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MASTERING
THE MAZE
The Special Education Process
Process 4: Annual IEP Team Meeting to Develop the IEP
Alabama State Department of Education
Office of Student Learning
Special Education Services
August 2019 Edition
Current as of 9, 2018
Alabama State Department of Educatio
n, Eric G. Mackey, State Superintendent of Education
The Alabama State Board of Education and the Alabama State Department of Education do not discriminate on the basis
of race, color, disability, sex, religion, national origin, or age in their programs, activities, or employment and provide
equal access to the Boy Scouts and other designated youth groups. The following person is responsible for handling
inquiries regarding the non-discrimination policies: Title IX Coordinator, Alabama State Department of Education,
P.O. Box 302101, Montgomery, AL 36130-2101, telephone (334) 694-4717.
ALABAMA STATE BOARD OF EDUCATION
Governor Kay Ivey, President
Jackie Zeigler, President Pro Tem, District I
Tracie West, District II
Stephanie Bell, District III
Yvette M. Richardson, Ed.D., District IV
Ella B. Bell, District V
Cynthia McCarty, Ph.D., District VI
Jeffrey Newman, Vice President, District VII
Wayne Reynolds, Ed.D., District VIII
ALABAMA STATE DEPARTMENT OF EDUCATION
Eric G. Mackey, Ed.D., State Superintendent of Education
Jeff Langham, Ed.D., Chief of Staff
Daniel Boyd, Ph.D., Deputy State Superintendent of Education
OFFICE OF STUDENT LEARNING
Elisabeth Davis, Ed.D., Assistant State Superintendent
SPECIAL EDUCATION SERVICES
Crystal Richardson, Program Director
Table of Contents
Acronyms
...........................................................................................................................................................................3
Individualized Education Program (IEP) Team Membership
......................................................................................6
Process Chart 4: Annual IEP Team Meeting to Develop the IEP
...................................................................................
...
.7
Process Chart 4: Things to Remember When Going through This Process ..........................................................................8
Annotate Process
.............................................................................................................................................................9
Record of Access to Student Records
..............................................................................................................................10
Record of Student Access: Directions for Completing Record of Access to Student Records ..........................................11
Notice and Invitation to a Meeting / Consent for Agency Participation
.........................................................................
..
12
Guide to Completing Notice and Invitation to Meeting..................................................................................................13
Special Education Rights
...................................................................................................................................
...........
.16
Guide for When to Use Special Education Rights ...................................................................................................................29
Notice of Proposal or Refusal to Take Action
.................................................................................................
.....
.......
....
.30
Guide for Completing Notice of Refusal to Take Action .............................................................................................31
Individualized Education Program (IEP)
Profile Page - First Page
.......................................................................................................................
....
...................
..
.33
Guide for completing the first page of the Profile Page ...................................................................................................34
Profile Page – Second Page
...................................................................................................................................
......
..36
Guide for completing the second page of the Profile Page ..........................................................................................
...
.37
Transition Page
..............................................................................................................................
..
..........
......
......
....
...
..40
Guide for completing Transition Page ...........................................................................................................................41
Annual Transition Goals Page
..................................................................................................................................................45
Guide for completing Annual Transition Goals Page ..................................................................................................46
Annual Goal Page
................................................................................................................................................
...
......49
Guide for Completing Annual Goal Page ....................................................................................................................50
Special Education and Related Service(s) Page
............................................................................................................52
Guide for completing Special Education and Related Service(s) Page ............................................................
..........
.53
State Testing Forms
...............................................................................................................................
..........
...........
........
55
Signature Page
...............................................................................................................................................................56
Child Count Least Restrictive Educational Environment Codes
...................................................................................57
Guide for completing the Signature Page .....................................................................................................................58
Persons Responsible for IEP Implementation Form
.......................................................................................................61
Guide for completing Persons Responsible for IEP Implementation Form ....................................................................62
Annual Goals Progress
Report.......................................................................................................................................63
Guide for completing Annual Goals Progress Report ......................................................................................................64
Summary of Academic Achievement and Functional Performance (SAAFP)
...............................................................65
Guide for completing (SAAFP) ....................................................................................................................................69
Functional Behavioral Assessment (FBA) / Behavioral Intervention Plan (BIP)
............................................................72
Guide for completing FBA/BIP .................................................................................................................................75
Manifestation Determination Review
.........................................................................................................................76
Guide for completing the Manifestation Determination Review ................................................................................78
Notice and Consent Regarding Payment from Medicaid Benefits
...................................................................................80
Guide for completing Consent Regarding Payment from Medicaid Benefits ................................................................81
Notice and Revocation of Consent for Continued Provision of Special Education Services
.................................................82
Guide for completing Notice of Revocation for Continued Provision of Special Education Services................................83
Optional Forms
IEP Planning Sheet for Parents ...............................................................................................................................84
Student Profile Information .......................................................................................................................................90
Teacher’s IEP Input Survey ..........................................................................................................................................91
Parent’s IEP Input Survey...........................................................................................................................................92
Assessment of Student Participation in General Education Classes ............................................................................93
ABC Observation Form .......................................................................................................................................................95
Process 4: Annual IEP Team Meeting to Develop IEP Frequently Asked Questions
Questions and Answers: IEP.........................................................................................................................................97
Question and Answers: Assistive Technology .....................................................................................
........
......
..
.120
Question and Answers: English Learner and the Special Education Process........................................................124
ACRONYMS
AAA Alabama Alternate Assessment
AAC
Alabama Administrative Code
ABA Applied Behavior Analysis
ADA
Americans with Disabilities Act
ADD Attention Deficit Disorder
ADHD Attention Deficit Hyperactivity Disorder
ADRS Alabama Department of Rehabilitation Services
AEIS Alabama’s Early Intervention System
ALSDE Alabama State Department of Education
AMSI Alabama Middle School Initiative
AMSTI Alabama Math, Science & Technology
APR Annual Performance Report
ARFI Alabama Reading First Initiative
ARI Alabama Reading imitative
AT Assistive Technology
AUT Autism
BCBA
Board-Certified Behavior Analyst
BIP Behavioral Intervention Plan
CCRS College and Career Ready Standards
CRS Children Rehabilitation Services
CEIS Coordinated Early Intervening Services
DB
Deaf-Blindness
DD Developmental Delay
DIBELS
Dynamic Indicators of Basic Early Literacy Skills
DPH Due Process Hearing
ED
Emotional Disability
eGAP
Electronic Grant Application Process
EI
Early Intervention
EL
English Learner
ELPP
Early Learning Progress
ESA
Educational Service Agency
CCEIS
Comprehensive Coordinated Early Intervening Services
Page 3
Process 4: Annual IEP Team Meeting to Develop the IEP
Table of ContentsTable of Contents
ACRONYMS
ESY Extended School Year
FAPE Free Appropriate Public Education
FBA Functional Behavioral Assessment
HI Hearing Impairment
IAES Interim Alternative Educational Setting
ID Intellectual
Disability
IDEA Individuals with Disabilities Education Act
IEE Independent Educational Evaluation
IEP Individualized Education Program
IFSP Individual Family Service Plan
LEA
Local Education Agency
LEP Limited English Proficiency
LRE
Least Restrictive Environment
MD Multiple Disabilities
MDR Manifestation Determination Review
OHI Other Health Impairment
OI Orthopedic
Impairment
O&M Orientation and Mobility
OSEP
Office of Special Education Programs
OT
Occupational Therapy/Therapist
PBS
Positive Behavioral Supports
PST Problem Solving Team
PT Physical Therapy/Therapist
RIC Regional Inservice Center
SBMH School Based Mental
Health
SEA State Education Agency
SES Special Education Services
SETS Special Education Tracking System
SLD Specific Learning Disability
SLI Speech or Language Impairment
SLP Speech Language Pathologist
Page 4
Process 4: Annual IEP Team Meeting to Develop the IEP
Table of ContentsTable of Contents
ACRONYMS
SPP State Performance Plan
SPDG State Personnel Development Grant
SSR Student Services Review
TA Technical Assistance
TBI Traumatic Brain Injury
UCP U
nited Cerebral Palsy
VI Visual Impairment
VRS Vocational Rehabilitation Services
Page 5
Process 4: Annual IEP Team Meeting to Develop the IEP
Table of ContentsTable of Contents
IEP TEAM
MEMBE
RSHIP
AAC pages 525‐526 (3) (a‐i)
The IEP Team is composed of the following:
1. The parent of the student with a disability.
2. Not less than one regular education teacher of the student if the student is or may be participating in
the regular education environment. The regular education teacher must, to the extent appropriate,
participate in the development, review, and revision of the student’s IEP, including assisting in
the
determination of appropriate positive behavioral interventions and supports and other strategies for the
student and the determination of supplementary aids and services, program modifications, and supports for
school personnel.
3. Not less than one special education teacher of the student or, where appropriate, not less than one
special education provider of the student.
4. *A representative of the public agency 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 education curriculum; is knowledgeable about the availability of resources
of the public
agency; and has the authority to commit agency resources and be able to ensure that IEP services will be
provided. A public agency may designate a public agency member of the IEP Team to also serve as the
agency representative, if the criteria for serving as a public agency representative are met.
5. *An individual who can interpret the instructional implications of evaluation results, who may be a
member of the IEP Team that is described in this section of required members of an IEP Team.
6. At the discretion of the parent or the agency, other individuals who have knowledge or special expertise
regarding the student, including related services personnel, as appropriate. The determ
ination of the
knowledge or special expertise of any individual is made by the party
(parents or public agency) who
invites the individual to be a member of the IEP Team.
7. Whenever appropriate, the student with a disability.
8. Career/Technical Education Representative. A representative of career/technical education must be
included as a member of the IEP Team for those children with disabilities who have been referred for, or
are currently receiving career/
technical education. The
IEP of each secondary child with a disability must
show any career/technical education program involvement, as well as needed accommodations and/or
modifications made in the program.
9. Secondary Transition Services Participants. In addition to the participants specified above, if a purpose
of the meeting is the consideration of the postsecondary goals for the student and the transition services
needed to assist the student in reaching those goals,
the public agency must invite the student and, with the
consent of the parent or a student who has reached the age of majority, a representative of any other
agency that is likely to be responsible for providing or paying for transition services. If the student does
not attend the IEP Team meeting, the public agency must take other steps to ensure that the student’s
preferences and interests are considered.
10. Early Intervention Representatives. In the case of a child who was previously served under Part C/Early
Intervention (EI), an invitation to the initial IEP Team meeting must, at the request of the parent, be sent to
the EI service
coordinator or other representatives of the EI system to assist with the smooth transition of
services.
*If an IEP Team Member is serving in two positions at a meeting (e.g., special education teacher is also serving
as someone who can interpret the instructional implications of the evaluation results) he/she should sign his/her
name by each position he/she is representing.
Page 6
Process 4: Annual IEP Team Meeting to Develop the IEP
Process 4 Chart
Annual IEP Team Meeting to Develop the IEP
Send Notice and Invitation to a Meeting/
Consent for Agency Participation.
Convene the IEP Team to develop the IEP.
Provide the parent a copy of the IEP, the Notice of Proposal or
Refusal to Take Action and a copy of the Special Education Rights
(if a copy was not provided within the past year). If a copy was
provided, the date it was provided should be documented.
Complete the form Persons Responsible for IEP Implementation
to document that person(s) responsible for implementing the
IEP have been informed of his/her specific responsibilities and
have access to the IEP.
Implement IEP.
Develop Annual Goal Progress Report.
Consent is not required for the evaluation
s listed on the IEP
that will measure the progress in
attaining the goals and/or benchmarks. Assessments used to document progress toward annual
goals should be included in the Type(s) of Evaluation for Annual Goal on the Annual Goal Page of
the IEP.
Page 7
Process 4: Annual IEP Team Meeting to Develop the IEP
Table of ContentsTable of Contents
PROCESS CHART 4
Annual
IEP
Team Meeting
to
Develop
the
IEP
Things
to
Remember
When Going
Through
This Process:
1. The required members of an IEP Team are outlined on page 4 of this document.
2. The IEP
INIT IATION /DURATION
DATES do not constitute the annual IEP review date. The date of
signatures on the SIGNATURE PAGE determines when the next annual IEP meeting must be held at a
minimum to conduct the annual review of the IEP. Amendment signature dates cannot be used as the
annual review date. The annual review due by date is calculated based on the IEP signature date of the
previous IEP. The IEP must be reviewed by the annual review date (signature date plus one year). When
the IEP is reviewed, the IEP Team may review the current IEP and write a new IEP, or in some cases the
new IEP can be delayed for a reasonable period of time. The DURATION DATE (ending date) is the
date that the IEP expires; therefore, that date must be considered before the decision is made to
delay the writing of a new IEP.
3. IEP Team Attendance
a. A public agency member of the required IEP Team is not required to attend an IEP Team meeting, in
whole or in part, if the parent of a child with a disability or student (age 19 and older) and the public
agency agree, in writing, that the attendance of the member is not necessary because the member's area
of the
curriculum
or related services is not being modified or
discussed
in the meeting.
b. A public agency member of the required IEP Team may be excused from attending an IEP Team
meeting, in whole or in part, when the meeting involves a modification to or discussion of the member's
area of the curriculum or related services, if the parent or student (age 19 and older), consents in writing,
and the public agency consents to the excusal. The member must submit, in writing to the parent or
student (age 19 and older) and the IEP Team, input into the development of the IEP prior to obtaining
consent from the parent or student (age 19 and older) for the excusal of the required IEP Team member.
4. Inform each teacher and service provider of his/her specific responsibilities for implementing the child’s
IEP and document that this has been done by having each person responsible sign the Persons Responsible
for IEP
Implementation
form. If the IEP is written in the Spring and service providers are not known at the
time, the case manager must inform each provider at the beginning of the school year of their specific
re sponsibilities
for
implementing
the IEP and how to access the IEP.
5.
Develop
Annual Goal
Progress
Report.
6. Provide the parent with a copy of the IEP (with no draft stamp or watermark), the Notice of Proposal
or Refusal to Take Action form, and a copy of the Special Education Rights
unless a copy had been provided
within the last year. If so, the date the copy was provided must be documented.
Page 8
Process 4: Annual IEP Team Meeting to Develop the IEP
Table of ContentsTable of Contents
Annotate Process
Student
Name:
SSID:
Date
of
Birth:
Name of Process: : Process Create
Date:
All
entries should have
the
entry date
and the
name
of the
person making
the
note.
Example: First Last name-xx/xx/xx-
Notes
ALSDE Approved Feb.
2013
Page 9
Process 4: Annual IEP Team Meeting to Develop the IEP
Table of ContentsTable of Contents
ALSDE Approved Feb. 2019
RECORD OF ACCESS TO STUDENT RECORDS
STUDENT’S NAME: DOB:
It is the policy of the Board of Education, in accordance with IDEA, to provide procedural safeguards that
protect the individual confidentiality of all student records. The Board of Education authorizes the
following categories of persons to review any personally identifiable data relating to students with
disabilities:
CATEGORIES OF PERSONS AUTHORIZED TO REVIEW DATA
1. Parents
2. Student
3. State Department of Education Representatives
4. Federal Education Agency Representatives
5. Local Education Agency Representatives*
6. Other State Agency Representatives*
* Limited to those representatives who have a legitimate educational interest in the student’s special education program.
Signature of Person
Reviewing Record
Category
1-6
Reason
for Review
Date of
Review
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
Page 10
Process 4: Annual IEP Team Meeting to Develop the IEP
RECORD OF ACCESS TO STUDENT RECORDS
Purpose(s) of this form:
•
To document the name of the person reviewing the record, the reason for the review, and the date of
there view.
When to use this form:
•
When a request is made for access to and disclosure of a special education student’s records.
Things to remember when completing this form:
•
The special education records are confidential and must be kept in a secure location.
•
Each special education student record must contain a Record of Access to Student Records form. The
parent may inspect and review all educational records relating to identification, evaluation, educational
placement, and provision of Free Appropriate Public Education (FAPE) of his/her child that are
collected, maintained, or used by the education agency.
•
After providing written authorization to the education agency, the parent may have a representative
review his/her child’s records under the same access rights afforded to him/her.
•
The local education agency is responsible for maintaining a log of each request for access to and
disclosure of special education records.
•
The parent, the student’s teacher, and local education agency representatives are not required to sign
each and every time the file is reviewed.
•
If the records of a student contain information on more than one student, the parent or eligible student
may inspect and review or be informed of only the specific information about that student.
What happens next:
•
The education agency must retain a copy of the student’s records containing personally identifiable
information for a period of five (5) years after the termination of the special
education program
for which they were used.
•
At the end of the five-year retention period, special education records may be destroyed. To meet the
notice requirement regarding the destruction of records, the education agency must inform the parent
and student (that has reached the age of majority). This may be in the form of a public notice or in a
letter to the parent and student (age 19 and older). Notice must include the years of the records that
will be destroyed and the date of destruction.
•
The education agency is not prohibited from retaining records indefinitely as long as confidentiality is
ensured.
Page 11
Process 4: Annual IEP Team Meeting to Develop the IEP
ALSDEApprovedMarch2017
☐
Determine if Referral requires Evaluation (Provide
Special Education Rights)
☐
Discuss the Need for Additional Data Collection
☐
Determine Initial or Continued Eligibility
☐
Develop an Initial IEP
☐
Develop an Annual IEP or Revise the current IEP
☐
Conduct an Annual Review of the current IEP
☐
Discuss Transition / Postsecondary Services
☐
Conduct Manifestation Determination
☐
Develop Functional Behavioral Assessment Plan
☐
Develop/Revise/Discuss Behavioral Intervention
Plan
☐
Conduct a Resolution Session
☐
Other Reason to meet:
☐
Local Education Agency (LEA) Representative
☐
Someone Who Can Interpret the Instructional Implications of
the Evaluation Results
☐
General Education Teacher
☐
Special Education Teacher
☐
Parent
☐
Student notified on via
☐
Career / Technical Representative
☐
Agency Representative(s) for Transition (with parental
consent / student age 19)
Agency Name(s):
Agency notified via:
on
☐
Other:
☐
Other:
NOTICE AND INVITATION TO A MEETING/CONSENT FOR AGENCY PARTICIPATION
To: Date Notice Sent:
Name of Parent or Guardian
This notice is to invite you to a meeting for student DOB : to be held:
Meeting Date: Time: Location:
The purpose of this meeting is to: The following people will be invited to meet with us:
Because your input is important to us, we encourage you to make every effort to attend this meeting. If you woul
d like to participate
by phone, please call the person below to make arrangements. You may bring other people whom you feel will be helpful to you in
this process. If your child is transitioning from Early Intervention, you may request that an invitation be sent to the Early Intervention
Program for the initial IEP Team meeting.
If you require notice and an explanation of your rights in your native language, the LEA/agency will accommodate you to ensure y
our
understanding. You are fully protected under the rights addressed in your copy of the Special Education Rights document. If you
want another copy of your rights, have any questions, wish to arrange a conference, or need additional accommodations please
contact:
at or
Contact Name
Telephone number Email me
FOR SCHOOL PERSONNEL - Documented attempts to contact parent/student (age 19) for the IEP Team meeting.
Results of 1
st
Attempt:
2
nd
Attempt Date: Action / Result:
PARENT – STUDENT (Age 19 or older)
Please check one of the followin
g
boxes, si
g
n, date, and return this form to the contact (above) before:
☐
I WILL be able to meet with you on the scheduled date and time.
☐
I will NOT be able to meet on the scheduled date and time, but would like to reschedule, please contact me at
☐
I will NOT be able to attend the meeting. The meeting may proceed without me.
Please check one of the following boxes if agency(s) were invited (see if checked above):
☐
I
Give consent for the representative(s) from the other transition agency(s) to attend the meeting.
(Excluding the following agency(s): )
☐
I DO NOT give consent for representative(s) from the other transition agency(s) to attend the meeting.
Signature of Parent or Student (Age 19) Date
Page 12
Process 4: Annual IEP Team Meeting to Develop the IEP
Table of ContentsTable of Contents
NOTICE AND INVITATION TO A MEETING/CONSENT
FOR AGENCY PARTICIPATION
Purpose(s) of this form:
•
To inform the parent and student (age 19 and older) of the purpose(s) of the IEP Team meeting and provide
the parent or student (age 19 and older) with an opportunity to attend, participate by phone, etc.
•
To document that the parent or student (age 19 and older) has been invited to an IEP Team meeting within a
time frame that allows the parent or student (age 19 and older) time to respond and reschedule if necessary.
•
To provide documentation that all required persons were invited to the meeting, including the student at age
16 and older. Students who will be age 16 during the implementation of the IEP must be invited to the IEP
Team meeting even if they are age 15 at the time of the IEP Team meeting.
•
To verify that the parent or student (age 19 and older) has received an invitation in their native language.
•
To document attempts to contact the parent or student (age 19 and older) regarding the meeting.
•
To inform the parent or student (age 19 and older) who to call to make arrangements if they would like to
participate in the meeting by phone.
•
To inform the parent of the right to have a representative attend the initial IEP Team meeting for a child
transitioning from EI to preschool. The parent is responsible for informing the public agency that they
want a representative from EI to be invited.
•
To document consent of the parent or student (age 19 and older) to include or exclude other agency
representatives who may be responsible for providing or paying for transition services if one of the purposes
of the meeting is to consider transition services.
•
To document an annual review of the current IEP.
•
To document that the parent has been invited to the annual review meeting.
When to use this form:
•
Send this form to the parent or student (age 19 and older) every time an IEP Team meeting is scheduled.
•
Purposes of meetings:
o
Determine if Referral requires Evaluation
o
Discuss the Need for Additional Data Collection
o
Determine Initial or Continued Eligibility
o
Develop Initial IEP
o
Develop Annual IEP or Revise Current IEP
o
Conduct Annual Review of the Current IEP
o
Discuss Transition/Postsecondary Services
o
Conduct Manifestation Determination
o
Develop Functional Behavioral Assessment Plan
o
Develop/Revise Behavioral Intervention Plan
o
Conduct a Resolution Session
o
Other
Things to remember when completing this form:
•
The date, time, and location of the meeting should be documented at the top of the page.
•
Check all possible purposes of the meeting before sending the invitation. Purpose(s) of the meeting for which the
parent or student (age 19 and older) have not been provided in the invitation may not be addressed unless the
parent or student (age 19 and older) is in attendance and agrees to discuss the unchecked item(s). If this occurs it
should be documented.
•
Invite all IEP Team members required for the purpose(s) of the meeting.
•
If the parent or student (age 19 and older) requests to participate by phone, ask the parent or student
(age 19 and older) to check I WILL BE ABLE TO MEET WITH YOU. Ensure that you have the
number where the parent or student (age 19 and older) can be reached at the scheduled time of the
meeting.
•
Include a copy of the Special Education Rights if the purpose of the meeting is to determine if the referral
requires an evaluation.
•
Type the name of the person signing as the education agency official in the space provided when completing
the form in SETS.
Page 13
Process 4: Annual IEP Team Meeting to Develop the IEP
NOTICE AND INVITATION TO A MEETING/CONSENT
FOR AGENCY PARTICIPATION
(Continued)
•
Record the date that the invitation was sent to the parent and student (age 19 and older) and the results. If
there
is no response (or if the response is to reschedule the meeting) after the first invitation is sent, a second
contact must
be made and the date of the contact recorded on this form. The action and results of the second
contact must be documented.
•
Agency representatives for transition who may be providing or paying for transition services may
be invited to the IEP meeting but cannot attend without consent from the parent or student
(age 19 and older).
What happens next:
•
If the parent or student (age 19 and older) checks “I WILL be able to meet with you on the scheduled date
and time,” no further action is required with this form. If the parent or student (age 19 and older) checks this
option, but does not attend the meeting or is not available by phone as scheduled, the meeting may be
held with the other required IEP Team members.
•
If the parent or student (age 19 and older) checks “I WILL NOT be able to meet on the scheduled date and
time, but would
like to reschedule, please contact me at ,” document this in the Results space and
reschedule the meeting at
mutually agreed upon time and place.
•
Send a new invitation with the new meeting date.
•
This invitation must be sent/given to the parent (age 19 and older) and may be followed-up with a phone
call, email, etc. A second invitation (if needed) should be sent/given to the parent or student in an attempt
to schedule the meeting and may be followed-up with a phone call, email, etc.
