
• Describe the supports and services to address each need identified as follows:
▪ If a student is EBD and doesn’t need an FBA and BIP, the reason for lack of the FBA/BIP should be addressed on the front page of the IEP in the “Comments” section.
▪ If a student exhibits behaviors that interfere with his or her learning and/or that of others to a substantial degree, an FBA/BIP should be considered and developed, if needed, regardless of the student’s categorical placement.
▪ If the need for assistive technology (AT) is marked “No,” include a statement indicating how needs will be met in deficit areas without AT. Utilize the template box for comments.
o Review/complete AT Checklist
▪ If a student has a “read aloud” accommodation, you should use a checkmark to indicate “yes” for Alternate Format for Instructional Materials
o In the PLAAPF, include a brief statement to explain the needed read aloud accommodation
8 – Transition Plan
• Should be completed for students as needed according to age.
• Goals in the transition plan should address student needs after graduation.
9 – Goals – Goals are expectations for one school year. (There is a bank of possible goals that may be utilized IF it relates to individual student’s needs.)
• Should be measurable and specific to the students “needs” and should come directly from the “needs” in the PLAAFP.
o Assign each “need” a number with the same number for the corresponding goal.
o Outcome must be something that
▪ May be seen or heard.
▪ Reflects what student is expected to be able to do and/or produce as a result of instruction.
o Criteria clearly stating how well, how much or at what level the behavior is to be performed.
o The given or condition, if necessary.
o Method of evaluation should monitor on-going progress.
▪ Evidence of progress should be tangible.
▪ Observation alone without some type of data collection is not a method of evaluation.
10 – Student Supports
• Instructional Accommodations – Directly related to deficits described in the present levels. Must be stated in specific observable terms. Also state who is to develop or provide the accommodations/modifications and when the accommodations/modifications will be provided. (The bank of possible supports may be utilized.)
• Classroom Testing – Accommodations should be consistent with instructional accommodations. However, some needed instructional accommodations may not be appropriate for statewide tests. (The bank of possible supports may be utilized.)
• Supplementary Aids and Services – Provided in the general education classroom or any other education-related setting to enable student with disability to be educated with non-disabled peers. (The bank of possible supports may be utilized.)
• Supports for School Personnel – Any training for teachers or staff to be able to meet the unique needs of the student.
11 – Assessment Determination
• “Yes” should be marked for only one of the three choices.
12 and 13 – Specific Testing and Accommodations
• Choose specific name of each test from “test bank”; then add accommodations.
• Make sure the testing is marked “standard, non-standard or conditional.”
• Accommodations specified should be available in the general education classroom on a regular basis.
• Selected accommodations MUST match student needs. (Refer to the on-line Assessment Manual for Teacher Tools/Checklist available at the GA DOE. The Testing Coordinator at each school should also have a copy on file.)
General Education Services
• List all Sp. Ed. services individually that are received in the general education classroom.
• Start date and end date for services should match the IEP dates on the front page of the IEP.
• Subjects should be added for specific service time.
• Service provider “Name” should not be listed. (Use Service Position only)
Special Education Services
• Individually list all special education services that are provided in the Special Education classroom.
• Match starting and ending dates for services with the IEP date on the front of the IEP.
• Add Subjects specific service time.
• Service provider “Name” should not be listed. (Use Service Position only)
Related Services
• List services individually.
• Match starting and ending dates for services with the IEP date on the front of the IEP.
Services Considered
• Check all considered; must consider general education placements.
• Include a statement to explain rationale for removing the student from the general education classroom (See IEP examples in previous pages.)
• Include a statement that indicates all special education services are provided in the general education classroom.
Extended School Year
• Yes or No. Add date if you need to meet again before the end of the IEP to address the need for ESY.
• Complete the ESY form if answered “yes” or “no”.
• If the student does receive ESY, the specifics regarding ESY should be added in the “Comments” section.
Parent Participation
• Include all notices/contacts with parent for notification regarding the current IEP meeting.
• Place a checkmark in appropriate box to show information provided to the parent.
• If the parent doesn’t attend the meeting, document when and how the documents will be provided to the parents.
• Send home a letter if the parents weren’t in attendance (in IC simple forms), copy of the draft IEP, and a copy of the “Parent Participation” for signatures to indicate receipt of documents.
Parent Signature
• Include a checkmark to indicate that the parent/guardian received a final copy of the locked IEP at the time he/she sign the IEP.
