Embedded Files
Services:
Completing the Service Grid on the IEP:
Service type, amount, frequency, location, start and end dates
Service providers are responsible for completing their own portion on the service grid. When outlining a service, it is important to include your Provider number in SpEd Forms on the service grid. The goal for each student is to ensure the least restrictive environment to receive a FAPE and this begins with determining the amount of service and location of those services (see Continuum doc above). The type of service needed to achieve annual goals is determined by the most recent evaluation and/or the most recent IEP or present level data (ex: for some related services).
How much service is needed per session? Indirect or Direct?
IEP teams begin thinking about the amount of service needed by starting with: what is needed in the general education setting with the use of accommodation, modifications and supports. Some special education service providers may include "consultation" in the IEP for their services - this is not typically on the service grid.
When the IEP team determines direct or indirect service is needed to achieve a specific annual goal, the individual service provider for each area makes the determination of how much time to service propose to the team. The amount of time proposed should not only be based on the current school schedule or service delivery model. It is based on student need to meet their goals.
All direct and indirect service times are written in the IEP. Direct instruction and services are those provided directly to a student by a special education teacher or related services provider. Direct service can be provided to an individual student or to a small group of students with similar needs. Direct instruction and services are tied to a specific goal (ex: a special education teacher provides instructional services in math related to the student's math goal).
Indirect services are primarily not provided directly to a student. A special education teacher or related service professional provides these services to others who are working directly with a student. Indirect services may include activities such as:
• Staff consultation with a regular education teacher or other school staff on situations resulting from a student’s disability;
• Modifying curriculum or environment for a student;
• Observing a student;
• Monitoring a student’s progress in a specific area;
• Monitoring equipment or assistive technology used by a student.
For both direct and indirect services, the IEP states the beginning date; frequency per week or month; minutes per session; location; and anticipated duration of the service.
For indirect service, the IEP should specifically list what the services will be, not just the number of minutes the service will be provided.
Service frequency, location, duration
Service providers propose to the IEP team the freqency and location of their service. Will the service occur in the general education setting or the special education setting? This must be indicated on the service grid. Reminder: services in the general education setting is not counted as minutes towards the student's federal setting, nor are indirect service minutes.
When providers are scheduling a service that last the length of a class (ex: in high school, service takes the place of an elective), staff should refer to the Master Schedule for course period length.
The duration of the service is the start date and the end date. Is it a burst of service for six weeks or three months? Or is it a service anticipated to be in place for the entire IEP cycle and reviewed at the next annual IEP? Each service provider enters the start and end dates. If the service is intended to be in place for the entire IEP cycle, the end date is a year after the start date, one calendar day before (ex: start date is 3/3/2023, end date is 3/2/2024). An IEP is never longer than one calendar year. Reminder: the start date is NOT the IEP meeting date. The start date is the date permission is received to begin initial services or 14 days after the proposed PWN and IEP were sent home for a student continuing services.
Things to consider when determining service amounts (from Pacer)
Things to consider when determining service amounts (from Pacer)
Has the student made adequate progress with the current services?
Does the amount of direct service time seem adequate to help the student achieve the IEP goals in one IEP year?
What setting or location is the most appropriate for providing direct services?
How much indirect service time will be set aside to implement accommodations or modifications? Does the amount seem adequate?
If the IEP includes indirect service time, who will provide services to whom, and what services will be provided?
Things to keep in mind for the service grid
Things to keep in mind for the service grid
When preparing to schedule an IEP meeting, look at the current IEP's service grid END DATE and count backwards 14 calendar days (this is how long passive consent takes) and 10 contact days (this is how long you have to write the new IEP after the meeting) - schedule the meeting prior to this date (give yourself room to make phone calls to set up the meeting with family and confirm with key team members the date works, time for any potential cancellations or school breaks; the family must receive written notice of the team meeting at least one week before you meet).
The start date on the service grid is NOT the IEP meeting date. The start date is the date permission is received to begin initial services or 14 days after the proposed PWN and IEP were sent home for a student continuing services.
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