Provisions
Page links:
Special Education Services
To enter new services, click Add Special Education Service.
You can add up to 4 services at a time. If you need more, you can add 4 more, and so on. Each selection will result in a Services Box so you can add frequency, location, etc.
Services with the same frequency and location may all be added into the same box, if you prefer.
Special Education Services will be selected for all services, whether Direct or Consultation.
Speech and/or Language Services should only be added by the SLP/SLP
Date of completion defaults to the ending date of the IEP, but can be altered (only by shortening it-length of service cannot be longer than the ending date of the IEP)
Ending date of the IEP is set under Schedule CCC Meeting
When revising an IEP, you can check the Apply button to apply the new dates to all provisions quickly.
Select the location of service
Only two options: Special Ed or General Ed.
Community and INTERN sites are General Ed locations.
Swimming is a Special Ed location.
Frequency and Length of time must be entered as numbers only.
Enter the total number of minutes for the week and add 1 time with the drop-down "week". (1 per week)
If the student receives Consultation services, you should specify how many minutes of consultation. Typically 10 minutes would be the minimum.
There is an option to select 1x yr for frequency. Do not select this option! Ever!
There is a narrative to describe the service. You must put at least 50 characters in the narrative box.
if there are less than 50 characters in any narrative, you will get an error message. Sometimes the error message will not correctly identify which box has fewer characters. Check ALL of your narratives to find which one has fewer than 50 characters.
You may copy and paste your service description from the Guidance for Writing Services. Make sure you personalize your narrative statement with student's name, pronouns, and individual service needs.
You may use one box for ALL services in a specific setting. Designate the number of minutes per subject area in the narrative box.
For example, if a student receives services for Language Arts within the classroom in addition to some pullout, you would list Language Arts in two separate boxes, one for GE and one for SE settings. Specify how many minutes will be provided in each setting.
In the GE settings box:
STUDENT will receive special ed services in the general ed setting:
-- 150 min/week for Math
-- 300 min/week for Reading/LA
Total: 450 min/week
(Services will be provided in the school environment):
In the SE settings box:
STUDENT will receive special ed services in the special ed setting:
-- 150 min/week for Math
-- 150 min/week for Reading/LA
Total: 300 min/week
(Services will be provided in the school environment):
You may list services for one subject across two school years ONLY if the minutes will remain the same. (For example: 3rd grade Math and 4th grade Math=45 min/day)
When adding services to the IEP, please include the phrase: "Actual class schedule may vary according to school's daily class schedule and minutes per class. Schedules follow the SBCSC School Calendar"
When reviewing the services for a student, use the "Stranger Test". Would a stranger reading this IEP understand what services a student needs quickly and easily?
Sometimes an IEP is easier to read when services are grouped according to setting and frequency. Specify the minutes for each subject area in the narrative box.
Related Services
Remember to include Related Service providers on the IEP Team so they can put in the services they recommend for the student.
Do not add services for a Related Service provider without their knowledge and consent.
Transportation must be added here.
Click Add Related Service
Select from the list
"Other" can be used and entered manually, but review the list first. Most related services will be listed.
You can add up to 4 services at a time. If you need more, you can add 4 more, and so on.
OT and PT will add their own Related Services. TORs will typically only add Transportation Services.
Date of completion defaults to the ending date of the IEP, but can be altered (only by shortening it-length of service cannot be longer than the ending date of the IEP)
Ending date of the IEP is set under Schedule CCC Meeting
Frequency and Length of time must be entered as numbers only.
There is an optional narrative to describe the service
Select the location of service
Related Services includes things like:
TRANSPORTATION- If you say "No" under the Transportation subtab, you must add Transportation Service here.
Occupational Therapy
Physical Therapy
Communication and Assistive Technology Consultation
It does NOT include: (these are Special Education services, not related services.
Speech Therapy
Speech is a disability category, and speech services will be listed under the Special Ed Services Tab.
Adapted Physical Education
Autism Consultation
Transportation
If the transportation needs are the same as that of non-disabled peers, the user will select "Yes" and not enter any additional information.