•
If the parent or student (age 19 and older) checks “I WILL NOT be able to attend the meeting. The meeting
may proceed without me,” hold the meeting as scheduled with the other required IEP Team members.
•
If the parent or student (age 19 and older) does not respond to two attempts (first and second notice) the
public agency may conduct the meeting.
Note: Please remember to schedule meetings at a mutually agreed upon time and place.
•
If the parent or student (age 19 and older) checks, “I GIVE CONSENT for the representative from the
other transition agency(s) to attend the meeting, “the public agency should invite the transition agency
representatives to attend the meeting. If the parent or student (age 19 and older) checks this option but the
transition agency representatives do not attend the meeting as scheduled, the meeting may be held with
the other required IEP Team members.
•
If the parent or student (age 19 and older) checks “I DO NOT give consent for representatives from the
other transition agency(s) to attend the meeting,” the transition agency representative may not be invited to
attend the meeting.
•
If the parent or student (age 19 and older) does not respond to two attempts (first and second invitation)
regarding consent for transition agency representatives to attend the meeting the public agency may conduct
the meeting but must not invite the agency representatives for transition.
•
If the purpose of the meeting was to determine if the referral requires evaluation and the referral is accepted,
the parent or student (age 19 and older) must sign the Notice and Consent for Initial Evaluation before any
evaluation(s) may be conducted.
Note:
The date the public agency receives
a
signed
Notice and Consent
for Initial Evaluation
begins
the 60 calendar day timeline to complete the initial evaluation.
•
If the purpose of the meeting was to determine initial or continued eligibility, a copy of the Notice and
Eligibility Decision Regarding Special Education Services must be provided to the parent and student
(age 19 and older).
•
If the purpose of the meeting was to discuss reevaluation, the parent and student (age 19 and older) must also
be provided a copy of the Notice of IEP Team’s Decision Regarding Reevaluation. If additional data
collection/evaluation(s) are required, the parent or student (age 19 and older) must then sign the Notice
and Consent for Reevaluation form unless two attempts to gain consent with no response can be
documented.
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Process 4: Annual IEP Team Meeting to Develop the IEP
NOTICE AND INVITATION TO A MEETING/CONSENT
FOR AGENCY PARTICIPATION
(Continued)
•
If the purpose of the meeting was to develop the initial IEP, the parent or student (age 19 and older),
must receive an invitation to the meeting using the Notice and Invitation to a Meeting/Consent for
Agency Participation. The first invitation must be sent/given to the parent or student (age 19 and older)
and may be followed up with a phone call, email, etc. A second invitation if needed should be
sent/given to the parent or student in an attempt to schedule the meeting and may be followed up with
a phone call, email, etc.
•
If the purpose of the meeting was to conduct the annual review of the current IEP, the IEP Team
must schedule an annual review meeting, but may not rewrite the IEP at that time. A meeting must be
held by the annual review date to review the current IEP that will not expire until the
TO date. If the purpose of the meeting was to develop/review/revise the IEP, the IEP Team will
develop the annual IEP, review or revise the current IEP. The parent or student (age 19 and older), must
receive an invitation to the meeting using the Notice and Invitation to a Meeting/Consent for Agency
Participation.
•
If the purpose of the meeting was to discuss transition/postsecondary services, the student age 16 and
older must receive an invitation to the IEP Team meeting. In the state of Alabama, transition must be
addressed for students entering ninth grade or at age 15 if the student will turn 16 during the IEP being
written/developed.
•
If the purpose of the meeting was to conduct a manifestation determination, the LEA, parent and
relevant team members of the IEP Team (as determined by the parent and the LEA) must meet within
ten days to review all relevant information regarding the student’s behavior and to determine
whether the behavior in question is or is not a manifestation of the student’s disability.
•
If the purpose of the meeting is to Develop/Revise/Discuss Behavioral Intervention Plan, the required
IEP Team members must meet to determine the problem behavior, develop positive behavioral
supports, strategies, and interventions to reduce occurring behaviors. The IEP Team can meet to discuss
and or revise the behavior intervention plan as appropriate.
•
If the purpose of the meeting was to conduct a resolution session, the LEA must convene a meeting
with the parent and the relevant member or members of the IEP Team who have specific knowledge or
facts identified in the due process hearing request. The purpose of the meeting is for the parents of the
child to discuss the due process hearing request and the facts that form the basis of the request so that
the LEA has the opportunity to resolve the issue.
All notices must be sent to the parent even after the rights have transferred to the student at age 19. The
notice and invitation must be sent to the parent or the student (age 19 and older) whichever one has
IDEA decision-making rights.
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AAC pages 543-562
SPECIAL EDUCATION RIGHTS
UNDER THE INDIVIDUALS WITH DISABILITIES EDUCATION ACT (IDEA)
To Date Provided
You are receiving a copy of Special Education Rights (procedural safeguards) for the following reason(s):
[ ] Required annual copy [ ] Parental request
[ ] Initial referral/Parental request for evaluation [ ] 1
st
State complaint filed
[ ] Disciplinary action resulting in change of [ ] 1
st
Request for due process hearing
placement.
If you have questions or need further assistance in understanding these rights, please
contact:
at
Name Telephone
Number
Federal and state laws create specific rights for those eligible for SES. A copy of those rights must be
given to parents only one time a year, except that a copy must also be given to the parents upon initial
referral or parental request for evaluation, upon the first state complaint in a school year and upon the
first request for a due process hearing in a school year, when a decision is made to the disciplinary action
that constitutes a change of placement, and upon request by a parent. The following is an explanation of
those rights. If you would like a further explanation of any of these rights, you may contact the
individual named above; your school principal; the special education coordinator in your school system;
or your superintendent of schools. If you want another copy of your rights, have any questions, or wish
to arrange a conference, please contact the individual named above.
Your education agency must provide you with prior written notice within a reasonable time before it
proposes or refuses to initiate or change the identification, evaluation, educational placement, or the
provision of a free appropriate public education (FAPE). The notice must include a full explanation of all
of the procedural safeguards available to you; a description of the action proposed or refused by
the education agency; an explanation of why your education agency proposes or refuses to take the
action; a description of other options considered by the Individualized Education Program (IEP)
Team and the reasons why those options were rejected; a description of each evaluation procedure,
assessment, record, or report the education agency used as a basis for the proposal or refusal; a
description of any other factors which are relevant to the education agency’s proposal or refusal; sources
to contact to obtain assistance in understanding the rights for special education; a statement indicating
that you have protection under the procedural safeguards; and if the notice sent to you is not the first
referral for evaluation, the way by which you may obtain a copy of the procedural safeguards. The
written notice must be understandable to the general public and provided in your native language or
other mode of communication, unless it is clearly not feasible to do so. If your native language or other
mode of communication is not a written language, your education agency must take steps to ensure that
the notice is translated orally or by other means to you in your native language or other mode of
communication; that you understand the content of the notice; that you are provided sources to contact to
obtain assistance in understanding the information; and that there is written evidence that these
requirements have been met. If your education agency offers parents the choice of receiving documents
by email, you may choose to receive prior written notice by email. Written notice must be provided to
you when your child graduates from high school with a regular diploma or exits because he or she has
exceeded the age of eligibility for a free appropriate public education.
ALSDE Approved Feb. 2013
PRIOR WRITTEN NOTICE
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ALSDE
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Your education agency must obtain your informed written consent before conducting an initial evaluation,
before the initial provision of special education and related services, or before obtaining additional data as
part of a reevaluation. Your consent to an initial evaluation must not be construed as consent for initial
provision of special education services and related services. The education agency may but is not required
to use the state procedures for mediation and due process hearings to determine whether initial evaluations
or reevaluations may be conducted when you have refused informed written consent. If the hearing
officer upholds your education agency, the education agency may evaluate subject to your rights to
appeal the decision and the child must remain in the current educational placement awaiting the decision
of the appeal unless you and the education agency agree otherwise. If the parent of a child refuses to give
consent to the initial provision of special education and related services, or fails to respond to a request
for consent, the education agency shall not provide special education and related services to the child by
utilizing due process hearing or mediation procedures. In this instance, the education agency will not
be considered to be in violation of the requirement to make available a free appropriate public
education to the child and is not required to convene an IEP Team meeting or develop an IEP for the
child. The same applies if, subsequent to the initial provision of special education and related services,
the parent revokes consent in writing and the public agency provides prior written notice before ceasing
services. If the parent revokes consent in writing after the initial provision of services, the public agency is
not required to amend the child’s education record to remove any references to the child’s receipt of
special education and related services because of the revocation of consent.
Your education agency must obtain your informed consent before it reevaluates your child unless your
education agency can demonstrate that it took reasonable steps to obtain your consent for your child's
reevaluation and you did not respond. If you refuse to consent to your child's reevaluation, the education
agency may, but is not required, pursue your child's reevaluation by using the mediation and/or due
process hearing procedures to seek to override your refusal to consent to your child's reevaluation. As
with initial evaluations, your education agency does not violate its obligations under Part B of the
Individual with Disabilities Education Act (IDEA) if it declines to pursue the reevaluation in this manner.
However, if after at least two attempts to obtain your consent for reevaluation you have not responded,
the education agency may proceed with the reevaluation. Your consent is not required before your
education agency may review existing data as part of your child's evaluation or a reevaluation, or give
your child a test or other evaluation that is given to all children unless, before that test or evaluation,
consent is required from all parents of all children. An education agency may not use a parent's refusal to
consent to one service or activity regarding initial evaluation for special education services to deny the
parent or child any other service, benefit, or activity offered by the education agency for all children,
except as required by this part. If you are the parent of a child who is home schooled or placed in a
private school at your own expense, and you do not provide your informed written consent for your
child’s initial evaluation or your child’s reevaluation, or you fail to respond to a request to provide your
informed written consent, the education agency shall not use its consent override procedures and it is not
required to consider your child as eligible to receive equitable services. Your informed written consent or
the informed written consent of an eligible child who has reached the age of majority (age 19) must be
obtained prior to an IEP Team meeting before representatives of participating agencies who may be
responsible for providing or paying for transition services may be invited to the IEP Team meeting.
When a child with a disability reaches the age of majority under state law (age 19) that applies to all
children (except for a child with a disability who has been determined to be incompetent under state
law) the education agency must provide any notice required by this part to both the child and the
parents; and all rights accorded to parents under Part B of the IDEA transfer to the child; all rights
accorded to parents under Part B of the IDEA transfer to children who are incarcerated in an adult
or juvenile state or local correctional institution; and whenever the rights have been transferred, the agency
must notify the child and the parents of the transfer of rights.
PARENTAL CONSENT
TRANSFER OF PARENTAL RIGHTS AT AGE OF MAJORITY
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ALSDE
Approved
Feb.
2013
You have the right to an independent educational evaluation at public exp
ense if you disagree with
an evaluation obtained by your education agency. However, your education agency may request a due
process hearing to show that its evaluation is appropriate. If the final decision is that the
evaluation is appropriate, you still have the right to an independent educational evaluation, but not at
public expense. If you obtain an independent educational evaluation at private expense, the results of
the evaluation must be considered by your education agency (if it meets agency criteria) in any
decision made with respect to the provision of a free appropriate public education and may be
presented as evidence at a due process hearing. If a due process hearing officer requests an
independent educational evaluation as part of a hearing, the cost of the evaluation will not be at
your expense. Each education agency shall provide you, on request, information about where an
independent educational evaluation may be obtained and the criteria for the independent educational
evaluation. Whenever an independent educational evaluation on is at public expense, the standards
under which the evaluation is obtained, including the location of the evaluation and the qualifications
of the examiner
, must be the same as the
standards that the education agency uses when it conducts an
evaluation. A parent is entitled to only one independent educational evaluation at public expense
each time the public agency conducts an evaluation with which the parent disagrees.
DIFFERENCE BETWEEN STATE COMPLAINT
AND DUE
PROCESS HEA RING
PROCEDURES
The regulations for Part B of IDEA set forth separate procedures for state complaints and for due
process hearings. As explained below, any individual or organization may file a state complaint alleging
a violation of any Part B requirement by an education agency, the ALSDE, or any other public agency.
Only you or an education agency may file a due process hearing request on any matter relating to a
proposal or a refusal to initiate or change the identification, evaluation, or educational placement of a
child with a disability, or the provision of a free appropriate public education to the child. While staff of
the ALSDE generally must resolve a state complaint within a 60-calendar-day timeline, unless the
timeline is properly extended, an impartial due process hearing officer must hear a due process hearing
(if not resolved through a resolution meeting or through mediation) and issue a written decision within
45-calendar-days after the end of the resolution period, unless the hearing officer grants a specific
extension of the timeline at your request or the education agency’s request.
Any individual or organization has a right to file a signed written complaint alleging that a school system
has violated the IDEA or 34 CFR Part 300 and the facts on which the statement is based; to present
allegation(s) that occurred not more than one year prior to the date that the complaint is received; to
submit additional information either orally or in writing about the allegations in the complaint; to a written
decision within 60 calendar days that addresses each allegation in the complaint and contains findings of
fact and conclusions and the reasons for the final decision; to an extension of the time limit only if
exceptional circumstances exist with respect to a particular complaint; and to procedures for
effective implementation of the final decision, if needed, including technical assistance activities,
negotiations, and corrective actions to achieve compliance. It is permissible for the timeline to be
extended if the parent and the education agency agree to extend the timeline in order to participate in
mediation to resolve the state complaint. The education agency will respond to the complaint allegations, at
the discretion of the education agency, a proposal to resolve the complaint. An independent onsite
investigation will occur as determined appropriate by the ALSDE, Special Education Services (SES)
Section.
If requested, the ALSDE, Special Education Services, will provide you with a sample form for filing a
state complaint.
You are not required to use the sample form, however your complaint must include: (1) A statement that
a public agency has violated a requirement of Part B of the IDEA or of this part; (2) The facts on which
the statement is based; (3) The signature and contact information for the complainant; and (4) If alleging
violations with respect to a specific child: (a) The name and address of the residence of the child; (b) The
name of the school the child is attending; (c) In the case of a homeless child or youth (within the meaning
INDEPENDENT EDUCATIONAL EVALUATION
STATE COMPLAINT PROCEDURES
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ALSDE
Approved
Feb.
2013
of Section 725(2) of the McKinney-Vento Homeless Assistance Act (42 U.S.C. 11434a (2)),
available contact information for the child, and the name of the school the child is attending; (d) A
description of the nature of the problem of the child, including facts relating to the problem; and (e) A
proposed resolution of the problem to the extent known and available to the party at the time the
complaint is filed.
A party filing a complaint must send it to the SES Section of the ALSDE. The party filing the complaint
must forward a copy of the complaint to the LEA or public agency serving the child at the same time the
party files the complaint with the ALSDE. If after reviewing the complaint, the SES determines that it
includes all of the required information and is signed, the 60-day timeline begins on the workday that the
SES received the complaint. A signature requirement is the same that a person would use for any other
legal document such as a bank check or signing a contract. Exceptions may be made for persons without
the ability to sign their name.
If a written complaint is received that is also the subject of a due process hearing or contains multiple
issues of which one or more are part of that hearing, the state must set aside any part of the complaint
that is being addressed in the due process hearing until the conclusion of the hearing. However, any
issue in the complaint that is not a part of the due process action must be resolved using the time limit
and procedures required. If an issue raised in a complaint filed under this section has previously been
decided in a due process hearing involving the same parties the due process hearing decision is binding
on that issue; and the SEA must inform the complainant to that effect. A complaint alleging a public
agency's failure to implement a due process hearing decision must be resolved by the SEA.
STATE MEDIATION PROCEDURES
You have the right to participate in mediation to resolve disagreements under IDEA with an
education agency, whether or not you have requested a due process hearing or have filed a state
complaint. The voluntary mediation will be scheduled by the ALSDE at no cost to you. A qualified
impartial mediator trained in effective mediation techniques and selected by rotation will be provided
and each mediation session will be scheduled in a timely manner and held in a location convenient
to the parties in the dispute. The ALSDE must have a list of qualified mediators, and the mediators
must be knowledgeable of the laws and regulations relating to special education and related services.
The mediators may not be employees of the ALSDE or the education agency involved in the
education or care of your child and must not have a personal or professional conflict of interest.
You may participate without denial or delay of any other rights. If an agreement is reached, a
legally binding written agreement that is signed by the parent and a representative of the
education agency that has the authority to bind the education agency will state the resolution.
All parties sign a confidentiality pledge prior to the beginning of the mediation process to assure
confidentiality of mediation discussions and assurance that discussions may not be used as evidence in
any later due process hearings or civil proceedings. The mediation agreement is enforceable in any
state court of competent jurisdiction or in a district court of the United States. The education agency
may develop procedures that offer an opportunity to meet with a disinterested party at a time and
location convenient to you if you have chosen not to participate in mediation. The benefits of
mediation will be explained by the disinterested party to encourage the use of mediation.
DUE PROCESS HEARING PROCEDURES
You may request a due process hearing regarding the education agency’s proposal or refusal to initiate
or change the identification, evaluation, educational placement, or the provision of a free
appropriate public education. If you request a hearing, you or your attorney must provide a copy of
the written request (that must be kept confidential) to the other party and to the ALSDE. If requested,
the ALSDE, Special Education Services Section, will provide you with a sample form for requesting a
due process hearing.
You are not required to use the sample form; however, your request must include: (1) The name of
the child; (2) The address of the residence of the child or available contact information in the case of a
homeless child; (3) The name of the school the child is attending; (4) A description of the nature of the
problem including facts relating to the problem that occurred within two years of the date the
parent or the education agency knew or should have known about the alleged action that is the basis for
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the hearing request; and (5) A proposed resolution of the problem to the extent known and available
to you at the time you requested the hearing. The timeline shall not apply to a parent if the parent
was prevented from requesting the hearing due to specific misrepresentations by the education agency
that it had resolved the problem forming the basis of the written request; or the education
agency’s withholding of information from the parent that was required under this part to be provided
to the parent. You or the education agency may not have a due process hearing until you (or your
attorney), or the education agency, files a due process hearing request that includes all of the
information listed above.
If after receiving the due process hearing request the SES Section determines that it includes all of the
required information and is signed, the due process hearing will be initiated and the timeline begins on
the workday received. A signature requirement is the same that a person would use for any other
legal document such as a bank check or signing a contract. Exceptions may be made for persons
without the ability to sign their name.
The party requesting the hearing shall not be allowed to raise issues at the hearing that were not raised in
the written request for a hearing unless the other party agrees otherwise.
The education agency must inform you of any free or low-cost legal and other relevant services available in
the area if you request the information or if you or the education agency requests a hearing.
In order for a due process hearing to go forward, the request must be considered sufficient. The due
process request will be considered sufficient (to have met the content requirements above) unless the
party receiving the due process complaint (you or the education agency) notifies the hearing officer
and the other party in writing, within 15-calendar-days of receiving the complaint, that the receiving
party believes that the due process complaint does not meet the requirements listed above. Within five
calendar days of receiving the notification that the receiving party (you or the education agency)
considers a due process request insufficient, the hearing officer must decide if the due process request
meets the content requirements, and notify you and the education agency in writing immediately.
You or the education agency may make changes to the hearing request only if the other party approves of
the changes in writing and is given the chance to resolve the due process request through a
resolution meeting, or no later than five days before the due process hearing begins, the hearing
officer grants permission for the changes. If the complaining party makes changes to the due
process request, the timelines for the resolution meeting and the time period for resolution start again on
the date the amended request is filed.
Within ten calendar days of receiving a copy of your request for a hearing, the education agency
will provide you written notice addressing the concerns of the request for hearing, if it has not previously
done so. The response must include an explanation of why the education agency proposed or refused to
take the action raised in the due process request, a description of other options that the child's IEP
Team considered and the reasons why those options were rejected, a description of each evaluation
procedure, assessment, record, or report the education agency used as the basis for the proposed or
refused action, and a description of the other factors that are relevant to the educational agency’s
proposed or refused action. However, providing this information does not prevent the education agency
from asserting that the due process request was insufficient.
If the education agency files the due process hearing request, you must, within ten calendar days of
receiving the request, send the education agency a response that specifically addresses the issues in the
complaint.
Prior to the opportunity for a hearing, the education agency, within 15-calendar-days of receiving
the parents’ request for a hearing, will convene a meeting with the parents and the relevant
member or members of the IEP Team (as determined by the education agency and the parent),
including a member who has decision-making authority on behalf of the education agency, and who
have specific knowledge of the facts identified in the written request for a hearing. The education
agency may not include an attorney of the education agency if an attorney does not accompany the
parent. The purpose of the meeting is for the parents of the child to discuss their hearing issues and
the facts that form the basis of the hearing request.
ALSDE Approved Feb. 2013
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The education agency is then provided the opportunity to resolve the hearing issues unless the parents and
the education agency agree in writing to waive such meeting or agree to use the mediation process. If a
resolution is reached at the resolution meeting or mediation, the parties shall execute a legally binding
agreement that is signed by both the parent and a representative of the education agency who has the
authority to bind the education agency. This agreement is enforceable in any state court of competent
jurisdiction or in a district court of the United States. If the parties execute such an agreement, a party
may void such agreement within three business days of the agreement’s execution. If the education
agency has not resolved the hearing issues to the satisfaction of the parents within 30-days of the receipt of
the written request for a hearing, the hearing may occur and all the applicable timelines for a hearing
will commence. A final hearing decision will be reached within 45-calendar-days after the hearing
timeline commences (i.e., after the 30-day timeline to resolve the issues has expired) unless the hearing
officer grants a specific extension at the request of either party. A copy of the decision is mailed to each of
the parties.
Except where you and the education agency have both agreed to waive the resolution process or to use
mediation, failure of the parent to participate in the resolution meeting will delay the timelines for the
resolution process and the due process hearing until the parent’s agree to participate in a meeting. If
after making reasonable efforts and documenting such efforts, the education agency is notable to
obtain the parent’s participation in the resolution meeting, the education agency may, at the end of the
30-calendar-day resolution period, request that a hearing officer dismiss your due process request.
Documentation of such efforts must include a record of the education agency’s attempts to arrange a
mutually agreed upon time and place, such as detailed records of telephone calls made or attempted and
the results of those calls; copies of correspondence sent and any responses received; and detailed records of
visits made to the home or place of employment and the results of those visits. If the education agency fails
to hold the resolution meeting within 15-calendar-days of receiving notice of the parent’s due process
request or fails to participate in the resolution meeting, the parent may ask a hearing officer to order that
the 45-calendar-day due process hearing timeline begin.
If the parent and the education agency agree in writing to waive the resolution meeting, then the
45-calendar-day timeline for
the due process hearing starts the next day. After the start of mediation
or the resolution meeting and before the end of the 30-calendar-day resolution period, if the parent
and the education agency agree in
writing that no agreement is possible, then the 45-calendar-day
timeline for the due process hearing
starts the next day. If the parent and the education agency
agree to use the mediation process, at the end of the 30-calendar-day resolution period both parties
can
agree in writing to continue the mediation until an agreement is reached. However, if either
p
arty withdraws from the mediation process, then the 45-calendar-day timeline for the due process
hearing starts the next day.
At a minimum a hearing officer must not be an employee of the state education agency or the local
education agency that is involved in the education or care of the child or any person having a personal or
professional interest that would conflict with his or her objectivity in the hearing. A person who otherwise
qualifies to conduct a hearing is not an employee of the education agency solely because he or she is paid
by the education agency to serve as a hearing officer. He or she must possess the knowledge and the
ability to: understand the provisions of the IDEA, federal and state regulations pertaining to the IDEA, and
legal interpretations by federal and state courts; conduct hearings in accordance with appropriate,
standard legal practice; and render and write decisions in accordance with appropriate, standard legal
practice.
Each education agency shall keep a list of the persons who serve as due process hearing officers. The list
must include a statement of the qualifications of each of those persons.
Any party to a hearing has the right to be accompanied and advised by counsel and by individuals with
special knowledge or training with respect to the problems of children with disabilities except state law
prohibits non-attorney representation; present evidence and confront, cross-examine, and compel the
attendance of witnesses; prohibit the introduction of any evidence at the hearing that has not been
disclosed to that party at least five business days before the hearing; obtain a written or electronic
verbatim record of the hearing; and obtain written, or at the option of the parents, electronic findings of
fact and decisions at no cost.