• Include a checkmark to indicate that the parent/guardian was provided a copy of Parental Rights.
Behavior Intervention Plan- Complete if indicated on Special Factors or make statement “None at this time”.
Program Summary
Apply a Total of 30 segments/wk. (6 per day) regardless of length of segments in minutes in order to meet FTE requirements.
Student’s Program of Study/ Transition Activities- More information forthcoming.
Final IEP Check
(After IEP is Locked in Infinite Campus)
|Yes |No | |
| | |None of the IEP pages are missing. |
| | |All participants at the meeting signed the IEP. |
| | |LEA is specified. |
| | |Sign-in sheet from draft IEP has been attached to final copy. |
| | |All required members listed on the Notice of Meeting signed the IEP. |
| | |For any required member who is not present, Excusal Form(s) is/are attached. |
| | |Excusal forms, if used, are signed by the parent. |
| | |If the student has “yes” marked to indicate a BIP was developed, BIP is attached. |
| | |Parent signed the IEP AFTER the lock date. |
| | |Parent is sent a final/locked copy of the IEP after corrections have been made. DRAFT IEP given in the meeting is NOT|
| | |the final copy. |
| | |For annual reviews and reevaluations, old original IEP, including Transition Plan if applicable, was reviewed |
| | |correctly. (For example, if a goal was not met, the criteria the student currently performs on the goal should be |
| | |indicated to show how much progress is still needed for the student to meet the goal.) |
| | |AT Checklist and CERT form are attached. (Attach CERT form only if applicable.) |
Additional Information
Teachers with limited experience in writing IEPs should consult with the Special Education Chairperson and/or their assigned Mentor as needed.
Submitting IEPS and Eligibility Reports
IEPs and Eligibility Reports should be submitted within (5) five days of the IEP Meeting. Please follow the procedures listed below:
• When the teachers complete the IEP, they should complete the checklist and upload it to Infinite Campus with the appropriate title/ date.
• Email the Special Education Secretary and copy Psychological Services Secretary in the event that the IEP is complete and ready to review in Infinite Campus. Do not send hard copies.
• Instructional Specialists will review the files, make comments and return to the teacher what corrections need to be made.
• Teachers will re-submit that corrections have been made.
• The corrections will be reviewed and then the teacher will be notified when the IEP is ready to print. The Special Education Secretary can print a copy of the completed IEP for the Central Office file. Teachers will need to make sure they upload any minutes, consents or other signed documents in Infinite Campus for those to be printed as well.
Caseload and FTE: General
An FTE Count Data Form is a report completed by every special education teacher. The form for completing this report is sent by email at the start of each school year.
The FTE Data Count Form is a list of students. Each special education teacher completes one. The students listed on his/her caseload are those students for whom the special education case manager has responsibility for completing the IEP. The case manager may not actually serve these students because the students may be at another location, such as the Woodall Area (GNETS) Learning Program or the Performance Learning or Educational Opportunity Center.
Speech Therapists complete two FTE Count Data Forms. In one form, they list only those students for whom the SLP is the primary provider. In a second form, the SLP lists only those students for whom SI services are secondary.
FTE Data Count Form: Directions
• Obtain a copy of the report form.
• Each teacher completes a FTE Data Count Form.
o This report reflects the folders (i.e., IEPs) for which he/she is responsible and is considered the caseload for the teacher.
o Other teachers may also serve these students; however, the student is only listed once on a FTE Data Count Form.
o The FTE Data Count Form is an unduplicated count of students.
▪ The only exception is the report SLPs complete for the students they serve who receive speech as a secondary service.
• Speech Therapists must submit two FTE Data Count Forms
o One form is a list of students for whom the SLP is the Primary Provider.
o The other form is a list of students for whom the SLP is a Secondary Provider.
• Woodall (GNETS) Center Students
o Chairperson completes a separate FTE Data Count Report.
o Special Education Chairperson is responsible for reporting the students who live in his/her school’s attendance zone and are served at GNETS.
FTE Data Count Form: Directions
1. Obtain a copy of the FTE Data Count Form
2. Enter student’s full name as listed in Infinite Campus. Provide age, date of birth, and grade as entered on the student’s IEP. Make sure that you list the month of the report, the teacher’s name, the school, and the date.
