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LOUISIANAS IEP HANDBOOK for STUDENTS with DISABILITIES

Bulletin 1530
LAC Part Number 28:XCVII

Cecil J. Picard State Superintendent of Education

Effective July 20, 2004

Louisiana State Board of Elementary and Secondary Education


Ms. Glenny Lee Buquet Third District President Mr. Walter Lee Fourth District Vice President Ms. Linda Johnson Secretary-Treasurer Eighth District Ms. Penny Dastugue First District Ms. Louella Givens Second District Mrs. Weegie Peabody Executive Director Dr. James Stafford Fifth District Ms. Polly Broussard Sixth District Mr. Dale Bayard Seventh District Mr. Edgar Chase Member-at-Large Ms. Leslie Jacobs Member-at-Large Ms. Mary Washington Member-at-Large

For further information, contact Noah Wartelle Division of Special Populations 225-342-3640 or 1-877-453-2721 noah.wartelle@la.gov

This public document was published at a total cost of $1350.00. Two-hundred twenty- five (225) copies of this public document were published in this ninth printing at a cost of $1350.00. The total cost of all printings of this document including reprints is $10,096.00. This public document was published by the Louisiana Department of Education; Division of Special Populations; P.O. Box 94064; Baton Rouge, LA 70804; to provide information regarding the Individualized Education Program (IEP)the basis for educational programming for students with disabilities in Louisiana. This material was printed in accordance with the standards for printing by State Agencies established pursuant to R.S. 43:31.

LOUISIANAS IEP HANDBOOK for STUDENTS with DISABILITIES


Bulletin 1530
LAC Part Number 28: XCVII

Cecil J. Picard Superintendent of Education


Louisiana Department of Education Claiborne Building 1201 North Third Street Baton Rouge, LA 70802 P.O. Box 94064 Baton Rouge, LA 70804-9064 1-877-453-2721 www.louisianaschools.net

TABLE OF CONTENTS
SECTION 1 Individualized Education Program/ Process and Procedures ...................... 9 Chapter 1 Introduction ....................................................................................... 11 IEP Process ............................................................................................. 11 Three Types of IEPS ............................................................................... 11 Chapter 3 Initial IEP Development..................................................................... 11 Responsibilities........................................................................................ 11 Timelines ................................................................................................. 13 Participants .............................................................................................. 15 Placement Decisions ............................................................................... 18 Additional Clarification ............................................................................. 24 Related Services Decisions ..................................................................... 25 Parental Consent ..................................................................................... 26 Parental Withholding of Consent ............................................................ 26 Mediation ................................................................................................. 27 Due Process ............................................................................................ 27 Implementation of IEP.............................................................................. 27 Chapter 5 Review IEP Development ................................................................. 28 Responsibilities and Timelines................................................................. 28 Participants .............................................................................................. 30 Placement Decisions ............................................................................... 30 Chapter 7 Interim IEP Development .................................................................. 30 Responsibilities and Timelines................................................................. 30 Placement Decisions ............................................................................... 31 Parental Consent .................................................................................... 31 SECTION 2 Forms and Instructions for Use ................................................................. 33 Individualized Education Program (IEP) ............................................................. 35 Forms....................................................................................................... 36 Instructions for Use............................................................................................. 51 Transition Services Form ......................................................................... 51 General Student Information Form .......................................................... 53 Instructional Plan Form ............................................................................ 57 Program/Services Form ........................................................................... 59 Modifications/Accommodations Form ...................................................... 63 Placement/least Restrictive Environment Form ....................................... 64 Speech or Language Impairment Only IEP ........................................................ 69 Forms....................................................................................................... 71 Instructions for Use.................................................................................. 81 Extended School Year IEP ................................................................................. 91 Form ........................................................................................................ 93 Instructions for Use.................................................................................. 99 Services Plan...................................................................................................... 99 Form ...................................................................................................... 101 Instructions for Use................................................................................ 105
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Additional Forms............................................................................................... 111 LEAP Alternate Assessment Participation Criteria................................. 113 Individualized Healthcare Plan............................................................... 115 SECTION 3 Special Concerns .................................................................................... 117 Access to the General Education Curriculum ................................................... 119 Assistive Technology........................................................................................ 125 Behavior Issues ................................................................................................ 129 Blind or Visually Impaired ................................................................................. 133 Deaf or Hearing Impaired ................................................................................. 135 Early Childhood ............................................................................................... 137 English Language Learners ............................................................................. 139 Extended School Year Program ....................................................................... 141 Health Services ................................................................................................ 143 Out-of-District Placement ................................................................................. 145 Parental Involvement........................................................................................ 147 Physical Education/Adapted Physical Education.............................................. 151 Private School Students ................................................................................... 153 Speech/Language Pathology Services............................................................. 155 Transition Services ........................................................................................... 157

Louisianas IEP Handbook for Students with Disabilities, revised 2003, provides information regarding the Individualized Education Program (IEP)the basis for educational programming for students with disabilities in Louisiana. The handbook describes the IEP process and the legal procedures involved as mandated by the Individuals with Disabilities Education Act (IDEA) PL. 105-17, Section 504 of the Rehabilitation Act of 1973, and Revised Statute 17:1941, et seq., and their regulations. Although the intent of this handbook is not to replace any regulations, it does outline "best practices" as well as mandatory procedures. It serves as a training vehicle for interested parties in the effort to improve the quality of IEPs in Louisiana. The IEP Handbook for Gifted and Talented Students should be referred to for information regarding students identified as gifted and talented students in Louisiana. A separate IEP form described in the handbook must be used for all students identified as gifted and talented, with the exception of students in the following categories: 1. gifted and/or talented students who have an additional identified disability;

2. gifted and/or talented students who require a related service, including counseling; 3. gifted and/or talented students who require modifications/accommodations for the Louisiana Educational Assessment Program testing. Extended School Year Program Handbook should be referred to for information regarding students with disabilities identified as needing extended school year services in Louisiana. A separate ESY-IEP form must be used for all students eligible for ESY. The Best Practices Guidelines for Developing IEPs for Louisianas Early Education Program has been written for families, early intervention personnel, and others working with young children with disabilities, three through five years of age. These guidelines, which reflect federal and state mandates, are interspersed throughout the Louisianas IEP Handbook for Students with Disabilities in the appropriate sections.

SECTION 1

INDIVIDUALIZED EDUCATION PROGRAM PROCESS AND PROCEDURES

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Chapter 1. Introduction 101. The IEP process and evaluation/reevaluation of students with disabilities. A. This section emphasizes the IEP process as one intertwined with the process of evaluation and re-evaluation of students with disabilities.
AUTHORITY NOTE: HISTORICAL NOTE: Promulgated in accordance with R.S. 17:1941 et seq. Promulgated by the Board of Elementary and Secondary Education, LR29.

103. The three types of IEPS A. The three types of IEPs are outlined below as follows:

1. The INTERIM IEP shall be developed for students who have severe or low incidence impairments documented by a qualified professional concurrent with the conduct of an evaluation according to the Pupil Appraisal Handbook. The interim IEP may also be developed for students who have been receiving special educational services in another state concurrent with the conduct of an evaluation. An interim IEP may also be developed for students out-of-school, including students ages three through five, who are suspected of having a disability and for former special education students, through the age of twenty-two, who have left a public school without completing their public education by obtaining a State diploma. 2. The INITIAL IEP is developed for a student with disabilities who has met criteria for one or more exceptionalities outlined in the Pupil Appraisal Handbook and who has never received special educational services, except through an interim IEP, from an approved Louisiana school/program. 3. The REVIEW IEP is reviewed and revised at least annually or more frequently to consider the appropriateness of the program, placement, and any related services needed by the student.
AUTHORITY NOTE: HISTORICAL NOTE: Promulgated in accordance with R.S. 17:1941 et seq. Promulgated by the Board of Elementary and Secondary Education, LR29.

Chapter 3.

INITIAL IEP DEVELOPMENT

301. Responsibilities A. A student is initially determined to be exceptional through the individual evaluation process. The responsibility for making a formal commitment of resources to ensure a free, appropriate public education (FAPE) for a student identified as exceptional rests with the local education agency (LEA) in which the student resides. B. The LEA is responsible for initiating the assurance of FAPE regardless of
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whether the system will (1) provide all of the service directly or through interagency agreements, (2) place the student in another system or in a nonpublic facility, or (3) refer the student to another LEA for educational purposes. C. The responsibility for offering FAPE is met through the process of developing an initial IEP. This process includes 1. communication between the LEA and the parents;

2. IEP meeting(s) at which parents and school personnel make joint decisions and resolve any differences about the student's needs and services; 3. a completed IEP/placement document, which describes the decisions made during the meeting(s), including the special education and related services that are to be provided; 4. a formal assurance by the LEA that the services described in the document will be provided; 5. 6. mutually; and 7. initial placement and provision of services as described in the IEP/placement document. D. The LEA is required to offer FAPE to those students with disabilities whose ages fall between 3 and 21 years. The LEA may choose to offer and provide services to young children with disabilities, birth through two years of age. If the LEA chooses to provide services, all the requirements of FAPE apply. 1. 2. continues until The child is eligible for FAPE on his 3rd birthday. The responsibility for providing services to a student with disabilities a. the student receives a State diploma; or parental consent for initial placement; procedural safeguards for differences that cannot be resolved

b. the student reaches his or her 22nd birthday. (If the 22nd birthday occurs during the course of the regular school session, the student shall be allowed to remain in school for the remainder of the school year.) 3. The LEA is not responsible for providing FAPE if, after carefully documenting that the agency has offered FAPE via an IEP, the parents choose to voluntarily enroll the student elsewhere or indicate their refusal of special educational services. Documentation of these parental decisions should be kept on file.
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AUTHORITY NOTE: HISTORICAL NOTE:

Promulgated in accordance with R.S. 17:1941 et seq. Promulgated by the Board of Elementary and Secondary Education, LR29.

303. Timelines A. An initial evaluation is considered "completed" when the written report has been disseminated by the pupil appraisal staff to the administrator of special education programs. A LEA has a maximum of 30 calendar days to complete the IEP/placement document for an eligible student. During this time, two activities must take place and be documented. 1. Written Notice(s) that the LEA proposes to provide FAPE through the IEP process must be given to the parents. a. The notice(s) must be provided in the parents' native language or must be given using other means of communication, whenever necessary, to assure parental understanding. b. The notice(s) must indicate the purpose, time, and location of the IEP meeting; who will be in attendance; the parents' right to take other participants to the meeting; the student's right to participate (when appropriate); and the name of the person in the LEA the parents can contact if and when they have questions or concerns. c. The notice(s) must explain the procedural safeguards available to the parents: that they can negotiate the time and place of the IEP meeting, that they have the right to full and meaningful participation in the IEP decision-making process, that their consent is required before initial placement will be made, and that all information about the student shall be kept confidential. d. If it appears that a student may be eligible to participate in alternate assessment, the notice must explain that data appear to support the students participation in alternate assessment, that the students participating in alternate assessment are eligible to work toward a Certificate of Achievement, and that the decision for participation in alternate assessment will be made with the parent(s) at the IEP meeting. e. Additionally, if the LEA has not already done so, the system must inform the parents of their right to an oral explanation of the evaluation report and of their right to an independent education evaluation (IEE) if the parents disagree with the current evaluation. 2. An IEP meeting(s) that results in a completed IEP/placement document must be held. The IEP meeting(s) should be a vehicle for communication between parents and school personnel to share formal and informal information about
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the student's needs, educational projections, and services that will be provided to meet the student's needs. The completed IEP/placement document is a formal record of the IEP teams decisions. The timeline for completion of the document is intended to ensure that there is no undue delay in providing a free, appropriate public education (FAPE) for the student. The document is "completed" when the form has been completed and signed by the LEAs officially designated representative or director/supervisor of special education. B. Additional Notes About Timelines

1. Summer recess. When an initial evaluation report has been completed within the 30 days prior to the summer recess or during the recess, the LEA may request, through written documentation, parental approval to delay the initial IEP meeting until the first week of the next school session. However, if the parents wish to meet during the summer recess, the LEA must ensure that the appropriate IEP team members are present. 2. Children approaching age 3 years. ChildNet eligible children who are turning three-years-old suspected of being eligible for Part B services must be referred to the LEA and the IEP team ten (10) months prior to their third birthday. The date on which a child first becomes eligible for services may occur after the child's evaluation or last required re-evaluation. In such a case, a LEA has the following options: a. to develop the IEP/placement document following the evaluation or re-evaluation and to indicate the date that services are to begin, or b. to develop the IEP/placement document immediately before the LEA is required to provide services. 3. Parents refuse services. In some cases, when the LEA is in the process of offering FAPE to an eligible student (i.e., after an IEP has been developed), the parents will clearly indicate that they do not wish to have any special educational services for the student. a. If the parents decision is to withhold consent for the initial evaluation or initial placement of the student in a special educational program, the LEA may appeal to the appropriate State court. If the parent withholds consent for a reevaluation, the LEA may request a due process hearing following the procedures outlined in 507 of Bulletin 1706: Regulations for Implementation of the Children with Exceptionalities Act.
AUTHORITY NOTE: HISTORICAL NOTE: Promulgated in accordance with R.S. 17:1941 et seq. Promulgated by the Board of Elementary and Secondary Education, LR29.

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305. Participants A. At any initial IEP meeting, the following participants must be in attendance: an officially designated representative of the LEA, the student's regular education and special education teachers, the student's parent(s), and a person knowledgeable about the student's evaluation procedures and results. The student, as well as other individuals the parents and/or LEA may deem necessary, should be given the opportunity to attend. Documentation of attendance is required. 1. An officially designated representative of the LEA is one who is qualified to provide or supervise the provision of specially designed instruction to meet the unique needs of students with disabilities, is knowledgeable about the general curriculum, and is knowledgeable about the availability of resources of the LEA. The LEA may designate another LEA member of the IEP team to serve also as the agency representative, if the above criteria are satisfied. A LEA must have on file and must disseminate within the agency a policy statement naming the kinds of persons who may act as the official representative of the LEA. Representatives may include the director/ supervisor of special education, principals, instructional strategists, teachers, or any other LEA employee certified to provide or supervise special educational services. A member of the student's evaluation team may serve in this capacity. 2. Parents are equal participants in the IEP process in discussing the educational and related services needs of the student and deciding which placement and other services are appropriate. As such, one or both of the student's parents should participate in the initial IEP/placement meeting(s). Other team members must rely on parents to contribute their perspective of the student outside of school. Parental insight about the student's strengths and support needs, learning style, temperament, ability to work in various environments, and acquired adaptive skills is of vital importance to the team in making decisions about the student's needs and services. The concerns of the parents for enhancing the education of their child must be documented in the IEP. a. Parent is defined as a natural or adoptive parent of a child; a guardian, but not the State if the child is ward of the State; a person acting in the place of a parent of a child (such as a grandparent or stepparent with whom the child lives or a person who is legally responsible for the childs welfare); or a surrogate parent who has been appointed. A foster parent may qualify as a parent when the natural parents authority to make educational decisions on the childs behalf has been extinguished under State law, and the foster parent has an ongoing, long-term parental relationship with the child; is willing to participate in making educational decisions in the childs behalf; and has no interest that would conflict with the interests of the child. b. The LEA must take measures to ensure that parents and all other team members, including sensorially impaired and non-English-speaking participants, can understand and actively participate in discussions and decisionmaking. These measures (i.e., having an interpreter or translator) should be
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documented. Local education agencies shall further ensure that, for those parents who cannot physically attend the IEP meeting(s), every effort is made to secure parental participation. After documenting attempts to arrange a mutually convenient time and place, several possibilities remain. i. conference calls. ii. The IEP team may consider parental correspondence to the school regarding the student's learning environment, any notes from previous parental conferences, and any data gathered during the screening and evaluation period. iii. Visits may be made to the parents' home or place of employment to receive parental suggestions. c. If, however, every documented attempt fails and the IEP/placement document is developed without parental participation, the parents still must give written informed consent for initial placement before any special education or related services may begin. d. When a student with disabilities has a legal guardian or has been assigned a surrogate parent by the LEA, that person assumes the role of the parent during the IEP process in matters dealing with special educational services. When a student with disabilities is emancipated, parental participation is not mandated. Additionally, if the LEA has been informed that a parent is legally prohibited from reviewing a student's records, that parent may not attend the IEP meeting(s) without permission of the legal guardian. e. Beginning at least one year before the student reaches the age of majority, by the students seventeenth birthday, the parents will be informed that the rights under Part B of the Act will transfer to the student, unless the student is determined incompetent under State Law. 3. An evaluation representative is a required participant at an initial IEP meeting. The person may be a member of the pupil appraisal team that performed the evaluation or any person knowledgeable about and able to interpret the evaluation data for that particular student. The evaluation coordinator who coordinated the activities for the re-evaluation must be present at the reevaluation IEP meeting. 4. A regular education teacher is at least one of the students regular teachers (if the student is, or may be, participating in the regular education environment). The teacher must, to the extent appropriate, participate in the development, review, and revision of the students IEP including the determination of appropriate positive behavioral interventions and strategies for the student; the determination of supplementary aids and services, program modifications, and supports
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The meeting(s) may be conducted via telephone

for school personnel that will be provided for the student. When a regular education teacher calls for a reconvening of the individualized education program (IEP) team for any student with a disability assigned to his or her classroom on a full time basis in which the IEP requires an adjustment in the curriculum, instruction or services to be provided by the regular education teacher, this teacher shall participate on the IEP team and participate continuously thereafter for as long as the student is assigned to his or her classroom. a. Thus, while a regular education teacher must be a member of the IEP team if the child is, or may be, participating in the regular education environment, the teacher need not (depending upon the childs needs and the purpose of the specific IEP team meeting) be required to participate in all decisions made as part of the meeting or to be present throughout the entire meeting or attend every meeting. For example, the regular education teacher who is a member of the IEP team must participate in discussions and decisions about how to modify the general curriculum in the regular classroom to ensure the childs involvement and progress in the general curriculum and participation in the regular education environment. b. In determining the extent of the regular education teachers participation at IEP meetings, LEAs and parents should discuss and try to reach agreement on whether the students regular education teacher, who is a member of the IEP team, should be present at a particular IEP meeting and, if so, for what period of time. The extent to which it would be appropriate for the regular education teacher to participate in IEP meetings must be decided on a case-by-case basis. 5. A special education teacher is at least one of the students special education teachers, or when appropriate, at least one special education provider of the student. a. For example, if a students only disability is a speech or language impairment, then the speech/language pathologist is considered the special education provider. 6. The student should be given the opportunity to participate in the development of the IEP. In many cases, the student will share responsibility for goals and objectives. a. The LEA must invite a student with a disability of any age to attend his or her IEP meeting if a purpose of the meeting will be to consider transition services needs or needed transition services, or both. The LEA must invite the student and, as part of the notification to the parents of the IEP meeting, inform the parents that the LEA will invite the student to the IEP meeting. b. Beginning at least one year before the student reaches the age of majority, by the students seventeenth birthday; the student must be informed that his or her rights under Part B of the Act will transfer to him or her unless he or she
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has been determined incompetent under State Law. 7. Other individuals can be invited, at the discretion of the parent or LEA, who have knowledge or special expertise regarding the student, including related service personnel as appropriate. The LEA also must inform the parents of the right of both the parents and the agency to invite other individuals who have knowledge or special expertise regarding the child, including related service personnel as appropriate to be members of the IEP team. The LEA may recommend the participation of other persons when their involvement will assist the decision-making process. a. It is also appropriate for the agency to ask the parents to inform the agency of any individuals the parents will be taking to the meeting. Parents are encouraged to let the agency know whom they intend to take. Such cooperation can facilitate arrangements for the meeting and help ensure a productive, child-centered meeting. b. The determination of the knowledge or special expertise of any individual described above shall be made by the parent or LEA, whoever invited the individual to be a member of the IEP team. c. When the LEA responsible for the initial IEP/placement process considers referring or placing the student in another LEA, the responsible LEA must ensure the participation of a representative of the receiving system at the IEP meeting. d. The LEA must ensure the attendance of a representative of a private school if the student is voluntarily enrolled in a private school. If the representative cannot attend, the local education agency shall use other methods to ensure participation by the private school or facility, including individualized or conference telephone calls.
AUTHORITY NOTE: HISTORICAL NOTE: Promulgated in accordance with R.S. 17:1941 et seq. Promulgated by the Board of Elementary and Secondary Education, LR29.

307. Placement Decisions A. The IEP team has the responsibility for determining the special educational needs and placement for a student with disabilities. Program decisions must be made and written on the IEP in the following areas that form the basis for the placement: 1. 2. child;
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the students strengths and support needs; the concerns of the parents for enhancing the education of their

3. student;

the results of the initial evaluation or most recent reevaluation of the

4. as appropriate, the results of the students performance on any general state or district-wide assessment program; 5. the students present levels of educational performance;

a. how the students disability affects the students involvement and progress in the general curriculum; and b. for preschool students, as appropriate, how the disability affects the students participation in appropriate activities. 6. factors: a. in the case of a student whose behaviors impede his or her learning or that of others, if appropriate, strategies including positive behavioral intervention, strategies and supports to address that behavior; b. in the case of a student with limited English proficiency, the language needs of the student as those needs relate to the students IEP; c. in the case of a student who is blind or visually impaired, provision of instruction in braille and the use of braille unless the IEP team determines after an evaluation of the students reading and writing skills, needs, and appropriate reading and writing media (including an evaluation of the students future needs for instruction in braille or the use of braille that instruction in braille or the use of braille is not appropriate for the student; d. the communication needs of the student, and in the case of a student who is deaf or hard of hearing, the students language and communication needs, opportunities for direct communications with peers and professional personnel in the students language and communication mode, academic level, and full range of needs, including opportunities for direct instruction in the students language and communication mode; e. whether the student requires assistive technology devices and services based on assessment/evaluation results; f. in the case of a student who has health problems, the needs to be met during the school day. These needs would include such medical conditions as asthma, diabetes, seizures, or other diseases/disorders that may require lifting and positioning, diapering, assistance with meals, special diets, or other health needs;
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The IEP team must also consider any of the following special

7. the measurable annual goals, including benchmarks or short-term objectives, related to a. meeting the students needs that result from the students disability to enable the student to be involved in and progress in the general curriculum, b. meeting each of the students other educational needs that result from the students disability, and c. appropriate activities for the preschool aged student;

d. IEP teams may continue to develop short-term instructional objectives or, as an alternative, develop benchmarks that should be thought of as describing the amount of progress the student is expected to make within specified segment of the year. Generally, benchmarks establish expected performance levels that allow for regular checks of progress that coincide with the reporting periods for informing parents of their childs progress toward achieving the annual goals. An IEP team may use either short-term objectives or a combination of the two, depending on the nature of the annual goals and needs of the child. 8. the special educational and related services and supplementary aids and services to be provided to the student, or on behalf of the student, and the program modifications or supports for school personnel that will be provided for the student a. to advance appropriately toward attaining the annual goals,

b. to be involved and progress in the general curriculum and to participate in extracurricular and other nonacademic activities, and c. to be educated and participate with other students with and without disabilities in the activities, 9. the explanation of the extent, if any, to which the student will not participate with students without disabilities in the regular class and extracurricular and other nonacademic activities including a. any individual modifications and/or accommodations in the administration of State or district-wide assessments of student achievement that are needed in order for the student to participate in the assessment; and b. the students participation in a particular state or district-wide assessment of student achievement (or part of an assessment); 10. the anticipated frequency, location, and duration of the special educational services and modifications;
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11. 12.

possible extended school year program (ESYP) eligibility; the type of physical education program to be provided;