ALSDE Approved Feb. 2013
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ALSDE Approved Feb. 2013
In addition, you have the right to have the child present, open the hearing to the public, and have the
hearing conducted at a time and place that is reasonably convenient to you at no cost. At least five
business days prior to the hearing, each party shall disclose to all other parties all evaluations completed
by that date and the
recommendations
based on the offering party’s evaluation that the party intends
to use at the hearing. A hearing officer may prevent any party that fails to comply with
this requirement from
introducing
the relevant
evaluations
or
recommendations
at the
hearing
without
the
consent
of
the
other
party.
The decision of the hearing officer is final except that any party aggrieved by the findings and decision
made in a due process hearing has the right to bring a civil action in any state court of competent
jurisdiction or in a district court of the United States without regard to the amount in controversy. An
aggrieved party must file a notice of intent to file a civil action with all parties to the hearing within
30-calendar-days upon receipt of the decision of the hearing officer. A civil action in a court of
competent jurisdiction must be filed within 30 days of the filing of the notice of intent to file a civil
action.
A hearing officer’s decision on whether the child received a free appropriate public education must be
based on substantive grounds. In matters alleging a procedural violation, a hearing officer may find that
the child did not receive free appropriate public education only if the procedural inadequacies
interfered with the child’s right to free appropriate public education, significantly interfered with
the parent’s opportunity to participate in the decision-making process regarding the provision of
free appropriate public education to the child, or caused a deprivation of an educational benefit.
None of the provisions described above can be interpreted to prevent a hearing officer from ordering
an education agency to comply with the procedural safeguards requirements.
Nothing in this part should be interpreted to prevent the parent from submitting a separate due process
hearing request on an issue separate from a due process request already filed.
During the pendency of the resolution period, a due process hearing, or judicial proceeding, unless you
and the state or your education agency agree otherwise, the child must remain in his or her
current educational placement. If the hearing officer agrees with the parent that a change of
placement is appropriate, that placement must be treated as an agreement between the state and
the parent.
If the hearing involves an application for initial admission to public school, the child, with parental
consent, must be placed in the public school until the completion of all the proceedings. If the hearing
involves an application for initial services under Part B from a child transitioning from Part C to Part B
and is no longer eligible for Part C services because the child turned three, the education agency is not
required to provide the Part C services that the child was receiving. If the child is found eligible
for special education and related services under Part B, and the parent consents to the initial
provision of special education and related services, then the educational agency must provide those
special education and related services that are not in dispute. However, if a parent requests a due
process hearing regarding a disciplinary action, placement remains in the alternative education
setting pending the decision of the hearing officer or until the expiration of the time period
unless the parent and the education agency agree otherwise. A request for expedited hearing for
discipline matters must occur within 20 school days of the date the hearing is requested, and the
hearing officer must make a determination within ten school days after the hearing.
State Enforcement Mechanisms For enforcement of a written agreement reached as a result of
mediation or a resolution meeting, the State Education Agency (SEA) will allow other state enforcement
mechanisms to seek enforcement of that agreement, provided that use of those mechanisms is not
mandatory and does not delay or deny a party the right to seek enforcement of the written agreement in a
state court of competent jurisdiction or in a district court of the United States.
CIVIL ACTION
CHILD'S STATUS DURING PROCEEDINGS
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AWARD OF ATTORNEYS’ FEES
In any action or proceeding brought under Part B of the IDEA, the court may award reasonable attorneys’
fees to a prevailing party who is the parent of a child with a disability; or to a prevailing party who is a state
or local education agency against the attorney of a parent who files a hearing request or court case that
is frivolous, unreasonable, or without foundation; or against the attorney of a parent who continued to
litigate after the litigation clearly became frivolous, unreasonable, or without foundation; or to a
prevailing state or local education agency against the attorney of a parent, or against the parent if the
parent’s request or subsequent cause of action was presented for any improper purpose, such as to
harass, to cause unnecessary delay, or needlessly increase the cost of litigation. The fee shall be based on
rates prevailing in the community in which the action or proceeding arose for the kind and quality of
services furnished.
Attorneys’ fees may not be awarded and related costs may not be reimbursed for services performed
subsequent to the time of a written offer of settlement to the parent if the offer is made to the parent ten
calendar days prior to the hearing; the offer is not accepted by the parent within ten calendar days; and
hearing officer or court finds that the hearing decision obtained by the parents was not more favorable to
the parents than the offer of settlement. Also, fees may not be awarded for attendance at any IEP Team
meeting unless the meeting is convened as a result of the hearing officer’s decision or court action.
However, an award of attorneys' fees and related costs may be made to a parent who is the prevailing party
and who was substantially justified in rejecting the settlement offer. A resolution meeting is not
considered an administrative hearing or court action for purposes of the attorney’s fees provisions.
The amount of attorneys’ fees awarded may be reduced if the parent or parent’s attorney, during the
course of the action or proceeding, unreasonably protracted the final resolution of the controversy; the
amount of the attorneys’ fees otherwise authorized to be awarded unreasonably exceeds the hourly
prevailing rate in the community for similar services by attorneys of reasonably comparable skill,
reputation, and experience; the time spent and legal services furnished were excessive considering the
nature of the action or proceedings; or the attorney representing the parent did not provide to the
education agency the appropriate information in the due process hearing request. The preceding items
will not apply in any action or proceeding if the court finds that the state or local education agency
unreasonably protracted the final resolution of the action or proceeding or there was a violation of these
rules.
Your education agency must permit you to inspect and review all education records of your child that
are collected, maintained, or used by the participating agency under Part B of the IDEA. The participating
agency must comply with a request without unnecessary delay and before any meeting regarding an
individualized education program, or hearing relating to the identification, evaluation, educational
placement, or provision of a free appropriate public education, or resolution session is conducted and in
no case more than 45 days after the request has been made. Your right to inspect and review records
includes your right to a response from the participating agency to reasonable requests for explanations
and interpretations of the records; to have your representative inspect and review the records; and to
request that the participating agency provide copies of the records containing the information if failure to
provide those copies would effectively prevent you from exercising your right to inspect and review the
records. The participating agency may not charge a fee to search for or to retrieve information under this
part, but may charge a fee for copies of records which are made for you under this part if the fee does not
effectively prevent you from exercising your right to inspect and review those records. The agency may
presume that you have authority to inspect and review records unless the agency has been advised that
you do not have the authority under applicable state law governing such matters as guardianship, or
separation, and divorce. If any education record includes information on more than one child, you may
review only the information relating to your situation or be informed of that specific information. The
participating agency must provide you, on request, a list of the types and locations of education
records collected, maintained, or used by the participating agency. The participating agency must keep
a record of parties obtaining access to education records collected, maintained, or used (except
access by parents and authorized employees of the participating agency), including the name of the
party, the date access was given, and the purpose for which the party is authorized to review the records.
ALSDE Approved Feb. 2013
ACCESS TO RECORDS
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Process 4: Annual IEP Team Meeting to Develop the IEP
ALSDE
Approved
Feb.
2013
RIGHTS FOR CHILDREN
Education agencies must afford to the child, rights of privacy similar to those afforded to parents
regarding records taking into consideration the age of the child and type and severity of the disability.
Although the rights of parents under the IDEA transfer to the child at the age of majority (age 19), the
rights of parents regarding educational records under the Family Educational Rights and Privacy Act
(FERPA) at 34 CFR Part 99 transfer to the child at age 18.
CONSENT FOR DISCLOSURE OF PERSONALLY IDENTIFIABLE INFORMATION
Your consent must be obtained before personally identifiable information is disclosed to parties other
than officials of participating agencies. Except under the circumstances below, your consent is not
required before personally identifiable information is released to officials of participating agencies for
purposes of meeting a requirement of Part B of the IDEA.
Your consent or the consent of an eligible child who has reached the age of 19 must be obtained before
personally identifiable information is released to officials of participating agencies responsible for
providing or paying for transition services. Also, if your child is in or is going to go to a private
school that is not located in the same LEA you reside in, your consent must be obtained
before any personally identifiable information about your child is released between officials in
the LEA where the private school is located and officials in the LEA where you reside.
If you believe that information in your child’s education records collected, maintained, or used under
Part B of the IDEA is inaccurate, misleading, or violates the privacy or other rights of the child,
you may request that the education agency that maintains the information amend the information.
The participating agency must decide whether to amend the information in accordance with your
request within a reasonable period of time of receipt of the request. If the participating agency
decides to refuse to amend the information in accordance with the request, it must inform you of the
refusal and advise you of your right to a hearing. The participating agency shall, on request,
provide an opportunity for a hearing, which complies with FERPA procedures, to challenge
information in your child’s education records to ensure that it is not inaccurate, misleading, or
otherwise in violation of the privacy or other rights. If, as a result of the hearing, it is determined that
the information is inaccurate, misleading, or otherwise in violation of the privacy or other rights of the
child, the participating agency must amend the information accordingly and so inform you in writing.
If, as a result of the hearing, it is determined that the information is not inaccurate, misleading,
or otherwise in violation of the privacy or other rights, the participating agency must inform you
of the right to place in the records it maintains on your child, a statement commenting on the
information or setting forth any reasons for disagreeing with the decision of the participating agency.
Any explanation placed in the records must be maintained by the participating agency as part of the
record as long as the record or the contested portion is maintained by the participating agency. If the
records or the contested portion are disclosed by the participating agency to any party, the explanation
must also be disclosed to the party.
You must be informed by the public agency when personally identifiable information collected,
maintained, or used under Part B of the IDEA is no longer needed to provide education services to your
child. The information must be destroyed at your request. However, a permanent record of a student’s
name, address, and phone number, his or her grades, attendance record, classes attended, grade level
completed, and year completed may be maintained without time limitation. Information must be
destroyed in a manner that maintains confidentiality.
Part B of the IDEA does not require an LEA to pay for the cost of education, including special education
and related services, of your child with a disability at a privat
e school or facility if the LEA made FAPE
AMENDMENT OF RECORDS AS PARENT'S REQUEST
DESTRUCTION OF INFORMATION
CHILDREN WITH DISABILITIES ENROLLED BY THEIR PARENTS IN PRIVATE SCHOOLS
WHEN FREE APPROPRIATE PUBLIC EDUCATION IS AT ISSUE
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Process 4: Annual IEP Team Meeting to Develop the IEP
Table of ContentsTable of ContentsTable of Contents
available to your child and you choose to place the child in a private school or facility. However, the
public agency where the private school is located must include your child in the population whose needs
are addressed under the Part B provisions regarding children who have been placed by their parents in a
private school. Disagreements between the parents and the public agency regarding the availability of a
program appropriate for the child and the question of financial reimbursement, are subject to the due
process procedures. If the parents of a child with a disability who previously received special education
and related services under the authority of an public agency enroll the child in a private elementary or
secondary school without the consent of or referral by the public agency, a court or a hearing officer may
require the agency to reimburse the parents for the cost of that enrollment if the court or hearing officer
finds that the agency had not made a free appropriate public education available to the child in a timely
manner prior to that enrollment. The cost of reimbursement may be reduced or denied if at the most
recent IEP meeting that the parents attended before removal of the child from the public agency, the
parents did not inform the IEP Team that they were rejecting the placement proposed by the public
agency to provide a free appropriate public education to their child, including stating their concerns and
their intent to enroll their child in a private school at public expense; or at least ten business days
(including any holidays that occur on a business day) prior to the removal of the child from the public
agency, the parents did not give written notice to the public agency that they were rejecting the offered
placement; or prior to the parents’ removal of the child, the public agency informed the parents of its
intent to evaluate the child (including a statement of the purpose of the evaluation that was appropriate
and reasonable), but the parents did not make the child available for such evaluation; or a judicial finding
of unreasonableness with respect to actions taken by the parents is found. EXCEPTION: The cost of
reimbursement shall not be reduced or denied for a parent’s failure to provide such notice if the school
prevented the parent from providing such notice, the parent had not received this document, or
compliance with this requirement would likely result in physical harm to the child; and may in the
discretion of a court or hearing officer not be reduced or denied for failure to provide such notice if the
parent is not literate and cannot write in English; or compliance would likely result in serious emotional
harm to the child.
DISCIPLINE
Authority
of
School
Personnel
School personnel may consider any unique circumstances on a case-by-case basis when determining
whether a change in placement, consistent with the other requirements of this section, is appropriate for a
child with a disability who violates a code of student conduct.
School personnel under this section may remove a child with a disability who violates a code of student
conduct from his or her current placement to an appropriate interim alternative educational setting,
another setting, or suspension, for not more than ten consecutive school days (to the extent those
alternatives are applied to children without disabilities), and for additional removals of not more than ten
consecutive school days in that same school year for separate incidents of misconduct (as long as those
removals do not constitute a change of placement).
After a child with a disability has been removed from his or her current placement for ten school days in
the same school year, during any subsequent days of removal, the education agency must provide services
to the child with a disability who is removed from the child’s current placement. The child must continue
to receive educational services, so as to continue to participate in the general education curriculum,
although in another setting, and to progress toward meeting the goals set out in the child’s IEP, and
receive, as appropriate, a functional behavioral assessment, and behavioral intervention services and
modifications, that are designed to address the behavior violation so that it does not recur.
For disciplinary changes in placement that would exceed ten consecutive school days, if the behavior that
gave rise to the violation of the school code is determined not to be a manifestation of the child’s
disability, school personnel may apply the relevant disciplinary procedures to children with disabilities in
the same manner and for the same duration as the procedures would be applied to children without
disabilities, except that the child must continue to receive educational services. The educational services
may be provided in an interim alternative setting.
An education agency is only required to provide services during periods of removal to a child with a
disability who has been removed from his or her current placement for ten school days or less in that
school year, if it provides services to a child without disabilities who is similarly removed.
ALSDE Approved Feb. 2013
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Process 4: Annual IEP Team Meeting to Develop the IEP
Table of ContentsTable of ContentsTable of Contents
Table of Contents
After a child with a disability has been removed from his or her current placement for ten school days in
the same school year, if the current removal is for not more than ten consecutive school days and is not
a change of placement, school personnel, in consultation with at least one of the child’s teachers,
determine the extent to which services are needed so as to enable the child to continue to participate
in the general education curriculum, although in another setting, and to progress toward meeting the
goals set out in the child’s IEP. If the removal is a change of placement, the child’s IEP Team determines
appropriate services.
Change of Placement Because of Disciplinary Removals
The child’s IEP Team determines the interim alternative educational setting for services. For purposes of
removals of a child with a disability from the child’s current educational placement, a change of
placement occurs if the removal is for more than ten consecutive school days, including partial school
days of a half day or more, or the child has been subjected to a series of removals that constitute a pattern
because the series of removals total more than ten school days in a school year, because the child’s
behavior is substantially similar to the child’s behavior in previous incidents of misconduct that resulted
in the series of removals, and because of such additional factors as the length of each removal, the total
amount of time the child has been removed, and the proximity of the removals to one another. The
education agency (a minimum of an administrator and the student’s special education teacher) determines
on a case-by-case basis whether a pattern of removals constitutes a change of placement. This
determination is subject to review through due process and judicial proceedings.
Notification
On the date on which the decision is made to make a removal that constitutes a change of placement of a
child with a disability because of a violation of a code of student conduct, the education agency must
notify the parents of that decision, and provide the parents with a copy of the Special Education Rights.
Manifestation Determination
1. Within ten school days of any decision to change the placement of a child with a disability because of
a violation of a code of student conduct, the education agency, the parent, and relevant members of
the child’s IEP Team (as determined by the parent and the education agency) must review all
relevant information in the student’s file, including the child’s IEP, any teacher observations, and any
relevant information provided by the parents to determine if the conduct in question was caused by,
or had a direct and substantial relationship to, the child’s disability, or if the conduct in question was
the direct result of the education agency’s failure to implement the IEP.
2. The conduct must be determined to be a manifestation of the child’s disability if the education
agency, the parent, and relevant members of
the child’s IEP Team determine that either condition
is met.
3. If the education agency, the parent, and relevant members of the child’s IEP Team determine that there
was a failure to implement the IEP, the education agency must take immediate steps to remedy
those deficiencies.
Determination that Behavior was a Manifestation If the education agency, the parent, and
relevant members of the IEP Team make the determination that the conduct was a manifestation of
the child’s disability, the IEP Team must:
1. Conduct a functional behavioral assessment, un
less the edu
cation agency
had conducte d a
functi
onal
behavioral assessment dur
ing the previ
ous 18 months befor
e the beh
avior that resulted in the
ch
ange of
placement occurred, and implement a behavioral intervention plan for the child, or
2. If a behavioral intervention plan already has been developed, review the behavioral intervention plan,
and modify it, as necessary, to address the behavior, and
3. Re
turn the child to the
placement from whic
h the child was removed, u
nless the pare
nt and the
education
agency agree to a change of placement as part of the modification of the behavioral intervention plan.
ALSDE Approved Feb. 2013
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Process 4: Annual IEP Team Meeting to Develop the IEP
Table of Contents
Special Circumstances School personnel may remove a student to an interim alternative educational
setting for not more than 45 school days without regard to whether the behavior is determined to be a
manifestation of the child’s disability, if the child:
1.
Carries a weapon to or possesses a weapon at school, on school premises, or to or at a school function
under the jurisdiction of the Department of Education or an education agency,
2.
Knowingly possesses or uses illegal drugs, or sells or solicits the sale of a controlled substance, while
at School, on school premises, or at a school function under the jurisdiction of the Department of
Education or an education agency, or
3.
Has inflicted serious bodily injury upon another person while at school, on school premises, or at a
school function under the jurisdiction of the Department of Education or an education agency.
Definitions For purposes of this section, the following definitions apply:
1.
Controlled substance means a drug or other substance identified under schedules I, II, III, IV, or V in
Section 202(c) of the Controlled Substances Act (21 U.S.C. 812(c)).
2.
Illegal drug means a controlled substance, b
ut doe
s not
includ
e a
controlled
substan
ce that
i
s legally
po
ssessed or used under the supervision of a licensed health-care professional or that is legally
possessed or used under any other authority under that Act or under any other provision of Federal law.
3.
Serious bodily injury has the meaning given the term “serious bodily injury” under paragraph (3) of
subsection (h) of Section 1365 of title 18, United States Code.
4.
Weapon has the meaning given the term “dangerous weapon” under paragraph (2) of the first
subsection (g) of Section 930 of title 18, United States Code.
Appeal The parent of a child with a disability who disagrees with any decision regarding disciplinary
placement or the manifestation determination, or an LEA that believes that maintaining the current
placement of the child is substantially likely to result in injury to the child or others, may appeal the
decision by requesting a due process hearing.
Authority of Hearing Officer A hearing officer hears and makes a determination regarding an appeal
under this section. In making the determination, the hearing officer may return the child with a disability
to the placement from which the child was removed if the hearing officer determines that the removal
was a violation of disciplinary requirements, or that the child’s behavior was a manifestation of the
child’s disability, or order a change of placement of the child with a disability to an appropriate interim
alternative educational setting for not more than 45 school days if the hearing officer determines
that maintaining the current placement of the child is substantially likely to result in injury to the child or
to others. The procedures may be repeated, if the education agency believes that returning the child
to the original placement is substantially likely to result in injury to the child or to others.
Expedited Due Process Hearing Whenever a hearing is requested, the parents or the education
agency involved in the dispute must have an opportunity for a due process hearing.
1. The Department of Education is responsible for arranging the expedit
ed due proce
ss hearing due to
disciplinary action, which must occur within 20 school days of the date the hearing request
is filed. The
hearing officer must make a determination within ten school days after the hearing.
2. Unless the parents and
education agency agr
ee in writing to waive the r
esolutio
n meeting, or agree to
use the mediation process, a resolution meeting must occur within seven calendar days of receiving
notice of the due process hearing request, and
3. The due process hearing may proceed unless the matter has been resolved to the satisfaction of both
parties within 15 calendar days of the receipt of the due process hearing request.
4. The decisions on expedited due process hearings are appealable.
ALSDE Approved Feb. 2013
Placement During Appeals When an appeal has been made by either the parent or the educational
agency, the child must remain in the interim alternative educational setting pending the decision of the
hearing officer or until the expiration of the time period, whichever occurs first, unless the parent and
education agency agree otherwise.
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Process 4: Annual IEP Team Meeting to Develop the IEP
Protections for Children Not Determined Eligible for Special Education and Related Services
A child who has not been determined to be eligible for special education and related services under this
part and who has engaged in behavior that violated a code of student conduct, may assert any of the
protections provided for in this part if the education agency had knowledge, as specified below, that the
child was a child with a disability before the behavior that precipitated the disciplinary action occurred.
A public agency must be deemed to have knowledge that a child is a child with a disability if before
the behavior that precipitated the disciplinary action occurred if:
1. The parent of the child expressed concern in writing to supervisory or administrative
personnel of t
he
appropriate educational agency, or a teacher of the child, that the child is in nee
d of spe
cial education
and related services,
2. The parent of the child requested an evaluation of the child, or
3. The teacher of the child, or other personnel of the education agency, expressed s
pecific concern
s
about a pattern of behavior demonstrated by the child directly to the
director of speci
al education of
the agency or to other supervisory personnel of the agency.
Exception A public agency would not be deemed to have knowledge if the parent of the child has not
allowed an evaluation of the child, or has refused services under this part, or the child has been evaluated
and determined to not be a child with a disability under this part.
Conditions that Apply if No Basis of Knowledge
1.
If a public agency does not have knowledge that a child is a child with a disability prior to taking
disciplinary measures against the child, the child may be subjected to the disciplinary measures
applied to children without disabilities who engage in comparable behaviors.
2.
If a request is made for an evaluation of a child during the time period in which the child is subjected to
disciplinary measures, the evaluation must be conducted in an expedited manner. Until the evaluation is
completed, the child remains in the educational placement determined by school authorities, which can
include suspension or expulsion without educational services.
3.
If the child is determined to be a child with a disability, taking into consideration information from the
evaluation conducted by the education agency and information provided by the parents, the education
agency must provide special education and related services in accordance with this part.
Referral to and Action by Law Enforcement and Judicial Authorities
Nothing in this part prohibits an agency from reporting an alleged crime committed by a child with a disability
to appropriate authorities or prevents state law enforcement and judicial authorities from exercising their
responsibilities with regard to the application of federal and state law to crimes committed by a
child with a disability.
Whenever law enforcement or judicial authorities are contacted by a public agency personnel reporting an
alleged crime committed by a child with a disability, the IEP Team must, within two weeks of the child’s
return to school setting:
1. If a public agency does not have knowledge that a child is a child with a disability prior to taking
disciplinary measures against the child, the child may be subjected to the disciplinary
measures applied to children without disabilities who engage in comparable behaviors. Conduct a
functional behavioral assessment unless the LEA has conducted a functional behavioral
assessment during the previous 18 months before the behavior that resulted in the change of
placement occurred, and implement a behavioral intervention plan for the child, or
2. If the behavioral intervention plan already has been developed, review the behavioral intervention and
modify it, as necessary, to address the behavior.
Transmittal of Records
1. An
agency reporting an alleged crime committed by a child with a disability must ensure
that
education and discipli
nary records of the child are transmitted for con
sideration by the
appropriate
authorities to whom the agency reports the crime.
2. A
n agency reporting an alleged crime under this section may transmit copies of the c
hild’s special
education and disciplinary records only to the extent that the transmission is permitted by the FERPA.
ALSDE Approved Feb. 2013
Page 28
Process 4: Annual IEP Team Meeting to Develop the IEP
SPECIAL EDUCATION
RIGHTS
UNDER THE
IDEA
Purpose(s) of this form:
•
To fully inform the parent or student (age 19 and older) of his/her rights.
When to use this form:
•
The parent or student (age 19 and older) must be given a copy of the rights.
•
When a student is initially referred for an evaluation or when the parent requests an evaluation.
•
Upon receipt of the first state complaint in a school year.
•
Upon receipt of the first due process hearing request in a school year.
•
Not later than the date on which the decision is made to take disciplinary action resulting in a change
of placement.
•
Upon request by the parent.
•
At least once a
y
ear (the ALSDE is requesting that LEAs provide a copy of the Special Education Rights at
the annual IEP Team meeting and document the date provided on the signature page of the IEP).