3. Enter the exceptionality/eligibility descriptor as noted on the student’s eligibility report and IEP.
4. Enter the delivery method, consultative, collaborative, co-taught, resource, self-contained,
5. Enter the subject areas served, reading, math, language arts, and others.
6. Enter the number of segments served per day/week for FTE.
7. Number of hours per week in related services-Indicate the amount of time for each area.
8. Enter the current IEP Annual Review Date.
9. Enter the date of the student’s Initial Eligibility.
10. Enter the date of the student’s Transfer/Exit Date.
11. Enter the Reeval date for the student.
12. For each student on the FTE Data Count Form, the teacher responsible for the student’s IEP will complete will provide the details for all the services that a student receives.
13. Personnel, such as SLPs who provide secondary services, check FTE Data Count Forms to ensure accuracy regarding the services they provide.
14. The form requires the signature of the case manager, data clerk, and principal or designee.
FTE Data Count Form: Additional Information
• Frequency of Reports
o Refer to periodic emails for the current school year for specific due dates.
o Update the FTE Data Count Forms as often as there are changes.
• Supplemental Speech
o Supplemental speech can be marked “Y” only when a student is reported with at least 4 segments of an activity code in a single area of disability.
o Supplemental Speech = “Y” must be in one of the same four segments. The student must receive speech services for less than the major portion of that segment.
• Transported for Instructional Segments
o These are students who are transported during the school day from one instructional setting to another.
• Least Restrictive Environment
o Report students served in the general education classroom as co-teaching, collaborative, or paraprofessional support.
• Woodall Area Learning Center Students (GNETS)
o Chairpersons complete a separate FTE Data Count Form for GNETS students.
o When completing the FTE Data Count Form, differentiate between EBD and any other area of eligibility, such as OHI or AUT.
o In-system services should be recorded according to the current eligibility.
• Students not enrolled in Harris County (e.g., Home school, private school, preschool)
o Call or email the Special Education Director to enter information into Infinite Campus.
▪ Student’s complete legal name
▪ Student’s Date of Birth
▪ School that the Student would attend
▪ Gender
▪ Race
▪ Grade
▪ Social Security Number
▪ Parents’ names
▪ Address and Phone Number
• Career Technical Instruction (CTI)
o Students receiving direct instruction* from the CTI teacher in the vocational lab on the day of the count will be reported for FTE credit in the area of disability and for the number of segments scheduled. *This may be coded as Resource, Para-support, or Co-teaching. Check with the Harris County High School Special Education Chairperson for clarification.
• Unusual Circumstances
o Call the data entry clerk or the Director of Special Education if you need clarification on any students.
o Never rely on what may seem logical or correct, please check with the data entry clerk, Lead Personnel in your school or the Director if in doubt about anything affecting FTE.
FTE: General Information
Local school systems report student enrollment to the Georgia State DOE using FTE (Full-Time Equivalent) data. This data is based on the number of students who meet the requirements to be counted. One important requirement is that the student must be present for at least one of the 10 days prior to the FTE Count.
The FTE count is the method the DOE uses to determine funding for particular services and programs. A primary use of funding includes teacher salaries. Therefore, accurate FTE counts are extremely important.
Georgia conducts FTE counts at the following times:
• 1st Tuesday in October
• 1st Thursday in March
• Student Records-June
The main thing to remember is this:
FTE Counts are very important!!
Please be sure that the information reported is accurate.
FTE: Program Codes
General Information
• Used for reporting services to the GA DOE for funding purposes
• Used in Infinite Campus (IC) for IEPs
Specific Information
• Program codes are used to determine the weight that will be assigned to the number of FTEs earned in funding an instructional program area.
• To claim FTE funding segments, the student must be regularly scheduled for service or program instruction on the day of the count.
• Students who are not regularly scheduled for service or program instruction on the day of the count must be reported according to the program weight that indicates the actual services they receive on the FTE count day.
• School systems may not alter a student’s schedule to capture a specific weight for the FTE count day.