13. for each student beginning at age 14, transition service needs that focus on the students courses of study; and 14. for each student beginning at age 16, the needed transition services including any interagency responsibilities or linkages. B. The IEP team, following a discussion of the student's educational needs, must choose a setting(s) in which the educational needs will be addressed. The term placement refers to the setting or class in which the student will receive special educational services. 1. Placement decisions for students whose ages are 6-21. For the location of instruction/ services, IEP team members should consider the following: a. have a disability? b. Has the student, as a special education student, ever received special educational instruction or services within the general education environment? c. What accommodations and modifications have been used to support the student as a special education student in the general education class? d. After a review of the modifications and accommodations form of the IEP, what additional strategies and supports have been determined to facilitate the students success in the general education setting? e. If the student is not currently receiving instruction and/or services in a general education setting, what strategies could be used for providing services in the general education classroom? f. Based on IEP goals and objectives or benchmarks, what the instructional setting(s) would support the achievement of these goals and objectives or benchmarks? g. If the decision has been made to provide the student with instruction and/or services outside the general education setting, what specific opportunities will the student have for integration in general education activities? 2. Placement decisions for students whose ages are 3-5. For the
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Where would the student attend school if he or she did not

location of instruction/ services, the IEP team should consider the following: a. Where would the student spend the majority of the day if he or she did not have a disability (natural environment)? b. Can the services identified on the IEP be provided in the students natural environment? i. If not, what changes should be made in that environment to enable the required services to be delivered there? ii. If not, what programming and/or placement(s)/ service(s) options are necessary to meet the students identified needs while providing meaningful opportunities for interactions with peers without disabilities? c. What accommodations, supports, and/or related services are needed to meet the students identified needs? 3. For students aged 6-21. Utilizing the above information, the IEP team should choose the most appropriate setting from the continuum below: a. regular class); b. resource with regular classes (at least 21%, but no more than 60% of the day outside the regular class); c. self-contained class on a regular campus (more than 60% of the day outside the regular class; d. e. special school; or hospital/homebound. regular classroom (less than 21% of the day outside the

4. For students aged 3-5. In determining the appropriate setting for a preschool aged student, each noted setting must be considered; but the list should not be considered a continuum of least restrictive environment. The settings for preschoolaged students, three through five years, are defined as follows: a. Early Childhood Setting: Students receive all of their special education and related services in educational programs designed primarily for children without disabilities. No education or related services are provided in separate special education settings. This may include, but is not limited to: i. regular kindergarten classes; ii. public or private preschools; iii. Head Start Centers;
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iv. child care facilities; v. preschool classes offered to an eligible prekindergarten population by the public school system; vi. home/early childhood combinations; vii. home/Head Start combinations; and viii. other combinations of early childhood settings. b. Early Childhood Special Education Setting: Students receive all of their special education and related services in educational programs designed primarily for children with disabilities housed in regular school buildings or other community-based settings. No education or related services are provided in early childhood settings. This may include, but is not limited to: i. special education classrooms in regular school buildings; ii. special education classrooms in child care facilities; iii. hospital facilities on an outpatient basis, or other community-based settings; and iv. special education classrooms in trailers or portables outside regular school buildings. c. Home: Students receive all of their special education and related services in the principal residence of the childs family or caregivers. d. Part-Time Early Childhood/Part-Time Early Childhood Special Education Setting: Students receive services in multiple settings, such that: (1) general and/or special education and related services are provided at home or in educational programs designed primarily for children without disabilities, and (2) special education and related services are provided in programs designed primarily for children with disabilities. This may include, but is not limited to: i. home/early childhood special education combinations; ii. Head Start, child care, nursery school facilities, or other community-based settings with special education provided outside of the regular class; iii. regular kindergarten classes with special education provided outside of the regular class; and iv. separate school/early childhood combinations. e. Residential Facility: Students receive all of their special education and related services in publicly or privately operated residential schools or residential medical facilities on an inpatient basis. This may include, but is not limited to: i. hospitals, and ii. nursing homes f. Separate School: Students receive all of their special education and related services in educational programs in public or private day schools
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designed specifically for children with disabilities. g. Itinerant Service Outside the Home: Students receive all of their special education and related services at a school, hospital facility on an outpatient basis or other location for a short period of time (no more than 3 hours per week). (This does not include children who receive services at home for 3 hours or less per week. This would be included in the Home setting.) These services may be provided individually or to a small group of children. This may include, but is not limited to: speech instruction, APE and assistive technology up to 3 hours per week in a school, hospital, or other community-based setting. (A combination of services may not exceed 3 hours per week). Children receiving all of their special education and related services at a school, hospital facility on an outpatient basis, or other location for longer than 3 hours per week must be reported under early childhood special education setting or early childhood setting, depending on whether the program was designed primarily for students with or without disabilities. h. Reverse Mainstream Setting: Students receive all of their special education and related services in educational programs designed primarily for children with disabilities, but that include 50% or more children without disabilities. C. The official designated representative shall be knowledgeable about placement considerations and shall be responsible for informing the IEP team members. The IEP team must participate in decisions made about the placement; however, the LEA has the right to select the actual school site in view of committee decisions. NOTE: See Section 2 for the complete instructions for writing the IEP.
AUTHORITY NOTE: HISTORICAL NOTE: Promulgated in accordance with R.S. 17:1941 et seq. Promulgated by the Board of Elementary and Secondary Education, LR29.

309. Additional Clarification A. Although throughout Louisiana most students with disabilities are served in their neighborhood schools, there are some extenuating circumstances that impact the decision to serve a student in a school other than his or her neighborhood school. B. The following is provided as an example: In a small system, there may be only four multidisabled students who need a multidisabled self-contained class. The local education agency may establish one classroom system wide. Those multidisabled students could be grouped together on a centrally located campus as age-appropriately as possible. Because of the limited number of students, the age span may be greater than the 3-year span. In this situation, ages may be from 10-14 yearswith two children being 10-years-old, one being 11, and one being 14. If the administration decided to locate this class on an elementary K-6 campus because the majority of the class is of elementary age, there could be adequate justification to allow the 14-year-old
24

to remain on the elementary campus. This placement, of course, is not a desirable situation but a necessity in some cases. C. In addition to the questions on the IEP and Site Determination Form, the following issues must be considered: 1. students should be placed in programs on the basis of their unique needs, not as a result of their particular disabling condition; 2. placement cannot be based on either a particular local education agencys special education delivery system or on the availability of related services; 3. in order for effective integration, students should be served in schools where the ratio of the student with disabilities is comparable to the overall regular/special education ratio of the local education agency.
AUTHORITY NOTE: HISTORICAL NOTE: Promulgated in accordance with R.S. 17:1941 et seq. Promulgated by the Board of Elementary and Secondary Education, LR29.

311. Related Services Decisions A. Related services means transportation and such developmental, corrective, and other supportive services as are required to assist a student with a disability to benefit from special education. A LEA, as part of its requirement to provide a free, appropriate public education (FAPE), must provide any related service for which there is a documented need. However, for certain related services, specific eligibility criteria must be met. The decision regarding related services must be made in view of each student's unique needs. Sources of documentation can be the individual evaluation report and any subsequent evaluation reports submitted by therapists, physicians, psychologists, and so forth. Examples of related services may include speech/language pathology services, assistive technology, physical or occupational therapy, audiological services, orientation and mobility training, interpreter and counseling services, and transportation services. B. The IEP team must consider each related service that is recommended on the evaluation report(s) and document its decisions on the IEP form. For example, the team must 1. list all services recommended by the team and the service provision schedules, dates, and location, etc.; 2. service; 3. explain delays in providing any related service listed on the IEP.
25

explain the teams decisions not to include a recommended related

a. This delay, or hardship, in no way relieves a system from providing the service and from documenting every effort to provide it in a timely manner. b. The participation of related service personnel is extremely important during the IEP meeting. Involvement should be through either direct participation or written recommendations. C. Additional Notes About Related Services

1. Adapted physical education (APE) is not a related service; APE is a direct instructional program. A student who requires only adapted physical education may be eligible for related services, since adapted physical education is a direct instructional program. 2. A student who is identified with only a speech or language impairment may be eligible for other related services, since in this case the speech therapy is the direct special educational program.
AUTHORITY NOTE: HISTORICAL NOTE: Promulgated in accordance with R.S. 17:1941 et seq. Promulgated by the Board of Elementary and Secondary Education, LR29.

313. Parental Consent A. A LEA must obtain formal parental consent before it can initially provide a student with special education and related services in any setting. Consent includes the following: 1. the parent and/or student has been fully informed of all relevant information in a manner that is clearly understandable to the parent and/or student, and 2. the parent and/or student formally agrees in writing.

B. After the parent and/or student has given written consent, the IEP is in effect. The parent and/or student must be provided a completed copy of the IEP/placement document signed by the official designated representative of the LEA. NOTE: The students consent is needed once the student reaches the "age of majority.
AUTHORITY NOTE: HISTORICAL NOTE: Promulgated in accordance with R.S. 17:1941 et seq. Promulgated by the Board of Elementary and Secondary Education, LR29.

315. Parental Withholding of Consent A. Parents may disagree with all or some part(s) of the initial program, placement, or related services proposals. The LEA and the parents should make conciliatory attempts to resolve the disputes, including making modifications to the
26

proposed program, placement, and related services. A LEA may not use a parents refusal to consent to one service or activity to deny the parent or student any other service, benefit, or activity of the LEA.
AUTHORITY NOTE: HISTORICAL NOTE: Promulgated in accordance with R.S. 17:1941 et seq. Promulgated by the Board of Elementary and Secondary Education, LR29.

317. Mediation A. Mediation is an informal, voluntary process by which the parent and the LEA are given an opportunity, through the help of a trained mediator, to resolve their differences and find solutions to enhance the overall learning environment for the student. Differences may arise in the planning and implementing of programs for students with disabilities. It is important for parents and LEAs to have an opportunity to present their viewpoint in a dispute. 1. See Louisianas Educational Rights of Exceptional Children and the Mediation Services for Students with Exceptionalities brochure for more information.
AUTHORITY NOTE: HISTORICAL NOTE: Promulgated in accordance with R.S. 17:1941 et seq. Promulgated by the Board of Elementary and Secondary Education, LR29.

319. Due Process A. The parents and the LEA both have the right to an impartial due process hearing when disagreements arise between the parent and the LEA, relative to initiating or changing the identification, evaluation, or educational placement of a student with a disability. Due process hearings may be initiated by the parent or the LEA. 1. See Louisianas Educational Rights of Exceptional Children and the Special Education Impartial Due Process Hearing brochure for more information.
AUTHORITY NOTE: HISTORICAL NOTE: Promulgated in accordance with R.S. 17:1941 et seq. Promulgated by the Board of Elementary and Secondary Education, LR29.

321. Implementation of the IEP A. Implementation of the IEP means that the student begins participating in the special education placement and receives the related services as written on the IEP/placement document. A LEA must begin providing services as stated on the IEP within ten (10) calendar days. The date of initiation of services shall be noted on the IEP. When meetings occur during the summer or other vacation periods, a delay may occur. When meetings to develop the initial IEP/placement document occur just prior to the summer vacation, the date of implementation of services may be delayed to the beginning of the next school year if the parent(s) agree.
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AUTHORITY NOTE: HISTORICAL NOTE:

Promulgated in accordance with R.S. 17:1941 et seq. Promulgated by the Board of Elementary and Secondary Education, LR29.

Chapter 5. REVIEW IEP DEVELOPMENT 501. Responsibilities and Timelines A. A LEA is required to initiate and conduct IEP meetings periodically, but not less than annually, to review each students IEP in order to determine whether the annual goals for the student are being achieved and to revise the IEP as appropriate. The LEA must notify parents of the review IEP meeting or the review/reevaluation IEP meeting in accordance with the same procedures as the initial IEP. B. An additional IEP/placement review meeting is not required when a LEA elects to move the student to another school site within the agency when all of the information on the IEP remains the same and the effect of the program has not been changed. C. The IEP team shall

1. review the student's progress toward achieving the annual goals and objectives/benchmarks; 2. review the students progress in the general education curriculum;

3. discuss any lack of expected progress toward the annual goals and in the general education curriculum; 4. review the results of the students performance on any State or district-wide assessment; 5. 6. 7. review the results of any reevaluation; review information about the child provided to, or by, the parents; discuss the students anticipated needs;

8. review the student's special educational and related service needs; for the preschool-aged child, address his or her developmental needs; 9. incorporate, as needed, any behavior interventions and strategies that should be used; 10. make updated decisions about the students program, placement, and related services;
28

11. and services;

consider whether the child requires assistive technology devices

12. for each student beginning at age 14, discuss transition service needs that focus on the students courses of study; 13. for each student beginning at age 16, discuss the needed transition services including any interagency responsibilities or linkages; 14. in making decisions for location of instruction/services, refer to pages 17-19 of this handbook for guidance 15. discuss any other matters.

D. A review meeting must be conducted in addition to the required annual review when 1. a students teacher feels the students IEP or placement is not appropriate for the student, or 2. the students parents believe their child is not progressing satisfactorily or that there is a problem with the students IEP; 3. the LEA proposes any changes regarding program or placement, such as to modify, add, or delete a goal or objective; to add or delete a related service; or to discuss the need for extended school year services; 4. the behavior of the student warrants a review by the IEP team to decide on strategies including positive behavioral intervention, strategies, and supports to address the behavior; 5. either a parent or a public agency believes that a required component of the students IEP should be changed; the LEA must conduct an IEP meeting if it believes that a change in the IEP may be necessary to ensure the provision of FAPE; 6. document; 7. an out-of-district placement or referral is being proposed. A review IEP meeting must be conducted as part of the a hearing officer orders a review of the student's IEP/placement

a. reevaluation process.

29

b. In the cases listed above, it may not be necessary to rewrite the entire IEP/placement document. However, the following documentation must be provided i. ii. iii. signatures of the team members, the date of the meeting, the changes made in the IEP, and

iv. the dated signatures of the official designated representative of the system and the parent who authorized the change. c. In the case in which the IEP/placement document is entirely rewritten, the date of that meeting shall become the anniversary date for the next annual review meeting.
AUTHORITY NOTE: HISTORICAL NOTE: Promulgated in accordance with R.S. 17:1941 et seq. Promulgated by the Board of Elementary and Secondary Education, LR29.

503. Participants The LEA must ensure there is attendance by an officially designated representative of the system, the student's regular education and special education teachers, the parents, and the student, as appropriate. At the discretion of the parent(s) or the LEA, other individuals who have knowledge or special expertise regarding the student may attend. The evaluation coordinator who coordinated the activities for the re-evaluation must be present at the reevaluation IEP meeting. A representative of another LEA or approved facility may be included if a placement in or referral to another LEA is proposed.
AUTHORITY NOTE: HISTORICAL NOTE: Promulgated in accordance with R.S. 17:1941 et seq. Promulgated by the Board of Elementary and Secondary Education, LR29.

505. Placement Decisions The IEP team must address the placement of the student according to the same placement guidelines required for an initial IEP meeting.
AUTHORITY NOTE: HISTORICAL NOTE: Promulgated in accordance with R.S. 17:1941 et seq. Promulgated by the Board of Elementary and Secondary Education, LR29.

Chapter 7. INTERIM IEP DEVELOPMENT 701. Responsibilities and Timelines A. The interim IEP provides a basis on which the student may begin to receive special educational and related services and provides an appraisal program to
30

gather assessment data for the individual evaluation process. B. A student must be offered enrollment in a LEA. This enrollment process, from initial entry into the LEA to placement, shall occur within ten (10) school days.
AUTHORITY NOTE: HISTORICAL NOTE: Promulgated in accordance with R.S. 17:1941 et seq. Promulgated by the Board of Elementary and Secondary Education, LR29.

703. Placement Decisions A. Local supervisors of special education may approve enrollment in special education after existing student information has been reviewed by pupil appraisal personnel. An interim IEP would be developed and formal parental approval obtained. The interim IEP remains in effect as long as the evaluation is in process and may be revised as necessary. During this time all regulations pertaining to students with disabilities shall apply. The interim IEP shall not exceed the duration of the evaluation. B. Often, discussion about the current performance, goals, and objectives for the student will have to be conducted without the benefit of integrated assessment data or teacher observation. To gather information about current performance, the parent may be the prime source of information about the student's skills, development, motivation, medical history, etc. The goals and objectives should address the student's educational program during the assessment process. Related services may be provided for diagnostic purposes. When available information indicates that related services are required, services should be provided. The student's performance during an interim placement must be documented by the teacher and pupil appraisal personnel. This documentation should provide meaningful data for determining an appropriate program and placement.
AUTHORITY NOTE: HISTORICAL NOTE: Promulgated in accordance with R.S. 17:1941 et seq. Promulgated by the Board of Elementary and Secondary Education, LR29.

705. Parental Consent Parental consent for the interim placement and related services must be obtained by parental signature on the IEP form. Parents should be informed that the student will exit from the special educational program if the student is found to be ineligible for special educational services according to the criteria of the Pupil Appraisal Handbook. If the student is eligible for special educational services, an initial IEP/placement meeting will be conducted within thirty (30) calendar days from the date of dissemination of the written evaluation to the LEAs special education administrator.
AUTHORITY NOTE: HISTORICAL NOTE: Promulgated in accordance with R.S. 17:1941 et seq. Promulgated by the Board of Elementary and Secondary Education, LR29.

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32

SECTION 2

FORMS AND INSTRUCTIONS FOR USE

33

34

INDIVIDUALIZED EDUCATION PROGRAM (IEP) One purpose of the Individuals with Disabilities Education Act (IDEA) is to ensure all children with disabilities have available to them a free, appropriate public education (FAPE) that emphasizes special educational and related services designed to meet their unique needs and prepare them for employment and independent living. This assurance is provided through the individualized education program (IEP). IEP means a written statement that describes the student with disabilities educational program. The IEP is developed, reviewed, and revised in an IEP team meeting. The IEP team is made up of the students parents, the student, school officials, evaluation team member, special and regular education teachers, and any others with knowledge and expertise about the student. The IEP must be written before special educational and related services are provided to an eligible student with disabilities. The IEP must be implemented within ten (10) calendar days following the IEP team meeting. The IEP is developed using a format approved by the State Department found on the following pages.

35

36

INDIVIDUALIZED EDUCATION PROGRAM LOUISIANA DEPARTMENT OF EDUCATION Transition Services Meeting Date(s)
Date and Method of Student Invitation: 9

System 4

1 DOB 5

Student Name Grade 6

2 ID#

Anticipated Exit Date 7 Page 8

3 ______ CONFIDENTIAL DOCUMENT of _ __ Revised 2000

STUDENT S FUTURE VISION/DESIRED PREFERENCES AND INTERESTS FOR POSTSCHOOL OUTCOMES: (Consider postsecondary education, vocational training, integrated employment, continuing/adult education, adult services, independent living, and community participation. Use the following target areas to assist choosing outcomes: Employment, Living Arrangements, Homemaking Activities, Income/Financial Needs, Community Resources, Recreation and Leisure, Transportation, Medical Services, Relationships, and Advocacy/Legal). __________________________________________10_____________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________________________________________ ___________________________________________________________________ _____________________________________________________________________________________________ How Preferences and Interests were Obtained: (Circle all that apply.) Vocational Sampling Student Interview Family Interview Teacher Interview Observation Testing Other: 11 TRANSITION SERVICES INSTRUCTION/ RELATED SERVICES 12 SCHOOL ACTION STEPS 16 STUDENT ACTION STEPS 17 FAMILY ACTION STEPS 18 AGENCY ACTION STEPS 19

COMMUNITY EXPERIENCES

13

EMPLOYMENT AND POSTSCHOOL ADULT LIVING 14

FUNCTIONAL VOCATIONAL EVALUATION AND DAILY LIVING SKILLS 15 WHEN NEEDED, IF A PARTICIPATING AGENCY DOES NOT ATTEND, DOCUMENT OTHER ACTIONS FOR AGENCY LINKAGES. 20

Copies must be provided to Teacher(s), Parent(s), and Central Office.

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38

INDIVIDUALIZED EDUCATION PROGRAM LOUISIANA DEPARTMENT OF EDUCATION


General Student Information

System

21
23 DOB 24

Student Name
ID# 25

22
Page 26 of

CONFIDENTIAL DOCUMENT
Revised 2003

Meeting Date(s)

INDIVIDUAL EVALUATION DATE HOMEBASED SCHOOL IEP Participants: Special Education Teacher Regular Education Teacher Student Parent(s)*

27 30

PRIMARY EXCEPTIONALITY OTHER SCHOOL Signatures 34

28 31

SECONDARY EXCEPTIONALITY _______29_____________________________ GRADE 32_____ TYPE IEP Interim Initial Review 33

Signatures/Positions **Official Designee of System ______________________________________________________ _______ Eval Rep. ______________________________________________________ _______ ________________________________ _______________________

Other(s) ______________________________________________________________ ________________________________________________________ **Must be in attendance ____

*See block for parent decisions (Placement/Least Restrictive Environment page).

GENERAL STUDENT INFORMATION: Include strengths, support needs, parental concerns, evaluation results, statewide assessment results, progress in general education curriculum, and consideration of special factors, including transition program needs. ___________________________________35____________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________________________________________ EDUCATIONAL NEEDS Academic/Cognitive Motor Vocational Copies must be provided to Teacher(s), Parent(s), and Central Office. (Check all that apply.) Behavior Self-Help Communication Social 36 REEVALUATION COMMENTS 37

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40

INDIVIDUALIZED EDUCATION PROGRAM LOUISIANA DEPARTMENT OF EDUCATION


Instructional Plan

System

21
23 DOB 24

Student Name
ID# 25

22
Page 26 of

CONFIDENTIAL DOCUMENT
Revised 2000

Meeting Date(s)

EDUCATIONAL NEED AREA _____________________44_____ ____________ ___________ SPECIFIC CURRENT PERFORMANCE_____________45__ __________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ANNUAL GOAL________________________________46_____________________________ ____________________________________________________________________________ _______________________________________________________________________ ____ Method of Measurement ________________________47______________________________ Date Achieved __________________________ __ 48____________________ __________ MEASURABLE SHORT-TERM OBJECTIVES or BENCHMARKS (Number each objective or benchmark. For the Regression-Recoupment Criterion, circle the number of each objective targeted. Place a T by transition-related objectives or benchmarks.) THE STUDENT WILL 49 50 Date 51

EDUCATIONAL NEED AREA _________________________________________________________ SPECIFIC CURRENT PERFORMANCE_________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ ANNUAL GOAL____________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ Method of Measurement _____________________________________________________________ Date Achieved _____________________________________________________________________ MEASURABLE SHORT-TERM OBJECTIVES or BENCHMARKS (Number each objective or benchmark. For the Regression-Recoupment Criterion, circle the number of each objective targeted. Place a T by transition-related objectives or benchmarks.) THE STUDENT WILL Date Achieved

PERSONNEL RESPONSIBLE FOR IMPLEMENTING GOAL (Check by position.) Special Education Teacher Parent Speech/Language Pathologist Regular Education Teacher Student Adapted Physical Educator Other Related Service Providers (List) ___________________________________________ Other (List.)____________________________ ____________________________________

PERSONNEL RESPONSIBLE FOR IMPLEMENTING GOAL (Check by position.) Special Education Teacher Parent Speech/Language Pathologist Regular Education Teacher Student Adapted Physical Educator ________________ Other Related Service Providers (List) ___________________________ ___________ Other (List.)_____________________________________________________

Copies must be provided to Teacher(s), Parent(s), and Central Office.

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42

INDIVIDUALIZED EDUCATION PROGRAM System LOUISIANA DEPARTMENT OF EDUCATION

53
DOB

Student Name
56 Grade 57

54 ___________
ID# 58

CONFIDENTIAL DOCUMENT
Revised 2004 64

Program/Services Meeting Date(s) 55 NOTE: Anything below this line must be blank prior to the IEP Conference. LOUISIANA EDUCATIONAL ASSESSMENT PROGRAM R/L___ M___ (LEAP) CRT/NRT 59 Alternate Assessment If alternate assessment is checked, justify___________ __ __________________________________________________ __________________________________________________ __________________________________________________ ACCOMMODATION(S) NEEDED FOR LEAP TESTING (CHECK ALL THAT APPLY.) 60 None Tests Read Aloud except Reading Comprehension* Answers Recorded Transferred Answers Large Print Extended Time Braille Communication Assistance Individual/Small Group Assistive Technology Other ______________________________ __________________________________________________ __________________________________________________ __________________________________________________ __________________________________________________ Name changes according to Test** STUDENTS TOTAL INSTRUCTIONAL DAY (Minutes Date to Begin 67 Duration 68 Indiv/ 69 Group )

REGULAR CLASSES 61 Reading Spelling Physical Education Science Writing Social Studies Math Art/Music Foreign Language Vocational English/Language Arts Electives (list)_________________________________________ If not in regular classes, explain. _________________________ ______________________________________________________ ______________________________________________________ COMPLETE THE MODIFICATIONS/ACCOMMODATIONS PAGE 62 ACTIVITIES WITH NON-DISABLED PEERS 63 (Check all activities with non-disabled peers) Assemblies Buses Field Trips Library Meals Recess Extracurricular/Nonacademic _____________________________ Other __ ____ If not participating in activities with non-disabled peers, explain ______________________________________________________ ___________ _________________________________________ 66 Location/Minutes per Day/Sessions per Week 70 Regular Community / Special /

Supports Needed for School Personnel (Describe.)