NOTE: LEAs are no longer required to provide a copy of Special Education Rights with each notice.
Things to remember when completing this form:
•
Take time to explain these rights to the parent so that they make an informed decision.
•
Explain the rights that apply at the time of the
meeting.
Page 29
Process 4: Annual IEP Team Meeting to Develop the IEP
NOTICE OF PROPOSAL OR REFUSAL TO TAKE ACTION
The IEP Team has met to consider the following, regarding the educational program for:
STUDENT’S NAME:
[ ] Identification [ ] Evaluation [ ] Placement [ ] Other
[ ] LEA Response to DPH Request [ ] Provision of Free Appropriate Public Education
[ ] Other
DECISION REGARDING SPECIFIC ACTION PROPOSED OR REFUSED.
It has been decided that action will be taken by the local education agency.
Check one:
[ ] The local education agency will take the pr
oposed action immediately and without undue delay.
[ ] The local education agency’s proposed action will be taken in calendar days to afford the parent a
reasonable period of time to consider the proposed action.
BASIS FOR DECISION(S)
DESCRIPTION OF OTHER OPTIONS CONSIDERED AND WHY THE OPTIONS WERE REJECTED
THE FOLLOWING EVALUATION PROCEDURES, AS
SESSMENTS, RECORDS,
AND/OR REPORTS WERE USED IN MAKING THE DECISION
[
]
Vision
[
]
O
b
se
r
vation
[
]
G
r
ades
[
]
Medical Reco
r
ds
[ ] Hearing [ ] Speech [ ] Develop
m
ental Scales [ ] Othe
r
Agency Info
r
m
ation
[ ] Intellectual [ ] Language [ ] Wo
r
kSa
m
ples [ ] State Assess
m
ents
[ ] Achieve
m
en
t
[ ] Moto
r
[ ] Discipline Reco
r
ds [ ] Othe
r
[ ] Behavio
r
[ ]Inte
r
view [ ] Attendance Reports [ ] Othe
r
My signature below verifies that if you require notice and an explanation of your rights in your native language, the
LEA/agency has
accommodated you to ensure your understanding. You are fully protected under the rights addressed in
your copy of the Special Education Rights document. If you want another copy of your rights, have any questions, or wish
to arrange a conference, please contact:
at
(Name)
(Telephone)
Signature of Education Agency Official
Date Provided/Sent:
ALSDE Approved Feb. 2015
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Process 4: Annual IEP Team Meeting to Develop the IEP
Table of ContentsTable of Contents
NOTICE OF PROPOSAL OR REFUSAL TO TAKE ACTION
Purpose(s) of this form:
•
To document that prior written notice has been provided to the parent each time the LEA proposes to,
or refuses to, initiate or change the identification, evaluation, placement and/or provision of a Free
Appropriate Public Education (FAPE) to a student with a disability.
•
To document the IEP Team’s decision not to accept a referral for an evaluation to determine
eligibility for special education services.
•
To document the IEP Team’s decision not to provide the special education/related service an IEP
Team member is requesting to be included in the IEP.
•
To document the IEP Team’s decision to change the placement of the student.
•
To document that the student will not be returning to school the next school year because the student:
o Will be graduating from high school with the Alabama High School Diploma.
o Will be age 21 prior to August 1 of the next school year.
•
To document that the parent and student have been notified that the student who has reached the age
of majority (age 19) and is exiting school before age 21 and who has not earned the AHSD, still has
the right to receive services to age 21.
•
To document the LEA’s response to a DPH request when the public agency did not provide a notice
prior to the DPH request.
•
To document minor changes on an IEP (i.e., misspelled words, grammatical errors). Check with your
local special education coordinator for permission to use this process to make minor changes to the
IEP.
•
To document corrective actions after an internal/ALSDE monitoring review.
•
To document that the parent or student (age 19 and older) has revoked consent for the provision of
special education services.
•
To document the new IEP being proposed.
•
To document that an out-of-state IEP is being implemented until such time eligibility is determined in
Alabama.
•
To document the time frame in which action will be taken by the education agency regarding the
stated decision.
•
To document the IEP Team conducted an Annual Review Meeting.
When to use this form:
•
To indicate when the stated action will be implemented by the education agency either
immediately and without undue delay or a number of calendar days to afford the parent a reasonable
period of time to consider the proposed action.
•
To indicate to the parent and student (age 19 and older) when the public agency proposes to, or refuses
to, initiate or change the Identification, Evaluation, Placement, and/or the Provision of a FAPE.
•
When the IEP Team has decided not to evaluate the student when the student is initially referred for an
evaluation (check Identification and Evaluation).
•
When the IEP Team refuses to provide a service requested by an IEP Team member (check Provision
of FAPE).
•
When the IEP Team is proposing to change the placement of the student (check Placement and
Provision of FAPE).
•
Whenever the IEP is amended and when an annual IEP is developed.
•
To provide prior notice of the student exiting school because of graduating with the Alabama High
School Diploma or reaching age 21 prior to August 1 (check Placement and Provision of FAPE).
•
To provide documentation to the parent and student who has reached the age of majority (age 19) that
the student who is exiting school before age 21 and who has not earned the AHSD, still has the right to
receive services to age 21.
•
When the IEP Team conducts an annual review of the current IEP.
Page 31
Process 4: Annual IEP Team Meeting to Develop the IEP
NOTICE OF PROPOSAL OR REFUSAL TO TA
KE ACTION
(Continued)
•
To give the completed form to the parent and student (age 19 and older) when a DPH request is received
and this form has not been provided prior to the DPH request (check all that apply).
•
To document minor changes on an IEP. Seek guidance from the local Special Education Coordinator/
Director.
•
To document when the parent does NOT attend the eligibility meeting.
•
To document minor corrections found during internal monitoring/ALSDE monitoring. Seek guidance from
the local Special Education Coordinator/Director. Examples are as follows:
o
A required evaluation was administered and considered by the IEP Team or Eligibility Committee,
but was omitted from the eligibility report.
o
A copy of the IEP was not given or sent to the parent and student (age 19 and older).
o
The date of birth was recorded incorrectly on the IEP.
•
Do not use this form to request additional data collection/evaluation. For this request, the IEP Team must meet
and document the decision on the Notice of IEP Team’s Decision Regarding Reevaluation.
Things to remember when completing this form:
•
Prior written notice must be provided in a timely manner. In the case of a proposal or refusal to take action
this will allow the parent a reasonable time to fully consider the changes and respond to the action before it
is implemented.
•
Type the name of the person signing as the education agency official in the space provided when completing
the form in SETS.
What happens next:
•
If action is required by the public agency regarding the decision, the action will be taken in the specified
number of calendar days unless the IEP Team and parent agree otherwise that the proposed action will take
place immediately without undue delay.
•
Even if the parent was in attendance at the meeting you still need to give/send prior written notice to the
parent and student (age 19 and older) when the public agency proposes to, or refuses to, initiate or change
the identification, evaluation, placement, and/or the provision of a free appropriate public education. This
includes when the IEP is developed or reviewed annually and any time the IEP is amended.
Page 32
Process 4: Annual IEP Team Meeting to Develop the IEP
Page of ALSDE Approved Feb. 2018
INDIVIDUALIZED EDUCATION PROGRAM
STUDENT’S NAME
DOB SCHOOL YEAR
-
GRADE
-
IEP INITIATION/DURATION DATES FROM
TO
This IEP will be implemented during the regular school term unless noted in extended school year services.
STUDENT PROFILE – WILL INCLUDE GENERAL STATEMENTS REGARDING:
Strengths of the student –
Include information regarding the student’s strengths in academic and functional areas.
Parental concerns for enhancing the education –
Include all information regarding the parental concerns for enhancing the education of their child.
Student Preferences and/or Interests –
This area includes information obtained from parent, teacher(s), and the student regarding preferences and interests.
Include all information concerning student preferences and/or interests including transition information.
Results of the most recent evaluations –
Include all information concerning evaluation results. This information should be written in meaningful terms so that
the parent and service providers have a clear understanding of the evaluation results.
The academic, developmental, and functional needs of the student –
Include all information concerning how the student’s disability affects his/her involvement and progress in the general
education curriculum, and, for preschool age children, how the disability affects his/her participation in age-appropriate
activities.
Other –
Include any information pertinent to the development of the IEP that was not included anywhere else on the
Student Profile page.
For the child transitioning from EI to Preschool, justify if the IEP will not be implemented on the child’s 3
rd
birthday –
This should only be completed if the child is not being served un
der IDEA on the child’s third birthday (e.g., if a child’s
birthday is during the summer or holiday(s) justification is required).
Page 33
Process 4: Annual IEP Team Meeting to Develop the IEP
Table of ContentsTable of ContentsTable of Contents
INDIVIDUALIZED EDUCATION PROGRAM PROFILE
A guide for completing the first page of the Profile
Purpose(s) of this page:
•
To document the school year and grade(s) the IEP will cover.
•
To document the initiation/duration of the IEP.
•
To describe the strengths of the student. Include information regarding the academic, functional,
social, emotional or behavioral needs of the child.
•
To document concerns of the parent for enhancing the education of their child.
•
To document student preferences and/or interests that include transition information beginning no later
than the first IEP to be in effect when the student turns 16 or younger if determined appropriate by the
IEP Team and for all students entering the 9
th
grade, regardless of their age.
•
To document results of the most recent evaluation.
•
To document how the student’s disability affects his/her involvement and progress in the general
education curriculum (academic, developmental, and functional needs of the student) and, for
preschool students, how the disability affects the student’s participation in age-appropriate activities.
When to use this page:
•
Use this page for the initial IEP, each annual IEP, and if necessary when making amendments to the IEP.
•
The first IEP must be written within 30 calendar days of initial eligibility determination and before
any special education and related services are provided.
Things to remember when completing this page:
•
When completing the STUDENT PROFILE page, the STUDENT’S NAME should be entered as the
student’s first, middle, and last name.
•
Enter the student’s DATE OF BIRTH.
•
SCHOOL YEAR should be written as the indicated year(s). Example: 2012 or 2012-2013, etc.
•
GRADE should be written as the indicated grade(s). Example: 6 or 6-7.
•
IEP INITIATION/DURATIONDATES may be written from the beginning of the school year to the end of
the school year (e.g. 08/09/2016 – 05/27/2017); or the dates may stagger across parts of two years
(e.g. 09/06/2016 – 09/05/2017 or 03/08/2016 – 03/07/2017). Academic goals are based on content
standards listed in the Alabama Course of Study; objectives listed in the curriculum guides to
the Alabama Course of Study; or standards from the Alternate Achievement Standards, and the
Alabama Developmental Standards for Preschool Children for both school years must be
considered when planning an IEP that spans two school years.
•
The annual review due by date in SETS is calculated based on the IEP signature date of the previous
IEP.
The IEP must be reviewed by the annual review date (signature date plus one year). When the IEP is
reviewed, the IEP Team may review the current IEP and write a new IEP, or in some cases the new IEP can
be delayed for a reasonable period of time. The DURATION DATE (ending date) is the date that the IEP
expires; therefore, that date must be considered before the decision is made to delay the writing of a new
IEP.
Examples of when an IEP Team might conduct the annual review without developing a new IEP are:
1.
A student is scheduled to graduate and has a current IEP in place until the end of the school year.
2.
A student transfers into the LEA with a current IEP around the time the annual review is due.
•
If the option to review is used, the IEP Team is required to meet prior to or on the Annual Review
Due By date to review the current IEP, but they are not required to write a new IEP at that time. To
ensure compliance, a new IEP must be written before the duration date (ending date) of the current
IEP. To document the annual review, the following process should be followed:
o On the Notice and Invitation to a Meeting/Consent for Agency Participation form, check “Annual
Review/Develop Annual IEP”. If the only purpose of the meeting is the Annual Review, on the paper copy
you can cross-through “Develop Annual IEP.”
Page 34
Process 4: Annual IEP Team Meeting to Develop the IEP
INDIVIDUALIZED EDUCATION PROGRAM PROFILE
(Continued)
O The IEP signature page will be amended and the signature date must be manually entered in the
Annual Review Date field in the student’s folder.
O The Notice of Proposal or Refusal To Take Action form must indicate that the IEP Team met to review the
current IEP.
O A new IEP must be written before the Duration Date (ending date) to ensure compliance.
A guide for completing the first page of the Profile
•
The Student Profile is the result of the IEP Team’s review of assessment data and other information to develop
a descriptive summary of the student’s performance, strengths, and needs.
The STUDENT PROFILE must include general statements regarding:
•
Strengths of the student: Include all information regarding the student’s strengths.
•
Parental concerns for enhancing the education:
Include all information regarding the parental concerns for
enhancing the education of their child. (If the parent does not respond, state that. Do not put N/A.)
•
Student Preferences and/or Interests: This area includes information obtained from the parent, teacher(s),
and the student regarding the student’s preferences and interests and strengths. Transition information must
be provided in this text box when transition is being addressed in the IEP. Include all information concerning
student preferences and/or interests related to the student’s needs when applicable in the text box.
•
Results of the most recent evaluations/assessments/tests (typically within the past year): Include
all information on evaluation/assessment/test results that are helpful to develop the IEP. It is not
necessary to repeat information from the Notice and Eligibility Decision Regarding Special Education
Services. The information should be written in meaningful terms so the parent, IEP Team members, and
service providers have a clear understanding of the results. Standard scores, Level 3, percentiles, age, and
grade equivalents, can be misleading. For example, stating a child scored a Level 3 in the average range
should be easy for all to understand. Be consistent. Use terms such as above average, average, or below
average to make test results more meaningful for those not familiar with scoring.
Interpretation of Evaluation Results (standard scores with a mean of 100 and standard deviation of
15)
o
116 and above = Above Average
o
115-85 = Average
o
84 and below = Below Average
o
Example: In reading, John scored a 95 (standard score) in the average range.
•
The academic, developmental, and functional needs of the student: Include all information concerning
how the student’s disability affects his/her involvement and progress in the general education curriculum and
for preschool children how the disability affects his/her participation in age-appropriate activities. For some
students who have several deficit areas, the IEP Team may need to prioritize and work on goals that can be
reasonably calculated to provide educational benefit within one year of the length of the IEP.
•
The student’s strengths, needs, and parental concerns noted in the STUDENT PROFILE should be
considered when determining and prioritizing services and/or LRE.
•
Other: Include any information pertinent to the development of the IEP that was not included anywhere else
on the Student Profile page (e.g., extended school year services, medical, OT, PT, AT).
•
For the child transitioning from EI to Preschool, justify if the IEP will not be implemented on the
child’s third birthday: This should only be completed if the child transitioned from EI and is not being
served under IDEA on the child’s third birthday (e.g., if a child’s birthday is during the summer or holiday(s)
justification is required).
What happens next:
•
There should be a direct link between the profile and other elements of the IEP.
Page 35
Process 4: Annual IEP Team Meeting to Develop the IEP
INDIVIDUALIZED EDUCATION PROGRAM
STUDENT’S NAME:
DOB:
SPECIAL INSTRUCTIONAL FACTORS
Items checked “YES” will be addressed in this IEP:
YES
[ ]
NO
[ ]
[ ]
[ ]
[ ]
[ ]
[ ]
[ ]
[ ]
[ ]
[ ]
[ ]
[ ]
[ ]
[ ]
[ ]
• Does the student have behavior which impedes his/her learning or the learning of others?
• Does the student have a Behavioral Intervention Plan?
• Does the student have limited English proficiency?
• Does the student need instruction in Braille and the use of Braille?
• Does the student have communication needs?
• Does the student need assistive technology devices and/or services?
• Does the student require specially designed P.E.?
• Has the IEP Team determined the student meets the participation criteria for the
Alabama Alternate Assessment and will be taught the alternate achievement standards?
• Are transition services addressed in this IEP
?
[ ]
[ ]
TRANSPORTATION
Student’s mode of transportation:
[ ] Regular bus
[ ] Bus for special needs
[ ] Parent contract
[ ] Other:
Does the student require transportation as a related service?
[ ] YES [ ] NO
[ ] If Yes is checked for related service, a representative from the transportation department was either included in
the meeting or in discussions prior to the meeting about the transportation needs for this student. Personnel have
been informed of his/her specific responsiblities for IEP implementation.
Check any transportation needs:
[ ]
Bus assistance:
[ ] Adult support
[ ] Medical support
[ ]
Preferential seating If checked, describe:
[ ]
Behavioral Intervention Plan
[ ]
Wheelchair lift
If checked, select one
[ ]
Transfer to bus seat
[ ] Wheelchair securement system
[ ]
Restraint system
If checked, Specify type:
[ ]
Other, Specify:
NONACADEMIC and EXTRACURRICULAR ACTIVITIES
Will the student have the opportunity to participate in nonacademic/extracurricular activities with his/her nondisabled
peers?
[ ]
YES.
[ ]
YES, with supports. Describe:
[ ]
NO. Explanation must be provided:
METHOD/FREQUENCY FOR REPORTING PROGRESS OF ATTAINING GOALS TO PARENTS
Annual Goal Progress reports will be sent to parents each time report cards are issued (every weeks).
Page 36
Process 4: Annual IEP Team Meeting to Develop the IEP
INDIVIDUALIZED EDUCATION PROGRAM
A guide for completing the second page of the Profile Purpose(s) of this page:
• To address SPECIAL INSTRUCTIONAL FACTORS.
• To address TRANSPORTATION.
• To address NONACADEMIC AND EXTRACURRICULAR ACTIVITIES.
• To address ANNUAL GOAL PROGRESS REPORTS.
When to use this page:
• Use this page for the initial IEP, each annual IEP, and if necessary, when making amendments to the IEP.
o The first IEP must be written within 30 calendar days of initial eligibility determination and before
any
SPECIAL EDUCATION AND RELATED SERVICES are provided.
o IEPs must be reviewed annually. The annual review date is determined by the date of signatures
on
the
SIGNATURE PAGE of the IEP.
Things to remember when completing this page:
• Yes or No must be selected for each SPECIAL INSTRUCTIONAL FACTOR. Any SPECIAL
INSTRUCTIONAL FACTOR checked YES, MUST be addressed in the IEP.
• When Yes is checked for the question, “Does the student have behavior which impedes his/her learning
or the learning of others?” this factor must be addressed by either developing a measurable annual
goal, as a related service, through supplementary aids and services, or by developing a Behavioral
Intervention Plan (BIP).
• When Yes is checked for the question, “Does the student have a Behavioral Intervention Plan?” this
factor must be addressed. The SES strongly encourages that the BIP be attached using the documents
tab in SETS or use the optional form in SETS.
• When Yes is checked for the question, “Does the student have limited English proficiency?” all English
learners (ELs) with IEPs must have an EL plan documented on the profile page of the IEP. Students may
receive both special education and English language services concurrently if the IEP Team
determines that both services are appropriate and necessary for the student to access the general
education curriculum.
• When Yes is checked for the question, “Does the student need instruction in Braille and the use of
Braille?” this factor must be addressed if, the student is determined to be in need of instruction in
Braille after an evaluation of the student’s reading, writing skills, needs and appropriate reading and
writing media (including an evaluation of the child’s future needs for instruction in Braille or the use
of Braille).
• When Yes is checked for the question, “Does the student have communication needs?” this factor must
be addressed if, the student has any communication needs e.g., language and/or communication mode
of a child who is deaf or hearing impaired, articulation, stuttering, voice, language disorders, or
augmentative communication needs.
• When Yes is checked for the question, “Does the student need assistive technology devices and/or
services?” this factor must be addressed if, the student needs an assistive technology device or
service(s) for academic or functional needs, it must be addressed in the IEP.
• When Yes is checked for the question, “Does the student require specially designed physical
education (P.E.)?” then if any part of the student’s curriculum requires modification, appropriate
goals and benchmarks must addressed in the IEP. The P.E. teacher is responsible for developing and
implementing the goals and benchmarks with the assistance of the case manager. (Adapted P.E. is a
direct service not a related service.)
• When Yes is checked for the question, “Is the student working toward alternate achievement
standards and participating in the Alabama Alternate Assessment?” this box must be checked
annually when a student is working on alternate achievement standards.
o In order to check Yes, the IEP Team must use the Alabama Alternate Assessment Program
Participation Decision Documentation form to determine that a student will participate in the
Alabama Alternate Assessment Program.
Page 37
Process 4: Annual IEP Team Meeting to Develop the IEP
INDIVIDUALIZED EDUCATION PROGRAM
(continued)
• When Yes is checked for the question, “Are transition services addressed in this IEP?” transition must
be addressed for all students entering 9
th
grade and beyond, or earlier if appropriate.
A guide for completing the second page of the Profile:
TRANSPORTATION:
Transportation is a related service and can include travel to and from school and between schools; travel
in and around school buildings, and specialized equipment such as special or adapted buses, lifts, and
ramps. A child’s IEP Team is responsible for determining if transportation is required as a related
service to assist a child with a disability to benefit from special education services.
•
Student’s mode of transportation must be addressed in every IEP by either checking one of the boxes
or by adding information under “Other.”
• Does the student require transportation as a related service?” Yes or No must be selected
o
If No is checked, the student will receive the same transportation services provided to nondisabled
children.
o If Yes is checked, the following check box is required:
•
If Yes is checked for related service, a representative from the transportation department
should be included in the meeting or in discussions prior to the meeting and/or provided input
for the IEP Team to consider about the transportation needs for this student. During the
discussion, consideration should be given to the entire continuum of services available,
including accommodations/modifications on a regular bus; services on a smaller capacity,
specially equipped bus; or some other form of transportation, such as a private vehicle if a parent
contract is appropriate for the individual student.
• If Yes is checked as a related service, check any transportation needs that apply.
Adult Support indicates the need for a bus attendant to assist/accompany the child while boarding
and/or riding the school bus.
•
Medical Support indicates a need for a medically trained assistant for the student while riding the school
bus.
•
Preferential seating should be checked and a description provided when there is a need for the student to
sit in a particular location while riding inside the bus (e.g., front seat, behind the driver, with a
designated peer helper).
•
Behavioral Intervention Plan should be checked when the student has a BIP that should be shared with
the bus driver and other support personnel when the student’s behavior could present a challenge
while riding the school bus. Please note: Bus personnel may require additional training on the plan.
•
Wheelchair lift and securement system should be checked when a student is unable to board the
bus through the passenger door. If Wheelchair lift is checked, select whether the child will transfer to a
seat or if the wheelchair securement system will be utilized. Please note: No student may be carried
onto the school bus. The student must be secured in a safe wheel chair before boarding the lift.
•
Restraint system should be checked when the student is unable to sit safely in a bus seat or safely in
a wheelchair without support. If restraint system is checked, the type of restraint must be
specified. Please note: The need for a restraint system should be carefully considered and
documented for each individual student, as well as the type of restraint necessary and appropriate for
the student, with input from the Transportation Department. Types of restraint systems include:
seatbelts (lap or lap/shoulder belt systems); car seats; safety vests or harnesses; Integrated Child
Safety Seats; etc. Seatbelts are excluded from the seclusion and restraint policies.
• Other should be checked when there is a need for accommodations/modifications not already listed.
Such needs could include any necessary supports (e.g., peer helper, emergency plan of
action, atypical school day/schedule or special equipment, oxygen tank, epipen, suction
machine, diabetic supplies, augmentative communication system/device, service animal) and/or
any additional training that the bus driver and the other support personnel may need in order to
manage medical issues, which could impact the student during the bus ride.
BUS ASSISTANCE:
Page 38
Process 4: Annual IEP Team Meeting to Develop the IEP
INDIVIDUALIZED EDUCATIO
N PROGRAM
(continued)
• The transportation needs for this student were shared with the bus driver and support personnel.
Their signature(s) are included on the Persons Responsible for IEP Implementation form. This
should always be checked to ensure that the bus driver and other support personnel are aware of their
responsibilities for implementing the IEP. Provide transportation personnel with any necessary training
for implementation of the IEP at the very minimum, the bus driver must be informed of his or her
responsibilities.
Transportation does not need to be addressed elsewhere in the IEP unless instruction is being
provided (e.g., teaching a student how to use public transportation).
NOTE: Students m
ay not have a shortened school day due to transportation or other
administrative conveniences.