|FTE Code: |Exceptionality |FTE Code: |
|Reporting Services | |IEPs in IC |
|P |Mild Intellectual Disability |P |
|Q |Moderate Intellectual Disability |Q |
|R |Severe Intellectual Disability |R |
|S |Profound Intellectual Disability |S |
|T |Emotional and Behavioral Disorder |T |
|T |Severe Emotional Disorder |T |
|U |Specific Learning Disability |U |
|V |Orthopedic Impairment |V |
|W |Hearing Impairment |W |
|X |Deaf |X |
|Y |Other Health Impairment |Y |
|Z |Visual Impairment |Z |
|1 |Blind |1 |
|2 |Deaf and Blind |2 |
|3 |Speech-Language Impairment |3 |
|T |Autism |6 |
|U |Traumatic Brain Injury |7 |
|U |Significantly Developmentally Delayed* |8 |
*In some cases, SDD may be reported using another FTE Code as follows depending upon the functioning of the student, for example:
• P- MID
• Q-MOID
These codes must be entered manually for SDD to over-ride the “U” designation. Therefore, instead of simply checking the print-out provided by the secretary, the special education staff member reviewing the entries should correct the “U” designation when it does not reflect the student’s functioning. FTE Service Entry Forms should reflect the corrected codes. This form will be returned to the FTE Chairperson, and the FTE Chairperson will correct this information in the system data prior to uploading it to the State DOE.
FTE: Levels of Funding
▪ The number of segments a student is served in an area of special education and the type of disability the student has determine the level of funding for special education.
o For example, a student receiving one to three segments of Specific Learning Disability (SLD) services will earn level III funding. If that student receives four to six segments of SLD (self-contained), the funding level changes to Level I.
o This means that the amount of funding received is reduced, even though the student is receiving more special education services.
• Special Education Levels I through V
o There are five levels of special education funding.
o Each level represents a different funding weight.
o These weights affect the amount of funds the State DOE provides to the local school system.
o Therefore, reporting this information correctly is important.
o Incorrect reporting may result in an error and sometimes, in loss of funds for the school system.
Special Education Funding Level Chart
|Program Code |Category/Program |Number of Segments |
| | |Level |Level |Level |Level |
| | |I |II |III |IV |
|P | |Mild Intellectual Disability | |1 - 6 | | |
|Q |Moderate Intellectual Disability | | |1 - 6 | |
|R |Severe Intellectual Disability | | |1 - 6 | |
|S |Profound Intellectual Disability | | | |1 - 6 |
|T |Emotional and Behavioral Disorder | | |1 - 6 | |
|U |Specific Learning Disability |4 - 6 | |1 - 3 | |
|V |Orthopedic Impairment | | |4 - 6 |1 - 3 |
|W |Hearing Impairment | | |4 - 6 |1 - 3 |
|X |Deaf | | |4 - 6 |1 - 3 |
|Y |Other Health Impairment | | |4 - 6 |1 - 3 |
|Z |Visual Impairment | | | |1 - 6 |
|1 |Blind | | | |1 - 6 |
|2 |Deaf and Blind | | | |1 - 6 |
|3 |Speech-Language Impairment |4 - 6 | |1 - 3 | |
• Level V funding
o earned when the special education student is placed in a general education classroom
o and receives additional services through one of the following:
▪ Paraprofessional (inclusion code = 4),
▪ Co-teaching/Collaborative (inclusion code = 9).
□ Inclusion Codes
o Codes used are ‘4’ and ‘9’
o This type of Special Education Service must occur in the General Education setting.
o Therefore, the corresponding Program Code segment must reflect a General Education Program.
• GNETS Woodall Area Learning Center
o No FTE weight is assigned to the Georgia Networks for Educational and Therapeutic Support (GNETS) Program. (This program was formerly identified as the Psycho-educational Program.)
o GNETS Programs are funded through a separate grant and are considered to be a special education program code.
o Students attending a GNETS facility should be reported with the GNETS program code (PROGRAM CODE = ‘4’) for each segment of service received in the GNETS program.
▪ For example, if a student received 3 segments of emotional and behavioral disorder instruction (program code ‘T’) on the FTE count day and attended a GNETS facility for the other 3 segments, only the 3 segments at the GNETS facility would be coded as program code ‘4’. The other 3 segments would be coded as ‘T’.
SECTION 7: Services and Support Programs
Adaptive P.E.
• Designed for children with significant cognitive delays or gross motor impairment
• Students must be unable to participate in a regular P.E. class
• Must be indicated on the IEP for child to receive services
• Goals and objectives must be developed
• Setting determined by individual needs
Assistive Technology
• A.T. devices and services sometimes required by a child with a disability to increase, maintain, or improve his or her functional capabilities
• Complete form in Infinite Campus to determine child’s need for A.T.
