5.0 IEP Writing Guidelines

IEP Writing Guidelines

STUDENT INFORMATION/ELIGIBILITY PAGE:

Double check ID number

Double check the student demographics

Make Sure Race & Ethnicity are Marked

Next IEP stays the same (1 day less than annual)-- We are sticking with one day less!

(Ex: If IEP is on 11/2/17, next year’s annual should be listed as 11/1/18)

IMPACT OF DISABILITY STATEMENT

Describe how student’s disability affects involvement and progress in the general curriculum (or for preschoolers, participation in appropriate activities)

STUDENT’s qualification of __________ (DISABILITY) DUE TO (if applicable) __________adversely affects his/her ability to make adequate progress in the areas of _____________ (goal areas) in the general education curriculum without special education services.

Example:

Mary's primary eligibility of Specific Learning Disability in auditory processing and secondary eligibility of Speech Language Impairment due to expressive/receptive language and pragmatics adversely affects her ability to make adequate progress in the areas of expressive language, reading comprehension, reading fluency, number sense, written organization and self-advocacy in the general education curriculum without special education services.

School of Residence: Inspire Charter School- LA

District of Residence: Acton Agua Dulce School District

INITIAL IEP DATES:

All IEPs regardless of what type need to have these dates listed.

Initial Entry Date into SPED= Initial IEP Date

Signed Parent Consent= 60 days prior to Initial IEP Date

Person Initiating (if no person mentioned put parent)

Date of Initial Referral= 15 days prior to Signed Parent Consent

PRESENT LEVELS PAGE:

When doing a 30 day, leave DOR information and write in “Per District of Residence (DOR)” before each entry. Above DOR information, add in updated input, name of who the input was provided by and on what date.

Ex:

(Per parent report on 9/5/17, Student is currently able to ...

Per SPED teacher, in a goal assessment on 9/18/17, Student solved ….

Per HST on 9/5/17, Student is working on ..

Per District of Residence (DOR) IEP dated___, the results of the WIAT III are as follows:)

Strengths/Preferences/Interests: make sure to include academic strengths

Other Assessment Data: Include most recent Star 360 and i-Ready results. Include dates of assessment.

Hearing/vision screening: Check all previous IEP’s for this info, possibly going back to DOR.

Preacademic/Academic/Functional Skills: Add data from parent, GE, SE and SAI teachers

At Inspire, Mary's instructional team consists of a home-school teacher ("HST"), parent who also serves as a learning coach, and education specialist. Observations and data collection across content areas take a variety of forms, including "pre"/diagnostic assessments (such as curricular diagnostics to be completed within 25 days of beginning the course and Star 360 measures of literacy and math skills), work samples collected by LC and HST, progress-monitoring/benchmark assessments, and "post"/summative assessments.

Gross/Fine Motor: include student specifics

Social Emotional/Behavioral: include student specifics

Vocational- only include a statement if student has vocational goals, otherwise write- not an area of concern

Adaptive/Daily Living Skills- if there are no concerns- put age appropriate

For student to receive educational benefit, goals will be written to address the following areas of need:

Based on student’s present level of educational functioning, priorities for student’s goals and objectives are related to GOAL AREAS (must be written to areas addressed in Impact of Disability Statement)

Ex: Based on student’s present level of educational functioning, priorities for student’s goals and objectives are related to reading, math, writing, and pragmatic language.

SPECIAL FACTORS PAGE:

1) Assistive Technology- list one of the following:

a. List AT services

b. (Student) does not require assistive technology devices and/or services at this time.

2) Low Incidence Services- list one of the following:

a. List Low Incidence Services

b. (Student) does not require low incidence services, equipment and/or services at this time.

3) Blind or Visually Impaired- list one of the following:

a. List services for blind or visually impaired

b. (Student) is not blind or visually impaired.

4) Deaf or Hard of Hearing- list one of the following:

• List services for deaf or hard of hearing

• (Student) is not deaf or hard of hearing.

• Only fill out the EL section IF the student is an ELL (check pathways to verify EL status)

• If student has behavior that impedes learning of self or others, explain how it is being addressed. List supports being implemented at home, incentive plans/reinforcers, behavior goal, etc.

• If this box is checked, they MUST have at least 1 behavioral goal to address the need!

STATEWIDE ASSESSMENTS PAGE :

Check off appropriate CAASPP information.

If the DOR lists separate setting, check with the family as to why that was the case. Is there another accommodation that they could use in the group setting to help them be successful, such as text to speech?

If the student needs 1:1, then keep separate setting and include 1:1 in notes section with explanation of why 1:1 is needed for student

Other State-Wide/ District-Wide Assessment(s) Alternate Assessment(s):

• yes and write in Star 360 diagnostics as part of Inspire Schools assessment.

Be sure to mark Physical Fitness Test for grades 5, 7, and 9. With some exceptions, most students do not need accommodations. Check: Without Accommodations

GOAL PAGES:

(For interim IEP’s, the goal due dates should remain as the next annual review date.)