A guide for completing the second page of the Profile:
•
NONACADEMIC AND EXTRACURRICULAR ACTIVITIES must have at least one item checked. If
YES is checked, this indicates the general notion that the student will have some opportunity to
participate in nonacademic/extracurricular activities with his/her nondisabled peers, but not
necessarily all of those activities and at all times. Obviously, a student must be deemed to be
“otherwise qualified” to participate in the activity and meet the same criteria for participation that
applies to other students. There may be circumstances where the student is not qualified to participate,
which will be decided on a case-by-case basis. If YES, with supports is checked, please describe the
supports in the space provided. If NO is checked, please write an explanation in the space provided.
For Preschool students:
o If YES is checked, this indicates the child attends an early childhood program where the potential
for nonacademic/extracurricular activities exists.
o If YES with supports is checked, the responsibility for any supports required for a student to
participate in nonacademic/extracurricular activities is an IEP Team decision. If the IEP Team
determines that supports are needed, the Team determines who will provide them (parent, program
such as Head Start, or the public agency [LEA]).
o If NO is checked, the child is not in any type of early childhood environment where the potential for
any type of nonacademic/extracurricular activity exists. An example of this situation would be a
child who is SLI and stays at home with a parent all day, and comes to a school only for speech
therapy services.
• ANNUAL GOAL PROGRESS REPORT will be sent to the parent or student (age 19 and older) each
time report cards are issued. Indicate how often the ANNUAL GOAL PROGRESS REPORT will be
sent home by recording the number of weeks in the space provided (e.g., every nine weeks, every six
weeks).
What happens next:
There should be a direct link between the profile and other elements of the IEP.
Page 39
Process 4: Annual IEP Team Meeting to Develop the IEP
INDIVIDUALIZED EDUCATION PROGRAM
STUDENT’S NAME:
DOB:
Transition: Beginning not later than the first IEP to be in effect when the student is 16, or earlier if appropriate, and
updated annually thereafter. For all students entering 9th grade regardless of their age, transition must be addressed.
[ ]
This student was invited to the IEP Team meeting on
via
.
[ ]
After prior consent of the parent or student (Age 19) was obtained, other agency representatives were invited to
the IEP Team meeting.
[ ]
Transition services based on the student’s strengths, preferences, and interests that will reasonably enable the
student to meet the postsecondary goals are addressed on the transition goal page in this IEP.
Age-appropriate Transition Assessments:
(Select the assessment(s) used to determine the student’s measurable postsecondary transition goals.)
[ ]
Student Interview
[ ]
Career Awareness
[ ]
Interest Inventory
[ ]
Parent Interview
[ ]
Student Portfolio
[ ]
Interest Learning Profile
[ ]
Student Survey
[ ]
Vocational Assessment
[ ]
Career Aptitude
[ ]
Other
Enter the assessment(s) used to determine the student’s selected long-term postsecondary transition goals:
Postsecondary Education/Training Goal
Assessment:
Date:
Assessment:
Date:
Long-Term Goal:
If Other is selected, specify:
Employment/Occupation/Career Goal
Assessment:
Date:
Assessment:
Date:
Long-Term Goal:
If Other is selected, specify:
Community/Independent Living Goal
Assessment:
Date:
Assessment:
Date:
Long-Term Goal:
If Other is selected, specify:
[ ]
This student is in a middle school course of study that will help prepare him/her for transition.
Anticipated Date of Exit:
Month:
Year:
Selected Pathway to the Alabama High School Diploma:
[ ]
General Education Pathway (Intended to prepare student for college and career)
[ ]
Essentials Pathway (Intended to prepare student for a career/competitive employment)
[ ]
Alternate Achievement Standards Pathway (AAS) (Intended to prepare students for supported/competitive
employment)
Program Credits to be Earned (Complete for students in Grades 9-12)
For each course taken indicate program credits to be
earned next to the appropriate pathway.
ENGLISH MATH SCIENCE
SOCIAL
STUDIES
General Education Pathway
Essentials Pathway
Alternate Achievement Standards Pathway
Elective(s)
(enter total number of electives)
Page 40
Process 4: Annual IEP Team Meeting to Develop the IEP
INDIVIDUALIZED EDUCATION PROGRAM TRANSITION
Purpose(s) of this page:
•
To document the date and method by which the student was invited to the IEP Team meeting.
•
To document that other agency representatives that may be responsible for providing or paying for
Transition Services were invited to the IEP Team meeting if permission was granted by the parent or
student (age 19 and older).
•
To document that transition ser
vices are based on the student’s strengths, preferences, and interests that
will reasonably enable the student to meet the postsecondary goals.
•
To document Age-Appropriate Transition Assessments used to determine the student’s
selected long-term transition goals related to Postsecondary Education/Training,
Employment/Occupation/Career, and Community/Independent Living. (Include appropriate
documentation of all assessments in the student’s file.)
•
To document the assessment(s) used to determine the long-term transition goal for Postsecondary
Education/ Training, Employment/Occupation/Career, and Community/Independent Living.
•
To document the date the assessment(s) was given to determine the appropriate long-term transition
goals related to Postsecondary Education/Training, Employment/Occupation/Career, and
Community/ Independent Living.
•
To document COURSE OF STUDY for students that are in middle school OR
•
To document Selection of Pathway to the Alabama High School Diploma for students in
Grades 9-12.
•
To document ANTICIPATED DATE OF EXIT for students in Grades 9-12.
•
To document PROGRAM CREDITS TO BE EARNED for students in Grades 9-12.
•
To document the TOTAL NUMBER OF ELECTIVES.
Page 41
Process 4: Annual IEP Team Meeting to Develop the IEP
INDIVIDUALIZED EDUCATION PROGRAM TRANSITION
Things to remember when completing this page:
•
Check “Transition services based on the student’s strengths, preferences, and interests that will
reasonably enable the student to meet the postsecondary goals that are addressed on the transition goal
page in this IEP.
•
You do not have to address transition for a student in middle school if the student is younger than age
16.
If the student is 15 years old when the IEP is being developed and will turn 16 years old during
implementation of the IEP, transition must be addressed.
•
If the IEP Team addresses transition for a student younger than age 16 (for example, age 14) and the
student is in middle school, you must address: Age-Appropriate Transition Assessments, Postsecondary
Education/Training, Employment/Occupation/Career, and Community/Independent Living Transition
Goals, Middle School Course of Study, Measureable Annual Goals for Postsecondary
Education/Training, Employment/Occupation/Career, and Community/Independent Living, Transition
Services, and Transition Activities for each annual transition goal.
•
If the IEP Team addresses transition for a student younger than age 16 (for example, age 14) and the
student is in Grades 9-12, the following must be addressed: Age-Appropriate Transition Assessments,
Long-Term Postsecondary Education/Training, Employment/Occupation/Career, and Community/
Independent Living Transition Goals, Anticipated Date of Exit, Pathway to the Alabama High School
Diploma, Program Credits to be Earned, Total Number of Electives, Measureable Annual Goals for
Postsecondary Education/Training, Employment/Occupation/Career, and Community/Independent
Living, Transition Services, and Transition Activities for each annual transition goal.
•
This page must be completed for all students entering 9th grade, regardless of their age.
•
For all students entering 9th grade, regardless of their age, the IEP Team must address: Age-
Appropriate Transition Assessments, Long-Term Postsecondary Education/Training, Employment/
Occupation/Career, and Community/Independent Living Transition Goals, Anticipated Date of Exit,
Pathway to the Alabama High School Diploma, Program Credits to be Earned, Total Number of
Electives, Measureable Annual Goals for Postsecondary Education/Training, Employment/
Occupation/Career, and Community/Independent Living, Transition Services, and Transition Activities
for each annual transition goal.
•
This page must be completed for students who will turn age 16 during the implementation dates of the
IEP.
AGE-APPROPRIATE TRANSITION ASSESSMENTS
o Age-Appropriate Transition Assessments must be used to determine the student’s Postsecondary
Education/ Training Goal, Employment/Occupation/Career Goal, and Community/Independent
Living Goal, and transition needs and services.
o The Age-Appropriate Transition Assessments that are used to determine the long-term goals must
match assessments that are administered.
o Check all Age-Appropriate Transition Assessments that were used to determine the long-term
goals.
o The name of each transition assessment and the date the assessment was administered must be
documented for each long-term goal.
o A minimum of two assessments must be administered.
•
The student’s Long-Term Postsecondary Education/Training, Employment/Occupation/Career, and
Community/ Independent Living Transition Goals are to be based on the individual student’s strengths,
needs, preferences, and interests.
•
Long-Term Postsecondary Education/Training, Employment/Occupation/Career, and Community/
Independent Living Transition Goals are based on standards listed in the Alabama Transition Standards
document. This document can be found on the special education web page under
Secondary/Postsecondary/Transition.
Page 42
Process 4: Annual IEP Team Meeting to Develop the IEP
INDIVIDUALIZED EDUCATION
PROGRAM
TRANSITION
GOALS
for
Postsecondary/Transition:
(Note:
All
goals
should
be
based
on
the
student’s
progress
toward
the
Alabama
Transition
Standards)
Postsecondary Education/Training Goal (Select
or
write
the
most appropriate goal
for the student):
• Student will
be prepared to participate in a two- to four-year postsecondary education program based on
completion
of
graduation requirements
and
meeting college admission
requirements.
•
Student will be prepared to participate in a
long-term certificate pathway or long-term apprenticeship
program
based on completion of graduation requirements and meeting certificate program requirements and/or
apprenticeship
requirements.
•
Student will be prepared to participate in a
short-term certificate pathway program or
pre-apprenticeship
program based on completion of gradu
ation requirements and meeting certificate program requirements
and/or pre-apprenticeship
requirements.
• Student will be prepared to participate in on-the-job training based on completion of IEP goals, high school
program,
and
submission
of
application
for
supported
employment.
• Student will
participate
in
time-limited, pre-employment
services in order to prepare student to
participate
in
Supported Employment
services.
•
Other: Write
an
appropriate goal for
the
student based
on the
needed Transition
Services.
Employment/Occupation/Career Goal (Select
or
write
the
most appropriate goal
for the student):
•
Student
will reach college and career
readiness
by
potentially earning
an
industry
career credential.
•
Student will be prepared to participate in competitive integrated employment with no need for support based
on
successful completion
of career
exploration, community-based
work,
and/or cooperative education
experience.
•
Student will be prepared to participate
in
competitive integrated employment with time-limited support
based
on successful completion of career exploration, community-based work experience and/ or cooperative
education
experience.
• Student will be prepared to part
icipate in supported employment which will include community-based
assessment,
job
development,
job
coaching,
and
extended support needed
to meet his/her
employment
needs
based
on
successful completion
of
school-based
work
experiences, community-based
career
exploration,
and
application
for
supported employment
services.
•
Student
will be
prepared
to
participate
in
pre-employment services
to
increase
the
likelihood
for
community-based integrated employment based on IEP goals, individual or parental choice (requires
application for adult services)
in
order
to
acquire
skills
needed
for competitive integrated employment through
supported
employment services.
•
Other:
Write an
appropriate
goal for the
student
based on the
needed Transition
Services.
Community/Independent Living Goal (Select
or
write the most appropriate goal
for the student):
• Student will be prepared to
participate
in community activities and live
independently
based on independent
living skill level
achieved
and
identification
of
community/living
options.
• Student with time-limited support wi
ll be prepared to participate in community activities and live
independently based on independent living skill level achieved and identification of community/living
options
and support options.
• Student will be prepared to participate i
n community activities and live semi-independently with ongoing
infrequent support based on independent living skill level achieved, identification
of
options, and/or
application
for adult services.
•
Student will
be
prepared
to
live
in a
group
home or
other supported environment with full-time support
based
on
independent
living skill level
achieved
and
application
for adult services.
• Student will be prepared to live wit
h parents, guardian, or relatives based on parental preference and
independent
living skill level achieved.
•
Other:
Write an
appropriate
goal for the
student
based on the
needed Transition
Services.
Page 43
Process 4: Annual IEP Team Meeting to Develop the IEP
INDIVIDUALIZED EDUCATION PROGRAM TRANSITION
(Continued)
MIDDLE SCHOOL COURSE OF STUDY:
• Check “This student is in a middle school course of study that will help prepare him/her for
transition” for students who are 16 years old and older in middle school, or for younger
students, if the IEP Team has determined that transition will be addressed for the student.
(Do not check the middle school course of study box if transition will not be addressed for
the student).
ANTICIPATED DATE OF EX
IT: (Complete for students in Grades 9-12)
• Identify the month and year the student is expected to exit high school.
• Students who have not earned an Alabama High School Diploma and who have not reached their
21st
birthday by August 1 are entitled to receive services up to age 21. A student who turns 21 on or
after August 1st are entitled to complete the school year.
• Students that turn 21 before August 1st are not entitled to services the following school
year.
SELECTED PATHWAY TO THE ALABAMA HIGH SCHOOL DIPLOMA: (Complete for
students in Grades 9-12)
• This section must be completed prior to entering 9th grade. The focus will be on the coursework
taken that necessitates a clearly articulated and individualized four-year high school plan built
for each student based on the results from the ACAP summative, PreACT, ACT with writing, ACT
WorkKeys, academic and career interest assessment and middle school coursework.
• Identify and select the highest most appropriate pathway leading to the Alabama High School Diploma.
• It is very important to annually review the student’s coursework and selected pathway to ensure the
student will achieve the desired post school outcomes.
PROGRAM CREDITS TO BE EARNED: (Complete for students in Grades 9-12—Record
current year
only
): IEP Teams should determine the appropriate coursework/pathway that will
lead to the
Alabama High School Diploma to meet individual post
-schoo
l outcomes.
• All courses should be coded based on the program credit to be earned.
• Accommodations lessen the impact of the student’s disability in the teaching/learning environment in
order to level the playing field but do not change the content of the standard. When accommodations
are made for the student with disabilities, the content has not been altered and the student can earn
course credit.
• Modifications are changes made to the content of the curriculum due to the unique needs arising from
the student’s disability. When course content is modified, the student is not pursuing the content
prescribed in the applicable course of study and cannot earn course credit.
• Students who participate in a graduation ceremony but return to school until age 21 should continue to
work toward earning course credit. These students might be working toward fewer credits and there
might be less variety in the subjects, but they should still be working toward credits.
• Indicate the Total Number of Electives.
Page 44
Process 4: Annual IEP Team Meeting to Develop the IEP
INDIVIDUALIZED EDUCATION PROGRAM
ANNUAL TRANSITION GOAL(S)
STUDENT’S NAME:
DOB:
PRESENT LEVEL OF ACADEMIC ACHIEVEMENT AND FUNCTIONAL PERFORMANCE:
Based on the student’s strengths, preferences, interests, and needs related to the postsecondary goals (include a description
of age-appropriate transition assessments).
(Link to Transition Standards)
MEASURABLE ANNUAL POSTSECONDARY TRANSITION GOALS:
Academic areas may be written separately or embedded within the transition goal. Address transition services, activities,
and person(s)/agency involved for each goal area. (If more than one goal is needed in any one goal area below, additional
goal pages can be added.)
Postsecondary Education/Training Goal:
Date of Completion/Mastery:
*Transition Service(s):
Transition Activities:
(Enter a numbered list of all activities to assist the student in achieving his/her long-term Postsecondary
Education/Training goal.)
1.
2.
Person(s)/Agency Involved:
Employment/Occupation/Career Goal:
Date of Completion/Mastery:
*Transition Service(s):
Transition Activities:
(Enter a numbered list of all activities to assist the student in achieving his/her long-term Employment/Occupation/Career
goal.)
1.
2.
Person(s)/Agency Involved:
Community/Independent Living Goal:
Date of Completion/Mastery:
*Transition Service(s):
Transition Activities:
(Enter a numbered list of all activities to assist the student in achieving his/her long-term Community/Independent Living
goal.)
1.
2.
Person(s)/Agency Involved:
*Transition Services: Consider these service areas:
Vocational Evaluations (VE), Community Experiences (CE), Personal Management (PM), Transportation (T), Employment
Development (ED), Medical (M), Postsecondary Education (PE), Living Arrangements (LA), Linkages to Agencies (LTA),
Advocacy/Guardianship (AG), Financial Management (FM), and if appropriate, Functional Vocational Evaluation (FVE).
Page 45
Process 4: Annual IEP Team Meeting to Develop the IEP
INDIVIDUALIZED EDUCATION PROG
RAM ANNUAL TRANSITION GOAL(S)
Purpose(s) of this page:
•
To document the required components of the IEP for the ANNUAL TRANSITION GOAL(S).
•
A statement of the student’s PRESENT LEVEL OF ACADEMIC ACHIEVEMENT AND
FUNCTIONAL PERFORMANCE based on the student’s strengths, preferences, interests, and needs
related to the annual postsecondary goals (include a description of the Age-Appropriate Transition
Assessment).
The PRESENT LEVEL OF ACADEMIC AC
HIEVEMENT AND FUNCTIONAL PERFORMANCE must
be linked to the Transition Standards.
•
To document a statement of the MEASURABLE ANNUAL POSTSECONDARY TRANSITON
GOAL developed for Postsecondary Education/Training, Employment/Occupation/Career, and
Community/Independent Living.
DATE OF COMPLETION/MASTERY
•
To document the mastery/completion of GOAL(s) developed for Postsecondary Education/Training,
Employment/Occupation/Career, and Community/Independent Living.
TRANSITION SERVICES
•
To document Transition Service(s) selected for each measurable annual postsecondary transition goal.
TRANSITION ACTIVITY(S)
•
To document Transition Activities to assist the student in achieving Postsecondary Education/Training,
Employment/Occupation/Career, and Community/Independent Living Measurable Annual Goals.
•
Transition activities must list specific steps the student must take to achieve his/her Measurable Annual
Postsecondary Transition Goal.
•
A minimum of two transition activities must be written to address each of the measurable annual transition
goals in the areas of Postsecondary Education/Training, Employment/Occupation/Career, and Community/
Independent Living.
When to use this page:
•
To document MEASURABLE ANNUAL Postsecondary Education/Training, Employment/Occupation/
Career, and Community/Independent Living TRANSITION GOAL(s) that the IEP Team addresses.
•
To document DATE OF COMPLETION/MASTERY OF MEASURABLE ANNUAL
POSTSECONDARY TRANSITION GOAL(S).
•
To revise/change transition goal(s).
•
To determine Transition services based on the student’s strengths, preferences, and interests that
will reasonably enable the student to meet the postsecondary goals addressed on the transition goal page in
this IEP.
•
To document Transition Activities to assist the student in achieving Postsecondary Education/Training,
Employment/Occupation/Career, and Community/Independent Living Measurable Annual
Postsecondary Transition Goals.
Things to remember when completing this page:
•
It is important to remember that each student’s MEASURABLE ANNUAL Postsecondary Education/
Training, Employment/Occupation/Career, and Community/Independent Living TRANSITION
GOAL(S) should be based on relevant content transition standards and must be individualized.
•
The Alabama Transition Standards are intended to be used as a guidepost from which to plan each student’s
growth during the IEP annual cycle.
•
Annual Transition goals are based on transition standards listed in the Alabama Transition Standards.
All transition goal(s) must reference a standard.
•
Transition goals that have embedded academic goals must reference the content standard.
•
Transition activities must list specific steps the student must take to achieve his/her long-term Postsecondary
Education/Training goal.
Page 46
Process 4: Annual IEP Team Meeting to Develop the IEP
INDIVIDUALIZED EDUCATION PROGRAM ANNUAL TRANSITION GOAL(S)
(Continued)
PRESE
NT LEVEL OF ACADEMIC ACHIEVEMENT AND FUNCTIONAL PERFORMANCE:
•
Based on the student’s strengths, preference, interests and needs related to the postsecondary goal. The
Present Level of Academic Achievement and Functional Performance must include a description of the Age-
Appropriate Transition Assessments.
•
Information should be stated in a readily understandable way that is precise enough to understand what the
student can do and in relation to what the student should be able to do in each area of transition.
•
There must be a direct relationship between the PRESENT LEVEL OF ACADEMIC ACHIEVEMENT
AND FUNCTIONAL PERFORMANCE for Transition and other components of the IEP, such as a
MEASURABLE ANNUAL GOAL, and SPECIAL EDUCATION AND RELATED SERVICE(S).
MEASURABLE ANNUAL POSTS
ECONDARY TRANSITION GOAL:
•
Targets the individual needs of the student based on the student’s Strengths, Preference, Interests, and Needs
related to the long-term postsecondary goals.
•
Describes what a student can reasonably be expected to accomplish within one school year.
•
Addresses the needs written in the PRESENT LEVEL OF ACADEMIC ACHIEVEMENT AND
FUNCTIONAL PERFORMANCE.
•
Are measurable to the extent that they can be used to monitor the student’s progress and assess the
appropriateness of the special education services.
•
Each IEP must be individualized based on the student’s strengths, preferences, interests, and needs. Copying
and pasting standards into the goal is not individualized and places the LEA in a very vulnerable litigious
situation. The IEP must be written to provide educational benefit.
•
An annual goal may address more than one Transition Service.
•
All Transition Services selected on the transition page of the IEP must be supported through an annual goal.
Each Transition Service is selected under more than one Transition Strand must be supported through a
Measurable Annual Goal.
TRANSI
TION SERVICES: (Select the most appropriate Transition Service area[s])
•
Vocational Evaluations (VE) - This service area will address the individual’s potential for employment
through assessment(s) that provide information about job and career interests, skills, and aptitudes.
Information gathered through the assessment(s) can identify the individualized level of support needed to gain
potential employment (e.g., no special services, time-limit supports, and on-going supports). It will also
provide information for career planning and development.
•
Community Experiences (CE) - This service area will address activities/services that are provided outside
the school building and prepare the student for participation in community life. These community-based
experiences provide opportunities to engage in integrated activities in typical environments. Through these
experiences, students may also learn how to access community resources (e.g., after school jobs, use of public
library, community recreational activities) to achieve his or her projected post-school outcomes. Community
based instruction provide students with the opportunity to practice skills in the setting in which they will be
expected to perform them. Transportation must be provided by the LEA.
•
Personal Management (PM) - This service area will address and provide instruction in managing personal
responsibilities and activities in adult areas such as: home and family life, leisure pursuits, community
engagement, physical and emotional well-being, personal responsibility, communication and education,
employment, and training.
•
Transportation (T) - This service area will address the academic and functional competencies to interact and
travel within and outside the community.
•
Employment Development (ED) - This service area will focus on the development of work-related behavior,
job seeking, and maintenance skills, career exploration (e.g., labor market resources, job application process,
résumé), and actual employment (e.g., work-related forms and documents). This information provides
guidance towards employment options (e.g., competitive employment, customized employment, or supported
employment).
•
Medical (M) - This service area will address the academic and functional competencies needed to maintain a
full range of physical, emotional, and psychological well-being of an individual.
Page 47
Process 4: Annual IEP Team Meeting to Develop the IEP
INDIVIDUALIZED EDUCATION PROGRAM ANNUAL TRANSITION GOAL(S)
(Continued)
•
Postsecondary Education (PE) - This service area will include opportunities for preparation of individuals
who plan to pursue postsecondary education/training after high school. This involves considerations of
courses needed to meet further training of post school training requirements, research potential colleges,
universities, or technical schools and provide assistance with the application process.
•
Living Arrangements (LA) - This service area will address adult living outcomes. These are generally those
activities related to pursuing an individual’s desired community/independent living goal (e.g.,
independently, time-limited support, semi-independently with ongoing infrequent support, group home, or
supported environment with full-time support and live with parents, guardians, relatives).
•
Linkages to Agencies (LTA) - This service area will address the coordination and collaboration between the
school and community service providers who offer transition services which assist with facilitating the
student’s movement from school to post-school activities.
•
Advocacy/Guardianship (AG) - This service area will address student’s rights (e.g., age of majority,
informed consent); responsibility (e.g., student involvement); self-knowledge (e.g., disability awareness);
and
self-advocacy (e.g., strengths, preferences, and interests).
•
Financial Management (FM) - This service area will address competencies such as budgeting, paying bills,
balancing a checkbook, and spending money.
•
Functional Vocational Evaluation (FVE) - This area will address a more comprehensive approach to
assessing an individual’s potential for employment through assessment(s) that provide(s) information about
job and career interests, skills, and aptitudes (e.g., situational work assessments, work samples, job trials).