• Must be indicated on IEP for child to receive services
• School system is exempt from provision of surgically implanted devices, such as cochlear implants
Autism Services
• See Section 3: Eligibility for requirements for placement
• Refer to Section 2: Procedures if student needs to be referred
• Complete form in Infinite Campus to refer to Autism Specialist
o Observation
o Assistance with eligibility or IEP
o Support for teachers to assist with implementation of modifications and accommodations
Deaf/Hard of Hearing (formerly Hearing Impaired)
• See Section 3: Eligibilities for requirements for placement
• Refer to Section 2: Procedures if student needs to be referred
• Always seek input from SLP in addition to D/HH Teacher
Extended School Year
• Services typically offered beyond the 180-day school calendar (i.e., during lengthy breaks, such as summer or winter holidays)
• Must be considered annually and must be documented in the IEP
• Provided at no cost to parents
• Need for ESY determined by IEP team
o Must be related to a current goal/objective on the IEP
o The following must be indicated on the IEP
▪ Amount of time and location for services
▪ Title of service provider
▪ Beginning and ending dates
• IEP team may consider
o Progress on the IEP
o Emerging or critical skills
o Degree of impairment
o Interfering behavior
• Special Education Director must be consulted prior to meetings where ESY is likely to be recommended
Occupational Therapy
• Harris County contracts Occupational Therapist services with West Georgia RESA
• O.T. provides intervention and support for:
o Functional life skills, such as dressing, grooming, eating, toileting, etc.
o Sensory processing disorders
o Handwriting
• Impairment must be related to an educational need (i.e., negatively impact the child’s functional abilities at school)
Physical Therapy
• Harris County contracts Physical Therapy services
• P.T. provides intervention and support for:
o Restoring function, improving mobility, and relieving pain
o Improving balance, range of motion, coordination, and strength
• P.T. typically provides direct services to students with
o Cerebral palsy, head injury, and/or fractures
o Assists with developing safety plans for students
• Impairment must be related to an educational need (i.e., negatively impact the child’s functional abilities at school)
Preschool Services
• Ages 3 through 5
• Offered to all disabled children throughout the county
• Home-based, facility-based, and consultative services provided
Psychological Services
• Harris County Schools employs its own School Psychologists
• Administer and interpret formal and informal psychological tests with individual students
• Participate in the eligibility determination of students for special education services
• Consult with school staff to assist with academic and behavioral interventions
• Support implementation of the system’s RtI process and procedures
• Assist with special education administrative tasks as needed
Related Services
• Term used to describe several services, such as
o Occupational, physical, and speech therapy services
o Special transportation
o Audiology
o Orientation and mobility training
o Interpreter services
o Adaptive P.E.
Special Services for Students with Significant Emotional Disorders
• Complete form in Infinite Campus or GNETS Golden Rod form to refer
• See Section 2: Procedures for referral process
• Provided at the Woodall Area (GNETS) Learning Center (GNETS)
• Provision of services range from full- to part-time, depending upon need
• Parent may provide transportation (if parent requests to transport); otherwise, Special Transportation services are required.
Special Transportation
• Complete form in Infinite Campus to request special transportation
• Request must be reviewed by Director of Special Education
• Need for Special Transportation is determined by a variety of factors, including but not limited to:
o The safety of the student
o The safety of other passengers on the bus.
o The parent’s ability to provide transportation.
o The location of services a student may need (i.e., special transportation is sometimes needed when a student’s IEP team recommends that he/she receive specialized services, usually self-contained, at a school outside of the student’s district.
Speech/Language Services
• Harris County has at least one full- or two part-time Speech Therapist assigned to the district, including preschool.
• Provides services to students with communication disorders, including articulation disorder, language impairment, fluency, or voice disorders.
• May provide services to students with dysphagia (difficulty swallowing)
o See Section 2: Procedures for referral process
• See eligibility section for requirements for placement
Transition Services
• Babies Can’t Wait
o Begins prior to age 3
o Services may be provided in a facility or at home
• High School Students
o Must begin process prior to entering high school
o Complete Summary of Performance form (insert link)
Vision Impairment
• Harris County has one teacher for the visually-impaired
• See Section 3: Eligibility for requirements for placement
• Orientation and mobility training
SECTION 8: Discipline
Introduction
The Harris County School System has a Code of Conduct, and all students are expected to follow these rules. This Code is included in the Handbook that each student is given when he or she enrolls in school. All students are expected to know and follow these rules. Parents and students return a signed form to school acknowledging that they have read and discussed these rules. Students with disabilities are expected to follow the rules, just like all of the students in the school. Disciplinary information contained in this Section pertains to all students with disabilities in any category of eligibility who violate the code of student conduct.