EXTENDED SCHOOL YEAR PROGRAM (ESYP) 65 Check the ESYP screening date and all applicable criteria. School Year School Year School Year School Year 2004-05 2005-06 2006-07 2007-08 April 1, 2005 April 21, 2006 April 13, 2007 __March 28, 2008 Employment Late Entry Transition (ESYP)

Regression/Recoupment Excessive Absences Self-Injurious Behavior Critical Point of Instruction COMMENTS 76

Special Educ. Instruction 71 DIRECT SERVICES Speech/Language Therapy Adapted Physical Education RELATED SERVICES 73 Speech/Language Therapy I I I I I SPECIAL TRANSPORTATION No Yes (Describe.) G G G G G 74 72 I I G G

/ / / /

/ / / /

/ / / /

Total Number of Minutes in Special Setting per Week _____75

Copies must be provided to Teacher(s), Parent(s), and Central Office.

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44

INDIVIDUALIZED EDUCATION PROGRAM LOUISIANA DEPARTMENT OF EDUCATION


Modifications/Accommodations

System

77
DOB

Student Name
80

78_________________
ID# 81

CONFIDENTIAL DOCUMENT
Revised 2004

Meeting Date(s) _______________79__________________________

IEP TEAM SHOULD CONSIDER THE FOLLOWING BEFORE PLACING A CHILD IN A MORE RESTRICTIVE ENVIRONMENT 82 MODIFICATIONS/ACCOMMODATIONS NEEDED (CHECK ALL THAT APPLY) MODIFICATIONS/ACCOMMODATIONS OF MATERIALS Shorten assignments Use text/workbooks/worksheets at a modified reading level Provide learning materials to supplement instruction Alter format of materials on page (type/highlight/spacing) Modify/repeat/model directions Utilize large print/braille/recorded books Color code materials Transferred answers MODIFICATIONS/ACCOMMODATIONS OF TIME DEMANDS Increase the amount of time allowed to complete assignments and tests Limit amount of work required or length of tests Allow breaks during work periods or between tasks Provide cues and prepare for transitions in daily activities MODIFICATIONS/ACCOMMODATIONS FOR BEHAVIOR CONCERNS Assure curriculum is appropriate and needed modifications have been implemented Provide instruction in social skills Reinforce appropriate behavior Determine reason for behavior and teach replacement skills Establish procedures and routines to assist student in completing activities Conduct problem-solving session which focuses on specific issues Offer systematic program to increase self esteem Conduct child-teacher conferences Modify students schedule Use token economy reinforcement strategies Organize and administer group contingent reward system Use a structured individualized behavior management plan which emphasizes positive reinforcement techniques ASSISTIVE TECHNOLOGY (Describe) _____________________________________________________________________ _____________________________________________________________________ ________________OTHER (Describe) _____________________________________________________________________ _____________________________________________________________________ ________________ NONE PLEASE NOTE: THESE ARE LIMITED EXAMPLES OF POSSIBLE OPTIONS AVAILABLE FOR CONSIDERATION The accommodations bolded on this page match the LEAP test accommodations on the program/services page of the IEP.
Copies must be provided to Teacher(s), Parent(s), and Central Office

MODIFICATIONS/ACCOMMODATIONS OF ENVIRONMENT Assign preferential seating Alter physical room environment Use learning centers Use notebook for assignments/materials/homework Provide individualized/small group instruction Assign peer tutors/work buddies/note takers Reduce/minimize distractions Consider alternative grouping Stand near the student when giving directions or correcting Provide adaptive equipment MODIFICATIONS/ACCOMMODATIONS OF TEACHING STRATEGIES Teach to students learning style Visual Tactile Auditory Kinesthetic Multi Provide individualized/small group instruction/testing Use cooperative learning strategies Modify assignments as needed (e. g., vary length, limit items) Break tasks and procedures into sequential steps Use strategies for mastery and overlearning Teach concrete concepts before teaching abstract concepts Limit number of concepts introduced at any one time Utilize oral responses to assignments/tests (answers recorded) Read class materials orally Provide practice activities and immediate feedback Outline notes/key sections of the text to emphasize main ideas Use hands on activities/manipulatives Use verbal and visual cues to reinforce instruction Provide options for student to obtain information and demonstrate knowledge through use of tape recorders calculators alternative projects word processors interviews oral reports Teach student to use strategies such as Preview, review, and predict (think ahead) Ask and answer (think during) Summarize and synthesize (think back) Provide opportunities for generalization of skills __Communication assistance (Describe_________________________________)

45

46

INDIVIDUALIZED EDUCATION PROGRAM LOUISIANA DEPARTMENT OF EDUCATION

System

83
85

Student Name
DOB 86

84_____________
ID# 87

Placement/Least Restrictive Environment Meeting Date(s) Note: Anything below this line must be blank prior to IEP Conference.

CONFIDENTIAL DOCUMENT
Revised 2004

PLACEMENT/SERVICE DETERMINATION CHECKLIST 88a Utilizing the information on the previous pages, choose the most appropriate setting from the continuum below. Document reasons/educational benefit for choosing placement. If placement selected was any placement other than regular class, provide justification for each setting rejected. This list is not a continuum of least restrictive environment for the deaf or hard of hearing students. Regular Class (Less than 21% of the day outside the regular class) ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ __ Resource with Regular Classes (At least 21%, but no more than 60% of the day outside the regular class) ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ Self-contained Class on Regular Campus (More than 60% of the day outside the regular class) ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ Special School ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ Hospital/Homebound ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ PRESCHOOL SETTING 88b Check the setting in which a child aged 3-5 receives special education and related services. This list is not a continuum of least restrictive environment. Early Childhood Setting __ Part-Time Early Childhood/Part-Time Early __ Home Childhood Special Education Setting __ Itinerant Service Outside the Home __ Early Childhood Special Education Setting __ Reverse Mainstream Setting __ Separate School __ Residential Facility Identify location______________________________________________________________________ SPECIAL EDUCATION SERVICE MODEL 89 Complete only for those students who will spend a portion of their instructional program in a special education class setting. Generic: Mild/Moderate Severe/Profound Categorical (list) ________________________________________________________________________________ Preschool/Infant Adapted Physical Education only Speech/Language Therapy only PROGRESS REPORTS The LEA assures that the program and services described in the IEP will be provided. The schedule for determining progress toward achievement of short-term objectives/benchmarks will be every 90_____ weeks. Achievement will be documented through the use of Progress Reports. 91_________________________________________________________________________________
OFFICIALLY DESIGNATED REPRESENTATIVE OF LOCAL EDUCATION AGENCY SIGNATURE DATE

92 PARENT/STUDENT* DECISIONS I have received a copy of the Educational Rights of Exceptional Children, the SDE brochure on Least Restrictive Environment, Extended School Year Fact Sheet, and was given an opportunity for an oral explanation. I have received a copy of my (childs) evaluation and documentation of determination of eligibility.

After discussing my (childs) special education needs, I approve this proposed IEP/ Placement. *BEGINNING AT LEAST ONE YEAR BEFORE REACHING THE AGE OF MAJORITY, THE STUDENT MUST BE INFORMED THAT HIS OR HER RIGHTS UNDER PART B OF THE ACT WILL TRANSFER TO THE STUDENT ON HIS OR HER REACHING THE AGE OF MAJORITY. 93 94__________________________________________________________________________

PARENT/GUARDIAN/SURROGATE PARENT/COMPETENT MAJOR/STUDENT SIGNATURE DATE

95

ALTERNATIVE TO REGULAR DIPLOMA OPTIONS (Check one)

I understand my child (I) will participate in alternate assessment rather than in all aspects of the LEAP. My child (I) will not receive a high school diploma but is (am) eligible to receive a Certificate of Achievement. My child (I) may earn Carnegie Units when appropriate. The implications of alternate assessment have been explained to me and will be reviewed at least annually.
I understand my child (I) will be participating in the LEAP but is (am) eligible to receive a Certificate of Achievement based on the Provisional Eligibility Criteria. My child (I) may earn Carnegie Units when appropriate.

I understand my child (I) in order to enter the Pre-GED/Skills Option Program must meet eligibility criteria. If successful, my child (I) will receive a Louisiana Equivalency Diploma and/or a Skills Certificate, not a standard Louisiana High School Diploma. My child (I) will be participating in the LEAP and may earn Carnegie Units when appropriate.
96__________________________________________________________________________
PARENT/GUARDIAN/SURROGATE PARENT/COMPETENT MAJOR/STUDENTSIGNATURE DATE

97

SITE DETERMINATION

NOTE: The local education agency may choose to complete this section at this time. If the following assurances cannot be provided at this time, then a Site Determination Form assuring that the site selected is in accordance with least restrictive environment rules must be forwarded to the parent within ten (10) calendar days. ASSURANCES: 1. This school is the one the student would attend if he or she were not identified exceptional. 2. This school and class are chronologically age appropriate for the student. 3. The school selected is accessible to the student for all school activities. 4. The classroom is comparable to and integrated with regular classes. Site________________________________________________________________________ ____________________________________________________________________________
OFFICIALLY DESIGNATED REPRESENTATIVE OF LOCAL EDUCATION AGENCY SIGNATURE DATE

Copies must be provided to Teacher(s), Parent(s), and Central Office

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48

Louisiana Department of Education Revised 2000

CONFIDENTIAL DOCUMENT

SITE DETERMINATION FORM

____________________________is assigned to____________________________ STUDENT SCHOOL to receive his/her special education services as determined appropriate at his/her IEP meeting on . The local education agency certifies the following: DATE 1. This school is the one the student would attend if he or she were not identified as exceptional. This school and class are chronologically age appropriate for the student. The school selected is accessible to the student for all school activities. The classroom is comparable to and integrated with regular classes.

2. 3. 4.

If any of the above statements are not true, an explanation must be given explaining the selection of the school. ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ If you have any questions regarding this placement, please contact the Officially Designated Representative at telephone number __________________________.

______________________________________________________________________ OFFICIALLY DESIGNATED REPRESENTATIVE SIGNATURE DATE

Copies must be provided to Teacher(s), Parent(s), and Central Office.

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INDIVIDUALIZED EDUCATION PROGRAM (IEP) FORM INSTRUCTIONS FOR USE


Before the IEP meeting begins, determine that the parent(s) have received a copy of the rights and the SDE brochure regarding least restrictive environment, have had an opportunity for an oral explanation of each, and have received answers to any questions they may have. Also, for initial IEP conferences, parents should have received a copy of their childs evaluation and an opportunity for an oral explanation of the evaluation. The brochure regarding least restrictive environment is required to be given to parents once a year, normally at the IEP review conference. If parents agree, the local education agency may draft the Instructional Plan form of the IEP. In all cases, the IEP team must review each section of the IEP and assure agreement. It must be stated that a draft IEP must not be regarded as a final document because any section can be modified by the IEP team. In no circumstances prior to the IEP conference, can any information be entered on the Program/Services form except identifying information or on the Placement/Least Restrictive Environment form except identifying information. The complete IEP is made up of the following forms: Transition Services form (for students age 14, if needed and age 16, required) General Student Information form Instructional Plan form (Use one or more forms.) Program/Services form Accommodations/Modifications form Placement/Least Restrictive Environment form Site Determination form

TRANSITION SERVICES FORM This form is competed first if the student is 16-years-old or older, or if the student is younger but receiving Transition services. 1. 2. 3. 4. 5. 6. Name of the local education agency developing the IEP. Students full name. Date the IEP/transition planning team expects the student to exit school. Date when the transition services were written. Students date of birth by month, day, and year. Current grade in which the student is enrolled.
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7. 8. 9. 10.

Follow local education agency guidelines when recording a student identification number or computer code number assigned to the student. Number of transition service pages included in the IEP. Date and means of informing the student that the transition meeting was scheduled. This notification could be given verbally or by means of a letter. The eventual adult lifestyle the student and family hope to achieve. This vision must consider any needs for postsecondary education or vocational training, integrated employment issues, participation in adult/continuing education, adult services to support the student, level of expected independence in living skills and community participation. Use the Target Areas Menu to guide these options and assure all future areas are considered. Circle how the intended lifestyle information was obtained from the student and family or write the information in the Other section.

11.

DEFINITION OF TRANSITION SERVICES (12-15) These are services the student may require in order to achieve the preferred lifestyle. 12. Instruction refers to in-school lessons intended to provide a transition service. Related Services are those services necessary to assist the student to benefit from special educational services. (They are the same related services that students have always received). Community Experiences are those instructional experiences/lessons occurring in the community or in a natural environment. Employment options are listed on the Target Areas Menu. Postschool Adult Living Options refers to those services that prepare students for adult responsibilities. (Refer to the Target Areas Menu for specific services.) Functional Vocational Evaluation refers to an assessment designed to target future vocational goals for the student; it is conducted in an individualized, rather than a standardized manner, usually in a natural or simulated environment. Daily Living Skills are those areas of life necessary for personal independence such as eating, dressing, mobility, etc. School Action Steps are activities the school will conduct in the current year to provide a needed transition service in a specific area. These steps may be written, or if they are purely instructional in nature, the number of the IEP objective(s) may be recorded here. Student Action Steps are the transition steps the student will accomplish in the
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13. 14.

15.

16.

17.

current year, they are part of achieving the future vision. 18. 19. 20. Family Action Steps are transition activities the family will do in the current year to provide a transition service directed at fulfilling the future vision. Agency Action Steps are services to be provided in the current year, either by or with an adult agency, to support the student in achieving the planned lifestyle. If an agency did not attend a meeting in which transition services were being planned, list other means taken to assure that any needed participation would occur. These might include telephone conferences, follow-up letters, a separate meeting, etc.

NOTE: Action steps and target areas may overlap in some areas. Use professional judgement regarding the most appropriate row or column in which to record an action step.

GENERAL STUDENT INFORMATION FORM 21. 22. 23. 24. 25. 26. 27. Name of the local education agency developing the IEP. Students full name. Date(s) of the IEP meeting(s) to develop or review the IEP. Students date of birth by month, day, and year. Follow local education agency guidelines when recording a student identification number or computer code number assigned to the student. After writing the General Student Information, indicate the number of pages of this form included in the IEP. The dissemination date recorded on the evaluation. NOTE: This is the date the evaluation report was sent to the special education director/supervisor. The primary exceptionality, as named in the students evaluation report (do not abbreviate). For interim placement, write interim. Any secondary exceptionality(ies) named in the evaluation report. Omit for interim placement. School in which the student is currently enrolled.
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28. 29. 30.

31. 32. 33.

Any other school(s) the student currently attends. Current grade in which the student is enrolled. Check the kind of IEP being developed. Refer to the descriptions below.

The INTERIM IEP shall be developed for students who have severe or low incidence impairments documented by a qualified professional concurrent with the conduct of an evaluation according to the Pupil Appraisal Handbook. The interim IEP may also be developed for students who have been receiving special educational services in another state concurrent with the conduct of an evaluation. An interim IEP may also be developed for students out of school, including students ages three through five, who are suspected of having a disability and for former special education students, through the age of twenty-two, who have left a public school without completing their public education by obtaining a State diploma. The INITIAL IEP is developed for an exceptional student who has met criteria for one or more exceptionalities outlined in the Pupil Appraisal Handbook, and who has never received special educational services, except through an interim IEP, from an approved Louisiana school/program. The REVIEW IEP is reviewed and revised at least annually or more frequently to consider the appropriateness of the program, placement, and any related services needed by the student.

34.

IEP team members who attend the conference should sign and state their positions such as parent, principal, supervisor, educational diagnostician, regular education teacher, special education teacher, or other agency personnel. Their signatures do not imply agreement with the IEP. An officially designated representative of the local education agency must be in attendance at the meeting. A general overview of the students needs must be given, highlighting major aspects pertinent to the students educational needs. Additional General Student Information Forms can be used to indicate this information. Input from all service providers and parents should also be gathered and noted. Specific current performance information for each curricular area should not be indicated here but should be noted in the Specific Current Performance section on the Instructional Plan page. When developing information for this section, the following issues must be addressed: the students strengths and support needs;
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35.

the concerns of the parents for enhancing the education of their child; general concerns as noted in the most recent evaluation; the students present levels of educational performance, including

how the students disability affects the students involvement and progress in the general curriculum; and for preschool children as appropriate, how the disability affects the students participation in appropriate activities;

as appropriate, the results of the students performance on any general state or district wide assessment; and by the time the student turns 14, a statement of transition program needs that focuses on the students course of study (e.g., vocational education program, electives, etc.).

The IEP team must also consider the following special factors and include, if needed, a statement addressing these issues on the IEP:

in the case of a student whose behaviors impede his/her learning or that of others, if appropriate, strategies including positive behavioral intervention strategies and supports to address that behavior; in the case of a student with limited English proficiency, the language needs of the student as those needs relate to the students IEP; in the case of a student who is blind or visually impaired, provision of instruction in braille and the use of braille unless the IEP team determinesafter an evaluation of the students reading and writing skills, needs, and appropriate reading and writing media (including an evaluation of the students future needs for instruction in braille or the use of braille)that instruction in braille or the use of braille is not appropriate for the student; the communication needs of the student, and in the case of a student who is deaf or hard of hearing, the students language and communication needs, opportunities for direct communications with peers and professional personnel in the students language and communication mode, academic level, and full range of needs, including opportunities for direct instruction in the students language and communication mode;
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whether the student requires assistive technology devices and services based on assessment/evaluation results;

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

in the case of a student who has health problems, the needs to be met during the school day. These needs would include such medical conditions as asthma, diabetes, seizures, or other diseases/disorders that may require lifting and positioning, diapering, assistance with meals, special diets, or other health needs.

36.

Based on information obtained from General Student Information, check the educational needs areas in which special educational services are needed. At interim conferences, project areas of special educational needs. The following seven areas may be included: ACADEMIC/COGNITIVE needs in the academic areas such as reading, math, social studies, and/or in the cognitive needs such as generalization, categorization, etc. BEHAVIOR needs of the student when his or her behavior impedes learning or the learning of other students. COMMUNICATION needs of the student in understanding and communicating with others, such as writing and language development, articulation, augmentative/adaptive methods, etc. MOTOR needs may include fine and gross motor movement, such as handwriting and walking, etc. SELF-HELP needs may include toileting, dressing, safety, health needs such as self-catheterization, insulin maintenance, etc. SOCIAL needs may include peer interaction, strengthening self-concept, etc. VOCATIONAL needs may include preparation for employment, such as workstudy, career awareness, etc.

37.

Write the results of the current reevaluation. The following statements are examples that could be used: The reevaluation was conducted on (date). and/or
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(Name) continues to have an exceptionality of . (Use terminology from the Pupil Appraisal Handbook.) and/or (Names) next triennial evaluation is due on (date). and/or Reevaluation results have been incorporated into the current IEP. and/or There are no additional concerns at this time. INSTRUCTIONAL PLAN FORM (Use one or more forms.) Instructional information such as present levels of student performance, annual goals, and short-term objectives is provided for each curricular area in which special educational services are needed. Two goals may be described per page. The related services(s) program that will be provided should also be addressed in the goals and objectives. No goal or objective may be changed without first reconvening the IEP team. 38. 39. 40. 41. 42. 43. 44. 45. Name of the local education agency developing the IEP. Students full name. Date(s) of the IEP meeting(s) to develop or review the IEP. Students date of birth by month, day and year. Follow local education agency guidelines when recording a student identification number or computer code number assigned to the student. After writing the Instructional Plan, indicate the number of pages of this form included in the IEP. List one educational area in which special education services are needed. Describe the students specific current performance in the educational area for which special educational services are recommended. This specific performance could be gathered from formal and/or informal assessments and may include a description of behaviors in and out of school. Although most of the initial IEP teams data will come from the evaluation, most of the review IEP conference data should be gathered from current service providers and parents. Although the current performance should be noted, a review of past educational data can give an overview of how much progress or lack of progress has been being made. The data for review IEPs should include specific student skills at the time of the conference. These will provide the basis from which annual goals and objectives or benchmarks will be developed. Specific current behaviors should include more than just grade/age levels or test scores. Write an annual goal based on statements about the students current performance. Careful consideration must be given to address the students
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46.

specific needs. A goal statement must describe the specific behavior expected of the student when the educational program for the year is completed, and the goal must be stated in measurable terms so that each team member understands what is expected. A goal statement must meet the students needs that result from the students disability and must enable the student to be involved in and progress in the general curriculum. It must address appropriate activities for the preschool aged child. At interim conferences, goal statements should address broad student behaviors that will provide diagnostic information. These interim goal statements are projected for the duration of the Interim IEP only; they are not annual projections. Emphasis should be placed, whenever possible, on the integration of all related service goals throughout the students program. 47. Describe how the achievement of the goal will be measured, such as by criterion referenced test, behavioral charting, or observation and charting by teacher(s) and parent(s). Fill in the actual date on which the annual goal was achieved by the student. Number the objectives or benchmarks as they are written. Write short-term objectives that describe intermediate steps or benchmarks that describe major milestones that lead to the annual goal. Objectives or benchmarks must be written in observable student behaviors and must be specific and clear. Special conditions such as the need for specialized instructional materials or adaptive equipment should be included. Evaluative criteria must be included in the performance standard to determine the achievement of the objective or benchmark. These criteria should indicate the minimum acceptable standard for the students performance and the ability to meet the criterion consistently and reliably over a period of trials (e.g., without an error in nine out of ten trials) or average a period of time (e.g., ten times a day for a week without error). Write the actual date on which the objective or benchmark was achieved by the student. This date should be indicated immediately after mastery of the shortterm objectives or benchmarks. Progress or lack of progress toward achievement of objectives or benchmarks should be noted on progress reports. Check the position(s) of the individual(s) who will implement the instructional program that addresses the annual goal. There may be one or more persons responsible for a particular goal and/or objective. These persons may include the special education teacher, regular education teacher, parent, student, speech/language pathologist, adapted physical education teacher or other related service providers. Emphasis should be placed on the integration of goals, including related service goals, throughout the students program.
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48. 49. 50.

51.

52.

PROGRAM/SERVICES FORM 53. 54. 55. 56. 57. Name of the local education agency developing the IEP. Students full name. Date(s) of the IEP meeting(s) to develop or review the IEP. Students date of birth by month, day and year. Current grade in which the student is enrolled. This grade level must match the grade level in which the student is enrolled in the Student Information System (SIS). Follow local education agency guidelines when recording a student identification number or computer code number assigned to the student. Complete for all students. Document the decisions regarding which of the two types of statewide tests the student will be taking. Students may participate in alternate assessment, or take the CRT/NRT on grade level. Students who meet the Alternate Assessment Participation Criteria will participate in LEAP Alternate Assessment. The Alternate Assessment section is checked on the IEP. For these students, the Alternate Assessment Participation Criteria form must be completed and signed by the IEP team. This form must be maintained in the student's IEP file. The IEP LEAP block would be coded as follows: LOUISIANA EDUCATIONAL ASSESSMENT PROGRAM (LEAP) CRT/NRT R/L M___ Alternate Assessment X Check the CRT/NRT space for those students who will be participating in the CRT/NRT on grade level. Indicate the grade level at which the child is to be tested in Reading/Language (R/L) and Mathematics (M). This grade level must match the grade level the student is enrolled in the Student Information System (SIS). Example: John is in the 8th grade. He will be taking the 8th grade LEAP 21. The IEP LEAP block would be coded as follows: LOUISIANA EDUCATIONAL ASSESSMENT PROGRAM (LEAP) CRT/NRT X R/L 8 M8 Alternate Assessment
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58. 59.