TRANSITION ACTIVITIES:
•
Transition planning is a coordinated set of activities focused on improving the academic and functional
achievement of a student with a disability to promote the student's movement from school to postsecondary
activities.
•
Postsecondary activities can include college, vocational training, employment, continuing and adult
education, adult services, independent living, or community participation.
•
Transition activities are based upon the individual student's needs, taking into account the student's
preferences, potential, abilities, and interests.
•
Transition activities include instruction, community experiences, the development of employment and other
postsecondary adult living objectives, and acquisition of daily living skills and functional vocational skills.
•
Transition acti vities are checkpoints along the path towards mastery of each Measurable Annual Postsecondary
Transition Goal.
•
Transition activities should be linked to the Measurable Annual Postsecondary Transition Goals.
•
At least one transition activity is needed for each Measurable Annual Postsecondary Transition Goal.
PERSONS/AGENCIES INVOLVED:
•
Specify personnel involved with the transition activities for each Measurable Annual Postsecondary
Transition Goal. These individuals should assist the student in achieving their Measurable Annual
Postsecondary Transition Goal.
•
The Persons Responsible for IEP Implementation form should be used to document persons/agencies who are
responsible for assisting the student in achieving the transition activities.
What happens next:
•
Annually review the student’s coursework and selected pathway to ensure the student will achieve desired
post school outcomes.
•
Annually review Transition Assessment information, progress towards goals and the Transition Services
and revise as necessary.
•
The Summary of Academic Achievement and Functional Performance (SAAFP) must be completed for every
student that exits with a high school diploma, or who will be exceeding the age of eligibility
for FAPE.
•
Special Education Services strongly encourages public agencies to complete the SAAFP for all other students
exiting high school.
Page 48
Process 4: Annual IEP Team Meeting to Develop the IEP
Page of ALSDE Approved Feb. 2019
INDIVIDUALIZED EDUCATION PROGRAM
STUDENT’S NAME: DOB:
Identify the area the MEASURABLE ANNUAL GOAL will address. The area may be a core academic content area
(e.g
., math, science) and/or a functional area (e.g., community participation, communication, self-determination,
behavior).
AREA:
State how the student’s disability affects his/her involvement and progress in the general education curriculum for this particular
area of instruction, or for preschool age students, how the disability affects the student’s participation in age-appropriate activities.
(Link to Curriculum Guides) (Link to Alternate Achievement Standards)
MEASURABLE ANNUAL GOAL related to meeting the student’s needs:
Target the individual needs of the student resulting from the student’s disability and how the student’s disability affects
his/her involvement and progress in the general education curriculum. Describe what a student can reasonably be expected
to accomplish within one school year.
DATE OF MASTERY:
TYPE(S) OF EVALUATION FOR ANNUAL GOAL:
Check each type of evaluation that will be used to evaluate the MEASURABLE ANNUAL GOAL. (At least one must
be chosen.)
[ ] Curriculum Based Assessment [ ] Teacher/Text Test [ ] Teacher Observation [ ] Grades
[ ] Data Collection [ ] State Assessment(s) [ ] Work Samples
[ ] Other:
[ ] Other:
BENCHMARKS:
I
n
cl
ude
a
t
least
t
wo
B
e
n
chm
a
rks
f
o
r
st
u
d
en
t
s
w
orking
on
Alternate
A
chievement
Standards
or
f
or
s
tu
den
t
s
in
p
u
b
l
i
c
ag
en
ci
e
s
t
ha
t
r
e
qu
i
r
e
B
e
nchmarks. Benchmarks are required for all students working on Alternate Achievement Standards.
T
h
is i
n
cludes acade
m
ic
g
oals and functional
g
oals,
r
e
g
a
r
dless of whethe
r
i
t
is a testin
g
y
ea
r
.
1.
Date of Master
y
:
2. Date of Master
y
:
3. Date of Master
y
:
4. Date of Master
y
:
PRESENT LEVEL OF ACADEMIC ACHIEVEMENT AND FUNCTIONAL PERFORMANCE:
Page 49
Process 4: Annual IEP Team Meeting to Develop the IEP
INDIVIDUALIZED EDUCATION PROGRAM MEASURABLE
ANNUAL GOAL PAGE
Purpose(s) of this page:
•
To document the AREA for which the MEASURABLE ANNUAL GOAL is written.
•
To
document a statement of the student’s PRESENT LEVEL OF ACADEMIC ACHIEVEMENT AND
FUNCTIONAL PERFORMANCE in relation to the AREA.
•
To document a statement of the MEASURABLE ANNUAL GOAL.
•
To document TYPE(S) OF EVALUATION(S) FOR ANNUAL GOAL.
•
To document DATE OF MASTERY.
•
To document BENCHMARKS for all students being assessed by the AAA.
When to use this page:
•
Use this page for the initial IEP, each annual IEP, and if necessary when making amendments to the IEP.
•
Use this page for MEASURABLE ANNUAL GOAL(s) that the IEP Team addresses and to document
DATE OF MASTERY OF MEASURABLE ANNUAL GOAL and, if appropriate, BENCHMARKS.
•
Use this page any time goal(s), and/or benchmarks, are revised/changed.
Things t
o remember when completing this page:
•
The IEP Team should determine and prioritize the students’ needs for special education services.
•
Academic goals
are based on content standards listed in the College- and Career-Ready Standards and
the Alabama Course of Study; academic goals for students with significant cognitive disabilities are
based on Alabama Alternate Achievement Standards. Goals for preschool students ages three through
five (who are not in Kindergarten) are based on the Alabama Developmental Standards for Preschool
Children.
•
Each IEP must be individualized based on the student’s needs. Copying and pasting standards into the
goal is not individualized and places the LEA in a very vulnerable litigious situation. The IEP must be
written to address the student’s unique needs and to provide educational benefit within one year or the
length of the IEP.
AREA:
•
Identify the AREA the MEASUREABLE ANNUAL GOAL will address. The AREA may be an academic
AREA (e.g., math, science) or a functional AREA (e.g., community participation, behavior).
•
For all students participating in the Alabama Alternate Assessment Program, the following content areas
must be addressed: English language arts, math, and functional skills.
PRESENT LEVEL OF ACADEMIC ACHIEVEMENT AND FUNCTIONAL PERFORMANCE:
•
State how the student’s disability affects his/her involvement and progress in the general education
curriculum for that particular AREA of instruction, or for preschool students, how the disability affects the
student’s participation in age-appropriate activities.
•
Information should be stated in a readily understandable way that is precise enough to understand what the
student can do and in relation to what the student should be able to do in that AREA of instruction.
•
There must be a direct relationship between the AREA, the PRESENT LEVEL OF ACADEMIC
ACHIEVEMENT AND FUNCTIONAL PERFORMANCE and other components of the IEP, such as a
MEASURABLE ANNUAL GOAL and BENCHMARKS, and SPECIAL EDUCATION AND
RELATED SERVICE(S).
MEASURABLE ANNUAL GOA
L:
•
Identify the area the MEASURABLE ANNUAL GOAL will address. The area may be core academic
content area (e.g., math, science) and/or a functional area (e.g., community participation, communication,
self-determination, behavior). For all students participating in the Alabama Alternate Assessment Program,
measurable annual goals must be written for English language arts, math, and functional skills.
•
Targets the individual needs of the student resulting from the student’s disability and how the student’s
disability affects his/her involvement and progress in the general education curriculum. Specially
designed instruction should address the unique needs of a student.
Page 50
Process 4: Annual IEP Team Meeting to Develop the IEP
INDIVIDUALIZED EDUCATION PROGRAM MEASURABLE ANNUAL GOAL PAGE
(Continued)
•
Describes what a student can reasonably be expected to accomplish within one school year.
•
Addresses the needs written in the PRESENT LEVEL OF ACADEMIC ACHIEVEMENT AND
FUNCTIONAL PERFORMANCE.
•
Are measurable to the extent that they can be used to monitor the student’s progress and assess the
appropriateness of the special education services.
•
Additional information on Standard-Based IEPs can be found on the special education Web page under
Technical Assistance/IEP/Presentations.
TYPE(S) OF E
VALUATION(S) FOR ANNUAL GOAL:
•
Check each type of evaluation that will be used to evaluate the MEASURABLE ANNUAL GOAL. At
least one must be chosen.
•
If Other is checked, describe in the space provided. Evaluations listed on the IEP used to measure progress
toward attaining the MEASUREABLE ANNUAL GOAL do not require parental consent.
DATE OF MASTERY:
•
Record the actual dates that the student masters the MEASURABLE ANNUAL GOAL and
BENCHMARKS.
BENCHMARKS:
•
Include at least two BENCHMARKS for students working on Alternate Achievement Standards.
•
BENCHMARKS are required for all goals for students who follow/or being instructed with the AAS. This
includes academic goals (reading and math) and functional goals, regardless of whether it is a testing year.
•
BENCHMARKS must be included if required by the public agency.
•
If BENCHMARKS are written they must contain the following:
o
Content to be learned or skills to be performed.
o
Measurable, intermediate steps or targeted sub skills between the PRESENT LEVEL OF
ACADEMIC ACHIEVEMENT AND FUNCTIONAL PERFORMANCE and the
MEASURABLE ANNUAL GOAL.
o
There must be at least two benchmarks per goal.
What happens next:
•
Data must be maintained on each MEASURABLE ANNUAL GOAL to evaluate whether services are
providing educational benefit. Date of Mastery should be noted when MEASURABLE ANNUAL
GOALS and/or BENCHMARKS are mastered.
Page 51
Process 4: Annual IEP Team Meeting to Develop the IEP
INDIVIDUALIZED EDUCATION PROGRAM
STUDENT’S NAME:
DOB:
SPECIAL EDUCATION AND RELATED SERVICE(S): (Special Education, Supplementary Aids and Services,
Program Modifications, Accommodations Needed for Assessments, Related Services, Assistive Technology, and
Support for Personnel.)
Special Education
Service(s)
Anticipated
Frequency of
Service(s)
Amount
of time
Beginning/Ending
Duration Dates
Location of Service(s)
to
to
Related Services
[ ] Needed
[ ] Not Needed
Service(s)
Anticipated
Frequency of
Service(s)
Amount
of time
Beginning/Ending
Duration Dates
Location of Service(s)
to
to
Supplementary Aids and Services
[ ] Needed
[ ] Not Needed
Service(s)
Anticipated
Frequency of
Service(s)
Amount
of time
Beginning/Ending
Duration Dates
Location of Service(s)
to
to
Program Modifications
[ ] Needed
[ ] Not Needed
Service(s)
Anticipated
Frequency of
Service(s)
Amount
of time
Beginning/Ending
Duration Dates
Location of Service(s)
to
to
Accommodations Needed for
Assessments
[ ] Needed
[ ] Not Needed
Service(s)
Anticipated
Frequency of
Service(s)
Amount
of time
Beginning/Ending
Duration Dates
Location of Service(s)
to
to
Assistive Technology
[ ] Needed
[ ] Not Needed
Service(s)
Anticipated
Frequency of
Service(s)
Amount
of time
Beginning/Ending
Duration Dates
Location of Service(s)
to
to
Support for Personnel
[ ] Needed
[ ] Not Needed
Service(s)
Anticipated
Frequency of
Service(s)
Amount of
time
Beginning/Ending
Duration Dates
Location of Service(s)
to
to
Page 52
Process 4: Annual IEP Team Meeting to Develop the IEP
INDIVIDUALIZED EDUCATION PROGRAM
SPECIAL EDUCATION AND RELATED SERVICE(S) PAGE
SPECIAL EDUCATION AND RELATED SERVICE(S):
Please note:
Under Special Education describe the specially designed instruction that will be provided for each area
that is listed in the IEP. (Specially designed instruction is what the IEP Team has determined will assist the
student in attaining the goals). Location must be completed for each service.
Anticipated Frequency of Service(s) is how often the service(s) will be provided (e.g., annual, bi-monthly,
weekly, and daily) and Amount of Time should be documented. The Amount of Time is required for Special
Education and Related Services. If the Location of Service and the Anticipated Frequency of Service is the
same for more than one area, the Amount of Time may be written as the cumulative Amount of Time for all
areas. For some services (i.e. testing accommodations) it is difficult to determine the exact Amount of Time;
therefore, the service itself should be self- explanatory. For example: When tested, the student will have the test
read to him/her. More importantly, all IEP Team members should understand what services will be provided and
ensure that the services are documented and implemented as per the IEP Team’s understanding.
Beginning/Ending Duration Dates are the start to finish of services and may be different for each area listed
and may be different from the Initiation/Duration Dates. Location of Services(s) is required and must list
the specific location where the service will be provided (e.g., regular education classroom, resource room,
school bus, lunchroom, gym). Location of Service may be different for each area listed. Location of
Services assists in determining the appropriate LRE code.
Describe the specially designed instruction that addresses the unique need(s) of the student. The SPECIAL
EDUCATION AND RELATED SERVICE(S) in the IEP must be based on peer-reviewed research, which
means there is reliable evidence that the program or services are effective. The IEP Team should have strong
evidence of the effectiveness of instructional programs and other services before proposing them in an
IEP. Peer-reviewed research also applies to nonacademic areas such as behavioral interventions. Special
Education must be completed for all students. Needed or Not Needed must be checked for all other
services on this form.
•
Special Education must be completed for all students with an IEP and is defined as adapting the content,
methodology, or delivery of instruction to address the unique needs of the student that result from his/her
disability. Services provided must ensure the child has access to the general curriculum, so that the
educational standards within the jurisdiction of the public agency, which apply to all children, can be met.
NOTE: For students whose area of disability is Speech or Language Impairment, as documented on the most
current Notice and Eligibility Decision Regarding Special Education Services form, enter Speech or Language
services in the Special Education Services section. Accommodations alone do not constitute Special
Education Services. Special Education Services must be described in the detail box in a manner
that all IEP Team members understand.
•
Related Services should include services necessary for the student to benefit from Special Education.
When addressed, related services must be written in detail. Examples of Related Services include
audiology services, counseling services, including rehabilitation counseling services, early identification
and assessment of disabilities in children, interpreting services, medical services (for diagnostic or
evaluation purposes only), occupational therapy, parent counseling and training, physical therapy,
psychological services, recreation, including therapeutic recreation, speech-language pathology (as an
additional service), social work services in schools, school nurse services, school health services, and
orientation and mobility services. Related services do not include a medical device that is surgically
implanted, the optimization of that device’s functioning (e.g., mapping), maintenance of that device, or
the replacement of that device.
Page 53
Process 4: Annual IEP Team Meeting to Develop the IEP
INDIVIDUALIZED EDUCATION PROGRAM
SPECIAL EDUCATION AND RELATED SERVICE(S) PAGE
(Continued)
•
Supplementary Aids and Services should include accommodations that consist of aids, services, and
other supports that are provided in regular education classes or other education-related settings to
enable a student with a disability to be educated with nondisabled students to the maximum extent
appropriate in accordance with their least restrictive environment. Examples include tutoring, adult
assistance, note-taking, peer helper, preteaching/reteaching or reinforcing concepts, behavior
management plan, point sheet, assigned seating, etc. When accommodations are made for the student
with disabilities, the content standards are the same and the student can earn course credits. This section
should not include accommodations for classroom, district-wide, or state assessments.
•
Program Modifications should include changes made to the content of the curriculum due to the
unique needs arising from the student’s disability. When course content is modified, the student is not
pursuing the content prescribed in the applicable course of study and cannot earn course credit.
•
Accommodations Needed for Assessments should be completed for all students taking classroom and
district-wide assessments. The only accommodations that are allowed for state assessments are
those accommodations that are listed on the “IEP Accommodations Checklist.” There must be
documentation that the same or similar accommodations needed for state and district-wide
assessments are provided on an on-going basis for classroom assessments that students take throughout
the school year. Examples of Accommodations Needed for Assessments include additional time for
tasks, organizational aids, highlighter, mnemonics, adapting assignments/tasks, reformatting
assessments, audio tapes, large print books, Braille, calculators, word processor, special seating,
etc. Record all accommodations the student needs for assessments regardless of whether the
accommodations are allowed on state assessments.
•
Assistive Technology should include any device(s) and/or service(s) needed that is used to increase,
maintain, or improve the functional capabilities of a child with a disability. Examples include voice
output devices, word processors, electronic books, talking calculators, alternate computer keyboards,
switches, adapted chair, sidelyer, stander, screen magnifier, FM system, adaptive sporting equipment,
walker, etc. Assistive Technology does not include a medical device that is surgically implanted, or
the replacement of such device.
•
Support for Personnel should include any training or support provided to public agency staff regarding
the student’s specific need(s). Examples include the training on a specific syndrome or technique,
training on an assistive technology device, content-area workshop, etc.
If the IEP Team determines that there is no need for specially designed instruction and/or the student
can work successfully in the regular education environment without specially designed instruction,
the IEP Team should discuss the need for reevaluation to determine if this student continues to be a
student in need of special education services.
Page 54
Process 4: Annual IEP Team Meeting to Develop the IEP
FOR STATE TESTING FORMS
To access State Testing Forms
Follow this link: http://www.alsde.edu/sec/sa/Pages/specialpopulations-all.aspx
OR
GO TO: www.alsde.edu
Click on Department Offices
Under Office of Evaluation and Innovation
Click on Student Assessment
Special Populations
Click on Forms
To access the Manual:
GO TO: www.alsde.edu Click on Department Offices
Under Office of Evaluation and Innovation
Click on Student Assessment: Special Populations
Click on Manuals
Click on Alabama State Department of Education Student Assessment Program Policies and
Procedures for Students of Special Populations Revised November 2016 (Special Populations
Manual)
To access the Decision Chart for annual testing: GO TO: www.alsde.edu
Click on Department Offices
Under Office of Evaluation and Innovation
Click on Student Assessment: Special Populations
Click on Decision Charts
To access the Checklist for annual testing: GO TO: www.alsde.edu
Click on Department Offices
Under Office of Evaluation and Innovation
Click on Student Assessment: Special Populations
Click on Checklists
Page 55
Process 4: Annual IEP Team Meeting to Develop the IEP
INDIVIDUALIZED EDUCATION PROGRAM
STUDENT’S NAME:
DOB:
TRANSFER OF RIGHTS
(Beginning not later than the IEP that will be in effect when the student reaches 18 years of age.)
Date student was informed that the rights under the IDEA will transfer to him/her at the age of 19
EXTENDED SCHOOL YEAR SERVICES (ESY)
The IEP Team has considered the need for extended school year services.
[ ]
Yes
[ ]
No
LEAST RESTRICTIVE ENVIRONMENT
Does this student attend the school (or for a preschool-age student, participate in the environment) he/she would attend if
nondisabled? [ ] Yes [ ] No
If no, explain:
Does this student receive all special education services with nondisabled peers? [ ] Yes [ ] No
If no, explain (explanation may not be solely because of needed modifications in the general curriculum):
[ ] 6-21 YEARS OF AGE [ ] 3-5 YEARS OF AGE
Least Restricted Environment:
COPY OF IEP COPY OF SPECIAL EDUCATION RIGHTS
Was a copy of the IEP given to parent/student (age 19) at
the IEP Team meeting?
[ ] Yes [ ] No
Was a copy of the Special Education Rights given to
parent/student (age 19) at the IEP Team meeting?
[ ] Yes [ ] No
If no, date sent:
If no, date sent:
Date copy of amended IEP provided/sent to parent/student (age 19):
THE FOLLOWING PEOPLE ATTENDED AND PARTICIPATED IN THE MEETING TO DEVELOP THIS IEP.
INFORMATION FROM PEOPLE NOT IN ATTENDANCE
Position
Signature
Date
Parent
Parent
General Education Teacher
Special Education Teacher
LEA Representative
Someone Who Can Interpret the Instructional
Implications of the Evaluation Results
Student
Career/Technical Education Representative
Other Agency Representative
Position
Name
Date
Page 56
Process 4: Annual IEP Team Meeting to Develop the IEP
CHILD COUNT LEAST RESTRICTIVE EDUCATIONAL ENVIRONMENT CODES
CODE
MEANING
To be used for
c
hildren
6
-
21 years o
f
age only
01 100% to 80% of the Day Inside the Regular Education Environment
03 79% to 40% of the Day Inside the Regular Education Environment
04 Less Than 40% of the Day Inside the Regular Education Environment
05 Private School (Parentally Placed)
06 Separate School - Public Day School Greater Than 50% of the Day
07 Separate School - Private Day School Greater Than 50% of the Day
08
Homebound
09 Hospital
10 Public Residential School Greater Than 50% of the Day
11 Private Residential School Greater Than 50% of the Day
40 Short Term Detention (Community or Residential) or Correctional Facilities
To be used for
c
hildren
3
-
5 years o
f
age on
l
y
20
Regular Early Childhood Program At Least 10 Hrs. Per Week – Receiving Majority of Special
Education Services in the Regular Early Childhood Environment
21
Regular Early Childhood Program At Least 10 Hrs. Per Week – Receiving Majority of Special
Education Services in Other Location
22
Regular Early Childhood Program Less Than 10 Hrs. Per Week – Receiving Majority of
Special Education Services in the Regula
r Early Childhood Environment
23 Regular Early Childhood Program Less Than 10 Hrs. Per Week – Receiving Majority of
Special Education Services in Other Location
18
Separate Class: Attending a Special Education Program–Not Attending a Regular Early
Childhood Program or Kindergarten
17
Separate School: Attending a Special Education Program–Not Attending a Regular Early
Childhood Program or Kindergarten
16
Residential Facility: Attending a Special Education Program–Not Attending a Regular Early
Childhood Program or Kindergarten
19
Service Provider Location: Not Attending a Special Education Program or a Regular Early
Childhood Program or Kindergarten
14
Home: Not Attending a Special Education Program or a Regular Early Childhood Program
or Kindergarten
Page 57
Process 4: Annual IEP Team Meeting to Develop the IEP
Table of ContentsTable of ContentsTable of ContentsTable of Contents
INDIVIDUALIZED EDUCATION PROGRAM
SIGNATURE PAGE
Purpose(s) of this page:
•
To document Transfer of Rights.
•
To document the IEP Team has considered the need for Extended School Year services.
•
To document LEAST RESTRICTIVE ENVIRONMENT (LRE) and the explanation of any
removal from the regular education classroom/environment/nondisabled peers.
•
To document a copy of the IEP was given/sent to the parent or student (age 19 and older).
•
To document a copy of the Special Education Rights was given/sent to the parent or student
(age 19 and older).
•
To document a copy of the amended IEP was given/sent to the parent or student (age 19 and older).
•
To document all required IEP Team members participated in the development of the IEP.
•
To document the consideration of information from persons not in attendance.
When to use this page:
•
Use this page for the initial IEP, each annual review, each annual IEP, and if necessary, when making
amendments to the IEP.
Things to remember when completing this page: TRANSFER OF RIGHTS
•
Record the date the student was informed that the rights under the IDEA will transfer at the age of 19.
•
This section must be completed no later than the first IEP that will be in effect when the student reaches 18
years of age.
•
The date that the student was first informed that the rights will transfer to him/her at age 19 is the date that
should be recorded in any subsequent IEPs.
•
All notices must be sent to both the parent and the student (age 19 and older) when the student reaches the
age of majority (age 19).
EXTENDED SCHOOL YEAR SERVICES
• Extended School Year (ESY) Services: The IEP Team must consider extended school year services
annually, for the child based on the AAC 290-8-9.05(9), if ESY services are necessary, for the provision of
FAPE. The length of a program for a child with a disability may not be limited to the regular school term/year
if an interruption in educational services is likely to deny a child FAPE.
• Checking YES for the extended school year services question does not mean that services must be
provided but that services were considered. One criteria that may be considered by the child’s IEP Team
is if significant regression, caused by an interruption in educational services, renders it unlikely that the child
will regain critical skills even after an appropriate recoupment period. The type, amount, and duration of
services are an IEP Team’s decision based on date.
LRE:
The LRE must be based on the IEP, determined by the IEP Team at least annually, be as close as possible to
the student’s home, and in the
school that he/she would attend if nondisabled, unless the IEP requires some
other arrangement. A student with a disability cannot be removed from his/her age-appropriate regular
education classroom solely because of needed modifications in the general education curriculum. For
preschool students, participation in the environment they would if nondisabled may be participation in a
daycare, preschool, home, etc.