In most cases, disciplining students who have IEPs is no different than disciplining other students. However, IEPs afford these students some protection. One protection includes the right to continuation of services indicated by the IEP if the student is removed (i.e., expelled) from school for more than 10 cumulative days within a school year. This protection is extended due to the requirement for FAPE and evolved from a court case involving the Office of Civil Rights (see Appendix D regarding FAPE).
In addition to the right to continue special education services, students with IEPs may receive a consequence different from that of other students if the IEP team decides that the student’s misbehavior was substantially related to or caused by the student’s disability. This team also examines the student’s IEP and BIP, and it reviews details of the misconduct. In this same meeting, the IEP team decides if the school system implemented the student’s IEP/BIP correctly.
This type of meeting is called a Manifestation Determination and by Georgia State Rules, must occur by the 11th day of suspension. In addition, this type of meeting must be held anytime a student with an IEP is under consideration for a “change in placement” due to his/her misconduct.
If the IEP Team decides that the student’s misbehavior was not substantially related to the student’s disability and that the IEP and BIP were properly implemented, then the student is treated the same as a student without an IEP would be treated. In other words, the student may be suspended beyond the 10 days; hence, the student would receive the same consequences any other student would be given. The only difference would be the continuation of special education services to provide FAPE as guaranteed by federal law.
General Information
• Defining “Change in Placement”
o OSS for more than 10 days
o A series of removals that constitute a pattern
• In-School Suspension (ISS)
o ISS will not count as “removal” if the student continues to receive the services provided in his/her IEP.
o Students “must continue to have access to the general curriculum and to progress toward the goals in the IEP in order for ISS not to be considered a removal and not to be counted toward the 10 days of suspension” (GaDOE Implementation Manual).
• School Special Education Chairpersons should make sure that administrators are aware of all disabled students and that they have a copy of the BIP.
• The administrator responsible for discipline should monitor the days of removal for students with disabilities.
• The teacher responsible for the student’s IEP (case manager) should monitor the discipline of students on their caseloads.
Defining “Removal from School”
• Bus Suspension
o will count as a removal from school if one of the following is met:
o transportation is a related service in the IEP
o if the student has no alternate way to get to school.
• In-School Suspension (ISS)
o ISS counts as “removal” if the student does not receive the special education services indicated in the IEP
• Out-of-School Suspension (OSS)
o OSS counts as “removal” from school
o When a student has accumulated 7 days of removal, school personnel should consult with the Special Education Director or the School Psychologist assigned to the school to develop a strategy for dealing with further disciplinary action.
o In Harris County , have a Manifestation Determination meeting by the 11th day of removal.
o Make tentative plans to serve the student past the 10th day, in case services are needed.
o If a Functional Behavior Assessment (FBA) has not been done prior to the misconduct resulting in suspension, or if the FBA is inappropriate, the IEP team completes an FBA (located in Infinite Campus under IEP documents).
o If a Behavior Intervention Plan (BIP) has not been done prior to the misconduct resulting in suspension, or if the BIP is inappropriate, the IEP team completes a BIP (located in Infinite Campus under IEP documents).
Defining “Change of Placement”
• Removal for More than TEN Days
o When a student is removed from school for more than 10 days, this is considered to be a “change of placement.”
o Notify parents and provide Parental Rights.
o The school system is responsible for the student’s educational progress, so IEP services must be continued.
o Sign a Change of Placement form anytime this type of circumstance occurs.
• Serving Students who have been removed for more than 10 days
o Principals and Special Education Chairpersons will work with Central Office personnel in determining appropriate response to students who may be removed for more than 10 cumulative days within the school year.
o Indicate Continuation of Services in Infinite Campus with a ‘Y’ Code.
o Failure to show continuation of services in Infinite Campus, even if services are being provided, suggests that the Harris County School System is out-of-compliance with federal and state regulations.
o Special Education Chairperson maintains a log of services provided to students who have been removed for more than 10 cumulative days.
Serious Violations (bringing drugs or weapons to school, or inflicting serious bodily injury on another person).
o Serious behavior problems can result in removal to an Interim Alternative Educational Setting (IAES) for up to 45 school days.
o This can happen even if the conduct is determined to be a manifestation of the student’s disability.
o Removing the student for these offenses does not require parent consent or agreement, nor does it require a tribunal hearing.
o In these cases, system officials must:
□ notify the parent immediately of this decision and provide Parental Rights.