See # 95 for students who must take the LEAP (CRT/NRT) and who meet the Provisional Eligibility Criteria for Certificate of Achievement. 60. If the student requires specific test accommodation(s), the accommodations must be noted on the IEP. If no accommodation(s) are needed, indicate that none are needed. If an accommodation is needed other than what is listed, then specify under Other. Any accommodation(s) listed should match the test accommodation(s) being provided in the regular classroom as noted in # 62 and # 82. NOTE: For the accommodation Tests Read Aloud except Reading Comprehension*, do not read the passage, do not read the questions, and do not read the distractors. 61. Check all classes that apply. Use the blank to fill in the title of any elective course(s). If the student is not participating in regular classes, an explanation must be given. See # 82. Check all the following non-academic activities in which the student will interact with non-disabled peers. A justification must be provided if the student will not participate in activities with his/her non-disabled peers. Describe any supports that will be required for local education agency personnel who will be implementing the students IEP. These supports may include consultation, inservice training, etc. Indicate the date on which the initial extended school year program (ESYP) screening process is to be completed by the teacher. If the data suggest that the student meets the ESYP eligibility criteria, the IEP team must be reconvened to determine the need for the ESYP. If the ESYP is determined to be a need, then the team must decide on and describe the characteristics of ESYP, including the length of the school day, duration of the program, sessions per week, instructional setting, and related service provision. This program is not applicable to gifted/talented students or children birth through two years of age. List the minutes in the students total instructional day. This number does not include meals, recess, or transportation. The total instructional day should be comparable to the length of the instructional day for non-disabled students. Any variation from this requirement must be documented on the student's IEP. (Refer to the local Pupil Progression Plan for details regarding required minutes per day for instruction in the local education agency.) Indicate the actual date the student will begin service in the actual location.
60

62. 63.

64.

65.

66.

67.

68. 69. 70.

Indicate how long (e.g., one year, two months) these services will be provided (duration). Indicate by circling I or G to indicate whether services will be delivered on an individual basis or in a group. Indicate the actual minutes per day/sessions per week of direct and/or related special educational services the student will receive in each actual location. For student aged 6-21. In making decisions for location of instruction/services, IEP team members should discuss the following questions:

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

For student aged 3-5. In making these decisions for location of instruction/ services, the IEP team should consider the following questions:

Where would the student spend the majority of the day if he/she did not
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have a disability (natural environment)?

Can the services identified on the IEP be provided in the students natural environment?

If not, what changes need to be made in that environment to enable the required services to be delivered there? If not, what programming and/or placement(s)/service(s) options are necessary to meet the students identified needs while providing meaningful opportunities for interactions with peers without disabilities?

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

Refer to 88b for definitions of settings for preschool aged students. For purposes of determining location for preschool aged students, community is considered N/A. 71. 72. For clarification only. This section refers to the actual instruction provided by special education personnel (i.e., teachers, therapists) for a student. For clarification only. This section deals with the direct services the student receives. For students who have only a speech or language impairment, speech/language therapy may be the only service received; therefore, speech/language therapy is a direct service rather than a related service. Adapted physical education is always considered a direct service, since physical education is a mandated curriculum area for students in Louisiana. List any related service(s) that the student requires to benefit from special education, including service(s) that may be provided by a therapist, counselor, psychologist, nurse, and so forth. In order to determine that related services are needed for special education purposes, the IEP team must be provided documentation to discuss/review. For Clarification Only. The Comments block (#76) should be used to explain any decisions not to include a related service recommended on an evaluation and also to explain any delay in providing needed related services. This delay does not relieve a local education agency from providing this service and documenting every effort to provide it in a timely manner. For Initial IEP. From the individual evaluation report, list the related service(s) recommended to meet the needs of the student so that the student may benefit from special education. This list should not in any way be used to limit the types
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73.

and amount of related services that may be required for the student. Additional related service(s) may become necessary as the IEP is developed. For Review IEP. From the most recent IEP, list the related service(s) now being provided for the student. While each of the services listed must be addressed at the IEP review meeting, additional services and/or deletion of present services and/or equipment may also be addressed. For Interim IEP. List only those related services required for diagnostic or evaluative purposes and those for which documentation-of-need is available at the time of the IEP meeting. 74. Indicate any kind of special transportation required. Special transportation should always be defined on the IEP to the extent that this service is provided in a manner that is unique and exceeds transportation requirements for students. As with other services, the IEP team should recommend transportation services in the least restrictive, most appropriate mode available; the services must be at no cost to the parents. (Examples include lift equipment for students using a wheelchair, special attendant, and safety vest.) A description should be provided in the Comments block (#76). Document total number of minutes per week spent in a special setting outside the regular classroom. This block (Comments) should be used to add any additional information that the IEP team feels is needed to clarify a student's instructional program.

75. 76.

MODIFICATIONS/ACCOMMODATIONS FORM 77. 78. 79. 80. 81. 82. Name of the local education agency developing the IEP. Students full name. Date(s) of the IEP meeting(s) to develop or review the IEP. Students date of birth by month, day and year. Follow local education agency guidelines when recording a student identification number or computer code number assigned to the student. The local education agency may choose to use the sample modification and accommodation page or may develop its own. The IEP team should consider modifications and accommodations that should be used to support the student in accessing the general education curriculum. As noted, these are limited examples of possible options available for consideration. The team should list any other modification needed in the Other blank. If none are needed, check
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None.

PLACEMENT/LEAST RESTRICTIVE ENVIRONMENT FORM 83. 84. 85. 86. 87. 88a. Name of the local education agency developing the IEP. Students full name. Date(s) of the IEP meeting(s) to develop or review the IEP. Students date of birth by month, day and year. Follow local education agency guidelines when recording a student identification number or computer code number assigned to the student. Placement decisions for students whose ages are 6-21 only. Utilizing all other information on previous pages, the IEP team must choose the most appropriate setting from the continuum. The definition of each setting is defined on the form. Special attention should be paid to #70 and #75. A conversion chart is attached for your use. For placements other than the regular class setting, provide justification for each setting rejected. Placement decisions for students whose ages are 3-5 only. In determining the appropriate setting for a student aged 3-5, each noted setting must be considered; but the list should not be considered a continuum of least restrictive environment. Instructions for Clarification The settings for preschool aged students, three through five years, are defined as follows: Early Childhood Setting: Students receive all of their special education and related services in educational programs designed primarily for children without disabilities. No education or related services are provided in separate special education settings. These may include, but are not limited to: regular kindergarten classes; public or private preschools; Head Start Centers; child care facilities; preschool classes offered to an eligible prekindergarten population by the public school system; home/early childhood combinations; home/Head Start combinations; and other combinations of early childhood settings.
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88b.

Early Childhood Special Education Setting: Students receive all of their special education and related services in educational programs designed primarily for children with disabilities housed in regular school buildings or other community-based settings. No education or related services are provided in early childhood settings. These may include, but are not limited to: special education classrooms in regular school buildings; special education classrooms in child care facilities, hospital facilities on an outpatient basis, or other community-based settings; and special education classrooms in trailers or portables outside regular school buildings. Home: Students receive all of their special education and related services in the principal residence of the childs family or caregivers. Part-Time Early Childhood/Part-Time Early Childhood Special Education Setting: Students receive services in multiple settings, such that: (1) general and/or special education and related services are provided at home or in educational programs designed primarily for children without disabilities, and (2) special education and related services are provided in programs designed primarily for children with disabilities. These may include, but are not limited to: home/early childhood special education combinations; Head Start, child care, nursery school facilities, or other communitybased settings with special education provided outside of the regular class; regular kindergarten classes with special education provided outside of the regular class; and separate school/early childhood combinations. Residential Facility: Students receive all of their special education and related services in publicly or privately operated residential schools or residential medical facilities on an inpatient basis. These may include, but are not limited to: hospitals, and nursing homes Separate School: Students receive all of their special education and related services in educational programs in public or private day schools designed specifically for children with disabilities. Itinerant Service Outside the Home: Students receive all of their special education and related services at a school, hospital facility on an
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outpatient basis or other location for a short period of time (no more than 3 hours per week). (This does not include children who receive services at home for 3 hours or less per week. This would be included in the Home setting.) These services may be provided individually or to a small group of children. These may include, but are not limited to: speech instruction, APE and assistive technology up to 3 hours per week in a school, hospital, or other community-based setting. (A combination of services may not exceed 3 hours per week). Children receiving all of their special education and related services at a school, hospital facility on an outpatient basis, or other location for longer than 3 hours per week must be reported under early childhood special education setting or early childhood setting, depending on whether the program was designed primarily for students with or without disabilities. Reverse Mainstream Setting: Students receive all of their special education and related services in educational programs designed primarily for children with disabilities, but that include 50% or more children without disabilities. The official designated representative shall be knowledgeable about placement considerations and shall be responsible for informing the IEP team members. The IEP team must participate in decisions made about the placement; however, the LEA has the right to select the actual school site in view of committee decisions. 89. Indicate the specific special educational service delivery setting. This model is not applicable if the student is served in a regular class only. If a generic model is to be used, check either mild-moderate or severe-profound. If a categorical model is chosen, the specific exceptionality must be indicated. Indicate the number of weeks that correspond to the regular reporting period for the local education agency (either six or nine). The officially designated representative of the local education agency must date and sign his/her name. Parents should check the appropriate boxes to indicate agreement. This section will assist and notify parents and students that, beginning at least one year before the student reaches eighteen years of age, the student must be informed that his or her rights under Part B of the Act will transfer to the student unless he or she has been determined incompetent. The parent/guardian/surrogate parent/competent major should provide a dated signature to indicate informed consent. ALTERNATIVE TO REGULAR DIPLOMA OPTIONS (Check one)
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90. 91. 92. 93.

94. 95.

Check this box if the student is participating in alternate assessment The Alternate Assessment Participation Criteria form must be completed and signed by the IEP team. This form must be maintained in the students IEP file. I understand my child (I) will participate in alternate assessment rather than in all aspects of the LEAP. My child (I) will not receive a high school diploma but is (am) eligible to receive a Certificate of Achievement. My child (I) may earn Carnegie Units when appropriate. The implications of alternate assessment have been explained to me and will be reviewed at least annually. Check this box if the student meets the Provisional Eligibility Criteria for Certificate of Achievement (see Bulletin 1706, pages 105-106) The Students Considered Under the Provisional Eligibility Criteria for a Certificate of Achievement form must be completed and signed by the IEP team. This form must be maintained in the students IEP file. I understand my child (I) will be participating in the LEAP but is (am) eligible to receive a Certificate of Achievement based on the Provisional Eligibility Criteria. My child (I) may earn Carnegie Units when appropriate. Check this box if the student enters the Pre-GED/Skills Option Program. The student is eligible to participate in LEAP Alternate Assessment. The Parental/Guardian and/or Adult Student Consent Form For Pre-GED Skills/Option Programs must be completed and signed by the IEP team. This form must be maintained in the students IEP file. I understand my child (I), in order to enter the Pre-GED/Skills Option Program, must meet eligibility criteria. If successful, my child (I) will receive a Louisiana Equivalency Diploma and/or a Skills Certificate, not a standard Louisiana High School Diploma. My child (I) will be participating in the LEAP program and may earn Carnegie Units when appropriate. 96. 97. The parent/guardian/surrogate parent/competent major should provide a dated signature to indicate informed consent. The local education agency may complete this section at the conclusion of the IEP meeting. Although the IEP team must participate in placement decisions, the local education agency has the responsibility of determining the school site in keeping with the team's decisions. If all four noted assurances can be provided, the officially designated representative of the local education agency shall note the site selected and sign. If this section is not completed at the conclusion of the IEP team meeting, then the officially designated representative of the local education agency must complete a Site Determination Form, which must be forwarded to the parents
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within ten (10) calendar days.

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SPEECH OR LANGUAGE IMPAIRMENT ONLY INDIVIDUALIZED EDUCATION PROGRAM FORM


If a student is classified under any exceptionality of special education other than speech or language impairment, or receives any LANSER identified related services, or requires modifications for classroom and/or LEAP testing, the IEP form for students with disabilities must be used instead of the Speech or Language Impairment Only IEP Form. Before the IEP meeting begins, determine that the parents have received a copy of their rights, have had an opportunity for an oral explanation, and have received answers to any questions they may have. Also, for the initial IEP conference, parents should have received a copy of their childs evaluation and an opportunity for an oral explanation of the evaluation. If parents agree, the local education agency may draft the instructional part of the IEP (Page 3). In all cases, the IEP team must review each section of the IEP and assure agreement. A draft IEP must not be regarded as a final document because any section can be modified by the IEP team. In no circumstances prior to the IEP conference can any information be entered regarding placement. If a student is 14, include a statement of transition program needs that focuses on the students course of study (e.g., vocational education program, electives, etc.) in the General Student Information section. If a student is 16 years or older, then transition services must be identified and addressed on the transition services page of the IEP. A student receiving speech or language therapy as a direct special educational service must be re-evaluated before being exited from special educational services. A student receiving speech or language therapy as a related special educational service can be exited from speech or language therapy services through a decision made by the IEP team at an IEP meeting. Instructional informationsuch as summary of educational needs and performance, annual goals and objectives/benchmarksis provided for each area in which special education is needed. No goal or objective may be changed without reconvening the IEP team. The complete Speech or Language Impairment Only IEP is made up of the following forms: Transition Services form (for students 14 and older)
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Speech or Language Impairment Only IEP form Instructional Plan form (Use one or more form.) Site Determination form

NOTE: The Speech or Language Impairment Only IEP Reference Card is a tool used by the Speech/Language Pathologist (SLP). The SLP is to review with parents accommodations, modifications, and the least restricted environment options for the student with only a speech or language impairment.

70

INDIVIDUALIZED EDUCATION PROGRAM LOUISIANA DEPARTMENT OF EDUCATION Transition Services Meeting Date(s)
Date and Method of Student Invitation: 9

System 4

1 DOB 5

Student Name Grade 6

2 ID#

Anticipated Exit Date 7 Page 8

3 ______ CONFIDENTIAL DOCUMENT of _ __ Revised 2000

STUDENT S FUTURE VISION/DESIRED PREFERENCES AND INTERESTS FOR POSTSCHOOL OUTCOMES: (Consider postsecondary education, vocational training, integrated employment, continuing/adult education, adult services, independent living, and community participation. Use the following target areas to assist choosing outcomes: Employment, Living Arrangements, Homemaking Activities, Income/Financial Needs, Community Resources, Recreation and Leisure, Transportation, Medical Services, Relationships, and Advocacy/Legal). __________________________________________10_____________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________________________________________ ___________________________________________________________________ _____________________________________________________________________________________________ How Preferences and Interests were Obtained: (Circle all that apply.) Vocational Sampling Student Interview Family Interview Teacher Interview Observation Testing Other: 11 TRANSITION SERVICES INSTRUCTION/ RELATED SERVICES 12 SCHOOL ACTION STEPS 16 STUDENT ACTION STEPS 17 FAMILY ACTION STEPS 18 AGENCY ACTION STEPS 19

COMMUNITY EXPERIENCES

13

EMPLOYMENT AND POSTSCHOOL ADULT LIVING 14

FUNCTIONAL VOCATIONAL EVALUATION AND DAILY LIVING SKILLS 15 WHEN NEEDED, IF A PARTICIPATING AGENCY DOES NOT ATTEND, DOCUMENT OTHER ACTIONS FOR AGENCY LINKAGES. 20

Copies must be provided to Teacher(s), Parent(s), and Central Office.

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72

INDIVIDUALIZED EDUCATION PROGRAM LOUISIANA DEPARTMENT OF EDUCATION

SPEECH OR LANGUAGE IMPAIRMENT ONLY IEP FORM

CONFIDENTIAL DOCUMENT Revised 2004

Student Name 2 Meeting Date(s) 3 DOB 4 Grade 5 ID# 6 System 1 *This form is used ONLY when the IEP team decides that the student with a speech or language impairment has no other needs or concerns and the Instructional Plan Form has been completed. HOMEBASED SCHOOL 8 INDIVIDUAL EVALUATION DATE 7 PRIMARY EXCEPTIONALITY Speech or Language Impairment Developmental Delay 11 OTHER SCHOOL 9 DIAGNOSED IMPAIRMENT Articulation Language TYPE IEP Interim Initial Fluency Voice 12 Review 10

IEP PARTICIPANTS: Eval Rep. Speech/Language Pathologist 13 Regular Education Teacher Parent(s)* ________________________________________ Other(s) ___________________________________________ ____ * See block for parent decisions.

**Official Designee of System _______________________ ______________________ Student _________________________ ______________________ ___________________________ ________________________ **Must be in attendance

GENERAL STUDENT INFORMATION: Include strengths, support needs, parental concerns, evaluation results, statewide assessment results, progress in general education curriculum, and consideration of special factors, including transition program needs. 14 15 REEVALUATION COMMENTS 16 COMMENTS Go to Instructional Plan Form 26

LOUISIANA EDUCATIONAL ASSESSMENT PROGRAM (LEAP) CRT/NRT R/L M ____

17

PLACEMENT/SERVICE DETERMINATION/SERVICE MODEL 27 Regular class with speech/language therapy only Preschool setting; speech/language therapy only List setting _______________________ Explain Placement Choice/LRE: THIS STUDENT NEEDS SPEECH/LANGUAGE THERAPY SERVICES ONLY. The LEA assures that the program and services described in the IEP will be provided. The schedule for determining progress toward achievement of short term objectives/benchmarks will weeks. Achievement will be documented through the use of Progress Reports. be every 28 29____________________ DATE OFFICIALLY DESIGNATED REPRESENTATIVE OF LEA SIGNATURE

18 EXTENDED SCHOOL YEAR PROGRAM (ESYP) Check the ESYP screening date and all applicable criteria. April 1, 2005 Regression/Recoupment School Year 2004-05 School Year 2005-06 April 21, 2006 Excessive Absences April 13, 2007 Self-Injurious Behavior School Year 2006-07 School Year 2007-08 __March 28, 2008 Critical Point of Instruction STUDENTS TOTAL INSTRUCTIONAL DAY (Minutes Date to Begin 20 Direct Services Spch/Lang Therapy 24 Duration 21 Individual/ Group 22

Late Entry Transition Employment

) 19 Location/Minutes per day/Sessions per week 23 Regular Community Special

G 25

Total Number of Minutes in Special Setting per Week SITE DETERMINATION Site: __

PARENT/STUDENT DECISIONS*** 30 I have received a copy of the "Educational Rights of Exceptional Children," the SDE brochure on "Least Restrictive Environment," "Extended School Year Fact Sheet," and was given an opportunity for an oral explanation. I have received a copy of my (child's) evaluation and documentation of determination of eligibility. After discussing my (child's) special education needs, I approve this proposed IEP/ Placement. ***BEGINNING AT LEAST ONE YEAR BEFORE REACHING THE AGE OF MAJORITY, THE STUDENT MUST BE INFORMED THAT HIS OR HER RIGHTS UNDER PART B OF THE ACT WILL TRANSFER TO THE STUDENT ON HIS OR HER REACHING THE AGE OF MAJORITY. 31 32__________________ DATE PARENT/GUARDIAN/SURROGATE PARENT/COMPETENT MAJOR/STUDENT SIGNATURE Supports Needed for School Personnel (Describe) 34

33______________________________________________________________________________________

NOTE: The school system may choose to complete this section at this time. If the following assurances cannot be provided at this time, the a Site Determination Form assuring site selected is in accordance with least restrictive environment rules must be forwarded to the parent within (10) calendar days. 1. This school is the one the student would attend if he or she were not identified as exceptional. 3. The school selected is accessible to the student for all school activities. 2. This school and class are chronologically age appropriate for the student. 4. The classroom is comparable to and integrated with regular classes.

Signature of Officially Designated Representative of School System

DATE___________________ Copies must be provided to the Teacher(s), Parent(s), and Central Office.

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74

INDIVIDUALIZED EDUCATION PROGRAM LOUISIANA DEPARTMENT OF EDUCATION


Instructional Plan

System

21
23 DOB 24

Student Name
ID# 25

22
Page 26 of

CONFIDENTIAL DOCUMENT
Revised 2000

Meeting Date(s)

EDUCATIONAL NEED AREA ___________________ _44_____ ____________ ___________ SPECIFIC CURRENT PERFORMANCE___________ _45__ ___________________ _______ _____________________________________________________________________________ _____________________________________________________________________________ _________________________________________________________________ _________ ANNUAL GOAL________________________________46___________________ __________ _____________________________________________________________________________ ______________________________________________________________________ ____ Method of Measurement ________________________47________________________ ______ Date Achieved ____________________________ 48______________________ ________ MEASURABLE SHORT-TERM OBJECTIVES or BENCHMARKS (Number each objective or benchmark. For the Regression-Recoupment Criterion, circle the number of each objective targeted. Place a T by transition-related objectives or benchmarks.) THE STUDENT WILL 49 50 Date 51

EDUCATIONAL NEED AREA _______________________________________________________ SPECIFIC CURRENT PERFORMANCE_______________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ ANNUAL GOAL__________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ Method of Measurement ________________________________________________ __________ Date Achieved _______________________________________________________ ___________ MEASURABLE SHORT-TERM OBJECTIVES or BENCHMARKS (Number each objective or benchmark. For the Regression-Recoupment Criterion, circle the number of each objective targeted. Place a T by transition-related objectives or benchmarks.) THE STUDENT WILL Date

PERSONNEL RESPONSIBLE FOR IMPLEMENTING GOAL (Check by position.) Special Education Teacher Parent Speech/Language Pathologist Regular Education Teacher Student Adapted Physical Educator Other Related Service Providers (List) _____________________________________ _____ Other (List.)___________________________________________________________ _ ____

PERSONNEL RESPONSIBLE FOR IMPLEMENTING GOAL (Check by position.) Special Education Teacher Parent Speech/Language Pathologist Regular Education Teacher Student Adapted Physical Educator Other Related Service Providers (List) _____________________________ ____ __________ Other (List.)__________________________________________________________ ______

Copies must be provided to Teacher(s), Parent(s), and Central Office.

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76

SPEECH OR LANGUAGE IMPAIRMENT ONLY IEP REFERENCE CARD


IF THE IEP TEAM DECIDES THE STUDENT WITH A SPEECH OR LANGUAGE IMPAIRMENT NEEDS ANY ACCOMMODATIONS, THE REGULAR IEP MUST BE USED. ACCOMMODATION(S) NEEDED FOR LEAP TESTING None Transferred Answers Braille Extended Time Large Print Individual/Small Group Answers Recorded Communication Assistance Repeated Directions Test Read Aloud except for Reading Comprehension* Other *Name changes according to Test ACCOMMODATION(S) NEEDED IN REGULAR CLASS (Also refer to Page 4 of regular IEP.) None Communication Assistance Oral Testing Preferential Seating Extended Time Advanced Organizers Tape Recorder Large Print/Braille Peer Recorder Auditory Aids Visual Aids Technological Aids Transferred Answers Answers Recorded Individual Small/Group Testing Repeated Directions Assistive Technology Other

SIDE A

SPEECH OR LANGUAGE IMPAIRMENT ONLY IEP REFERENCE CARD


IF THE IEP TEAM DECIDES THE PLACEMENT SELECTED WAS ANY PLACEMENT OTHER THAN REGULAR CLASS, THE REGULAR IEP MUST BE USED.

SIDE B

PLACEMENT/SERVICE DETERMINATION SERVICE MODEL Utilizing the information on the previous pages, choose the most appropriate setting from the continuum below. Document reason/educational benefit for choosing placement. If placement selected was any placement other than regular class, the regular IEP must be used. Regular Class (Less than 21% of the day outside the regular class) Resource with Regular Classes (At least 21%, but no more than 60% of the day outside the regular class) Self-Contained Class on Regular Campus ( More than 60% of the day outside the regular class) Special School Hospital/Homebound PRESCHOOL SETTING Check the setting in which a child aged 3-5 receives special education and related services. This list is not a continuum of least restrictive environment. Early Childhood Setting Home Itinerant Service Outside the Home Reverse Mainstream Setting Separate School Residential Facility Early Childhood Special Education Setting Part-Time Early Childhood/Part-Time Early Childhood Special Education Setting

78

Louisiana Department of Education Revised 2000

CONFIDENTIAL DOCUMENT

SITE DETERMINATION FORM


____________________________is assigned to ____________________________________ STUDENT SCHOOL to receive his/her special education services as determined appropriate at his/her IEP meeting on ________________ Date The local education agency certifies the following: 1. This school is the one the student would attend if he or she were not identified as exceptional. This school and class are chronologically age appropriate for the student. The school selected is accessible to the student for all school activities. The classroom is comparable to and integrated with regular classes.

2. 3. 4.

If any of the above statements are not true, an explanation must be given explaining the selection of the school. ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ If you have any questions regarding this placement, please contact the Officially Designated Representative at telephone number . _____________________________________ OFFICIALLY DESIGNATED REPRESENTATIVE SIGNATURE DATE

Copies must be provided to Teacher(s), Parent(s), and Central Office.


