ducational Plan Procedures (T/IEP, EP, SP, Revision and Amendment)
- 1 Individual Educational Plan (IEP)
- 2 Transition Individual Education Plan (TIEP)
- 3 Review and Revision of the T/IEP
- 4 T/IEP Amendment
- 5 Amendment Basics
- 6 Amendment Questions & Answers:
- 7 Amendments for Transportation:
- 8 Accessibility
- 9 Educational Plan (EP)
- 10 Service Plan (SP)
- 11 Amendment Forms Referenced
Individual Educational Plan (IEP)
The IEP is a written document designed to meet the individual needs of students with disabilities. Parents and staff are partners in the development of the IEP. The written document may be reviewed and/or revised as the needs of the student changes. An IEP meeting will be held at least annually to review and revise, as appropriate. The document is current for a calendar year.
The IEP meeting is scheduled at a mutually agreed upon time and place. A written notice to the parent, student and/or agency indicates the purpose; time; location of the meeting; who will be in attendance and includes a statement informing the parents that they have the right to invite individuals with special knowledge or expertise about their child.
If neither parent can attend, the district uses other methods to ensure parent participation including individual or conference telephone calls or video conferencing.
A meeting may be conducted without a parent in attendance. In this case, the student file contains a record of attempts. These records include such items as: Detailed records of telephone calls or attempts, and/or copies of correspondence sent to the parents.
IEP Team Participants:
1. Local Education Agency Representative: A representative of the school district who is qualified to provide or supervise the provision of specially designed instruction to met the unique needs of students with disabilities, is knowledgeable about the general curriculum, and is knowledgeable about the availability of individual educational resources of the district.
2. The parent/guardian
3. Student, if appropriate or required
4. At least one regular education teacher of the student, if the student is or may be participating in any regular education environment including electives and specials at the elementary level.
5. ESE teacher(s)
6. Staff member who can address evaluation data, which may be the ESE teacher
7. Agency representatives, as appropriate
8. Additional people at the parent's request
The IEP Team Considers:
Appropriate positive behavioral interventions and supports and other strategies for the student, supplementary aids and services, classroom accommodations, modifications or supports for school personnel to be provided for the student.
The IEP team considers the following factors in the development, review and revision of the IEP:
- Strengths of the student and concerns of the parents for enhancing the education of their child
- Results of the initial or most recent evaluation or reevaluation
- As appropriate, results of the student's performance on state or district-wide assessments
- Academic, developmental and functional needs of the student
- In the case of a student whose behavior impedes the student's learning or the learning of others, strategies including the use of positive behavioral interventions, supports and other strategies to address that behavior
- In the case of a student with limited English proficiency, the language needs of the student as related to the 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 determines, after an evaluation or the student's reading and writing skills, needs including future needs and appropriate reading and writing media (Including an evaluation of the student's future need 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
- In the case of a student who is deaf or hard-of-hearing, the student's language and communication needs, opportunities for direct communications with peers and professional personnel in the student's language and communication mode, academic level and full range of needs, including opportunities for direct instruction in the student's language and communication mode
- Whether the student requires assistive technology devices or services
Content of the IEP
Each IEP must contain the following:
1. A statement of the student's present levels of academic achievement and functional performance, including how the student's disability affects the student's involvement and progress in the general curriculum, or for prekindergarten children, as appropriate, how the disability affects the student's participation in appropriate activities.
2. A statement of measurable annual goals, including academic and functional goals designed to meet the student's needs that result from the student's disability to enable to student to be involved in and make progress in the general curriculum or for preschool children, as appropriate, to participate in appropriate activities and meet each of the student's other educational needs that result from the student's disability.
3. A description of benchmarks or short-term objectives for students with disabilities who take alternate assessments aligned to alternate achievement standards, or any other student with a disability.
4. A statement of the special education and related services and supplementary aids.
5. A statement of the classroom accommodations, modifications or supports for school personnel that will be provided for the student to advance appropriately toward attaining the annual goals. A parent must provide signed consent for a student to receive instructional accommodations that would not be permitted on the statewide assessments and must acknowledge in writing that s/he understands the implications of such accommodations.
6. An explanation of the extent, if any, to which the student will not participate with non-disabled peers in the regular classroom.
7. A statement addressing any individual appropriate accommodations necessary to measure the academic achievement and functional performance of the student on the state or district assessments. If the IEP team determines that the student will take an alternate assessment instead of the regular state or district assessment of student achievement, the IEP must include a statement of why the student cannot participate the regular assessment and why the particular alternate assessment selected is appropriate for the student. If a student does not participate in the regular state assessment, the district must notify the student's parent and provide the parent with information regarding the implications of such non-participation.
8. The projected date for the beginning of the special education services, accommodations and modifications described and the anticipated frequency, location and duration of those services.
9. A statement of how the student progress toward meeting the the annual goals will be measures and when the periodic reports on the progress the student is making toward meeting the annual goals (such as through the use of quarterly or other periodic reports, concurrent with the issuance of report cards) will be provided.
10. During the student's eighth grade year or during the school year of the student's 14th birthday, whichever comes first, a statement of whether the student is pursuing a course of study leading to a standard diploma or a special diploma.
11. Beginning no later than age 14, IEP teams shall begin the process of identifying transition services needs of students with disabilities, to include consideration of the student's need for instruction or the provision information in the area of self-determination to assist the student to be able to actively and effectively participate in IEP team meetings and self-advocate, so that needed postsecondary goals maybe identified and in place by age sixteen (16).