•
Check YES or NO for each statement under LRE. If NO is checked explain in the
space provided stating
why the student is being removed from the regular education classroom. The explanation should not be
based on the disability area of the student.
Page 58
Process 4: Annual IEP Team Meeting to Develop the IEP
INDIVIDUALIZED EDUCATION PROGRAM
SIGNATURE PAGE
(Continued)
•
Remember to work through the continuum of services questions:
1. Can this student complete all course requirements in the regular education class without
accommodations?
2. If the answer to #1 is no, can the student complete all course requirements in the regular education
class with accommodations?
3. If the answer to #2 is no, explain clearly why the student should be removed from the regular
education classroom/environment/nondisabled peers.
•
Select 6-21 YEARS OF AGE or 3-5 YEARS OF AGE, then select the appropriate LRE from the drop
down box.
•
Please refer to the Child Count Least Restrictive Educational Environment Codes located on (Page 97)
of this document.
COPY OF IEP:
•
Check YES or NO. If NO is checked, enter the date in the space provided that a copy of the IEP was
sent to the parent or student (age 19 and older).
COPY OF SPE
CIAL EDUCATION RIGHTS:
•
Check YES or NO. If NO is checked, enter the date in the space provided that a copy of the SPECIAL
EDUCATION RIGHTS was sent to the parent or student (age 19 and older) within the past year.
A copy of the amended IEP must be sent to the parent or student (age 19 and older) and the date the amended
IEP was sent must be recorded in the space provided.
If the parent, or student (age 19 and older), or teacher(s) has reason to suspect that the IEP needs revision, an IEP
Team meeting may be requested at any time. The public agency must conduct the IEP Team meeting within 30
calendar days of the receipt of the request.
THE FOLLOWING PEOPLE ATTENDED AND PARTICIPATED IN THE MEETING TO DEVELOP
THIS IEP:
The annual review due by date is calculated based on the IEP signature date of the previous IEP. The IEP must
be reviewed by the annual review date (signature date plus one year). When the IEP is reviewed, the IEP Team
may review the current IEP and write a new IEP, or in some cases the new IEP can be delayed for a reasonable
period of time. The DURATION DATE (ending date) is the date that the IEP expires; therefore, that date
must be considered before the decision is made to delay the writing of a new IEP.
Each student’s IEP Team must include all required IEP Team members to develop the IEP.
•
The IEP Team members who participate in the meeting must sign this page. If a person participates in the
IEP Team meeting by phone, the attendance should be documented by the person’s name on the signature
line. For example, “parent participated by phone” should be written on the signature line. Do not collect
signatures at a later date.
•
Type in the name of each IEP Team member that participated in the meeting on the individual signature line
when completing the form in SETS. Maintain the original signature page in the student’s folder.
•
If an IEP Team member is serving in two positions at the IEP Team meeting (e.g., special education teacher
is also serving as someone who can interpret the instructional implications of the evaluation results) he/she
should sign his/her name by each position he/she is representing.
A member of the IEP Team, (as listed in the federal regulations and AAC as required IEP Team members), is
not required to attend an IEP Team meeting, in whole or in part, if the parent of a child with a disability or
student (age 19 and older) and the public agency agree, in writing, that the attendance of the member is not
necessary because the member's area of the curriculum or related services is not being modified or discussed in
the meeting.
Page 59
Process 4: Annual IEP Team Meeting to Develop the IEP
INDIVIDUALIZED EDUCATION PROGRAM
SIGNATURE PAGE
(Continued)
•
A member of the IEP Team, may be excused from attending an IEP Team meeting, in whole or in part, when
the meeting involves a modification to or discussion of the member’s area of the curriculum or related
services.
•
The member must submit, in writing, to the parent or student (age 19 and older) and the IEP Team, input
into the development of the IEP prior to obtaining consent from the parent or student (age 19 and older) for
the excusal.
•
The parent or student (age 19 and older), must agree in writing, and the public agency must consent to the
excusal.
INFORMATION FROM PEOPLE NOT IN ATTENDANCE:
If information is submitted from someone unable to attend, that person’s position, name, and date the
information was received should be recorded in the space provided.
What happens next:
•
The parent or student (age 19 and older) must be provided a copy of the IEP.
•
Implement the IEP as written.
•
School personnel who have any responsibility to implement the IEP must be informed of the specific
accommodations, modifications, and supports that must be provided for the student; must be informed of
his/her specific responsibilities related to implementing the IEP; and must have access to the IEP. The
Persons Responsible for IEP Implementation form must be signed by school personnel that have responsibility
for the implementation of the student’s IEP. If the IEP is amended or a student’s schedule changes, the
persons responsible for IEP implementation affected by the changes must be informed and new signatures
obtained.
Page 60
Process 4: Annual IEP Team Meeting to Develop the IEP
ALSDE Approved Feb. 2019
Persons Responsible for IEP Implementation
The following school personnel have access to the IEP and have been informed of their
responsibility in implementing the IEP, and of the specific accommodations, modifications, and
supports that must be provided for
(student's name)
(DOB)
for the School year.
DATE SIGNATURE POSITION
Signature and position of person responsible for informing school personnel of their responsibility.
(Signature of Person Responsible) (Position)
AAC page 529 (7)
Page 61
Process 4: Annual IEP Team Meeting to Develop the IEP
Table of Contents
PERSONS RES
PONSIBLE FOR IEP IMPLEMENTATION
(Required Form in SETS)
Purpose(s) of this page:
•
To document that each regular education teacher, special education teacher, case manager, related service
provider (e.g., bus driver, OT, PT, sign language interpreter, intervener) and any other service
provider who is responsible for implementation of the IEP has access to the student’s IEP.
•
To document that each teacher and service provider has been informed of his or her specific responsibilities
related to implementing the student’s IEP.
•
To document that each teacher and service provider has been informed of specific accommodations,
modifications, and supports that must be provided for the student.
•
To document that changes were made to the current IEP through an amendment process and that each teacher
and service provider has been informed of his or her specific responsibilities related to implementing the
student’s IEP.
When to use this form:
•
This form must be completed for every student who has an IEP.
•
This form may be completed at the end of an IEP Team meeting. If not completed at the IEP Team
meeting, the form should be completed immediately following the meeting or at the beginning of the
school year.
•
This form must be completed when teachers and/or service providers change to ensure that the person
now responsible for implementing the IEP has been informed of his/her responsibilities and he/she
understands access to the student’s IEP must be made available (e.g., amend the IEP, change of
schedules).
•
This form must be completed when changes are made to the current IEP.
Things to remember when completing this form:
•
Ensure every service provider and teacher is informed of his/her responsibilities for implementing the IEP.
•
Ensure every teacher and service provider understands they have access to the IEP.
o
This does not require every teacher and service provider to be provided a copy of the IEP.
o
Every teacher and/or service provider must have access to the IEP and may receive a copy of the IEP in
whole or in part that reflects their area of responsibility in implementing the IEP.
o
The IEP is a confidential record and must be protected at all times.
•
Ensure the student’s name is included in the space provided.
•
Ensure the school year is included in the space provided.
•
Ensure each person who signs this page includes the date of signature and his/her position.
•
Ensure the person responsible for informing school personnel of their responsibility signs in the space
provided.
•
All service providers who are responsible for implementation of the IEP must sign this page.
•
Type in the name of each person responsible for implementing the IEP in the space provided when
completing the form in SETS. A copy with original signatures must be kept on file.
What happens next:
•
Implement the IEP as written.
•
If the IEP is amended or a student’s schedule changes, the persons responsible for IEP implementation
affected by the changes must be informed of his/her responsibilities and new signatures obtained.
Page 62
Process 4: Annual IEP Team Meeting to Develop the IEP
Annual Goal Progress Report
Page of
District:
School:
Usethelegendsbelowtoevaluatethestudent’sprogresstowardtheannualgoals. The1
st
c
olumn
shouldindicatetheReportofProgressusingthenumbers1‐6. Thesecondcolumnshouldindicate
the
ExtentofProgressusingthenumbers
1
‐7.
Student Name:
Student
Number:
IEP Initiation/Duration Dates From: to
School Year: to
IEP Annual Review Date:
Date Sent:
ReportofProgressonAnnualGoals
1. Goalhasbeenmet.
2. Someprogressmade.
3. Verylittleprogressmade.
4. Noprogressmade.
5. Verylittleprogressmade.Goaladded or
deleted. (Note in comments.)
6. Transferrecord.(Seepreviousschool.)
ExtentofProgressTowardMeetingAnnualGoals
1.Goalmastered.(Enterdateincomments.)
2. Anticipatemastery.
3. Donotanticipatemastery.(Noteincomments.)
4.Notapplicableduringthisgradingperiod. NA
5.Goalnotmastered.(Noteincomments.)
6. Transferrecord(Seepreviousschool.)
7.Excessiveabsences/tardies/truancy
Measurable
Annual
Goals
Goal:
Date Progress Extent Comments
Goal:
Date Progress Extent Comments
Goal:
Date Progress Extent Comments
Goal:
Date Progress Extent Comments
Special Ed
ucation Teacher / Case Manage
r Name:
Telephone Numb
er:
Parent / Guardian Signature: Date Signed:
*** Hard copy should
be placed in student’s special education record.***
ALSDE approved Feb.2015
Page 63
Process 4: Annual IEP Team Meeting to Develop the IEP
ANNUAL GOAL PROGRESS REPORT
Purpose(s) of this page:
•
To document student progress toward annual IEP goals and the extent to which that progress is sufficient
to enable the student to achieve the goals by the end of the school year.
When to use this form:
•
This report must be completed for every student who has an IEP.
•
This report must be completed and sent to the parent or student (age 19 and older) to report progress toward
IEP goals concurrent with each the issuance of report cards as scheduled by the public agency.
Below is explanation and guidance for the legend on the Annual Goal progress Report
Report of Progress on Annual Goals
Explanation of Terms
1. Goal has been met.
The student has met the criteria for this goal.
2. Some progress made.
The student is making sufficient progress toward achieving this
goal within the duration of the IEP.
3. Very little progress made.
The student has demonstrated some progress toward achieving
this goal.
4. No progress made.
The student has not yet demonstrated progress toward achieving
this goal.
5. Very little progress made. Goal added or
deleted. (Note in comments.)
This goal has not been or was
just recently introduced. Add notes
in the Description of Progress made/Comments field to indicate this.
6. Transfer record. (See previous school.)
•
The student transferred into your school during the reporting
period and there was not adequate time before the close of
the reporting period to assess progress.
•
Use when a student transfers to your school and
progress from a previous reporting period does not display.
Extent of Progress toward Meeting Annual
Goals
Directions/Applications
1. Goal mastered. (Enter date in comments.) Enter the date in which the goal was mastered during the grading
period in the Description of Progress made/Comments field.
2. Anticipate mastery.
The student is expected to master this goal.
3. Do not anticipate
comments.)
mastery. (Note in
In the Description of Progress made/Comments section, indicate
why you do not anticipate mastery of this goal (i.e., more time
is needed).
4. Not applicable during this grading period. N/A
Goal was not introduced during this grading period.
5. Goal not mastered. (Note in comments.)
In the comment section, state why the goal was not mastered.
6. Transfer record (See previous school.)
•
The student transferred into your school during the reporting
period and there was not adequate time before the close of
the reporting period to assess progress.
•
Use when a student transfers to your school and progress
from a previous reporting period does not display.
7. Excessive absences/tardies/truancy The student’s attendance has prevented adequate time to work on
the goal, therefore, little or no progress was made toward the goal.
What happens next:
•
The parent or student (age 19 and older) must be provided a copy of the Annual Goal Progress Report each
reporting period concurrent with the issuance of report cards.
•
A hardcopy of the Annual Goal Progress Report should be placed in the student’s special education file each
reporting period.
Page 64
Process 4: Annual IEP Team Meeting to Develop the IEP
1 ALSDEFeb.2019
Summary of Academic Achievement and Functional Performance (SAAFP)
StudentInformation
Student Name: Date of Birth: Gender:
Student Address: Primary Phone #:
Cell Phone #:
Email Address:
School Attended: School Phone #:
SAAFP Completed by: Position: Phone #
Email Address (if available):
Date Summary was Provided to Student: Date of Graduation / Exit:
Student’s Alabama High School Diploma Pathway:
Date of most recent Eligibility report
provided to the student:
☐
General Education Pathway
☐
Essentials Pathway
Date of most recent IEP provided to
the student:
☐
Alternate Achievement Standards Pathway
This Summary of Academic Achievement and Functional Performance (SAAFP) document is being provided to this
student to assist him/her in planning for the future. This information will be useful in the transition from high school to
higher education, training, employment, and/or adult services. The document summarizes the student’s academic and
functional performance in school, the progress and accommodations/modifications, and gives the student an
opportunity to provide information related to his/her achievement(s) and performance.
Summary of Student’s Academic and Functional Performance: (Based on previous assessments and tied to the student’s
postsecondary goals, summarize the student’s abilities, skills, needs, and limitations, if appropriate, to assist them in meeting their
postsecondary goals.)
Academic Achievement
(Reading, Math, Language, Learning Skills)
Accommodation(s) Recommendation(s)
Page 65
Process 4: Annual IEP Team Meeting to Develop the IEP
2 ALSDEFeb.2019
Student Name: Date of Birth:
Functional Performance
(If appropriate)
Accommodation(s) Recommendation(s)
Career/Vocational
Social Skills and Behavior
Communication
Self-Advocacy Skills
Independent Living Skills
Medical/Family Concerns
Postsecondary Goals:
Postsecondary Education/Training Goal:
☐
Student will be prepared to participate in a 2- to 4-year postsecondary education program based on completion of graduation
requirements and meeting college admission requirements.
☐
Student will be prepared to participate in a long-term certificate pathway or long-term apprenticeship program based on
completion of graduation requirements and meeting certificate program requirements and/or apprenticeship requirements.
☐
Student will be prepared to participate in a short-term certificate pathway program or pre-apprenticeship program based on
completion of graduation requirements and meeting certificate program requirements and/or pre-apprenticeship
requirements.
☐
Student will be prepared to participate in on-the-job training based on completion of IEP goals, high school program, and
submission of application for supported employment.
☐
Student will participate in time-limited pre-employment services in order to prepare student to participate in Supported
Employment services.
☐
Other: Write an appropriate goal for the student based on the needed Transition Services.
Recommendations to assist the student in meeting this goal:
Detailed information about the goal.
Recommendations to assist in meeting this goal.
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Process 4: Annual IEP Team Meeting to Develop the IEP
3
ALSDEFeb.2019
Date of Birth: Student Name:
Student Input/Comments:
1. What supports or accommodations have helped you succeed in school? How did they help you?
2. Which supports or accommodations has not helped you?
3. What supports or accommodations do you feel you will need to continue to achieve your postsecondary goals?
4. What services have helped you succeed in school?
5. What strengths and needs should professionals know about you as you enter the postsecondary work environment?
6. What has been the most difficult for you in school?
Youth can provide valuable information about how things are going within the year after they have exited school. Since
you are exiting high school this year, someone from your school may contact you next year or meet with you to take a
survey about your work or your further training. This survey is called the Alabama Post-School Outcomes Survey. This
person from your school will ask you questions on the survey and will record your answers, along with the answers of
many other students who exited school the same year that you did. This survey is very important. This survey helps
schools and agencies understand how successful youth are meeting their goals for life after school and helps them
improve their work in order to help other students achieve their goals.
I have reviewed this document with my teacher/service provider and was provided a copy.
Student’s Signature:
Date:
Signature of LEA staff providing copy to the student: Date:
Name of Parent/Guardian: Address 1:
Home Phone#:
Work Phone#: Address 2:
City/State:
Cell Phone#:
Email Address:
Zip:
Parent/Guardian Signature: Date:
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Process 4: Annual IEP Team Meeting to Develop the IEP
Table of Contents
SUMMARY OF ACADEMIC ACHIEVEMENT AND
FUNCTIONAL PERFORMANCE (SAAFP)
Purpose(s) of this form:
•
To document the date of graduation/exit.
•
To document the pathway leading to the Alabama High School Diploma.
•
To document academic achievement and functional performance.
•
To document the student’s progress, strengths, needs, and limitations.
•
To document successful accommodations/modifications utilized during high school.
•
To document recommendations for achieving the student’s post-school goals.
•
To document recommendations for Postsecon
dary
Education/Training, Employment/Occupation/
Career, and Community/Independent Living goal(s).
•
To document the student’s input/comments.
When to use this form:
•
At the end of the student’s exiting year.
•
The SAAFP must be completed for every student that exits with a high school diploma, or who will be
exceeding the age of eligibility for FAPE (age 21).
Things to remember when completing this form:
•
Public agencies may choose to add informational components to the SAAFP; however, the statewide forms
provided for the Summary of Academic Achievement and Functional Performance MUST be used along
with anything the public agency chooses to use.
•
The case manager and student, and as appropriate, the parent and other agency personnel, should meet to
complete the Summary of Academic Achievement and Functional Performance.
•
Although high school credit/grades will not be finalized until the end of the senior year, copies of the most
current credit/grades and other required parts of the SAAFP should be made available to the student as
needed to assist with post-secondary opportunities.
•
The case manager is responsible for providing the completed SAAFP, including a copy of high school
credits/grades, recent Eligibility report, recent IEP, and documentation of testing accommodations to the
student upon exiting from high school.
•
The Summary of Academic Achievement and Functional Performance should be completed through a team
process that includes the student, family, and school personnel.
What happens next:
Student Information
•
Complete all sections of this form.
•
Verify that the student’s demographic information is correct.
•
Enter the date the SAAFP was provided to the student.
•
Enter the date the student will graduate/exit from high school.
•
Indicate the pathway to the Alabama High School Diploma.
•
Enter the date the most recent Eligibility report was provided to the student. (Provide the most recent
copy of the Eligibility report to the student.)
•
Enter the date the most recent IEP was provided to the student. (Provide the most recent copy of the
IEP to the student.)
Summary of Student’s Academic and Functional Performance
The Academic Achievement and Functional Performance provides a summary of the student’s current
functioning, strengths, abilities, interests, and needs in subject and skill areas.
The completion of this section may require the input from a number of school personnel and/or other
persons who have contact with the student. They may include the Special Education teacher(s), Special
Education case manager, General Education teacher(s), Career/Technical representative(s), Transition
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Process 4: Annual IEP Team Meeting to Develop the IEP
Table of Contents
SUMMARY OF ACADEMIC ACHIEVEMENT AND
FUNCTIONAL PERFORMANCE (SAAFP)
Coordinator, school psychologist/psychometrist, related service provider(s) family member(s), or other
agency representative(s).
•
Complete the student’s present level of academic achievement and functional performance,
accommodations, and recommendations.
• The first column should contain a summary of the student’s academic educational
program (course
of study, reading, mathematics, writing, and other related academic areas) and
related instructional
performance levels as related to the student’s postsecondary goals. This information should include
the present level of performance for each identified area based upon assessments
and recent IEP
present level of academic achievement and functional performance (e.g., reading decoding,
ind ependent reading level, reading comprehension, math reasoning,
written expression, strengths/
weaknesses, career interests, self- advocacy).
• The second column should describe any essential accommodations, modifications, assistive technology,
and instructional strategies that have been utilized to assist the student in his/her educational program
(e.g., books on tape, additional time for assignments/test, use of a calculator, use of an organizer
assistive technology for written assignments, use of a tape recorder, use of a checklist/schedule).
•
The third column should include recommendations for the student to self-advocate, maintain, or
obtain the accommodations that he/she needs to be successful in a post-secondary environment,
workplace, and community. This section should provide information on what to do next for the
student.
•
Complete the student’s Functional Performance, accommodations, and recommendations that
were essential in high school. If an area within the Functional Performance is not applicable,
please specify the reason(s) under the area, and place a N/A in the accommodations and
recommendations columns.
•
All fields must be addressed to complete this form within the SETS process (Closure Rule).
•
The exception to the closure rule is that either the student’s or guardian’s signature is required,
but
not both.
Postsecondary Goals
•
Indicate the appropriate long-term postsecondary goal for Postsecondary Education/
Training, Employment/Occupation/Career, and Community/Independent Living.
• The postsecondary goals should match the long-term postsecondary goals identified in the student’s
IEP.
•
These goals should reflect the post-school environment the student intends to transition to upon the
completion of high school.
Recommendations to assist the student in meeting the postsecondary goals
•
This section should be directly tied to the student’s post-school plans for education, training,
employment, community, and independent living and reflect the skills, abilities, needs, and
functional limitations noted in the SAAFP.
Detailed information about the goal
•
This column should contain a detailed summary of the student’s goal and instructional performance
as it relates to the student’s Postsecondary Education/Training Goal, Employment/Occupation/
Career Goal, and Community/Independent/Living Goal.
•
Provide a detailed summary of the student’s academic achievement and functional performance
related to the identified postsecondary long-term goals.
•
Includ
e the student’s strengths, preferences, interests, and needs related to the post-secondary
goals.
Recommendatio
ns to assist in meeting this goal
•
Describe any recommendations that the student may require to be successful in meeting his/her
goal and being successful in a post-secondary environment including postsecondary education,
training, employment, community, and independent living.
•
Provide information on what to do next fo
r the student.
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Process 4: Annual IEP Team Meeting to Develop the IEP
Table of Contents
SUMMARY OF ACADEMIC ACHIEVEMENT AND
FUNCTIONAL PERFORMANCE (SAAFP)
Student Input/Comments
•
Encourage the student to provide input/comments for each question in this section.
•
These questions can be completed independently by the student or completed with the student through
an interview. This is an opportunity for the student to state what supports and services have been
helpful in high school and what services or supports will be needed in the future.
•
Guidance may be required from the parent, legal guardian or anyone that has knowledge about the
student to complete the Student Input/Comments section of this form.
Additional contact information has been added at the bottom of this page to assist in the collection
of information that may improve the response rate for our Alabama Post-School Outcomes
Survey.
•
Use the student’s contact inf
ormat
ion as needed when participating in the Alabama Post-Sc
ho
ol
Outcome Survey.
Page 70
Process 4: Annual IEP Team Meeting to Develop the IEP
Functional Behavioral Assessment
/
Behavioral Intervention
Plan
1
(Optional
Form)
ALSDE a
p
p
r
oved
Fe
b
. 2017
Student’s
Name: SSID:
School
Name:
Case
Manager:
Grade
Level:
DOB:
FBA
/
BIP
Meeting
Date:
Data Sources:
[ ] Observations
[
]
Student
Interview
[
]
Teacher
Interview
[ ]
Parent
Interview
[
]
Rating
Scales
[
]
Discipline
Reports
[ ]
Psychological
Evaluation
[
]
Cumulative
Records
[
] Prior IEP/FBA/BIP
[ ]
Evaluation Information
from other agencies
Description of Behavior -
Specific description
of
behavior
that is
impeding learning
(define
in
measurable
and
observable
terms):
Current intensity
of the behavior
(specific consequences
of
problem behavior
on the
student,
peers, staff, and
instructional
environment):
How
often
does
this
behavior
occur
(based
on
collected
data):
Duration:
(how
long
does
this
behavior
last?):
Setting(s)
in
which
the
behavior occurs
(activities,
time of day,
around whom behavior occurs,
etc.):
Antecedents
–
Events
that occur
immediately before
the behavior
(most
common
or
frequently
noted within the data collection):
Consequences
–
Events
that
immediately follow
the behavior
(most
common
or
frequently
noted with the data collection):
Student’s reaction
to
consequences
-
Describe previous interventions
(what is being
implemented
at this time and how
effective
are the interventions):
Educational
Impact:
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Process 4: Annual IEP Team Meeting to Develop the IEP
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Functional Behavioral Assessment
/
Behavioral Intervention
Plan
Student’s
N
ame:
SSID:
2
(Optional
Form)
ALSDE approved
Feb. 2017
Analysis
of
Function
of
Behavior
–
After review of the data on
antecedents
and
consequences,
the
targeted behavior
may
render
one of two
functions,
to gain
something,
or to avoid
something.
Select the agreed upon
functions(s)
that apply to the
targeted
behavior.