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80

SPEECH OR LANGUAGE IMPAIRMENT ONLY INDIVIDUALIZED EDUCATION PROGRAM FORM Instructions for Use
TRANSITION SERVICES FORM Refer to Individualized Education Program Instructions for #s 1-20. This page is completed first if the student is 16 or older, or if the student is younger but receiving Transition services. Follow the instructions for completing this page included in the Individualized Education Program instructions.

IF A STUDENT WITH A SPEECH OR LANGUAGE IMPAIRMENT DOES NOT REQUIRE ANY MODIFICATIONS OR ACCOMMODATIONS, THEN THE SPEECH OR LANGUAGE IMPAIRMENT ONLY IEP FORM MAY BE USED. SPEECH OR LANGUAGE IMPAIRMENT ONLY IEP FORM 1. 2. 3. 4. 5. 6. 7. Name of the local education agency developing the IEP. Students full name. Date(s) of the IEP meeting(s) to develop or review the IEP. Students date of birth by month, day, and year. Current grade in which the student is enrolled. Follow local education agency guidelines when recording a student identification number or computer code number assigned to the student. The dissemination date recorded on the evaluation. NOTE: This is the date the evaluation report was sent to the special education director/supervisor. School in which the student is currently enrolled. Any other school(s) the student currently attends. Check the kind of IEP being developed. Refer to the descriptions below.

8. 9. 10.

The INTERIM IEP shall be developed for students who have severe or low incidence impairments documented by a qualified professional concurrent
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with the conduct of an evaluation according to the Pupil Appraisal Handbook. The interim IEP may also be developed for students who have been receiving special educational services in another state concurrent with the conduct of an evaluation. An interim IEP may also be developed for students out of school, including students ages three through five, who are suspected of having a disability and for former special education students, through the age of twenty-two, who have left a public school without completing their public education by obtaining a State diploma.

The INITIAL IEP is developed for an exceptional student who has met criteria for one or more exceptionalities outlined in the Pupil Appraisal Handbook, and who has never received special educational services, except through an interim IEP, from an approved Louisiana school/program. The REVIEW IEP is reviewed and revised at least annually or more frequently to consider the appropriateness of the program, placement, and any related services needed by the student.

11.

Check the primary exceptionality, as named in the students evaluation report. For interim placement, write interim. For a declassified placement, write no exceptionality. Check the type of impairment: i.e., articulation, language, fluency, and/or voice. IEP team members who attend the conference should sign and state their positions such as parent, principal, supervisor, speech/language pathologist, regular education teacher, or other agency personnel. Their signatures do not imply agreement with the IEP. An officially designated representative of the local education agency must be in attendance at the meeting. A general overview of the students needs must be given, highlighting major aspects pertinent to the students educational needs. Additional instructional pages can be used to indicate this information. Input from all service providers and parents should also be gathered and noted. Specific current performance information for the curricular area (Communication) should not be indicated here but should be noted in the Current Performance section. When developing information for this section, the following issues must be addressed: the students strengths and support needs; the concerns of the parents for enhancing the education of their child;
82

12. 13.

14.

general concerns as noted in the most recent evaluation; the students present levels of educational performance, including

how the students disability affects the students involvement and progress in the general curriculum; and for preschool children as appropriate, how the disability affects the students participation in appropriate activities;

as appropriate, the results of the students performance on any general state or district wide assessment; and when the student turns 14, a statement of transition program needs that focuses on the students course of study (e.g., vocational education program, electives, etc.). The IEP team must also consider the following special factors and include, if needed, a statement addressing these issues on the IEP: in the case of a student whose behaviors impede his/her learning or that of others, if appropriate, strategies including positive behavioral intervention strategies and supports to address that behavior; in the case of a student with limited English proficiency, the language needs of the student as those needs relate to the students IEP; in the case of a student who is blind or visually impaired, provision of instruction in braille and the use of braille unless the IEP team determinesafter an evaluation of the students reading and writing skills, needs, and appropriate reading and writing media (including an evaluation of the students future needs for instruction in braille or the use of braille)that instruction in braille or the use of braille is not appropriate for the student; the communication needs of the student, and in the case of a student who is deaf or hard of hearing, the students language and communication needs, opportunities for direct communications with peers and professional personnel in the students language and communication mode, academic level, and full range of needs, including opportunities for direct instruction in the students language and communication mode;

whether the student requires assistive technology devices and services


83

based on assessment/evaluation results; NOTE: If the IEP team determines that a child needs a particular device or service (including an intervention, accommodation, or other program modification) in order for the student to receive FAPE, the IEP team must include a statement to that effect in the students IEP. in the case of a student who has health problems, the needs to be met during the school day. The needs would include such medical conditions as asthma, diabetes, seizures, or other diseases/disorders that may require lifting and positioning, diapering, assistance with meals, special diets, or other health needs. 15. Go to Instruction Plan Form.

INSTRUCTIONAL PLAN FORM. Refer to Individualized Education Program Instructions for #38-52. (Use one or more forms.) RETURN TO THE SPEECH OR LANGUAGE IMPAIRMENT ONLY IEP FORM. IF A STUDENT WITH A SPEECH OR LANGUAGE IMPAIRMENT DOES NOT REQUIRE ANY MODIFICATIONS OR ACCOMMODATIONS, THE SPEECH OR LANGUAGE IMPAIRMENT ONLY IEP FORM MAY BE USED. 16. Write the results of the reevaluation. The following statements are examples that could be used: The reevaluation was conducted on (date). and/or (Name) continues to have an exceptionality of . (Use terminology from the Pupil Appraisal Handbook.) and/or (Names) next triennial evaluation is due on (date). and/or Reevaluation results have been incorporated into the current IEP. and/or There are no additional concerns at this time.

THE SPEECH OR LANGUAGE IMPAIRMENT ONLY IEP REFERENCE CARD IS TO BE USED TO DISCUSS ACCOMMODATIONS FOR LEAP (CRT/NRT), ACCOMMODATIONS IN A REGULAR CLASS, AND PLACEMENT/SERVICE DETERMINATION SERVICE MODELS. 17. Complete for all students. Check the CRT/NRT space for those students who will be participating in the CRT/NRT. Indicate the grade level at which the child is to be tested in Reading/Language (R/L) and Mathematics (M). This grade level must match the grade level the student is enrolled in when he is tested.
84

Example: John is in the 8th grade. He will be taking the 8th grade LEAP 21. The IEP LEAP block would be coded as follows: LOUISIANA EDUCATIONAL ASSESSMENT PROGRAM (LEAP) CRT/NRT X R/L 8 M8 Alternate Assessment ___

(REFER TO THE SPEECH OR LANGUAGE IMPAIRMENT ONLY IEP REFERENCE CARD - SIDE A FOR INFORMATION REGARDING ACCOMMODATIONS.) NOTE: If the student requires specific test accommodations for LEAP (CRT/NRT) or modifications in the regular class, they must be noted on the IEP. If a student with a speech or language impairment requires any modifications or accommodations, the regular IEP must be used. 18. Indicate the date on which the initial extended school year program (ESYP) screening process is to be completed by the speech/language pathologist. If the data suggest that the student meets ESYP eligibility criteria, the IEP team must be reconvened to determine the need for ESYP. If ESYP is determined to be a need, then the team must decide on and describe the characteristics of the ESYP, including the length of the school day, duration of the program, sessions per week, instructional setting, and related service provision. List the minutes in the students total instructional day. This number does not include meals, recess, or transportation. The total instructional day should be comparable to the length of the instructional day for non-disabled students. Any variation from this requirement must be documented on the student's IEP. (Refer to the local Pupil Progression Plan for details regarding required minutes per day for instruction in the local education agency.) Indicate the actual date the student will begin service in the actual location. Indicate how long (i.e., one year, two months) these services will be provided (duration). Indicate by circling I or G to indicate whether services will be delivered on an individual basis or in a group. Indicate the actual minutes per day/sessions per week of direct and/or related special educational services the student will receive in each actual location. For student aged 6-21. In making decisions for location of instruction/services, IEP team members should discuss the following questions: Where would the student attend school if he/she did not have a disability?
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19.

20. 21. 22. 23.

Has the student as a special education student ever received special educational instruction or services within the general education environment? Based on IEP goals and objectives or benchmarks, identify the instructional setting(s) which support the achievement of these goals and objectives or benchmarks.

NOTE: The following questions are very important for the IEP team to consider in making the placement decision for the student with disabilities. Please be reminded that, if modifications/accommodations are needed, the regular IEP must be used. What modifications and accommodations have been used to support the student as a special education student in the general education class?

Review the Modifications and Accommodations Form, of the regular IEP, to determine what additional strategies and supports would facilitate the students success in the general education setting. This form cannot be included as part of the Speech or Language Impairment Only IEP. If the student is not currently receiving instruction and/or services in a general education setting, what strategies could be used for providing services in the general education classroom? If the decision is made to provide the student with instruction and/or services outside the general education setting, what specific opportunities will the student have for integration in general education activities? For student aged 3-5. In making these decisions for location of instruction/services, the IEP team should consider the following questions: Where would the student spend the majority of the day if he/she did not have a disability (natural environment)? Can the services identified on the IEP be provided in the students natural environment?

If not, what changes need to be made in that environment to enable the required services to be delivered there? If not, what programming and/or placement(s)/service(s) options are necessary to meet the students identified needs while
86

providing meaningful opportunities for interactions with peers without disabilities?

What accommodations, supports and/or related services are needed to meet the students identified needs? If a student aged 3-5 needs any accommodations, supports and/or related services other than direct speech/language therapy services, the regular IEP must be used.

Refer to #27 for definitions of settings for preschool aged students. List the setting the preschool aged student will be receiving the speech therapy services. (Refer to the Speech Or Language Impairment Only IEP Reference Card Side B for information regarding preschool settings.) 24. For clarification only. This section deals with the direct services the student receives. For students with a speech or language impairment only, speech/ language therapy may be the only service received; therefore, speech/language therapy is a direct service rather than a related service. Document the total number of minutes per week spent in a special setting outside the regular classroom. This block (Comments) should be used to add any additional information that the IEP team feels is needed to clarify a students instructional program. Indicate the specific special education service delivery setting. (Refer to the Speech Or Language Impairment Only IEP Reference Card Side B for information regarding placement/service determination service model.) Placement decisions for students whose ages are 6-21 only. Utilizing all other information on previous pages, the IEP team must choose the most appropriate setting from the continuum. The definition of each setting is defined on the page. Special attention should be paid to #23 and #25. A conversion chart is attached for your use. If a student with a speech or language impairment student requires any placement other than the regular class, the regular IEP must be used. Placement decisions for students whose ages are 3-5 only. In determining the appropriate setting for students ages 3-5, the IEP team must consider each noted setting; but the list should not be considered a continuum of least restrictive environment. Instructions for Clarification The settings for preschool aged students, three through five years, are defined
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25. 26. 27.

as follows: Early Childhood Setting: Students receive all of their special education and related services in educational programs designed primarily for children without disabilities. No education or related services are provided in separate special education settings. These may include, but are not limited to: regular kindergarten classes; public or private preschools; Head Start Centers; child care facilities; preschool classes offered to an eligible prekindergarten population by the public school system; home/early childhood combinations; home/Head Start combinations; and other combinations of early childhood settings. Early Childhood Special Education Setting: Students receive all of their special education and related services in educational programs designed primarily for children with disabilities housed in regular school buildings or other community-based settings. No education or related services are provided in early childhood settings. These may include, but are not limited to: special education classrooms in regular school buildings; special education classrooms in child care facilities, hospital facilities on an outpatient basis, or other community-based settings; and special education classrooms in trailers or portables outside regular school buildings. Home: Students receive all of their special education and related services in the principal residence of the childs family or caregivers. Part-Time Early Childhood/Part-Time Early Childhood Special Education Setting: Students receive services in multiple settings, such that: (1) general and/or special education and related services are provided at home or in educational programs designed primarily for children without disabilities, and (2) special education and related services are provided in programs designed primarily for children with disabilities. These may include, but are not limited to: home/early childhood special education combinations; Head Start, child care, nursery school facilities, or other communitybased settings with special education provided outside of the regular class; regular kindergarten classes with special education provided
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outside of the regular class; and separate school/early childhood combinations.

Residential Facility: Students receive all of their special education and related services in publicly or privately operated residential schools or residential medical facilities on an inpatient basis. These may include, but are not limited to: hospitals, and nursing homes Separate School: Students receive all of their special education and related services in educational programs in public or private day schools designed specifically for children with disabilities. Itinerant Service Outside the Home: Students receive all of their special education and related services at a school, hospital facility on an outpatient basis or other location for a short period of time (no more than 3 hours per week). (This does not include children who receive services at home for 3 hours or less per week. This would be included in the Home setting.) These services may be provided individually or to a small group of children. These may include, but are not limited to: speech instruction, APE and assistive technology up to 3 hours per week in a school, hospital, or other community-based setting. (A combination of services may not exceed 3 hours per week). Children receiving all of their special education and related services at a school, hospital facility on an outpatient basis, or other location for longer than 3 hours per week must be reported under early childhood special education setting or early childhood setting, depending on whether the program was designed primarily for students with or without disabilities. Reverse Mainstream Setting: Students receive all of their special education and related services in educational programs designed primarily for children with disabilities, but that include 50% or more children without disabilities. The official designated representative shall be knowledgeable about placement considerations and shall be responsible for informing the IEP team members. The IEP team must participate in decisions made about the placement; however, the LEA has the right to select the actual school site in view of committee decisions. NOTE: See Section 2 for the complete instructions for writing the IEP. 28. Indicate the number of weeks that correspond to the regular reporting period for the local education agency (either six or nine).
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29. 30. 31.

The officially designated representative of the local education agency must date and sign his/her name. Parent/guardian/surrogate parent/competent major/student should check the appropriate boxes to indicate agreement. This section will assist and notify parents and students that beginning at least one year before the student reaches eighteen, the student must be informed that his or her rights under Part B of the Act will transfer to the student, unless he or she has been determined incompetent. The parent/guardian/surrogate parent/competent major/student should provide a dated signature to indicate informed consent. The local education agency may complete this section at the conclusion of the IEP meeting. Although the IEP team must participate in placement decisions, the local education agency has the responsibility of determining the school site in keeping with the team's decisions. If all four noted assurances can be provided, the officially designated representative of the local education agency shall note the site selected and sign. If this section is not completed at the conclusion of the IEP team meeting, then the officially designated representative of the local education agency must complete a Site Determination Form, which must be forwarded to the parents within ten (10) calendar days.

32. 33.

34.

Describe any supports that will be required for local education agency personnel who will be implementing the students IEP. These supports may include consultation, inservice training, etc.

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EXTENDED SCHOOL YEAR INDIVIDUALIZED EDUCATION PROGRAM


For students with disabilities who require educational and related services beyond the normal school year, in accordance with an IEP, and who qualify for the Extended School Year Program, the IEP team will complete the ESY IEP before the beginning of the summer program. All candidates for the ESYP must be determined eligible or ineligible by the ESYP screening date, which is always the first Friday after Easter each year. Refer to the Extended School Year Program Handbook for an explanation of the criteria by which students may qualify for ESYP, as well as more detailed information regarding completion of the ESY IEP. The ESY IEP requires the listing of the eligibility determination, as well as the students unique needs for objectives that will prevent lose of significant skills during the summer, the setting(s) needed for those skills to be maintained, and integration, if necessary, with nondisabled peers. ESYP IEP The complete IEP is made up of the following form: Extended School Year form

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92

INDIVIDUALIZED EDUCATION PROGRAM LOUISIANA DEPARTMENT OF EDUCATION


SYSTEM 1 PRIMARY EXCEPTIONALITY STUDENT'S NAME 6

EXTENDED SCHOOL YEAR FORM


2 SECONDARY EXCEPTIONALITY ID# 7 3

CONFIDENTIAL DOCUMENT

DOB 4 HOMEBASED SCHOOL 5 Revised 2000 ESYP SCREENING DATE 8 ESYP MEETING DATE 9 This IEP meeting was requested by school personnel.

COMPLETE IF APPLICABLE:(Check only one.)

This IEP meeting was requested by the parent.

10

ELIGIBILITY DETERMINED: Regression-Recoupment Critical Point of Instruction (Fill in # ) Self-Injurious Behavior Excessive Absences Late Entry Extenuating Circumstances (Explain or Attach explanation.) 11 NOTE: ANYTHING BELOW THIS LINE MUST BE BLANK PRIOR TO THE IEP MEETING. IEP PARTICIPANTS Teacher(s) 12 Parent(s) Student Signatures Signatures/Position ODR* __________________________________________________ Other(s) ___________________________________________________ __________________________________________________ __________________________________________________ __________________________________________________
*Must be in attendance

Employment Transition Ineligible (Explain or Attach explanation.)

ESYP NEEDS (Indicate the specific areas of current performance and specific needs for instruction and services during ESYP.) 13__________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ _____________________ INTEGRATION IMPORTANT Yes/No PERSONNEL RESPONSIBLE

Code and Objective Number

OBJECTIVES FROM SCHOOL YEAR IEP: NEW OBJECTIVES FOR ESYP

WRITE: 1) objective code, 2) number, and 3) paraphrase the objective WRITE: 1) ESYP GOAL; 2) the complete objective, 3) code, and 4) number

14

15

16

17

SETTING(S): 18 Regular School Campus Special School Campus Home Hospital Jobsite Community Other Use the number 1 to indicate the setting where the student will receive most of his/her service. Use 2, 3, etc. to indicate whether the service is provided in other settings. The setting should reflect the location.** DATE ESYP TO BEGIN 19 DATE ESYP TO END Duration 22 Individual/ Group 23 PROGRESS REPORT(S): Progress Reports for ESYP will be sent weeks or at the end of ESYP. home every 20 Minutes/ Session 24 Sessions/ Week 25 Location** 26 Primary Service Provider (title) 27

I have received a copy of my Procedural Safeguards.


30

29

INSTRUCTIONAL RESOURCES 21 NEEDED FOR ESYP


SPECIAL EDUCATION INSTRUCTION SPEECH/LANGUAGE THERAPY ADAPTED PHYSICAL EDUCATION

I agree to ensure that the ESY Program described in this ESY IEP is provided.

I / G I / G

Officially Designated Represent. of Local Education Agency

Date

I / G I I / G / G Parent/Guardian/Surrogate Parent/Competent Major/Student Date

COMMENTS

28

EVEN THOUGH MY CHILD QUALIFIES FOR ESYP SERVICES, I DECLINE THESE SERVICES. 32
Parent/Guardian/Surrogate Parent/Competent Major/Student Date

(Describe.) Copies must be provided to Teacher(s), Parent(s), and Central Office.

33

93

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EXTENDED SCHOOL YEAR INDIVIDUALIZED EDUCATION PROGRAM Instructions for Use 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Name of the local education agency developing the IEP. Students full name. Follow local education agency guidelines when recording a student identification number or computer code number assigned to the student. Students date of birth by month, day, and year. School in which the student is currently enrolled. The primary exceptionality, as named in the students evaluation report (do not abbreviate). For interim placement, write interim. Any secondary exceptionality(ies) named in the evaluation report. Omit for interim placements. The ESYP screening date. The ESYP meeting date. COMPLETE IF APPLICABLE: If the ESY IEP meeting was requested either by the parent or by school personnel to review or determine eligibility for extended school year services, check the statement that applies. If there was no request for a meeting to review or determine eligibility, this item is left blank. Check the criterion/criteria or extenuating circumstance by which student qualified for ESYP. (If Critical Point of Instruction is used, fill in the number of the criterion used.) Attach documentation needed for extenuating circumstances, or if ineligible. IEP team members who attend the conference should sign and state their positions such as principal, supervisor, educational diagnostician, teacher, or other agency personnel. Their signatures do not imply agreement with the IEP. An officially designated representative of the local education agency must be in attendance at the meeting. ESYP Needs: Information should be specific to the student's current performance and needs for instruction and services during ESYP. Information is to be specific, but brief.

11.

12.

13.

14. 15.

Number the code and objectives as they are written. Goals and/or objectives from school year IEP. Objective(s) may be paraphrased. Include enough specificity so that the skill is evident. If it was determined that new goals and objectives must be written, write the goal first; then write complete objectives. (NO paraphrasing.) Another ESY IEP page is used if more space is needed. Indicate page of on each page and complete all identifying blanks at the top of each page (# 1-9).

16. 17.

Integration Important: Write YES or NO for each objective, based on the importance of integration with nondisabled persons to achieve/maintain objective. Personnel Responsible: This person may include the special education teacher, speech /language pathologist, occupational therapist, APE teacher, vocational coordinator, and/or the student's parent/guardian. Settings: Number the settings according to primary, secondary, etc. If only one setting, numeral 1 or is entered on the line beside the setting. Setting should reflect location. (See #26.) Date student is expected to begin ESYP. Date student is expected to end ESYP. Progress Reports: Indicate the interval(s) at which progress reports will be sent to parents. Instructional Resources Needed for ESYP. Any services not listed are to be written in the blanks. Indicate how long (e.g., three weeks, two months) these services will be provided (duration). Indicate by circling I and/or G whether the services will be delivered on an individual basis or in a group. Enter the actual minutes per session to be received in each actual location. The minutes per session must be entered for both direct and related services. Enter the actual number of sessions per week to be received in each actual location. The sessions per week must be entered for both direct and related services.
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18.

19. 20. 21. 22. 23. 24. 25.

26.

Enter the location where services will be provided. The location must be entered for both direct and related services. Setting should reflect location. (See #18.) NOTE: For purposes of determining location for preschool aged students community is considered N/A.

27. 28. 29. 30. 31. 32.

Title of service provider for each listed service. This block should be used to add any additional information that the IEP team feels is needed to clarify a student's instructional program. Check the box if a copy of the Procedural Safeguards has been given to the parents. The Officially Designated Representative of the Local Education Agency must sign and date. The Parent/Guardian/Surrogate Parent/Competent Major/Student must sign and date. This signature indicates fully informed consent. If the parent declines ESYP services during the ESY IEP meeting, the parent is to sign and date. Include the reason the parent declined services in the Comments block. Transportation: Circle either YES or NO. For YES, write the type of transportation: school bus, contracted carrier, parental reimbursement, other. (Describe.)

33.

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98

SERVICES PLAN FOR PARENTALLY-PLACED STUDENTS WITH DISABILITIES IN PRIVATE SCHOOLS


Parentally-placed students with disabilities in private schools will receive special educational services through a Services Plan (SP), rather than through the Individualized Education Program (IEP), which public school students use. A services plan is developed and implemented for each private school student with a disability who has been designated to receive special education and related services. The SP describes the specific special educational and related services the public school will provide. The SP must be developed by the Services Plan team in the same manner as IEPs are developed with the additional requirement that the local education agency (public) must ensure that a private school representative either attends the SP team meeting or provides input through other documented means. The SP must be reviewed periodically, but not less than annually to determine whether the annual goal(s) for the student is being achieved or whether the SP must be revised. Private school students with disabilities may receive a different amount of services from those received by students with disabilities in public schools. No parentally-placed student with a disability in a private school has an individual right to receive some or all of the special educational and related services that the student would receive if he or she were enrolled in a public school. The complete SP is made up of the following forms: Services Plan form Goals and Objectives/Benchmarks form (if applicable)

100

SERVICES PLAN LOUISIANA DEPARTMENT OF EDUCATION LEA School 1 5 8 Student Name 2 ____ 6 9 DOB 3 ID#

CONFIDENTIAL DOCUMENT Revised 2000 4___________ 7 __________

Individual Evaluation Date

Meeting Date(s) Primary Exceptionality

Grade Secondary Exceptionality

10____________

Services Plan Participants (Sign below; indicate position.) 11_____________________________ _______________________________________ ___________________________________ ___________________________________ _ _ _____ _____ ___ ___

General Student Information 12_______________________________________________________________________________ ______________________________________________________________________________________________________________ ______________________________________________________________________________________________________________ ______________________________________________________________________________________________________________ Services Need 13 Academic/Cognitive Motor Behavior Communication Self-Help Social Vocational Specific Current Performance 14______________________________________________________________________________ ________________________________________________________________________________ ______________________ Annual Goal 15_______________________________________________________________________________ Method of Measurement 16 Date Achieved 17 Measurable Short-Term Objectives/Benchmarks (Number each.) Date Achieved 18 19 ___ _______________________________________________________________________________________________ ___ ____ _______________________________________________________________________________________________ __________ _______________________________________________________________________________________________ ___ ____ _______________________________________________________________________________________________ ______ ___ Personnel Responsible for Implementing Goal ___________________________________________________________ _______ Special Education Services 21 Date to Begin 22 Duration 23 Indiv/Group 24 I I Transportation Accommodations for Classroom Supports for School Personnel Transition (if appropriate) G G Location 25 Minutes per Day 26 Sessions per Week 27

28__________________________________________________________________________________ 29_________________________________________________________________________________ 30________________________________________________________________________________ 31_________________________________________________________________________________

Comments 32__________________________________________________________________________________ ______________________________________________________________________________________________________________ ______________________________________________________________________________________________________________ The LEA assures that the program and services described in the Services Plan will be provided. The schedule for determining progress toward achievement of short-term objectives/benchmarks will be every 33 weeks. Achievement will be documented through the use of Progress Reports. 34 I understand that IDEA due process hearing procedures do not apply to parentally-placed private school students. I approve this service plan. Date Date __35___________________________________________________________________________________ PARENT/GUARDIAN/SURROGATE PARENT/COMPETENT MAJOR/STUDENT SIGNATURE 36_____________________________________________________________________ OFFICIALLY DESIGNATED REPRESENTATIVE OF LOCAL EDUCATION AGENCY SIGNATURE Copies must be provided to teacher(s), parent(s), and the LEA Central Office.