Transition Individual Education Plan (TIEP)
A statement of appropriate measurable postsecondary goals based on age-appropriate transition assessments is required. It needs to relate to training, education, employment and, where appropriate, independent living skills and the transition services (including courses of study).
Beginning at least one year before the student's 18th birthday, a statement that the student has been informed of his or her rights that will transfer from the parents to the student on reaching the age of majority.
Review and Revision of the T/IEP
Generally, changes to the T/IEP occur at an IEP meeting by the entire team. Once completed, the case manager updates the IEP document in PlanMaker and turns int eh data entry revision form.
There are some situations in which a minor change to the T/IEP is required that does NOT change goals, services and/or placement. In these cases, the team can consider an amendment rather than conducting a T/IEP revision.
Amendments CAN be used for:
- Correcting clerical errors (ex: wrong date; to correct an error of omission like changing the name of a program if it was inadvertently not changed at a staffing and noticed later)
- Changing frequency of service (ex: adding a goal and service due to PMP status; if student already has SF for 2-3 times weekly and now they will also get math, time with non-disabled peers will not change)
- Adding or deleting goals /accommodations
- Changing minutes if LRE doesn’t change (PT/OT/Speech-Language)
- Adding or deleting transportation (see specifics noted below)
NOTE: Not to be used in cases that would require the attendance of a transportation representative at a T/IEP meeting (i.e. medically fragile, door to door transportation)
Amendments CANNOT be used for:
- Assessment changes
- Diploma options
- Standards changes
- Change in placement (includes JDC)
- Adding Home Instruction
- Adding new areas of eligibility or related services
- Gifted Educational Plans
Amendment Questions & Answers:
- Is there a cap on the number of amendments? ==> No
- Do we also make the changes on the hard copy of the existing plan? ==> No
- Do we attach the original amendment and parent contact forms to the top of the current T/IEP? ==> Yes
- Does case manager provide copies to all concerned and file it on top of T/IEP? ==> Yes
Amendments for Transportation:
- Must clearly state to parent that transportation might take up to 7 school days to start and document this on parent contact form
- Complete the Transportation Request Form (MIS #768)
Amendment form Change(s) box should include:
- Transportation added as a special factor
- Transportation is a related service anticipated to initiate (date) for the duration (date) with frequency (daily) and location (to and from school)
Amendment form Data Supporting Change(s) box should include:
- Parent request (see contact notes, MIS #713)
- Transportation Request Form (MIS #768)
- Any additional information
Send copy of parent contact notes, amendment, MIS 768 to transportation.
The IEP will be accessible to all teachers and providers. They will be informed of their specific responsibilities related to the implementation of the IEP and the specific accommodations, modifications and supports that must be provided for the student.
Educational Plan (EP)
(Refer to Gifted Manual) The EP is a written document designed to meet the individual needs of students determined eligible for gifted services. parents and staff are partners in the development of the EP. The written document may be reviewed and/or revised at any time, as appropriate. The EP must be updated at least every 3 years unless the student will be graduating at the end of the current school year. Each gifted eligible student is required to have an Educational Plan (EP) developed for his or her unique needs. The Florida Department of Education has outlined in its state rules the requirements for developing an EP. Each EP is required to have the following minimal requirements:
- EP development team should consist of the parent (or provided written input), a teacher of gifted, a basic education teacher,(or provided written input) and the student, when applicable.
- Present Level of Performance (PLS) statement (download sample)
- Two or more measurable goals that are related to the priority needs identified in the PLS (download sample)
- Description of how the service is provided, its frequency and location
- Whether or not the student requires related services to access gifted services
- Description of how student progress toward goal mastery will be reported and frequency of reporting
EPs are required to be reviewed and updated a minimum of once every three years; however, a member of the EP development team may request that a review meeting be held more frequently. EPs should also be reviewed and updates when the student transitions from 2nd to 3rd grade, 5th to 6th grade, and 8th to 9th grade. EPs may be written to cover the four (4) year period a gifted student is expected to attend high school. EPs should only be developed with the guidance of a teacher of gifted.
Service Plan (SP)
(Refer to Service Plan section on Wiki) Part B of the Individual with Disabilities Education Act (IDEA 2004) requires that school districts locate, identify and evaluate at public expense students who are parentally placed at private schools and who are suspected of having disabilities and needing special education and related services. This part if the general school district responsibility, known as Child Find.
The requirement to make available a free appropriate public education does not extend to private school settings when children with disabilities are parentally placed in those settings.
There is no individual entitlement of parentally placed private school students to receive special education services. However, some students may receive services under a Service Plan.
Please note that these services are only available to parentally-placed students with disabilities (ESE) who attend nonprofit private schools within Pasco County.
A Service Plan is a written statement that describes the special education and related services that a school district will provide to a parentally-placed student with a disability enrolled in a private school. An IEP cannot be used as a Service Plan as it contains additional information that might imply that the student is entitled to FAPE services. The Service Plan contains only information relevant to the special education an related services to be provided to the student.
Service Plans should only be written after a request for ESE services has been submitted to and approved by the Office for Student Supports and Services at the District Office.
After such a request is approved, the contract therapist will write the Service Plan and hold the appropriate meeting at the non-profit private school site. The only exception to this is if a school-based SLP is serving a student for Clinic Speech Services (Home Ed request, etc.).
To the extent appropriate, a Service Plan must parallel the IEP content requirements and must be developed, reviewed and revised consistent with the requirements for the IEP development, review and revision. Note, however, that the plan need only include information related to those specific services that the school district has determined the student will receive.
The school district ensures that a representative of the private school attends each meeting for development of a Service Plan. If the private school representative cannot attend, then other methods, such as individual conference, telephone class should be used.