If you have identified Transportation as a Related Service, you must say No here. If you say No here, you must add Transportation as a Related Service above.
Remember that if you recommend Special Transportation, you must fill out a Transportation Request. This request must be submitted on the computer. Paper forms will not be accepted. You will receive an email confirmation of the request. There is no need to print this email out, but you should keep it for your records. It is a good idea to establish a folder in your email account to store these requests for future reference.
Transportation requests and revisions should be done for the current school year only. You will be advised when to begin submitting requests for the upcoming school year and for ESY.
Specify the criteria for recommending Special Ed Transportation services. You may describe the need further in the narrative box.
Accessible Materials
If the student is BLV or SLD, they may be eligible for accessible materials. This includes things like large print, Braille and textbooks in audio format. It also includes all materials previously listed as "Books on Tape" that had been provided by Recordings for the Blind and Dyslexic (RFB&D-now known as Reading Ally). This can include trade books, and many other curriculum materials. Click the link below to learn who is eligible and how to apply for this service.
You will find an explanation of Accessible Materials below, along with the necessary forms.
Please make sure the student meets eligibility requirements for accessible materials BEFORE adding it to the IEP (see the link above). Once the requirements have been met, the TOR is responsible for helping to complete the necessary paperwork.
If the student would benefit from using the audio materials provided to the schools as part of the Textbook adoption, that would NOT be listed here. Put that under Accommodations.
Determining Eligibility for Accessible Materials
When you consider this question, you must make sure that the student is eligible to receive Accessible Materials.
Which students qualify?
Blind students with visual acuity of 20/200 or less after best correction
Visual disability is certified by a competent authority as preventing the reading of standard material as a result
Certified by competent authority as unable to read or unable to use standard printed material as a result of physical limitations
Certified by competent authority as having a reading disability resulting from organic dysfunction.
Who is a Competent Authority?
doctor of medicine, doctor of osteopathy, ophthalmologist, optometrist, psychologist, registered nurse, therapist, and professional staff of hospitals, institutions, and public or welfare agencies (such as an educator, a social worker, case worker, counselor, rehabilitation teacher, certified reading specialist, school psychologist, superintendent, or librarian).
More Information on Qualifying Characteristics
If you answer YES to Accessible Materials on the IEP, download and fill out NIMAS/ICAM Form #1 and NIMAS/ICAM Form #2. NIMAS/ICAM Form #4 should be given to the parents if a doctor's signature is required. (Forms found below)
These forms must be filled out and sent to the Special Ed Office. They will keep documentation on which students are eligible to receive special-format materials. Make a copy of each form and attach to the current IEP.
Form #2 must be filled out each year when requesting special-format materials.
Requesting Accessible Materials
After students have been certified to receive specialized-format materials, you must make specific requests for each item needed. NIMAS/ICAM Form #3 has a grid that will help you specify the needed information to obtain the specialized formats.
Fill out the form as completely as possible, and send downtown to the Special Ed office.
General Information and Resources:
NIMAS stands for National Instructional Media Accessibility Standards. You can read more about NIMAS at the CAST Website.
ICAM stands for Indiana Center for Accessible Materials. You can read more about ICAM at the ICAM Website.
Who Qualifies for Specialized-Format Instructional Materials Created from NIMAS Source Files
Other sites for Accessible Media:
Bookshare
Project Gutenberg
NIMAC
Learning Ally (used to be Recording for the Blind and Dyslexic)
The DAISY Consortium
Forms
NIMAS Form 1: Special Consideration Factor - Need for Accessible Materials (AEM) / Chafee Qualification. [Fillable] [Printable]
Documents the Case Conference Committee consideration of Accessible Format Material
NIMAS Form 2: Determination of Accessible Formats. [Fillable] [Printable]
Determination of Specialized Formats
NIMAS Form 3A: Add/Update Student Data [Fillable] [Printable]
NIMAS Form 3B: Textbook and Supplemental Reading Request Form [Fillable] [Printable]
NIMAS Form 3C: IERC Equipment Request Form [Fillable] [Printable]
Updates Student Data
IEP Information
ICAM Request Form
NIMAS Form 4: Eligibility and Certification for Accessible Educational Materials (AEM) [Fillable] [Printable]
Eligibility and Certification for Specialized Formats of Print Instructional Materials (to be filled out by certifying authority)
Assistive Technology
If the student needs technology in order to be successful, enter a description of the technology the student is using, and in what situations it needs to be provided. This might include an FM system (for a hearing impaired student), switches, screen enlarger (for a visually impaired student), etc.