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SERVICES PLAN LOUISIANA DEPARTMENT OF EDUCATION Goals and Objectives/Benchmarks LEA Student Name School Meeting Date(s)

CONFIDENTIAL DOCUMENT Revised 2000 DOB ID#_______________ Grade ______________ Page of _____

Services Need Academic/Cognitive Motor Behavior Communication Self-Help Social Vocational Specific Current Performance _________________________________________________________________________________ _________________________________________________________________________________________________________ Annual Goal _________________________________________________________ ____________________________________ Method of Measurement Date Achieved ______________ Measurable Short-Term Objectives/Benchmarks (Number each.) Date Achieved ______________________________________________________________________________________ __ _____________ ______________________________________________________________________________________ __ ____________ ____________ _________________________________________________________________________________________ _________________________________________________________________________________________ ____________ ________________________________________________________________________________________ _____________ Personnel Responsible for Implementing Goal ____________________________________________________________________ Services Need Academic/Cognitive Motor Behavior Communication Self-Help Social Vocational Specific Current Performance _________________________________________________________________________________ _________________________________________________________________________________________________________ Annual Goal _______________________________________________________________________ ______________________ Method of Measurement Date Achieved ______________ Measurable Short-Term Objectives/Benchmarks (Number each.) Date Achieved ________________________________________________________________________________________ _____________ _______________________________________________________________________________ _________ _____________ ________________________________________________________________________________________ _____________ ___________________________________________________ _____________________________________ ___ _________ ________________________________________________________________________________________ _____________ Personnel Responsible for Implementing Goal ____________________________________________________________________ Services Need Academic/Cognitive Motor Behavior Communication Self-Help Social Vocational Specific Current Performance _________________________________________________________________________________ _________________________________________________________________________________________________________ Annual Goal ______________________________________________________________________________________________ Method of Measurement Date Achieved ______________ Measurable Short-Term Objectives/Benchmarks (Number each.) Date Achieved _____________ ________________________________________________________________________________________ ________________________________________________________________________________________ _____________ _____________ ________________________________________________________________________________________ ________________________________________________________________________________________ _____________ ________________________________________________________________________________________ _____________ Personnel Responsible for Implementing Goal ____________________________________________________________________ Services Need Academic/Cognitive Motor Behavior Communication Self-Help Social Vocational Specific Current Performance _________________________________________________________________________________ _________________________________________________________________________________________________________ Annual Goal ______________________________________________________________________________________________ Method of Measurement Date Achieved ______________ Measurable Short-Term Objectives/Benchmarks (Number each.) Date Achieved _____________ ________________________________________________________________________________________ ________________________________________________________________________________________ _____________ ________________________________________________________________________________________ _____________ _________________________________________________________________________________ _______ _____________ ________________________________________________________________________________________ ______________ Personnel Responsible for Implementing Goal ____________________________________________________________________

Copies must be provided to teacher(s), parent(s), and the LEA Central Office.

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SERVICES PLAN FOR PARENTALLY-PLACED STUDENTS WITH DISABILITIES IN PRIVATE SCHOOLS Instructions for Use 1. 2. 3. 4. 5. 6. 7. 8. Name of the local education agency developing the services plan (SP). The students full name. The students date of birth by month, day and year. The students identification number or the computer code number assigned to the student following the schools guidelines. The school in which the student is currently enrolled. The date(s) of the SP meeting(s) to develop or review the SP. Current grade in which the student is enrolled. The dissemination date recorded on the evaluation. (NOTE: The date the evaluation report was sent to the special education director/supervisor.) The primary exceptionality, as named in the students evaluation report. (Do not abbreviate.) Any secondary exceptionality(ies) named in the evaluation report. SP team members who attend the conference should sign and state their positions such as parent, principal, supervisor, educational diagnostician, regular education teacher, special education teacher or other agency personnel. An officially designated representative of the local education agency must be in attendance at the meeting. A private school representative should either be in attendance when the Services Plan is written or provide input through other documented means. These signatures do not imply agreement with the SP. A general overview of the students services needs must be given, highlighting major aspects pertinent to the students educational needs. Input from service providers and parents should be noted. Specific current performance information for each curricular area should not be indicated here, but should be noted in the Specific Current Performance section. When developing information for the general student information section, the SP team must address the following issues only as they pertain to the services

9. 10. 11.

12.

needed: a. b. c. d. the students strengths and support services needs; the concerns of the parents for enhancing the education of their child through the provision of the services needs; general concerns as noted in the most recent evaluation; the students present levels of educational performance in the services need area for which the service is being provided including i. ii. e. how the students disability affects the students involvement and progress in the general curriculum; and for preschool children as appropriate, how the disability affects the students participation in appropriate activities.

The SP team must also consider the following special factors and include, if needed, a statement addressing these issues on the SP: i. in the case of a student whose behaviors impede his or her learning or that of others, if appropriate, strategies including positive behavioral intervention strategies and supports to address that behavior; in case of a student with limited English proficiency, the language needs of the student as those needs relate to the students SP; in the case of a student who is blind or visually impaired, provision of instruction in braille and the use of braille unless the SP team determinesafter an evaluation of the students reading and writing skills, needs, and appropriate reading and writing media (including an evaluation of the students future needs for instruction in braille or the use of braille)that instruction in braille or the use of braille is not appropriate for the student; the communication needs of the student, and in the case of a student who is deaf or hard of hearing, the students language and communication needs; opportunities for direct communications with peers and professional personnel in the students language and communication mode; academic level; and full range of needs, including opportunities for direct instruction in the students language and communications mode;
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ii. iii.

iv.

v. 13.

whether the student requires assistive technology devices and services based on assessment/evaluation results.

Check the services need area in which special education will be provided. The following seven areas may be included: academic/cognitive, motor, behavior, communication, self-help, social, and vocational. Describe the students specific current performance in the services need area for which services needs will be provided. This specific performance could be gathered from formal and/or informal assessments and may include a description of behaviors in and out of school. Although most of the initial teams data will come from the evaluation, most of the review SP conference data should be gathered from current service providers and parents. Although the current performances should be noted, a review of past educational data can give an overview of how much progress or lack of progress has been made. The data for reviewing SPs should include specific student skills at the time of the conference. These data will provide the basis from which annual goals and objectives or benchmarks will be developed. Specific current behaviors should include more than just grade/age levels or test scores. Based on statements about the students current performance, write an annual goal. Careful consideration must be given to address the students specific needs. A goal statement must describe the specific behavior expected of the student when the educational program for the year is completed. The goal must be stated in measurable terms so that each team member understands what is expected. Describe how the achievement of the goal will be measured, such as by a criterion-referenced test, behavioral charting, or observation and charting by teacher(s) and parent(s). Fill in the actual date on which the annual goal was achieved by the student. Write short-term objectives that describe intermediate steps or benchmarks that describe major milestones that lead to the annual goal. Objectives or benchmarks must be written in observable student behaviors and must be specific and clear. Special conditions such as the need for specialized instructional materials or adaptive equipment should be included. Evaluative criteria must be included in the performance standard to determine the achievement of the objective or benchmark. These criteria should indicate the minimum acceptable standard for the students performance and the ability to meet consistently and reliably the criterion over a period of trials (e.g., without an error in nine out of ten trials) or over an average period of time (e.g., ten times a day for a week without error).
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14.

15.

16.

17. 18.

19.

Write the actual date on which the objective or benchmark was achieved by the student. This date should be indicated immediately after mastery of the shortterm objectives or benchmarks. Progress or lack of progress toward achievement of objectives or benchmarks should be noted on progress reports. Write the position(s) of the individual(s) who will implement the instructional program that addresses the annual goal. There may be one or more persons responsible for a particular goal and/or objective. These persons may include the special education teacher, regular education teacher, parent, student, speech/language pathologist, adapted physical education teacher or other related service providers. This section refers to the actual instruction provided by special education personnel (i.e., teachers, therapists) for a student. List any services the student receives. Put the actual date the student will begin services. Indicate how long (e.g., one year, two months) these services will be provided (duration). Indicate by circling I or G whether services will be delivered on an individual basis or in a group. Indicate the location the services will be provided (e.g., at a public school site [name] or at a private school site [name]). Enter the actual minutes per day services will be received. Enter the actual sessions per week services will be received. Indicate any type of special transportation to be provided. The SP team should consider accommodations that should be used to support the student in the regular education setting. If none are needed, indicate None. Describe any supports that will be required for local education agency personnel who will be implementing the students SP. These supports may include consultation, inservice training, etc. If transition services are considered appropriate, indicate the activities the school will conduct in the current year to provide needed transition services in a specific area. This section should be used to add any additional information that the SP team feels is needed to clarify a students instructional program.
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20.

21.

22. 23. 24. 25. 26. 27. 28. 29. 30.

31. 32.

33. 34. 35. 36.

Fill in the number of weeks that correspond to the regular reporting period (either six or nine). The parent/guardian/surrogate parent/competent major should check the boxes to indicate agreement. The parent/guardian/surrogate parent/competent major must date and sign to indicate informed consent to the services. The officially designated representative of the local education agency must date and sign his or her name.

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110

Additional Forms

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112

LEAP Alternate Assessment Participation Criteria


Student______________________________DOB________School__________________I.D. #____________________ Only students with the most significant cognitive disabilities are eligible to participate in LEAP Alternate Assessment. NOTE: Although the student is eligible for LEAP Alternate Assessment, the IEP team may decide that the student should participate in the general statewide assessment.
Both Part One and Part Two of this form must be completed for a student to participate in LEAP Alternate Assessment.

PART ONECIRCLE AGREE OR DISAGREE FOR EACH STATEMENT. Documentation supporting decisions on each statement in this section must be dated and maintained in the students IEP folder. Agree Disagree The students impairments cause dependence on others for most, if not all, daily living needs, and the student is expected to require extensive ongoing support in adulthood. The students instructional program emphasizes life skills and functional applications of the general curriculum. The student requires extensive instruction on functional skills in multiple settings (e.g., school, work, home, community) to acquire, maintain, and generalize skills necessary for application in school, work, home, and community environments. Current longitudinal data (e.g., classroom observation, task analyses, progress on IEP objectives, evaluations, and parental information) indicate the student should participate in LEAP Alternate Assessment. STUDENT SAFEGUARDS Agree Agree Agree Agree Disagree Disagree Disagree Disagree The decision for LEAP Alternate Assessment is not solely based on the students placement. The decision for LEAP Alternate Assessment is not solely based on the students disability according to Bulletin 1508. The decision for LEAP Alternate Assessment is not solely based on excessive or extended absences. The decision for LEAP Alternate Assessment is not solely based on social, cultural, and/or economic differences.

Agree

Disagree

Agree

Disagree

Agree

Disagree

Agree Agree

Disagree Disagree

The decision for LEAP Alternate Assessment is not based on its anticipated impact on School Performance Scores. The decision for LEAP Alternate Assessment IS AN IEP TEAM DECISION BASED ON THE NEEDS OF THE STUDENT; IT IS NOT AN ADMINISTRATIVE DECISION.

To be eligible to participate in LEAP Alternate Assessment, the response to each of the ten statements above must have been Agree. CONTINUE TO PART TWO ON PAGE 2

Student______________________________DOB________School__________________I.D. #____________________ PART TWOCOMPLETE EITHER A, B, OR C. A. A student with one of the three exceptionalities below is considered to have a significant cognitive disability. If applicable, check the exceptionality as documented on the students current multidisciplinary evaluation. Check only one. Profound Mental Disability Severe Mental Disability Moderate Mental Disability

If you have checked one of the three exceptionalities above, advance to CAUTION at the bottom of this page. If you have not checked one of the three exceptionalities above, consider the next three exceptionalities. B. A student with one of the three exceptionalities below may function like a student with a significant cognitive disability. If applicable, check the exceptionality as documented on the students current multidisciplinary evaluation. Check only one. Multiple Disabilities Traumatic Brain Injury Autism

If you have checked one of the three exceptionalities above, advance to CAUTION at the bottom of this page. If you have not checked one of the three exceptionalities above, consider the next possibility. C. It is possible, though unlikely, that the LEAP Alternate Assessment may be the appropriate assessment for a student with some other exceptionality who functions like a student with a significant cognitive disability. If applicable, indicate the exceptionality as it appears on the students multidisciplinary evaluation. Exceptionality ____________________________________________________________________________ If you have indicated an exceptionality on the line above, advance to CAUTION at the bottom of this page. If you have not indicated an exceptionality on the line above, advance to IEP Team Decision at the bottom of this page, indicate that the student is not eligible, and complete the signature spaces. CAUTION: A student participating in LEAP Alternate Assessment has an instructional program that emphasizes functional, rather than academic skills. A student participating in LEAP Alternate Assessment is progressing toward a Certificate of Achievement. If my child continues to participate in LEAP Alternate Assessment, it is highly unlikely that he or she will earn a regular high school diploma. I am aware that my child must pass all required components of the Graduation Exit Examination (GEE 21) and earn the necessary 23 Carnegie Units in order to receive a regular high school diploma. IEP Team Decision: ___________________________ is eligible for participation in LEAP Alternate Assessment. (students name) IEP Team Decision: ___________________________ is not eligible for participation in LEAP Alternate Assessment. (students name) IEP Team (Signatures) Name/ODR _________________________________ Name/Special Education Teacher_____________________________________ Name/Parent_________________________________ Date:__________________________________ Name/Position_________________________________ Name/Position_________________________________ Name/Position_________________________________

THIS FORM MUST BE REVIEWED ANNUALLY. PAGE 2 OF 2

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INDIVIDUALIZED HEALTHCARE PLAN (IHP) For Students with Special Health Care Needs INSTRUCTIONS FOR USE

STEP I Following the students health assessment, the school nurse will complete the following sections of the Individualized Healthcare Plan. Other licensed health professionals, when appropriate, will assess the student in his or her area of expertise and attach the care plan. Student Identification Background Information/Nursing Assessment. Attach additional information and/or care plans from other licensed health professionals. Goals and Actions (nursing concerns: Individual Healthcare Plan (IHP) 1) Procedures and Interventions The school nurse must identify what special health procedures must be performed in the educational setting, who will perform the procedure, and what training is required of the caregiver. Licensed health professionals in other areas of expertise must identify what procedures must be performed in the educational setting, who will perform the procedures, and what training is required of the caregiver. NOTE: All health procedures, training, and supervision will be coordinated through the IHP. Medications. Attach medication guideline and administration log. Diet. Attach any additional information needed.

2) 3)

STEP II With the assistance of the school nurse, the students health care teamparent(s), teacher(s), school administrator, and others when appropriate will complete the remaining sections of the Individualized Healthcare Plan: 4) 5) Special Transportation (if applicable). Attach any additional information needed. Classroom/School Modifications. A description of any modifications that must be made in the classroom or on the school grounds to accommodate the student. Attach any additional information needed. Equipment and Supplies. A description of the equipment and supplies needed to safely conduct the procedure. Safety Measures CONTINGENCIES: Write out any plans for emergencies, plans for training of personnel, and possible alerts and attach to IHP. Authorizations. You must have the signatures of all parties, the date of implementation, and the review date. Student Participation. A description of the level of student participation expected to be accomplished by the instructional staff, the school nurse, other health professionals, the parents, and when appropriate, the student. Attach any additional information needed.

6) 7)

8)

Step III Implementation of the Individualized Healthcare Plan (IHP) will begin.

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Louisiana Department of Education Revised 2000

CONFIDENTIAL DOCUMENT

INDIVIDUALIZED HEALTHCARE PLAN for STUDENTS WITH SPECIAL HEALTH CARE NEEDS
(Please attach forms if room is insufficient.) Students Name School Date of Birth ________________________________ Grade _______________________________

BACKGROUND INFORMATION/NURSING ASSESSMENT (Complete all applicable sections.) Brief Medical History/Specific Health Care (Additional information is attached.)

Psychosocial Concerns

(Additional information is attached.)

Family Concerns/Strengths information is attached.)

(Additional

GOALS AND ACTIONS Individualized Healthcare Plan (IHP). Attach nursing diagnoses, interventions and evaluation, etc.) Attach physician's order and other standards for care. 1) Procedures and Interventions (student specific) Procedure (a) Administered By Equipment Maintained By Authorized/ Trained By

(b)

(c)

2) Medications log.

Attach medication guideline and administration Additional information is attached.

3) Diet

Additional information attached. Additional

4) Transportation Needs

5) Class/School Modifications information is attached. 7) Safety Measures attached.

6) Equipment and Supplies Parent LEA None 8) Student Participation in Procedures No Yes (If yes, attach description.) CONTINGENCIES Emergency Plan attached Training Plan attached

Additional information

Check if the student is enrolled in a special education program. POSSIBLE ALERTS

AUTHORIZATIONS I have participated in the development of the Health Services Plan and agree with the contents. Please sign and date. Parent(s)_____________________________________/___/____ School Nurse_________________________________/___/____ School Administrator ___________________________/___/____ Effective Beginning Date________________________________ Teacher(s) _____________________/___/____ Other _________________________/___/____ Other _________________________/___/____ Next Review Date _________________________

Copies must be provided to the Parent(s), School Nurse, Teacher(s), and Principal.

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SECTION 3

INDIVIDUALIZED EDUCATION PROGRAM SPECIAL CONCERNS

117

118

ACCESS TO THE GENERAL EDUCATION CURRICULUM In 2001, President Bush established the Presidents Commission on Excellence in Special Education. This Commission was charged with identifying ways to improve the education of students with disabilities. The Commission held numerous hearings and meetings across the nation, and solicited comments from parents, professionals, and the public. The Commission documented its findings in its report, A New Era: Revitalizing Special Education for Children and Their Families. Three of these findings should guide efforts and practices that are linked to IEP development. These are as follows. Finding: IDEA is generally providing basic legal safeguards and access for children with disabilities. However, the current system often places process above results, and bureaucratic compliance above student achievement, excellence and outcomes. Too often, simply qualifying for special education becomes an end-pointnot a gateway to more effective instruction and strong intervention. Finding: Children placed in special education are general education children first. Despite this basic fact, educators and policy-makers think about the two systems as separate. In such a system, children with disabilities are often not treated as children who are general education students and whose special instructional needs can be met with scientifically based approaches. General education and special education share responsibilities for children with disabilities. They are not separable at any levelcost, instruction, or even identification. Finding: Research on special education needs enhanced rigor and the long-term coordination necessary to support the needs of children, educators and parents. In addition, the current system does not always embrace or implement evidence-based practices once established. (U. S. Department of Education, 2002) The IDEA requires that all students with disabilities have access to the general education curriculum and that these students participate in district and statewide assessments. To support LEAs in meeting this requirement, the Louisiana Department of Education developed the General Education Access Guide. All IEPs written after July 1, 1998, must reflect access to the general education curriculum (i.e., the same curriculum as for nondisabled children, use of alternative curriculum NOT allowed). The previously used alternative curricula are no longer valid for use as separate curricula. They may, however, serve as useful resources. Local general education curricula may be enhanced by merging activities from the previously used alternative curricula to help ensure that students have opportunities for success.

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General Education Curriculum There is one curriculum in Louisiana, the general education curriculum, which is based upon the Louisiana Content Standards. The Louisiana Content Standards were established at the state level and are used by local education agencies in the development of local curricula. While the local curriculum extends beyond the standards to include such areas as health and physical education, electives, character education, etc., these standards form the overall framework for curriculum development. Students with disabilities must have access to the broad curricula offered to general education students. Louisiana Content Standards have been developed at the state level for the following areas: English/language arts, mathematics, science, social studies, arts, and foreign language. The standards are organized according to grade level clusters: K-4, 5-8, and 9-12. Each content standard is followed by benchmarks, which further define the standards. Embedded within the content standards are the foundation skills. These skills are to be addressed by all students across all disciplines. The foundation skills are as follows: communication, problem solving, resource access and utilization, linking and generating knowledge, and citizenship. While all students must address the general education curriculum, it is acknowledged that some students may have unique needs that must be addressed and that extend beyond the general education framework. The IDEA requires that all IEPs must not only address the general education curriculum, but also must address any other needs that result from a students disability. The need for individualization is recognized and required. The concept of a common core of learning can be used to envision how the needs of students with varying abilities can be addressed through a single curriculum. In the illustration below, there are two overlapping circles. The center portion represents the common core of learning that all students address. The area to the right represents the needs students with disabilities may have that extend beyond the general education curriculum. The area to the left represents the needs of students who can master the general education curriculum with relative ease, and who need material that further challenges them.
Additional challenges to the curriculum Adaptations for and additional instructional needs of students with disabilities

Common Core of Learning


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Statewide Assessment The process for determining the content of an individual students IEP is directly tied to the type of statewide assessment in which a student will participate. Understanding this link between curriculum and assessment is critical. An IEP team must make a decision about the type of statewide assessment in which a student will participate in order to design a students IEP appropriately. It is only through the establishment of the link between a students program and his/her assessment that clear expectations can be made and local education agencies can be held accountable. All students with disabilities are required to participate in the Louisiana Educational Assessment Program (LEAP). The LEAP is comprised of the following: TEST Norm-Referenced Tests Iowa Tests of Basic Skills (ITBS) Iowa Tests of Educational Development (ITED) Criterion-Referenced Tests (LEAP and GEE for the 21st Century ) LEAP 21 GEE 21 Alternate Assessment LEAP Alternate Assessment GRADES Grades 3, 5, 6, 7 9 Grades 4, 8 10,11 Grades 3, 4, 5, 6, 7, 8, 9, 10, 11

Each student with a disability will participate in one of the two following assessment programs: 1. General Statewide Assessment The vast majority of students receiving special education services will participate in the general statewide assessment (norm-referenced and criterion- referenced tests), with or without accommodations. These students will participate in The Iowa Tests, LEAP 21, and GEE 21. The only students who do not participate in the general statewide assessment are those students who meet the eligibility criteria for LEAP Alternate Assessment and whose respective IEP teams recommend LEAP Alternate Assessment.
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2.

LEAP Alternate Assessment A very small percentage of students will require a different instructional focus in order to benefit fully from the general education curriculum. These students will participate in the LEAP Alternate Assessment. The decision to have a student participate in LEAP Alternate Assessment is an annual IEP team decision, based upon the LEAP Alternate Assessment Participation Criteria. The criteria were revised June 2003 to reflect requirements in the No Child Left Behind (NCLB) guidelines. (Refer to Section 2 for the LEAP Alternate Assessment Participation Criteria form and the Instructions for Completing the LEAP Alternate Assessment Participation Criteria Form.) It is important to note that, even though a student may participate in the LEAP Alternate Assessment one year, the IEP team may determine in a subsequent year that the student should participate in the general statewide assessment. If such is the case, the team should have strong evidence to support this decision (e.g., the students instructional content is more closely aligned to the general statewide assessment).