Additional Considerations
o System personnel may take into account all the circumstances when deciding if a change in placement is the right action to take for a student with a disability.
o System personnel may consider various forms of information such as the following:
• student’s disciplinary history,
• ability to understand the consequences,
• expression of remorse, and
• the supports that were provided to the student prior to the behavioral violation.
Monitoring OSS
• At the beginning of each school year, and as often as necessary, the Director of Special Education reminds Principals to check for the special education flag in Infinite Campus when suspending students and to maintain ongoing communication with the Special Education Chairperson about the discipline of students with disabilities.
• Special Education Chairperson reviews BIP with Administrator responsible for discipline and ensures that the most current BIP is provided to the Administrator.
• Special Education Chairperson monitors the number of days a student has received OSS.
• The Case Manager monitors the number of days each student on his/her caseload is assigned OSS.
• Students who are prone to Code of Conduct violations should be monitored frequently. Each school should develop a procedure of checks-and-balances to ensure that students are not overlooked.
Restraints and Seclusion
• Seclusion may not be used for students under any circumstances.
• Additional information will be provided as the DOE provides further guidance, which is scheduled in Fall 2010.
Manifestation Determination Meeting Agenda
1. Introduction of members of committee and sign form
2. Parental Rights given and explained (see Parental Rights at a Glance)
3. Statement of purpose of the meeting (i.e., manifestation determination)
• Explain that team members plan to review the information from various sources
• The team members have two purposes
o Determine if the student’s misbehavior was substantially related to the student’s disability for which he or she is being served in special education
o Determine if the school properly implemented the IEP and BIP
4. Review information about the misconduct
• Information from the student
• Information from the parent
• Information from administrators and other staff members who have knowledge about the event
5. Review the student’s special education categorical placement
• Team members determine whether or not the misconduct engaged in by the student is or is not substantially related to the child’s disability.
6. Review IEP and BIP
• Team members determine whether or not the personnel in the school system implemented the IEP and BIP appropriately
• Depending upon the student’s behavior, a new FBA and BIP may be recommended by the team
7. If the student’s behavior is not substantially related to the disability, and if the school system implemented the IEP/BIP appropriately, one of following may occur:
• The IEP team may return the student to his/her previous placement.
• If the incident resulting in the suspension was of a serious nature, the student will be referred to the Disciplinary Hearing Officer for appropriate disciplinary action.
8. If the student’s behavior is related to the disability, OR if the school system failed to implement the IEP or the BIP, the student remains in his/her current placement and is not subject to the usual disciplinary ladder.
9. Review the findings, seek clarification if it is needed, and adjourn the meeting.
10. As soon as possible, send a copy of the Manifestation Determination to the Special Education Director for review. The Director will instruct the teacher on the next steps in the process.
Note:
1. Always inform the Special Education Director about these meetings as soon as possible. The Director will let you know whether or not the Director needs to be invited to the meeting.
2. Thoroughly review the student’s IEP, BIP, and placement prior to the meeting. For example, the BIP should be written based on individual student’s needs and should not reiterate the school’s discipline ladder. Let the Director know if you have any concerns well in advance of the meeting. Do not wait until the last minute to do this review.
3. Manifestation Determination meetings may be highly charged emotionally for the parent, student, and sometimes the staff. Practice use of deflation techniques or be sure to have someone on the team who is able to defuse emotions in case anyone in the meeting becomes overly aroused.
SECTION 9: GLOSSARY and ACRONYMS
Accommodations
• Reduce or eliminate the effects of the child’s disability
• Do not lower standards or expectations
• Do not invalidate assessment results on state-mandated tests
• Designed to provide equity, not advantage
• Include assistive technology, alterations to presentation response, scheduling or settings
• Compare to Modifications defined later in this section
Assistive Technology Devices
• Used to improve, increase, or maintain the functional capabilities of children with disabilities
• May be any item, piece of equipment, software, or hardware purchased commercially or modified and/or customized
• Does not include a surgically implanted medical device, or the replacement of this type of device
Assistive Technology Services
• Services that assist with the selection, acquisition, and use of an A.T. device
o Includes evaluation, purchasing, selecting, designing, customizing, repairing, etc.
o Includes coordination with other therapies and interventions
o Includes training for the child and/or the adults involved with the major life functions of the child
B.I.P. (BIP)
• Behavior Intervention Plan
• A plan to reduce behaviors that interfere with the student with disabilities’ learning or with the learning of others
• Is part of the IEP, which should have goals addressing the behavioral concerns, if a BIP is attached
C.B.M. (CBM)
• Curriculum-based measurement
• A method teachers use to find out how students are progressing in basic academic areas such as math, reading, writing, and spelling
• Also known as a General Outcomes Measure.