If the student has had an Assistive Technology evaluation, and ongoing consultation has been recommended, you should give the CAT consultant access to the IEP, and they will fill this box in.
If a CAT eval is being requested, it must be done the same as all other evaluations, with a request for a reevaluation (under the Existing Data section). Check the third option, "Inform the student's case conference committee of the student's special education and related service needs." Then you must download the CAT Referral, fill it out, and mail it to the CAT office at Edison. Please include a copy of the full, finalized IEP and the current psych report. Parent permission is needed before an eval can be completed. If you are the student's TOR, it is your responsibility to assist in getting the permission for the evaluation.
Extended School Year
For the Extended School Year decision, three questions from the technical guidance document are presented.
If you are recommending ESY services for a student, you will designate those services here. You will put in the ESY dates for the service, and then add it like any other Special Ed Service. ESY dates will be indicated on the Special Ed Home page as soon as they have been determined
Make sure to include ALL ESY services, including Transportation.
You may be asked to provide documentation that the student meets the guidelines for ESY services. For Option 1, you must document that the student has demonstrated regression over the summer that could not be recouped in the first 9 weeks of the following school year (i.e. data sheets and documented observations)
Fill out the ESY worksheet. You also need to fill out a Transportation Request, and specify that the request is for ESY. Add ESY Transportation under ESY Related Services.
Aids and Supports
The case conference committee should consider what additional training and/or skills are necessary for personnel to implement the IEP.
If it is indicated that there are needs, the user is prompted to document the supports and modifications that will be provided.
Examples where Aids/Support may be indicated:
Student needs an Educational Interpreter fluent in Sign Language
Staff must be trained in CPI (for a BEST classroom)
Program Modifications
The case conference committee should consider what modifications to the existing programming are required to meet that student's needs.
Generally, you will mark "No" for Program Modifications, unless supplemental materials are needed to teach critical skills. An example of when you might mark "Yes" here would be a student who is in a Cross Categorical or BEST program, but needs time in a Life Skills classroom in order to receive some specific services, such as community training or social skills. Another example would be a certificate track student who is included in general education classes with significant modifications to the general education curriculum.
Sample language might be:
Student is on a certificate track and has a modified curriculum. (For Intermediate or Primary students)
Student is being served in the BEST classroom, but will be included in community outings with the Life Skills program.
Reporting Timeline
A text box to record when the periodic reports on the student’s progress toward goals will be provided.
Example: Progress will be reported quarterly during report card time.
Rationale
Here are some sample scripts that could be modified for different student needs:
Due to (student’s) current (academic or behavioral) needs, (direct or indirect) services are needed in ________ class to support (student) in achieving the goals as outlined in this IEP. More or less restrictive options were considered and rejected because they would not provide the necessary support for (student’s) success.
For students on Certificate Track:
The committee considered and rejected more restrictive options based on existing data. More direct service (special education setting) would limit social interaction with general education peers, vocational exploration, and community opportunities. Fewer services (no supported classes) would not address the support and experiences needed as a result of XXX’s _____ eligibility or to support IEP and transition goals.
For students on Diploma Track:
The committee considered and rejected more restrictive options based on existing data. More direct service (special education setting) would not present the rigor and pace of the Diploma Track curriculum and limit social development and interaction with general education peers. Fewer services (no supported classes or consultation services) would not address the support needed as a result of XXXX’s ____ eligibility or to support IEP and transition goals.