Although assessment decisions are made at the IEP team meetings, IEP teams should give consideration to the assessment decision prior to the IEP meeting. The General Education Access Guide contains materials used to plan an IEP for a student who will likely participate in the general statewide assessment and materials used to plan an IEP for a student who will likely participate in the LEAP Alternate Assessment. Curriculum Issues for Students in Alternate Assessment Students who will participate in LEAP Alternate Assessment require a different instructional focus in order to benefit fully from the general education curriculum. These students are to focus on the most basic components, or critical functions, of the Louisiana Content Standards. While students meeting the LEAP Alternate Assessment Participation Criteria may address all of the standards, a subset of the standards that will be assessed in LEAP Alternate Assessment has been selected. The foundation skills should also play a critical role in program development for these students, as these skills will likely represent major areas of focus for students with significant disabilities. IEP teams should also consider the essential issues when developing programs for students. Essential issues are concepts/practices that have been researched and found to be effective and critical elements of a students education program. (Refer to Section II of the General Education Access Guide for more detail regarding content standards and program development for students in alternate assessment.)

Curriculum Issues For Students In the General Statewide Assessment


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Students participating in the general statewide assessment will be expected to access and make progress in the general curriculum, which in Louisiana is based upon the Louisiana Content Standards. Students should be provided the necessary supports to address these challenging standards, participate fully in statewide assessments, and attain the appropriate high school exit document (i.e., high school diploma, high school equivalency diploma, or Skills Certificate). In order to facilitate such success, the IEP team should be knowledgeable about the general curriculum and the Louisiana Content Standards, be knowledgeable about how the student learns, be knowledgeable about researched based interventions, and implement goals and objectives to meet the students needs resulting from the disability to enable him or her to be involved in and progress in the general curriculum. In the past, the IEP process focused only on the product of the students multidisciplinary evaluation and/or the current level of performance. While it is important to know a students standardized test score in a content area when planning the IEP, it is even more important to know how that student learns and what his profile of strengths and difficulties is. The teacher must analyze why a student has reacted to instruction and assessment in a given manner. Innovative strategies are necessary to obtain descriptive information about the student in order to plan an individualized program and to design effective teaching and learning strategies. In this way, the dynamic interactions of the students ability to process information, the curriculum, and the research-based strategies can be integrated for the educational benefit of the student. (Refer to Section III of the General Education Access Guide for more detail regarding program development for students participating in the general statewide assessment.)

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ASSISTIVE TECHNOLOGY The legal definition of an assistive technology device is any item, piece of equipment, or product systemwhether acquired commercially off the shelf, modified, or customizedthat is used to increase, maintain, or improve the functional capabilities of a child with a disability. The definition encompasses a broad range of devices from very simple (low technology) to very sophisticated (high technology). An assistive technology services is any service that directly assists a child with a disability in the selection, acquisition, or use of an assistive technology device. Included in these services are an evaluation of the needs of a child with a disability, including a functional evaluation of the child in the childs customary environment; the purchasing, leasing, or otherwise providing for the acquisition of assistive technology devices by children with disabilities; the selecting, designing, fitting, customizing, adapting, applying, maintaining, repairing, or replacing of assistive technology devices; the coordinating and using other therapies, interventions, or services with assistive technology devices, such as those associated with existing education and rehabilitation plans and programs; the training or technical assistance for a child with a disability, or where appropriate, for the childs family; and the training or technical assistance for professionals (including individuals providing education and rehabilitation services), employers, or other individuals who provide services to, employ, or are otherwise substantially involved in the major life function of that child.

LEA Responsibility Each LEA shall ensure that assistive technology devices and/or assistive technology services, as those terms are defined above, are made available to a student with a disability, if required, as part of the students special education, related services, or supplementary aids and services. Including Assistive Technology in the IEP Consideration should be given for every student with a disability who is eligible for an
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individualized education program as to whether the student requires assistive technology devices and/or services to receive an appropriate education. This decision may be accomplished at any time during the initial evaluation by the evaluation team, or later by the IEP team when the IEP is developed, and then again when the IEP is reviewed and/or revised. It would be of maximum benefit to the student if the need is determined during the course of the initial evaluation and an assistive technology assessment is conducted in accordance with evaluation procedures, but ultimately it is the IEP team that must identify the students need for assistive technology. The General Student Information form of the IEP is the appropriate place to record assistive technology devices and/or services, if any, that have been considered, assessed, and implemented. In fact, the students IEP is the primary recording document for assistive technology. Sufficient information should be included on the IEP so that professionals can readily account for devices and/or services that have been utilized successfully in the educational planning of the student. A major problem in the ongoing assessment and planning of assistive technology for a student can be the loss of information from one year to the next, from one professional to the next, or from one school to the next. Therefore, the IEP becomes the central document for communicating about the students past history, current need, and future need for assistive technology. The 1999 Federal Regulations for IDEA now state that, on a case-by-case basis, the use of school-purchased assistive technology devices in a students home or in other settings is required if the students IEP team determines that the student needs access to those devices in order to receive FAPE. This information should be recorded in the General Student Information section and may be part of the Instructional Plan as well. The need for assistive technology may not have been recognized during the initial evaluation or reevaluation. If the evaluation did not address assistive technology, the IEP team should then consider whether or not assistive technology may be necessary for the student to access the general education curriculum. A referral to Pupil Appraisal for an assistive technology assessment may be noted in the Reevaluation Comments on the IEP. Assistive technology may also be written into the Goals and Objectives/benchmarks on the Instructional Plan form. On the Program/Services form of the IEP, it is critical that a students assistive technology be noted under Accommodations Needed for LEAP Testing if that student uses assistive technology for regular classroom assessment. If it is not recorded on the IEP, the student will not be able to use the technology for LEAP Testing.

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The Supports Needed for School Personnel section on the Program/Services form of the IEP is the appropriate place to record specialized training that might be necessary for school personnel to implement a students assistive technology into the general education curriculum. The Transition Services form of the IEP is another significant area where a students need for assistive technology might be documented under School Action Steps, Student Action Steps, Family Action Steps, and Agency Action Steps. Refer to the Pupil Appraisal Handbook, which now has procedures for Assistive Technology Evaluation, and to the Louisiana Assistive Technology Screening Checklist for Educational Programming in the handbook.

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BEHAVIOR ISSUES The 1997 amendments to IDEA are explicit in what they require of an IEP team addressing the behavioral problems of children with disabilities.

The team should explore the need for strategies and support systems to address any behavior that may impede the learning of the child with the disability or the learning of his/her peers. In response to disciplinary actions (which results in a change of placement) by school personnel, the IEP team should, within ten (10) days, meet to formulate a functional behavioral assessment plan to collect data for developing a behavior intervention plan. If a behavior intervention plan already exists, the team must review and revise it, as necessary, to ensure that it addresses the behavior upon which the disciplinary action was predicated.

What Is Functional Behavioral Assessment Functional behavioral assessment is an approach that incorporates a variety of techniques and strategies to determine the causes and identify likely interventions intended to address problem behaviors. Functional behavioral assessment looks beyond the overt behavior and focuses, instead, upon identifying biological, social, affective, and environmental factors that initiate, sustain, or end the behavior in question. Understanding or identifying what a student gets or avoids through his/her behaviors can provide the IEP team with the diagnostic information necessary to develop proactive instructional strategies that are crafted to address the behaviors that interfere with learning. These strategies should include positive behavior supports that teach the student positive alternative replacement behaviors that serve the same function as the inappropriate behavior. At the same time, strategies may be developed to decrease or eliminate opportunities for the student to engage in behavior that hinders progress or positive outcomes. When To Conduct a Functional Behavioral Assessment It is recommended that IEP teams that find any of the following present should consider conducting a functional behavioral assessment:

the students problem behavior persists despite consistently implemented behavior management strategies that have been based on less comprehensive and systematic methods of assessment (e.g., intuitive decision making, brief or infrequent observations, informal decision making processes); the students problem behavior places the student or others at risk of harm, injury, exclusion; or the team is considering more intrusive interventions or a more restrictive placement based on the students problem behavior.
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Conducting a Functional Behavioral Assessment There are five steps in conducting a functional behavioral assessment. 1. Identify the problem behavior. Define the behavior in concrete terms that are easy to communicate and can be accurately measured and recorded. 2. Conduct an observation of the student and collect data on the occurrence of the behavior. 3. Develop a hypothesis concerning the function or purpose of the students behavior: that is, use the data collected to form an educated guess as to why the student is engaging in the problem behavior(s). 4. Develop an intervention that may/should include positive strategies, program or curricular modifications, supports to enhance quality of life, and supplementary aids and supports required to address the disruptive behaviors in question. IEP teams may want to consider the following techniques: manipulate the antecedents and/or consequences of the behavior; teach more acceptable replacement behaviors that serve the same function as the inappropriate behavior; implement changes in curriculum and in instructional strategies (e.g., ensure that the student is being taught social skills in the areas in which there are social skill deficits, provide instruction that is meaningful, functional, and age- appropriate); increase opportunities for positive involvement in peer activities; modify the physical environment; and implement the use of behavior contracts or a token economy; 5. Evaluate the effectiveness of the intervention. It is good practice for IEP teams to include two evaluation procedures in an intervention plan: one procedure designed to monitor the faithfulness with which the plan is implemented; the second designed to measure changes in behavior. In addition, IEP teams must determine a timeline for implementation and reassessment, and specify the degree of behavior change consistent with the goal of the overall intervention. Plans need to be reviewed at least annually and revised as appropriate; however, the plan should be reviewed and reevaluated whenever any member of the IEP team feels it is necessary. Circumstances that may warrant such a review include the child has reached his/her behavioral goals and objectives, and new ones need to be established; interventions no longer address the students current behavioral needs; the IEP team makes a change in placement; or it is clear that the behavioral intervention is not bringing about positive changes in the students behavior. The team may need to modify the plan
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as written or may need to develop a new hypothesis concerning the function of the behavior. Manifestation Determinations IDEA requires that IEP teams make manifestation determinations in instances in which a disciplinary exclusion (e.g., out of school suspension) exceeds ten (10) days. It is important to understand that a functional behavioral assessment and a manifestation determination do not serve the same purpose. A functional behavioral assessment serves to provide specific information to the team concerning the design and implementation of effective strategies. Manifestation determinations serve to determine whether the students disability impaired the students understanding of the consequences of his/her behavior, and/or whether the students disability impaired his/her ability to control the behavior. In conducting a manifestation determination, the IEP team must consider

evaluation and diagnostic results (including information gathered during functional behavioral assessment), observations, information supplied by the students parents, and IEP placement and program issues.

The IEP team must determine whether the IEP and placement were appropriate for the student. (Based on a team review of existing information and discussion, was the student deriving reasonable educational benefit from the IEP prior to the behavioral incident that resulted in suspension? Are appropriate social skills, conflict resolution skills, mediation skills, etc., being taught to the student?) whether the required supplementary aids and services were provided as noted in the IEP. (Based on team review and discussion, were all agreed upon supplemental aids and services delivered in good faith as documented in the students IEP?) whether the behavioral interventions were consistently/reliably implemented as delineated in the IEP. (Based on a team review and discussion, was there a behavior support component with the students IEP, and were all supportive interventions and strategies noted in the behavior support plan in the students IEP implemented in a consistent manner across staff and settings?) whether the student understood his/her behavior and could control the behavior. (Based on a review of all relevant information and team discussion, did the student clearly understand the ramifications of his/her behavior (e.g., what adverse effect would his/her actions have on self and others?); and in light of the students disability in concert with documented antecedent and setting events,
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could the student exercise adequate self-control that should have resulted in appropriate behavior?) Interim Alternative Educational Setting (IAES) IDEA requires that the interim alternative educational setting be determined by the students IEP team. This placement must be selected so the student can participate in the general curriculum. General curriculum is defined as the curriculum adopted by the LEA for all students pre-school through secondary education. The IAES must enable the student to meet the goals and objectives on his/her IEP, and the student must continue to receive services and modifications included on his/her current IEP. Any inappropriate behavior exhibited by the student must be addressed through modifications and appropriate behavior interventions while the student is in the interim alternative educational setting.

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BLIND OR VISUALLY IMPAIRED As stated in Public Law 105-17 (June 4, 1997), it is the responsibility of the IEP team to develop an Individualized Education Program (IEP) that considers the special factors that relate to certain disabilities. In the case of a student who has a visual impairment or who is blind, there are two special factors that must be considered. The Need for Instruction in Braille When developing an IEP for a student who is blind or visually impaired, a primary consideration must be the appropriate learning/reading media for that student. Therefore, an ongoing learning/reading medium assessment for each student is a vital piece of information for the IEP team. Braille literacy issues must be considered and documented at each IEP meeting. In what medium does/will the student be able to read most efficiently? Print, large print, braille, or a combination of braille and print could be an appropriate choice depending upon the specific eye condition, the severity of the condition, or the prognosis of the specific condition. As a student progresses through the grades, the amount of reading necessary increases and the print size of books and textbooks decreases. Some eye diseases/conditions are degenerative; students experience a decrease in useable vision, thus indicating a need for braille instruction. Factors that will help in the decision process are as follows:

the specific condition: is the vision stable or will it degenerate? the presence of other disabilities: very often a student will have a significant vision loss; but because of other disabilities, the option of braille is not appropriate (i.e. cerebral palsy, significant cognitive impairment).

The Need for Orientation and Mobility (O & M) When developing an IEP, the team must consider whether the student who is blind or visually impaired is able to move safely and efficiently within the environments of the home, school and community. The student who qualifies for Visual Impairment (VI) services, but does not receive orientation and mobility training, should be screened at least once per academic year using a checklist such as the Orientation and Mobility Screening Checklist for School Students found in the Pupil Appraisal Handbook, to see whether he or she may need to be assessed for orientation and mobility (O & M) training. The student who experiences a noticeable change in visual acuity as documented in an eye report by a medical doctor, eye care specialist, or anecdotal records of behavior that indicate reduced visual functioning shall be screened for O & M training.

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Factors that will help in the decision process are as follows:

age of the student: everyones movement and travel needs change as they get older and become more independent; the way(s) a student functions in different environments: with some eye conditions, lighting is a prominent factor (i.e., inside in normal indoor lighting travel skills are great, but outdoors in bright sunlight, the individual may function as though they are totally blind); and travel needs: is this student one who will be going from class to class? up/down stairs? are there transition travel needs? how does the student get to and from work?

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DEAF OR HEARING IMPAIRED As stated in IDEA Public Law 105-17 (June 4, 1997), it is the responsibility of the IEP team to develop a Individualized Education Program (IEP) that considers the special factors that relate to certain disabilities. In the case of a student who is deaf or hard of hearing, the following must be considered. The Childs Language and Communication Needs A statement that indicates the linguistic and communicative needs of the student should be included. The IEP team should consider relative linguistic information, including speech and language, to determine an appropriate program. The team should describe the students receptive and expressive communication mode. (Is this mode efficient and sufficient for this student? What are the students language needs? Is the student functioning linguistically on grade level with hearing peers?) The following may be used as a guide: Describe the students receptive communication. Describe the students expressive communication. Is this mode of communication efficient and sufficient for this student? Is the students written language on or below hearing peers? If below, the IEP should reflect goals and objects to reflect needed activities for linguistic interventions. If the student does not use manual communication, is his/her expressive spoken language when compared to hearing peers on or below level? If below, the IEP should reflect goals and objectives to improve spoken language. If a student does use manual communication, is his/her expressive language when compared to hearing peers on or below level? If below, the IEP should reflect goals and objectives to improve his/her manual communication skills. Opportunities for Direct Communication with Peers and Professional Personnel in the Students Language and Communication Mode Does the student have opportunities for direct communication (without the assistance of an interpreter/transliterator) with peers in his or her language and communication mode? Does the student have opportunities for direct communication with professional personnel in his or her language and communication mode?

Academic Level What is the students academic level on all areas addressed in the IEP? A careful assessment of the students academic achievement through criterion- and normed135

referenced measures should be conducted. Full Range of Needs Which Include Opportunities for Direct Instruction in the Students Language and Communication Mode Included in the full range of needs would be assistive listening devices, access to speech/language services, access to auditory services, and the opportunity for direct instruction from a teacher who uses the communication mode of the student. Placement/Service Determination Placement decisions for deaf and hard of hearing students must be based on the students IEP. Thus, the consideration of the Least Restrictive Environment (LRE) as part of the placement decision must be made in the context in which appropriate services can be provided. Any setting that does not meet the communication and related needs of a student who is deaf, and does not therefore allow for the provision of a Free Appropriate Public Education (FAPE) cannot be considered the LRE for that student. Justification for the setting for students who are deaf or hard of hearing must be documented on the Placement/Service Determination checklist of the IEP form. Each setting should be completed on the checklist ending at the setting in which the student is served. The above factors must be taken into consideration when completing this section of the IEP.

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EARLY CHILDHOOD EDUCATION FOR CHILDREN WITH DISABILITIES/ DEVELOPMENTAL DELAYS, AGES 3-5

Preschool IEP Team For the preschool aged child, the members of the IEP team should include the childs family; IEP facilitator or the officially designated representative of the local education agency; an individual that can provide the instructional implication of the multidisciplinary evaluation; special education teacher or, where appropriate, at least one special education provider; regular education teacher/early childhood educator if the child is expected to participate in the regular education environment; and other related service/early intervention personnel who have knowledge or special expertise regarding the child, as appropriate. Related service/early intervention personnel may include, but are not limited to, early interventionist, family service coordinator, child care provider, speech/language pathologist, occupational therapist, physical therapist, adapted physical educator and certified school registered nurse. All participants attending the IEP meeting must be documented on the General Student Information page in the IEP Participants Section. To promote family involvement and participation, parents should be encouraged to take support persons to the IEP meeting. Each local education agency must have written policies and procedures in accordance with Bulletin 1706: Regulations for Implementation of the Children with Exceptionalities Act, 442 Parent Participation for ensuring parent participation in all IEP meetings.

Preschool Placement Service Options/Determination The childs placement/service option should be determined following the completion of the Instruction Plan and Program/Services forms of the IEP. LEAs must provide placement/service options for the preschool aged child with disabilities. The following service delivery options, which are not presented in a continuum of least restrictive environment, are appropriate for the preschool aged child: early childhood setting, early childhood special education setting, home, part-time early childhood/part-time early childhood special education setting, residential facility, separate school, itinerant service outside the home, and reverse mainstream setting. If the child is receiving Speech/Language Therapy only or Adapted Physical Education only, then the setting where the service is delivered should be checked. Placement must not be based on the childs disability, or the types of settings currently available in the local education agency, nor must this decision reflect administrative convenience. FAPE (Free Appropriate Public Education) on the childs third birthday The local education agency (LEA) must offer each eligible child FAPE on his/her third
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birthday regardless of the program in which the child participates or when the childs birthday occurs. While this requirement may present a dilemma when the childs birthday falls after January or during the summer, the LEA must work with public/private providers to ensure the eligible child receives the identified services on his/her IEP. Between the time the child is 2 years and 6 months and 2 years and 9 months, the LEA should attend a transition meeting initiated by the Family Service Coordinator. Transition into early childhood programs will be discussed. With parental approval, the child will be evaluated, and if eligible for IDEA, Part B services, an IEP is developed and implemented by the third birthday. The LEA must also determine whether the child is eligible for extended school year (ESY) services.

Rather than transition an eligible child from the early intervention program for a short period of time, the LEA may enter into an interagency agreement with the early intervention program to continue through the summer. The LEA must offer FAPE; financial responsibility must be defined in the interagency agreement. A child turning three during the school year may continue to be served in the early intervention program, but the financial responsibility in offering FAPE at the third birthday remains with the LEA. An Interim IEP may not be developed for the preschool aged child entering Part B preschool special education services at age three. The evaluation and IEP must be completed and implemented by the third birthday. An extension in timeline may not be taken if it results in the IEP being developed beyond the childs third birthday.

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English Language Learners In keeping with a LEAs responsibility of providing equal educational opportunity for language minority school children who are also limited English proficient (LEP), careful educational planning should be carried out as well as early identification of possible unique difficulties. An awareness of possible difficulties that might be encountered because of the discontinuities between English-based educational practices and the student's native language and cultural background is essential. The term, native language, if used with reference to an individual of limited English proficiency, means: the language normally used by that individual, or, in the case of a child, the language normally used by the parents of the child; or in all direct contact with a child, the language normally used by the child in the home or learning environment. When LEP students experience academic and adjustments difficulties because of a lack of cultural, social, or linguistic adaptations not sufficiently provided for in our curricula and instructional strategies, these students are frequently referred for psychological evaluations and other assessments. These assessments attempt to differentiate between those who are experiencing academic difficulties because of cultural differences or limited English proficiency and those who are experiencing academic difficulties because of emotional or learning impairments. The special education referral process is often premature and discriminatory for the LEP minority student. The inappropriate processing of special education referrals in the past has resulted in not accurately identifying the LEP student with a disability and a disproportionate placing of culturally and linguistically diverse students in programs designed for special education students which do not attend to their educational needs. Often, the impacts of sociolinguistic factors have not been properly addressed in the referral/evaluation process. Consequently, some students have been incorrectly identified as disabled, while others have been accurately identified but placed in programs that have not attended to their educational needs. General guidelines for distinguishing differences from disorders are as follows:

the disorder must be present in the students native language; the students language performance must be compared with that of other bilingual speakers who have had similar cultural and linguistic experiences; and factors which may be contributing to the interruption of development of the native language must be identified (e.g., the family may have moved to the United States before the student could fully develop his/her native language).

If a LEP student is identified as having a disability, the student is entitled to receive both English as a Second Language (ESL) services and special education services. A LEP
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student shall not be placed in a special education program solely because of lack of his or her English language proficiency. Disabled language minority children must have access to the same types of placement options as are provided disabled monolingual English speakers. It is particularly important that the IEP team consider how the students level of English proficiency affects the special education and related services that the student needs in order to receive FAPE. A continuum of services between Special and Bilingual/ESL education is more effective than either/or placement. The sharing of materials, techniques, and knowledge should be encouraged among service providers. The Louisiana Administrator's Handbook: Educating the Language Minority Student with Limited English Proficiency and the booklet Considerations for Language Minority Students and Special Education in Louisiana offer polices, procedures, and suggestions for referring, evaluating, and programming for LEP students.

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EXTENDED SCHOOL YEAR PROGRAM The Extended School Year Program (ESYP) is the provision of educational and related services to students with disabilities in excess of the normal school cycle in accordance with the students IEP; it must be provided at no cost to the parents of the student. The legal basis for extending the school year for a student with a disability is stated in 447 of Bulletin 1706: Regulations for Implementation of the Children with Exceptionalities Act (R.S. 17:1941 et seq.). All students, ages 3-21, classified with a disability according to the Pupil Appraisal Handbook must be considered for the ESYP. The LEA may not limit the ESYP to particular categories of disability, or unilaterally limit the type, amount, or duration of those services. The Extended School Year Program Handbook provides the standards that encompass four major components of the program: eligibility determination, planning, implementation, and evaluation of the extended school year program. Extended school year program services are to be an extension of the regular school year program for students who have been determined to need this program to prevent them from losing significant skills that will impact their future life options. The ESYP eligibility criteria were developed to ensure that students have equal access to extended school year services. Refer to the Extended School Year Program Handbook for an explanation of the criteria by which students may qualify for the ESYP (e.g., regression-recoupment, critical point of instruction, self-injurious behavior, employment, transition, excessive absences, late entry, and extenuating circumstances). The ESYP screening date will not be earlier than the Friday after Easter; the LEAs will be notified of the ESYP screening date each year by the SDE. The teacher with primary responsibility for IEP development, along with the instructional team, makes the eligibility determination on or before the screening date. The parents are then notified in writing no later than the fifth operational day after the screening date about whether the student is eligible or ineligible for the ESYP. If the parent(s) disagree(s) with the eligibility decision, he or she may request an ESY IEP meeting to review the eligibility decision. For the student who qualifies for extended school year services, the ESY IEP team must meet to develop the ESY IEP before the beginning of the extended school year program. The IEP team is involved in a very individualized decision-making process based on the students specific needs identified throughout the regular school year data collection and screening. (Refer to the ESY Program Planning Guidelines in the Extended School Year Program Handbook for directions for the completion of the mandated ESY IEP form and for strategies to assist the ESY IEP team in decision making about instruction, programming, and services.)
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The IEP team may identify goals and objectives from the regular school year IEP and/or they may determine that new goals and objectives must be written. The team will decide the childs need for integration with individuals without disabilities, the setting where the extended school year services should take place, the services that the student will need to receive, the amount of time per day needed to instruct the student, the number of sessions per week needed, the number of weeks needed to address the objectives, and the transportation services needed for the student. When the parent(s) accepts ESYP services and signs and dates the IEP to indicate fully informed consent, then the program must be implemented. The parent(s), of course, may decline services. However, if a consensus cannot be reached and the parent(s) disagrees with the ESY IEP team decision (regarding eligibility or programming), she or he must be informed of his or her due process rights and procedures. To the maximum extent possible, local education agencies must provide extended school year instruction in a setting that contributes to the students integration and that is the least restrictive environment option for that student. The services necessary to meet the goals and objectives of the ESY IEP are to be provided. It is also the local education agencys responsibility to keep careful records in order to evaluate the students performance and progress, to document instructional activities on lesson/activity plans, to document assessment data, and to provide progress reports on the students outcomes. The LEA must also evaluate ESYP outcome data to determine program effectiveness and report ESYP data in accordance with state-mandated procedures. The Extended School Year Program Handbook, Appendix B, has samples of documentation forms.