Child Find
• Process used to identify, locate, and evaluate children who are suspected of having disabilities
• Screening to determine appropriate strategies for a child is not considered to be an evaluation for determining eligibility
• Prior interventions
o Research-based interventions to reduce academic, social, or behavioral problems must be documented prior to referral for an evaluation to determine eligibility
o Exceptions to interventions should be made where a significant disability precludes access to instruction
Disproportionality
• Occurs when students from a racial/ethnic group are identified for services or for a specific category of services either at a greater rate (overrepresentation) or lesser rate (under-representation) than other students
• Must be monitored in states and in districts per IDEA-04
• Disproportionality may occur with identification, placement, or discipline of students
E.L.L. (ELL)
• English Language Learners (students who score below a specified cut-off on the Access Test)
• Served by the ESOL program
E.S.O.L. (ESOL)
• English to Speakers of Other Languages
• Non-special education instructional program available to eligible English Language Learners in grades K through 12
• Emphasizes social and academic language proficiency
E.S.Y. (ESY)
• Extended School Year
• the extension of special education and related services beyond the normal 180-day school year
• determined by the IEP team
FAPE
• Free Appropriate Public Education
• Guaranteed right of students with disabilities per IDEA
F.B.A. (FBA)
• Functional Behavioral Assessment
• An assessment based on information from numerous sources, both formal and informal, that attempts to determine the reason a child is engaging in maladaptive behavior(s)
• Provides the basis for a BIP
• Developed by a team of individuals
Georgia Instructional Materials Center
• Program under GaDOE, Division for Special Education Supports
• Provides or assists in the acquisition of textbooks and core instructional materials in accessible formats for students who are blind or have a physical or specified print related disability
•
GLRS
• Georgia Learning Resources Center
• See for more information
• South Central GLRS serves Harris County Schools and is located next door to the Central Office in the same building
G.N.E.T.S. (GNETS)
• Georgia Network for Educational and Therapeutic Support
• Provide comprehensive services to students who have one or more of the characteristics of EBD and who need more support than is typically available in Georgia’s public schools
• Woodall Area (GNETS) Learning Center is located next to the Harris County BOE
• State Rules
•
G.P.A.T. (GPAT)
• Georgia Project for Assistive Technology
• See for more information
Woodall Area (GNETS) Learning Center (HLC)
• See GNETS
I.F.S.P. (IFSP)
• Individualized Family Services Plan
• A plan similar to an IEP used by Babies Can’t Wait to guide services for children with disabilities under the age of 3
L.R.E. (LRE)
• Least Restrictive Environment
• A student with a disability should have the opportunity to be educated with non-disabled peers to the maximum extent appropriate. Extra-curricular activities are included.
• Required by IDEA
Manifestation Determination
• An IEP meeting in which the team members determine if student misbehavior was caused by the student’s disability
• The team also reviews the IEP and the BIP to make sure they were implemented appropriately.
• In Harris County , must be conducted before the 9th day of suspension
Modifications
• Alterations that change, lower, or reduce learning expectations
• May result in a gap in achievement between students with and those without disabilities
• May invalidate results on Statewide assessments
• Compare to Accommodations defined earlier in this section
PBIS
• Positive Behavioral Interventions and Supports
• Based on a problem-solving model.
• Aims to prevent inappropriate behavior through teaching and reinforcing appropriate behaviors.
• Fits into Georgia’s RTI model with a school-wide focus.
Procedural Rights
• Parental rights in special education
• Always offer to them to parents when a meeting is scheduled or held
• Refer to Parental Rights at a Glance in Appendix A
Special Needs Scholarship Program
• Senate Bill 10
• Under certain conditions, allows for special education students to transfer to another public school, school district, state school, or private school
• Parents provide transportation
TransACT
• Provides special education forms and other notices in many languages
• GaDOE pays for this service
• Must use school system email address to access forms and service
•
Transition
• Typically used to refer to students entering special education services at age 3 from BCW or exiting special education services upon high school graduation or through age 21 (Georgia allows students to stay in schools through the semester in which they turn 22.)
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