• Make sure to review previous goals before going over new drafted goals.

• Baseline needs to be directly related to the goal. Add %. If the provider (such as speech) doesn’t give you a percentage, email/call them and request it. Needs to be numerical.

• All goals and baselines need to be measurable.

• Goals need to have all parts: date, under what condition, task, accuracy, frequency, measured how and by whom.

• Use consecutive trials for goal measuring. (Ex: in 3 consecutive trials. NOT “in ⅘ trials”.)

Underneath the goal:

• Persons responsible: typically GE,SE, Provider (if applicable), etc (Do NOT include parent or student)

• Enables student to be involved/progress in general curriculum/state standard: All academic goals should be aligned with a CCSS. Check this box and list the standard.

• Addresses other educational needs resulting from the disability: If the goal is not tied to a state standard, check this box.

  • There may be times when both boxes would be checked. For example, a student will correctly use a calculator when working with math equations (perhaps the calculator was appropriate because of a student’s inability to grasp a pencil).

• Linguistically Appropriate: If the student has been identified as an English Learner on IEP Student Information Page in Pathways and the goal area is in reading, written expression and/or communication, check this box to indicate that the annual goal is linguistically appropriate

OFFER OF FAPE/SERVICES PAGE:

Supplementary Aids, Services and Other Supports/Accommodations

Additional accommodations and/or modifications can be added in this section (i.e. extra time to complete assignments, reduced assignments that do not affect mastery, etc)

• For interim IEP’s, the dates should run from date of interim until annual review date.

• ALL CONSULTS GO IN THIS SECTION

• Best practice to NOT leave this area blank,

• Each accommodation needs its own entry

• Location: Charter School Operated as an LEA

• Frequency and Duration: Be specific. Do not use “as needed” or “ongoing”

• (Ex: “up to 3 hours”, “up to 6 hours”, “daily”, “weekly”, “when attending specialty program”, “when doing math activities”)

The service options that were considered by the IEP team (List all):

The team considered a variety of options on the continuum of services including General Education, General Education with Related Services, and/or Specialized Academic Instruction Support. The team concluded that <STUDENT'>s unique needs are best met in a General Education setting with listed accommodations and special education services.

In selecting LRE, describe the consideration given to any potential harmful effect on the child or on the quality of services that he or she needs: The IEP team considered that <STUDENT> will have decreased access to the instructional opportunities within the general education setting when receiving Specialized Academic Instruction and Speech Therapy. At this time, the IEP team does not anticipate there will be any significant harmful effects and determined <STUDENT's> academic needs outweigh any minimal harmful effects at this time.

Services:

Specialized Academic Instruction:

Provider: District of Service

SAI Location: 580-Charter School (operated AS an LEA/district)

Comments: Virtual SAI sessions…(Break down into sessions)

(Ex:Virtual SAI sessions- ELA 30min/2x/week; Math 30min/1x/week)

· You can choose to further break down SAI sessions into class names (e.g. reading fluency) as well, if desired.

DIS Services:

Provider: District of Service

Location: Charter School (operated as an LEA/district)

· In comment section, write in virtual if the offer of FAPE is virtual DIS services

· Do NOT mark “group” unless the service provider has explicitly stated that the student will be involved in group sessions! Typically, only individual should be marked.

· If a student needs individual and group sessions for the SAME service, please remember to put in detail about the frequency of service. Please do not add duplicate services, it will come up as an error.

· Do NOT list any consult services in the services grid. Consults are ONLY to be documented in the Supplementary Aides section.

· Do not add any specific names of programs, but rather list what skill they will target

· Do not add AT, unless assessment was done and the services are being offered.

· Do not use service code 900. If you feel it is appropriate, reach out to your PS for support.

ESY: If the student does not require ESY, give rationale for not requiring ESY

Ex: <STUDENT NAME> does not meet the criteria for ESY services at this time.

OFFER OF FAPE/EDUCATIONAL SETTING:

Use Charter School Operated as an LEA for all schools

Federal Setting: 500- Homeschooled per IEP/Independent charter School/Virtual Charter School

All services provided at student’s school of residence-

• NO and write in: Parent(s) have chosen to enroll the student at Inspire Charter School. All services will be provided at the charter school or through a Nonpublic agency under contract with the school.

(Use calculator to calculate percentages)

Participation in the general education program-

Student will not participate in the regular education class, extracurricular, and nonacademic activities for:__ <services> _____________

Ex: SAI and Speech and Language services.

BECAUSE STUDENT requires (services) in order to attain benefit from the general education curriculum.

Ex: BECAUSE Mary requires direct specialized academic instruction and speech and language services in order to attain benefit from the general education curriculum.

Promotion Criteria: DISTRICT

Parents will Be Informed of Progress and How: Check Semester, Progress Summary Report

Activities to support transition

K8: Collaboration/communication between parent, special, and general education teachers to discuss/support needs as they arise.

HS: See transition plan.

Please remember that all IEP's and Amendments need to be A/A in 24 hours with or without signature.