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HEALTH SERVICES School health services are those related services designed for a student with an exceptionality who has a special health need and who is unable to participate in his or her educational program without the use of such health services. School health services include but are not limited to health management/monitoring, health treatments, and health technology. The service must be provided to the student by, or under the direction of, a certified school nurse. The school employed registered nurse or physician is required to assess each student in the educational setting and develop a written individualized healthcare plan (IHP). An IHP can be written for students with and without disabilities. IHPs may be written for students who have a health concern, disease or disorder such as anemia, asthma, cerebral palsy, diabetes, Down Syndrome, seizures, etc., who need procedures such as modified activities of daily living including lifting and positioning, toileting/diapering, feeding; and addressing all procedures requiring a physicians prescription including special diet, the administration of medication at home or at school, catheterization, suctioning, and others. The school nurses assessment of the health status of the student should identify the nursing concerns, health care goals and interventions required, the level of expertise necessary to perform specific tasks, and the training and supervision required for the staff. The information obtained from this assessment should be shared with the IEP team in order to complete the students Individualized Healthcare Plan (IHP). Refer to Section 2 for the IHP form and the instructions for use. The IHP is attached to and becomes part of the IEP. Changes to the IHP should be made as necessary. Situations that may require a change to the IHP include the following:

to reflect the students changing health condition and or prescriptions from the physician, or to modify the instructional goals, or to prepare for a change in the placement of a student.

The IEP team should consider the following points and make adjustments when possible to enhance the ability of a student with special health needs so that he or she can benefit from his special education:

highlight on the IEP any life-threatening allergies or other alerts; consider the stamina of the student when planning the educational goals; consider the impact of medications on the ability of the student to concentrate; maximize the windows of alertness for cognitive activities; incorporate privacy for health procedures in the daily schedule;
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include appropriate goals for learning to prevent and control communicable disease(s); minimize the intrusiveness of health procedures in and outside the classroom; when appropriate, write behavioral objectives for any health procedure in which the student may participate in his own care in each area of development; arrange the classroom and make other environmental changes to encourage the student to be an integral part of peer activities; include parents in identifying methods of communication to encourage the student to participate in his or her own health care; and consider emergency and transportation needs related to the students health condition.

Useful information for including students with special health care needs in the classroom setting may be found in documents developed by the Louisiana Department of Education, such as Clean Intermittent Catheterization in the Educational Setting; Guidelines for Training: Noncomplex Health Procedures; The Policy for the Prevention and Control of Communicable Diseases; and The Policy for the Administration of Medication to Students.

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OUT-OF-DISTRICT PLACEMENT When the local education agency (LEA) is unable to find a suitable placement in view of the students educational needs in consideration of the least restrictive environment, and when the parents are in agreement, the LEA may pursue an out-of-district placement or referral for educational purposes. Out-of-district means that the educational services will be provided outside the LEA of jurisdiction. An IEP team may decide that the most appropriate way to meet the students need is to place or refer the student out-of-district for educational services. The decision to place or refer a student must be mutually agreed upon between the sending and receiving LEAs. Explanation of Terms Placed means that a student receives services in another LEA or an approved nonpublic school and that the sending LEA retains jurisdiction and fiscal responsibility. Responsibility for FAPE remains with the sending LEA and in the case of placement in an approved nonpublic facility, also with the State Board of Elementary and Secondary Education (SBESE). Referred means that a student receives services in another LEA and that the jurisdiction and fiscal responsibility are transferred to the receiving LEA. Responsibility for FAPE then rests with the receiving LEA. Jurisdiction is the right of a LEA to exercise authority over all students residing within its geographic area and over each student placed in an educational program within the geographic area of another LEA or in an approved educational program out of the state. Preparation for Out-of-District Placement The LEA should contact a representative of a possible receiving school or LEA to discuss the students needs, exchange pertinent data as required by the school or LEA (with parental approval for release of records), and discuss the students eligibility and potential for admission. These contacts should be documented. When one or more potential placements are found, the LEA must apply in writing to the Department (Division of Special Populations) to request approval to serve the student outside the LEA or return the student to the former LEA. The application request must include a current evaluation report and a current IEP that describe the students needs. The request must also include the reasons the LEA cannot meet these needs appropriately and must justify the proposed out-of-district placement as the least restrictive environment. The responsible (sending) LEA must ensure that the required members of the IEP team
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are in attendance at an IEP placement meeting to decide on an out-of-district placement. In addition, a representative of the receiving school or LEA must be invited. If the representative cannot attend, the sending LEA shall use other methods to ensure participation by the receiving LEA, including individual or conference telephone calls. Responsibilities Following Out-of-District Placement If a responsible (sending) LEA places a student in another LEA or facility, the sending LEA retains jurisdiction and, therefore, responsibility for ensuring the provision of special educational and related services. At each annual IEP update, the IEP committee should review the students placement in view of the least restrictive environment rules and consider the possible return of the student. If a change in placement or a return to the former or another LEA is considered, representatives of both LEAs must be involved in the IEP. If responsible (sending) LEA refers a student to another (receiving) LEA, the receiving LEA assumes jurisdiction and, therefore, responsibility for ensuring the provision of special educational and related services. At each annual IEP update, the IEP committee should review the students placement in view of the least restrictive environment rules and consider the possible return of the student. If a change in placement or a referral to another LEA is considered, representatives of both LEAs must be involved in the IEP. Exemptions The specific approval procedures as described above do not apply if a formal interagency or cooperative agreement approved by the Department of Education exists between the sending system and the receiving system, school, or facility, or if the student has been placed directly by the parent at the Louisiana School for the Deaf or the Louisiana School for the Visually Impaired.

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PARENTAL INVOLVEMENT In the Individuals with Disabilities Education Act (IDEA), Public Law 105-17, parent participation is recognized as a vital component in all aspects of a childs special education. Beginning with identification, evaluation and educational placement of a child, moving forward through the planning and implementation of the IEP and continuing throughout the childs school career, the parental participation is important. It is the responsibility of the IEP team to assist the parents in understanding the implications of the proposed IEP and to realize the importance of parental input in developing the childs educational program (IEP) for the year and in making educational decisions on behalf of the child. Parents Rights IDEA clearly defines the rights of children with disabilities and of their parents. A fundamental provision of the law is the right of parents to participate in the educational decision-making process. This provision includes the parents rights to

a free appropriate public education (FAPE) for their child. Free means at no cost to the parents. Appropriate means meeting the unique educational needs of the child. be notified whenever the school wishes to evaluate their child, wants to change the childs educational placement, or refuses their request for an evaluation or a change in placement. initiate an evaluation if they think their child needs special education or related services. informed consent, meaning they understand and agree in writing to the evaluation and educational program decisions for their child. Their consent is voluntary and may be withdrawn at any time. obtain an independent educational evaluation (IEE) if they disagree with the outcome of the schools evaluation. request a reevaluation if they suspect their childs present educational placement is no longer appropriate. The school must reevaluate the child at least every three (3) years, but the childs educational program (IEP) must be reviewed at least once during each calendar year. have the child tested in the language he or she knows best. For example, if the childs primary language is Spanish, Spanish is the language in which he or she must be tested. Also, students who are deaf have the right to an interpreter during the testing.

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review all of their childs records. The parents may obtain copies of these records, but the school may charge a reasonable fee for making copies. Only the parents and those persons directly involved in the education of the child will be permitted access to personal records. If the parents feel that any of the information in their childs records is inaccurate or misleading or violates the privacy or other rights of their child, they may request that the information be changed. If the school refuses their request, the parents have the right to request a hearing in order to challenge the questionable information in the childs records. be fully informed by the school of all rights that are provided to them under the law. participate in the development of their childs individualized education program (IEP), or, in the case of a child under school age, the development of an Individualized Family Service Plan (IFSP). The school must make every possible effort to notify the parents of the IEP or IFSP meeting and then arrange it at a time and a place that are convenient for them. The childs initial IEP or IFSP cannot be implemented without the parents written consent. have their child educated in the least restrictive setting possible. Every effort should be made to develop an educational program that will provide the greatest amount of contact with children who are not disabled. request a due process hearing to resolve differences with the school that could not be resolved informally.

Parents Responsibilities Parental responsibilities to ensure that a childs rights are being protected are less clearly defined than are parental rights. These responsibilities vary considerably depending on the nature of the childs disabling condition and other factors. In accepting these responsibilities, parents should find the some of the following suggestions to helpful. The parents of a child with disabilities should

develop a partnership with the school or agency. Parents are an important member of the IEP team. They should share relevant information about their childs education and development. The parents observations and suggestions can be a valuable resource to aid in the childs progress. ask for clarification of any aspect of the program that is unclear. Educational and medical terms can be confusing, so they should not hesitate to ask. learn as much as they can about their rights and the rights of the child. The parents should ask the school to explain the rights as well as the policies and regulations in effect in the district and state before they agree to a special
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educational program for the child.

make sure they understand the program specified on the IEP or IFSP before agreeing to it or signing it. The parents should ask whether what is planned corresponds with their knowledge of their childs needs. make sure their child is included in the regular school activities program. Do not forget nonacademic areas such as lunch and recess and other areas such as art, music, and physical needs. monitor their childs progress. If their child is not progressing, they should discuss the lack of progress with the teacher and determine whether the program should be modified. As a parent, parents can initiate changes in their childs educational program. discuss with the school or agency any problems that may occur with their childs assessment, placement, or educational program. It is best to try to resolve these problems directly with the agency, school or district. In some situations, the parents may be uncertain as to which direction they should take to resolve a problem. Most states have protection and advocacy agencies that can provide parents with the guidance they need to pursue their case. keep records. There may be many questions and comments about their child that they will want to discuss, as well as meetings and phone conversations they will want to remember. It is easy to forget information useful to their childs development and education if it is not written down. It is best if parents keep all of their childs special education records in one place. join a parent organization. In addition to the opportunity to share knowledge, experiences, and support, a parent group can be an effective force on behalf of the child. Many times parents find that as a group they have the power to bring about needed changes to strengthen and broaden special services.

What Parents Can Offer the IEP/IFSP Process In the final analysis, parents of children with disabilities should be involved in the process as much as they want to be and as much as they can be. Varying degrees of involvement are possible. The following are suggestions for ways that parents can become involved:

before attending an IEP or IFSP meeting, parents should make a list of things they want their child to learn. They should discuss any differences between their list and the schools or agencys list; they should take notes about aspects of their childs behavior that could interfere with the learning process. Parents can describe methods they have found to be successful in dealing with these behaviors. take any information the school or agency may not already have to the IEP or IFSP meeting. Examples include copies of medical records, past school records,
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or test or medical evaluation results. Reports do not say all there is to say about a child. Parents can add real-life examples to demonstrate their childs ability in certain areas.

find out what related services are being provided. In addition to the childs teacher, many other specialists and professionals may have contact with the child through the provision of related services. Parents should ask each professional to describe the kind of service he or she will be providing and what student growth they might expect to see as a result of these services. ask what they can do at home to support the program. Many skills the child learns at school can also be used at home. Parents should ask to meet with the teacher when their child is learning a new skill that could be practiced at home. make sure the goals and objectives on the IEP or IFSP are specific. This requirement will ensure that everyone teaching the child is working toward the same goals. Parents should ask questions to make sure that they understand and agree with each of the goals and objectives before signing the IEP or IFSP. after the meeting has ended, the parents job is not finished. Parents should monitor their childs progress throughout the year. regard the childs education as a cooperative effort. If at any point the parents and the school cannot reach an agreement over the childs educational and developmental needs, the parents should ask to have another meeting. This meeting would allow time for the parents and the school or agency to gather more information and data. If after a second meeting there is still a conflict over your childs program, the parents should ask for a mediation meeting or a due process hearing.

Learning Disability Association (L.A.), 4156 Library Road, Pittsburgh, PA 15234

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PHYSICAL EDUCATION/ADAPTED PHYSICAL EDUCATION Physical education (PE) is a mandated curriculum area for all students in Louisiana. It is an essential part of the basic educational program and contributes to the development of the total individual. Every student is entitled to participate in a program of physical activity, specially designed if necessary. A well-planned, sequential program of physical education contributes significantly to the learning experience of all students. To the maximum extent appropriate, students with disabilities should be educated with non-disabled students in the regular physical education class. When a student with disabilities participates fully in the regular physical education program without any special modifications, it is not necessary to describe or refer to PE in the IEP other than indicating the provision of instruction. When simple accommodations to the regular PE program are necessary for the student to participate (e.g., interpreter for a student with hearing impairment, mobility assistance for a student with visual impairment, or child specific aide for a student with a behavior disorder), those modifications must be described in the IEP. When a student with disabilities needs adapted physical education (APE) according to criteria established in the Pupil Appraisal Handbook, the program must be addressed in all applicable areas of the IEP (e.g., present levels of educational performance, goals and objectives, and the level of service to be provided). The initial provision of adapted physical education services is determined by the IEP team using the input of the adapted physical education evaluator and the results and recommendations of the motor evaluation. The continuation of services is determined at the annual review using the input of the adapted physical education teacher. Physical education program requirements for students with disabilities must be comparable to those provided nondisabled students. Bulletin 741: Louisiana Handbook for School Administrators sets forth the minimum physical education requirements. Instructional timewhether daily PE, APE, or a combination of the two programs should parallel the daily and weekly physical education requirements established in Bulletin 741. The two exceptions to this rule are as follows

Preschool Students with Disabilities Adapted physical education must be offered to those preschool students who possess an identified motor deficit and whose need is documented through the evaluation process. Services are provided according to need and not in terms of what is provided able-bodied children of comparable age. The frequency (days per week) and duration (minutes per session) are based on individual need and are determined by the IEP team.

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Students at the Secondary Level Services must be afforded to students with disabilities throughout their school career. Two Carnegie units in the area of health and physical education are required for graduation. Two additional units may be taken as electives. After the comparability requirements have been met at the secondary level (two Carnegie units or the equivalent of), the IEP team may choose to continue adapted physical education or discontinue the services. However, if the decision is to continue adapted physical education, the service must be made available through the age of twenty-one, if appropriate.

A student who is currently receiving adapted physical education may exit the program through the IEP team process. The system alone may not individually decide to terminate the instructional service. Prior to discontinuing adapted physical education, the IEP team should

carefully review current information about the students performance and program toward achieving annual goals in the motor area; examine reevaluation reports (if applicable, other assessment data and teacher recommendations); discuss possible modifications that would facilitate the integration process; and discuss the students ability to participate successfully in regular physical education on a daily basis.

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PRIVATE SCHOOL STUDENTS The Individuals with Disabilities Education Act Amendments of 1997 (IDEA), Public Law 101-17, clearly indicate that a LEA is not responsible for the provision of a free appropriate public education (FAPE) to a child whose parents have voluntarily enrolled the student in a private school. Rather, these students, once their parents have refused services from a public local education agency, may be entitled to have services made available to them through a services plan. This services plan is the document that sets forth the specific special educational and related services that a public local education agency will provide to a private school student who is found eligible for public school IDEA funds. Eligibility is determined after a LEA has determined the amount of funds it will designate to provide IDEA services to students voluntarily enrolled and after consultation with non-public school administrators. This services plan must be developed in the same manner as IEPs are developed with the additional requirement that a private school representative attend the services plan meeting or provide input regarding the services to be provided. (Refer to Section 2 for the Services Plan form and instructions.)

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SPEECH/LANGUAGE PATHOLOGY SERVICES Speech/Language Pathology Services are special educational services that can either be direct or related. Direct Services If a student is classified with the exceptionality of speech or language impairment and receives only speech/language pathology services, these services are considered a direct service. A student receiving speech/language pathology services (speech therapy) is eligible for any and all special education services if the IEP team determines the student needs the additional assistance. A student with a speech or language impairment may be placed in any setting determined through the IEP process. A speech/language pathologist must be on the IEP team and must play an integral part in the implementation of the IEP. A student receiving speech/ language pathology services as a direct service is eligible for accommodations/ modifications in the classroom and for LEAP testing. A student receiving speech/language pathology services (speech therapy) as a direct special educational service must be re-evaluated before being exited from special educational services. Related Services If a student is classified under any exceptionality of special education other than speech or language impairment, and his or her educational needs require speech/language pathology services (speech therapy) in addition to other special educational services, then speech/language pathology services are considered a related service. A student receiving speech or language therapy as a related special educational service can be exited from speech or language therapy services through a decision made by the IEP team at an IEP meeting. Speech or Language Impairment Only IEP The Speech or Language Impairment Only IEP is a specialized Individual Educational Program (IEP) form. This form is to be used only when speech/language therapy is the only special educational service included on the students IEP, regardless of the setting in which the student receives speech/language therapy. If a student with a speech or language impairment does not require any test accommodations for LEAP and/or accommodations/modifications in the regular education classroom, then this IEP form may be used. If the student requires specific test accommodations for LEAP, or accommodations/ modifications in the regular class, the accommodations and/or modifications must be noted on the IEP. If a student with a speech and language impairment requires any modifications or accommodations, the regular IEP form must be used.

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Speech and Language Impairment Only IEP Reference Card The Speech And Language Impairment Only IEP Reference Card is to be used to discuss accommodations for LEAP, accommodations/modifications in a regular class, and placement/service determination service models. The Instructional Plan form of the regular IEP is used to write the goals and objectives/benchmarks for the student. Instructional informationsuch as summary of educational needs and performance, and annual goals and objectives/benchmarksis provided for each area in which special educational services are needed. No goal or objective may be changed without reconvening the IEP team. Transition services are required for students with a speech or language impairment. (Use the Transition Services form of the IEP to document the services. If a student is 14, include a statement of transition program needs that focuses on the students course of study (e.g., vocational education program, electives, etc.) in the General Student Information section. If a student is 16 years (or younger, if determined by the IEP team), then transition services must be identified and addressed on the transition services page of the IEP.)

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TRANSITION SERVICES The importance of a successful transition from school to adult life for students with disabilities has been recognized by federal legislation, which mandates the formalization of this passage through the Individualized Education Program (IEP) process. Transition services is defined in the Individuals with Disabilities Education Act Amendments of 1997 (IDEA), Public Law 101-17, as a coordinated set of activities for a student, designed within an outcome-oriented process, which promotes movement from school to post-school activities, including post-secondary education, vocational training, integrated employment (including supported employment), continuing and adult education, adult services, independent living or community participation. The coordinated set of activities must be based upon the individual students needs, taking into account the students preferences and interests, and include instruction, related services, community experiences, the development of employment and other postschool adult living objectives, and, when appropriate, acquisition of daily living skills and functional vocational evaluation. The following mandates are effective July 1, 1998:

for each student beginning at age fourteen (14), and updated annually, a statement of transition service needs of the student under the applicable components of the students courses of study (such as participation in advancedplacement courses or a vocational education program); for each student beginning at age sixteen (16), (or younger, if determined appropriate by the IEP team), a statement of needed transition services for the student, including, when appropriate, a statement of the interagency responsibilities or any needed linkages; beginning at least one year before a student reaches the age of majority under State law, a statement that the student has been informed of his or her rights under this title, if any, that will transfer to the student on reaching the age of majority. When a student with a disability reaches the age of majority and has not been interdicted or the subject of a tutorship proceeding, the students parent may allege to the LEA that the student lacks the ability to provide informed consent with respect to his or her educational program. In the event that the parent makes such an allegation, the student has the right to dispute the parents allegation, either orally or in writing, or by any other method of communication. Any protest or objection to the parents allegation shall result in the students educational rights being transferred fully to the student at the age of majority, unconditionally. If the student makes no such dispute or objection, the parent shall retain the students educational rights. LEAs are required to document in the students IEP that the parents and the student have been informed of the rights herein and that they have accepted or declined these rights; and the local educational agency shall invite a representative of any other agency that is likely
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to be responsible for providing or paying for transition services. If an agency invited to send a representative to a meeting does not do so, the local educational agency shall take other steps to obtain participation of the other agency in the planning of any transition services. If a participating agency, other than the local educational agency (LEA), fails to provide the transition services described in the IEP, the local educational agency shall reconvene the IEP team to identify alternative strategies to meet the transition objectives for the student set out in the IEP. The IDEA Amendments of 1997 maintain sixteen as the age when students IEPs must contain statements of needed transition services. These two requirements - one for students aged 14 and older and one for students aged 16 and older - seem confusingly similar. However, according to the Committee on Labor and Human Resources Report to Accompany S. 717 (the report that accompanied the proposed IDEA to Congress to explain the intent behind the proposed changes), the purpose of including the statements for students beginning at age 14, is to focus attention on how the students educational program can be planned to help the student make a successful transition to his or her goals for life after secondary school. This provision is designed to augment, and not replace, the separate transition services requirement for students beginning no later than age 16... Including transition services needs beginning at age 14 promotes the concept that the students high school program must now focus on desired postschool outcomes. For those students who need transition services, the Transition Services page of the IEP must be completed as the first step in the development of the IEP. Long-range, comprehensive, thoughtful, and systematic planning that is person-centered marks the foundation of effective transition planning. The students preferences and interests should form the basis of the development of the transition component of the IEP. Documentation of such is required at all phases in the transition planning process. These preferences and interests should be firmly grounded in the development of a future vision statement that accurately captures and properly portrays the students and his or her familys dreams, aspirations, and hopes. The end result of the development of a future vision statement should be reflected in the post-school outcomes desired by the student and his or her family. Action steps for the school system, student, family, and adult agencies must be identified, implemented, and evaluated in order to support the attainment of these adult outcomes. This approach recognizes that education alone cannot provide or do everything needed to prepare every student for adult life. Rather, this approach requires the full participation, commitment, and acceptance of responsibilities by parties or agencies beyond the educational system. Given the complexity and long-term nature of transition, it is clear that neither families, local education agencies, adult agencies, state agencies, nor post-secondary education institutions can nor should individually carry the entire planning, fiscal, or programmatic responsibilities for transitioning adolescents and
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young adults with disabilities from school to adult life. It is imperative to identify the full range of services, programs, and supports, both formal and informal, that must be put in place before the student exits the local education agency and/or that the student will need to remain in place after exiting the local education agency. Likewise, it is critical to identify the agencies, organizations, and institutions that need to become involved in the students life and that will need to remain involved with the student after he or she has exited the local education agency. Transition planning requires a cooperative, coordinated, and collaborative effort between and among the various parties and agencies involved in the delivery and receipt of transition services. The transition component of the IEP serves as a blueprint for the development of the remainder of the IEP. The General Student Information section captures the students transition program needs, including transition service needs beginning no later than age 14. In addition, those school action steps that are instructional in nature must be reflected on the Instructional Plan form(s) in the students IEP objectives. Thus, many of the IEP objectives should be derived from, directly related to, and indicative of the various outcomes and action steps listed on the Transition Services form(s) of the IEP. With the transition component of the IEP serving as a road map, a T is to be placed by each transition-related objective. The relationship between the transition component of the IEP and the remainder of the IEP is much more than the identification of action steps and corresponding objectives. It constitutes a formal plan to identify, link, and secure the full range of needed postschool services, programs, and supports to ensure a greater likelihood that all students will attain, in a timely manner, their desired adult outcomes. The critical recognition that local education agencies alone cannot guarantee students with disabilities a successful transition to needed post-school programs, services, and/or supports both acknowledges and underscores that transition is a multi-faceted concern and heightens the necessity for local education agencies, families, adult agencies, and other public and private entities to align and coordinate their efforts to meet the needs of transitionage adolescents and young adults with disabilities.

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