Gain(s)
- (enter a brief
description
next to each that applies):
[ ]
attention
from Teacher(s)
[ ]
attention
from Peer(s)
[ ]
attention
from Parent(s)
[ ] a
Tangible
Item
[ ] a Sensory Stimulation
[
]
Other
If
Other,
explain:
Avoidance
/
Escape
- (enter a brief
description
next to each that applies):
[ ] a Task and / or activity
[ ] a
Specific
Person
[ ] a
Classroom
or School
[
]
Other
If
Other,
explain:
Affective regulation/emotional reactivity
(anxiety,
anger,
depression, frustration,
etc.):
Hypothesis:
Based on the primary
function identified,
write a
hypothesis statement describing
why the
student
is
engaging
in the
inappropriate behavior. Hypothesis statement
(based on
FBA): (Student)
will
(describe
target
behavior)
when (identified
antecedent)
in order to
(function
of behavior).
Replacement
Behavior:
The
replacement behavior
is a
positive alternative
that allows the
student
to obtain the same
outcome
that the problem
behavior provided.
What
behavior
do we want the
student
to
display?
This
statement
will
correspond
with the student’s
behavioral
goal.
Replacement behavior statement: (Student)
will
(describe replacement behavior)
when (what precipitates
behavior).
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Process 4: Annual IEP Team Meeting to Develop the IEP
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Functional Behavioral Assessment
/
Behavioral Intervention
Plan
Student’s
N
ame:
SSID:
3
(Optional
Form)
ALSDE approved
Feb. 2017
Behavioral Intervention
Plan –
Behavioral
Goal(s): Date of
Completion
/ Mastery:
Intervention(s)
-
(To
include positive interventions, teaching strategies, environmental changes, reinforcement procedures,
and reactive
strategies
to use if
problem behavior occurs. Include
time,
frequency
and place for each intervention.)
1.
2.
Person(s) Responsible:
Evaluation
Method(s)
and Criteria:
Behavioral
Goal(s): Date of
Completion
/ Mastery:
Intervention(s)
-
(To
include positive interventions, teaching strategies, environmental changes, reinforcement procedures,
and reactive
strategies
to use if
problem behavior occurs. Include
time,
frequency
and place for each intervention.)
1.
2.
Person(s) Responsible:
Evaluation
Method(s)
and Criteria:
Was a copy of the
FBA/BIP
given to
parent/student
(age 19) at the IEP Team meeting?
[
]
Yes
[
]
No
If
No,
explain:
A report on
progress towards behavioral goal(s)
will be
provided
to the parent(s):
Frequency: Method:
Date
copy
of
amended
form
provided/sent
to
the
parent/student
(age
19):
The
following people attended
and
participated
in the
FBA/BIP meeting
and
subsequent
reviews:
Position Signature Date
Paren
t
Paren
t
General Education
Teache
r
Special Education
Teache
r
LEA Representative
Someone
Who Can
Inte
r
p
r
et
the Instructional
Implications
of the
Evaluation
Results
Studen
t
Career/Technical Education
Representative
Othe
r
Agency
Representative
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Process 4: Annual IEP Team Meeting to Develop the IEP
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Functional Behavioral Assessment
/
Behavioral Intervention
Plan
Purpose(s)
of this form:
To
determine
an
explanation
of the
purpose behind
a
problem behavior
of a student.
To implement positive behavioral supports, strategies, and interventions to decrease the likelihood that the
problem behavior
will recur.
To
document
that the
required
IEP Team
members participated
in the
assessment
and
development
of the plan.
When
to use this form:
The IDEA requires that if the district, parent, and relevant members of the IEP Team determine that a student's
conduct (that gave rise to a change of placement, i.e., a removal for more than 10 consecutive school days or a
series of
removals
that
constituted
a
pattern)
was a
manifestation
of the
student's disability,
the IEP Team must:
o Conduct a functional behavioral assessment (provided the district had not conducted such assessment prior
to the
conduct
at issue) and
implement
a
behavioral intervention
plan for the child.
o When a behavioral intervention plan has already been developed, review the plan and modify it, as
necessary, to address the behavior. And, except when the student is removed to an alternate interim
educational setting, return the student to the placement from which he was removed, unless the parent and
district
agree of a
change
in
placement
as part of the
modification
of the
behavioral intervention
plan.
A student with a disability who is removed from his current placement for more than 10 consecutive school
days for behavior not determined to be a manifestation of his disability (or a student who is removed to an
interim alternative educational setting for up to 45 school days for weapons, drugs, or serious bodily injury,
irrespective of whether his behavior is a manifestation of his disability) must receive, as appropriate, a
functional behavioral assessment, behavioral intervention services and modifications, that are designed to
address the behavior
violation
so it does not recur.
Things
to
remember
when
completing
this form:
• If a public agency conducts a functio
nal behavioral
assessm
ent
(FBA)
to
ass
ist in
determ
ining wh
ether an
indivi
dual chi
ld is a chi
ld with a
disability
a
nd
the natu
re an
d extent
o
f th
e special
educati
on an
d related
services
that the ch
ild needs,
it is considered a
n evaluation
und
er P
art B therefo
re
it is subject to parental
consent
requirements.
• In c
onducting
a
fun
ctional
behavioral assessm
ent,
the I
EP Tea
m identifies
and
defines
the problem
b
ehavior in
spe
c
i
f
i
c
,
o
b
se
r
v
a
b
l
e
terms.
• The team
r
eviews informa
tion from
v
arious s
ources
(e.g., questionnaires; semi-structured interviews with
students, teachers, and others; or
observations
of students in various settings) and in various forms (e.g., ABC
c harts, scatterpl ots, frequenc y
plots, etc).
• The team carefully examines what they have learned about the behavior and its context in order to determine
its
function(s)
and
decides
what to do next.
• The FBA is a first step in trying to understand why a student may be exhibiting a problem behavior. As the
function of the behavior becomes apparent, a behavioral intervention plan can be developed to reduce the
occurrence
of the
interfering behavior
and teach a new
appropriate replacement
behavior.
What
happens
next:
•
Develop
a
system
to
monitor
the
effectiveness
of the
Behavioral Intervention
Plan.
•
Revisit
the
FBA/BIP
if, after six to eight
weeks,
there are no
documented changes
in behavior.
• If
amendments
are made, send the amended BIP home with date the copy was sent completed on the
appropriate line.
• Once a behavioral goal(s) has been mastered, the
st rategies/accommodations
can be included on the Services
page of the IEP under Special Education and Related Service(s), if the IEP Team determines
the
strategies/accommodations
should continue.
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Process 4: Annual IEP Team Meeting to Develop the IEP
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Manifestation Determination Review
Student’s
Name:
DOB:
SSID:
School
Name:
Grade
Level:
Review
Date:
Code
of
Conduct
violation:
Summary of the information considered:
Student’s behavior(s)
Student’s IEP
Teacher(s) comments
Relevant information provided by the parent(s)
Total number of days suspended this school year, comments
Other relevant information (include grades and attendance)
[ ] Yes [ ] No Was the conduct in question caused by or does it have
a direct and substantial
relationship to the student’s disability?
[ ] Yes [ ] No Was the conduct in question a direct result of the LEA’s failure to implement the IEP?
(OptionalForm) ALSDE approved Feb. 2017
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Process 4: Annual IEP Team Meeting to Develop the IEP
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Manifestation Determination Review
Student’s
Name:
DOB:
[ ]
IS
a
manifestation
of the
disability
an
d the
student
will
be
retu
rned
to
the
p
la
c
e
m
e
n
t
s
p
e
c
i
f
i
e
d
in
his
/he
r
IEP,
unless
:
(a) the
scho
ol
and
paren
t(s
)
agree
to
a
change
of
p
l
ace
ment
through
the
IEP
process
;
or (
b)
the
student
is
ass
igned
to an
alternative educational
setting for
possession
of a
weapon,
illegal drugs or for
infliction
of
serious bodily
injury on
another
person.
Determination:
The LEA,
parent,
and
relevant members
of the IEP team looked at all
information
and
determined
that the conduct:
[
]
The team will
conduct
a
functional behavioral assessment
and will
implement
a behavioral
intervention
plan for the student.
[
]
The team has recently
conducted
a
functional behavioral assessment
and will
implement
a
behavioral intervention
plan for the stude
nt.
[
]
The team will review the
existing
behavioral intervention
plan and modify it, as
necessary,
to
address
the
conduct
that
resulted
in the
disciplinary
removal.
[ ]
IS NOT
a
manifestation
of the
disability
and
disciplinary removal
may occur. The LEA will
continue
to make a
free
appropriate
public
education (FAPE) available
to the
student
in a
manner
which
enables
the student
to
continue
to
participate
in the
general e
ducation curriculum, although
in
another
setting, and to progress
toward meeting
the goals set out in the
student’s
IEP. The LEA may
conduct
a
functional
behavioral
assessment
and
develop
a
behavioral intervention
plan
designed
to
address
the
conduct violation
so that it
does not recur.
The
following people attended
and
participated
in the
meeting
for the
Manifestation
Determination.
Position Signature Date
Paren
t
Parent
General Education
Teache
r
Special Education
Teache
r
LEA Representative
Someone
Who Can
Inte
r
p
r
et
the Instructional
Implications
of the
Evaluation
Results
Student
Career/Technical Education
Representative
Othe
r
Agency
Representative
Dissenting Opinion
Team Members:
Position Signature Date
(Optional
Form)
ALSDE approved
Feb. 2017
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MANIFESTATION DETERMINATION REVIEW
Purpose(s) of this form:
•
To review all relevant information regarding the student’s behavior.
•
To provide adequate information for the IEP Team to determine whether the behavior in question is or
is not a manifestation of the student’s disability.
•
To document that the relevant IEP Team members participated in making this decision.
When to use this form:
•
The MDR examines the relationship between a student's disability and his/her misconduct. It must be
undertaken when a district proposes to take disciplinary action that results in a change of placement.
Things to remember when completing this page:
•
The MDR is an analysis of a student's misconduct to determine whether that conduct is a
manifestation of the student's disability. It must be performed when a district proposes disciplinary
measures that will result in the change of placement for a student with a disability.
•
The MDR analysis must be performed within ten school days of any decision to change the placement of
a student with a disability because of a violation of a code of student conduct.
•
A change in placement occurs when:
1.
The removal is for more than ten consecutive school days; or
2.
The student has been subjected to a series of removals that constitute a pattern—
i.
Because the series of removals totals more than ten school days in a school year;
ii.
Because the student's behavior is substantially similar to the child's behavior in previous
incidents that resulted in the series of removals; and
iii.
Because of such additional factors as the length of each removal, the total amount of time the
student has been removed, and the proximity of the removals to one another.
•
The MDR must involve a review of all the relevant information in the student's file, including
the student's IEP (what specific services and supplementary aids the student is currently receiving),
any teacher observations, and any relevant information provided by the parents.
•
The IEP Team must answer the following two questions:
1.
Was the conduct in question caused by or does it have a direct and substantial relationship to the
student’s disability?
2.
Was the conduct in question a direct result of the LEA’s failure to implement the IEP?
•
If the answer to either of these questions was a “yes” the IEP Team must determine the conduct is a
manifestation of the student’s disability.
What happens next:
If the MDR reveals that the conduct was a manifestation of the student's disability, the IEP Team must:
•
Conduct a functional behavioral assessment, unless the public agency had conducted a functional
behavioral assessment before the behavior that resulted in the change of placement occurred, and
implement a behavioral intervention plan for the student.
•
If a behavioral intervention plan already has been developed, review the behavioral intervention plan, and
modify it, as necessary, to address the behavior.
•
Return the student to the placement from which the student was removed, unless the parent and the public
agency agree to a change of placement as part of the modification of the behavioral intervention plan.
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Process 4: Annual IEP Team Meeting to Develop the IEP
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Process 4: Annual IEP Team Meeting to Develop the IEP
MANIFESTATION DETERMINATION REVIEW
(Continued)
•
The exception of special circumstances allows school personnel to remove a student to an interim
alternative educational setting for not more than 45 school days without regard to whether the behavior is
determined to be a manifestation of the student’s disability, if the student:
o
Carries a weapon to or possesses a weapon at school, on school premises, or to or at a school
function under the jurisdiction of an SEA or an LEA.
o
Knowingly possesses or uses illegal drugs, or sells or solicits the sale of a controlled
substance, while at school, on school premises, or at a school function under the jurisdiction of an SEA
or an LEA.
o
Has inflicted serious bodily injury upon another person while at school, on school premises, or at
a school function under the jurisdiction of an SEA or an LEA.
•
If the district determines that a student's misconduct was not related to his disability, then the student is
subject to the same sanctions for misconduct as a student without a disability. However, the student must
continue to receive educational services so as to enable the student to continue to participate in the
general education curriculum, although in another setting, and to progress toward meeting the goals set
out in the student's IEP.
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Process 4: Annual IEP Team Meeting to Develop the IEP
Notice and Consent Regarding Payment from Medicaid Benefits
Student Name: LEA:
School Year: (One time) Consent Date:
Notification
Date: [ ] Consent Denied
The rules under the Individuals W
ith Disabilities Education (IDEA) regarding the use of public benefits, such
as Medicaid, require schools to provide written notification and obtain consent from a parent one time before accessing
a child’s Medicaid benefits and notify the parent annually thereafter. IDEA and the Family Educational Rights and
Privacy Act (FERPA) also require schools to obtain parental consent before disclosing information from a child’s
education
records to outside parties such as
Medicaid
or another public health
insurance
agency.
“Consent” means that the parent has been fully informed of all relevant information in his or her
native language or other mode of communication; that the parent understands and agrees in writing; that the
consent describes what the school system seeks to do and lists the records that will be released and to whom; and that
the parent
understands
that giving consent is voluntary and that he or she can change his/her mind at any time. Parents
must have advance notice of the school’s efforts to use a child’s public benefits to pay for special education
services and an
o pportunity
to prevent any related
disclosure
of
information
from the child’s
education
records.
Prior to accessing a child’s Medicaid benefits, the school system must make sure that using the child’s
Medicaid
benefits will not:
•
Decrease available
lifetime
coverage
or any other insured benefit.
•
Result in the family paying for services that the child needs outside of school and that otherwise would
be covered by the public benefits.
•
Increase
premiums
or lead to
discontinuation
of benefits.
•
Risk loss of eligibility for home and community-based waivers based on total health-related
expenditures.
School officials must annually notify the parent of the school’s interest in utilizing Medicaid benefits as
well as the
above-listed constraints;
seek from the parent (and other relevant sources) the
information
necessary for the
school system to utilize Medicaid benefits; solicit any parental concerns; and give parents a meaningful
opportunity
to express any relevant concerns about the process.
School officials may not require parents to sign up for Medicaid benefits as a condition for their child
receiving services under IDEA. Nor may they require parents whose children are enrolled in Medicaid to incur any
out-of-pocket expenses,
such as paying a
deductible
or co-payment.
I authorize the Local Education Agency (LEA) to disclose personally identifiable information of this student to
the Alabama State Medicaid Agency and its contractors ("Medicaid"), for the purposes of determining the
student's Medicaid status. If the student is determined to be covered by Medicaid, I authorize the LEA to bill
Medicaid for Medicaid-covered health services provided to the student that are in the student's Individualized
Education Program (IEP). I understand that, upon request, I may receive copies of the student's educational records
that are disclosed as a result of this authorization. I understand that this consent is required one time and I will be
notified annually. I also understand that my refusal to allow access to the Medicaid benefits does not relieve
the school system of its
responsibility
to ensure that all required IEP services are
provided
at no cost to me.
Parent/Guardian
Signature
Relationship
to Student Date
Notice and Consent Regarding Payment from Medicaid Benefits ALSDE 02/2014
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Notice and Consent Regarding Payment from Medicaid Benefits
Reference: 34CFR 300.154(d)
Purpose(s) of this form:
• To document that notification and one time consent has been provided to the parent(s) regarding the
public agency accessing their Medicaid benefits for Medicaid covered IEP services provided by the
public agency to the student and annually thereafter. This form also serves that you have explained to the
parent all of the protections available to them under Part B, as described in 34 CFR §300.154(d)(2)(v).
• Consent is one time and you must notify the parent annually if you continue to access their or the
student’s Medicaid benefits.
When to use this form:
• Use this form at an annual IEP Team meeting to notify the parent and get first time consent when
accessing the parent’s or student’s Medicaid benefits for students with service(s) that are Medicaid
eligible.
• The public agency may use this form to provide notice and obtain consent to bill for Medicaid
eligible services provided by the current public agency up to a year prior to the date of authorization.
• If this consent is not obtained during an IEP Team meeting or a parent conference, the public agency
may provide the notice and consent form along with a cover letter of explanation and public agency
contact information.
• After you obtain consent the first time, you can use this form to notify the parent annually if you
continue to access their Medicaid benefits. This could be at the IEP meeting or sent under separate
cover, as listed in the previous bullet.
Things to remember when completing this form:
• Enter the child’s full name as it appears on school enrollment record.
• Enter the name of the school system (LEA) seeking authorization.
• Enter the current school year.
• Enter the (One time) Consent date. NOTE: This date will auto-populate on subsequent forms from
the student folder field.
• Enter the notification date. NOTE: This date will be the same date as the consent date on the first form
used of this version.
• Check the Consent Denied box if the parent refuses use of their Medicaid benefits.
• Parent/Guardian Signature – this is the person providing authorization to the Medicaid benefits.
• Enter the relationship to the student of the person providing authorization.
• Enter the date the authorization was signed.
• Upon completion of the form, open the student’s folder in SETS and check the “Permission to
Bill Medicaid” box located on the screen labeled “Other” tab. All other fields on this form will write
to corresponding fields in the student folder when the form is marked complete.
• If for any reason the form is completed not using SETS, the information should be entered
in SETS as soon as possible after completing the process of obtaining consent. The information
must be entered in SETS to begin the billing process and for auditing purposes.
What happens next:
• The billing process may be implemented.
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Process 4: Annual IEP Team Meeting to Develop the IEP
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Process 4: Annual IEP Team Meeting to Develop the IEP
,
NOTICE
OF
REVOCATION
OF
CONSENT
FOR
CONTINUED PROVISION
OF
SPECIAL EDUCATION
AND
RELATED
SERVICES
Dear Parent:
It is our understanding that you no longer want your child,
to receive special education and related services.
By revoking consent for the continued provision of special education and related services, you must
understand that the public agency:
1. May not continue to provide special education and related services to the child, but must provide prior
written notice before ceasing the provision of special education and related services.
2. May not use the Mediation or Due Process procedures in order to obtain agreement or a ruling that the
services may be provided to the child.
3. Will not be considered to be in violation of the requirement to make free appropriate public education
available to the child because of the failure to provide the child with further speci
al education and
related services.
4. Is not required to convene an Individualized Education Program (IEP) Team meeting or develop an
IEP for the child for further provision of special education and related services.
5. Will no longer provide services to your child as of the date the public agency provides written notice.
6. Is not required to amend the child’s education records to remove any references to the child’s receipt
of special education and related services because of the revocation of consent.
If you have
questions regarding
this
decision,
your rights, or wish to
schedule
a
conference
,
please contact:
Name:
Telephone:
Please return this form to:
Address:
My signature below verif
ies that if you require notice and an explanation of your rights in your native
language, the LEA/agency has accommodated you to ensure your understanding. You are fully protected
under the rights addressed in your copy of the Special Education Rights document. If you want another
copy of your rights, have any questions, or wish to arrange a conference, please contact:
(Name) (Telephone)
Yes, I want to revoke my consent for the continued provision of special education services.
No, after understanding the provisions above, I do not want to revoke my consent. I want
my child to continue to receive special education and related services.
Signature
of Parent Date
Date Notice Received by Public Agency
AAC page 524 (d)(e) AAC page 542 (3)(4)
ALSDE Approved Feb. 2013
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Notice of Revocation of Consent for Continued Provision of
Special Education and Related Services
Purpose(s) of the form:
•
To document in writing the parent’s or student’s (age 19 and older) request to revoke consent for the
continued provision of special education and related services.
•
To inform the parent or student (age 19 and older) of the provisions that the public agency has to adhere
to should a parent or student (age 19 and older) revoke consent for the continued provision of special
education and related services.
When to use this form:
•
This form is used when a parent requests that his/her child no longer receive special education and related
services.
•
A student (age 19 and older) may also request that he/she no longer receive special education and related
services.
Things to remember:
•
The revocation of services must be in writing.
•
If the parent or student (age 19 and older) has checked no, “I do not want to revoke my consent” at the
bottom of the form, the student must continue receiving special education and related services.
•
Upon receipt of a signed copy of the Notice of Revocation of Consent for Continued Provision of Special
Education and Related Services form indicating the parent or student (age 19 and older) does want to revoke
consent, the public agency must provide/send a copy of the Notice of Proposal or Refusal to Take
Action informing the parent and student (age 19 and older) that the student will no longer receive special
education and related services at the request of the parent or student (age 19 and older).
What happens next:
•
The public agency should discontinue all special education and related services.
•
If a referral for an evaluation is made at a later date for this child, the evaluation will be an initial evaluation.
Page 82
Process 4: Annual IEP Team Meeting to Develop the IEP
INDIVIDUAL EDUCATIONAL PLANNING
IEP Planning Sheet for Parents
Student’s Name: Date:
Parent’s
Name:
To develop the best possible program, we need your assistance and knowledge of your child.
B
elow are
some questions for you to answer in preparation for the IEP meeting. Please write down your thoughts and
send this form back to . The information that you share will be used t
o
prepare a draft profile or word picture about your child.
What
do
you
feel
are
the
strengths
of
your
child?
What do you feel are your child’s weaknesses (e.g., areas that may be frustrating or that you feel your
child
has
a
particular
need
to
improve?
How do you think your child learns best? (What kind of situation makes learning easiest?)
Please describe educational skills that your child practices at home regularly (e.g., reading, making
crafts, taking things apart, putting things together, using the computer, colori
ng).
Does your child have any behaviors that are of concern to you or other family members? (If so, please
describe
the
behavior(s).
What
are
your
child’s
favorite
activities?
What
are
your
child’s
special
talents
or
hobbies?
Does your child have a history of ear infections or frequent upper respiratory infection?
When
was
the
last
eye
examination
completed
with
your
child?
Is
there
a
history
of
speech
delay/language
delay
in
your
family
(grandparent,
parent,
sibling)?
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INDIVIDUAL EDUCATIONAL PLANNING
IEP Planning Sheet for Parents
How does your child usually react when upset and how do you deal with the behavior?
If
you
have
particular
concerns
about
your
child’s
school
program
this
year,
please
describe
them.
What
are
your
main
hopes
for
your
child
this
year?
Please
list
any
other
information
that
would
help
us
gain
a
better
understanding
of
your
child.
Are
there
any
concerns
that
you
would
like
to
discuss
at
the
next
IEP
meeting?
Thank you for contributing valuable parental insights.
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INDIVIDUAL EDUCATIONAL
P
LANNING
IEP Planning Sheet for
Parents
Student’s Name: Date:
Parent’s
Name:
To develop the best possible program, we need your assistance and knowledge of your child. Below are some
questions for you to think about in preparation for the IEP meeting. Please write any additional thoughts and/or
information that you wish to include for future reference by the IEP Team.
•
What do you feel are the strengths of your child?
Tries new things Has a sense of humor Does well in home
activities
Makes new friends easily Has neat ideas
Encourages others Talks clearly
Says, “please” and “thank
you”
Offers help to others Good feelings about self Is happy
Likes books Understands what is said Plays well with other
Admits mistakes Listens attentively
children
Does chores when asked Follows instructions Is a good sport
Does homework Asks for help Has good eye contact
Does not give up easily Keeps trying
Has good appetite
Adjusts well to changes in Adjusts well to different Has limited fears
routine people Makes self understood
Likes music Likes to be read to Proud of self
Smiles at
people
•
What do you feel are your child’s weaknesses (e.g., areas that may be
frustrating
or that you feel your child has a
particular need to improve)?
Argues with you Is too serious Is easily distracted
Eats things that are not food Acts without thinking Trouble making friends
Trouble with going from Won’t do work
one task to another Breaks things
Worries about others
Does not speak clearly
Worries about what parents
Does not listen well Does not ask for help
think Has eye problems Is critical of self
Stays mad a long time Has fears Does not smile
Refuses help Forgets things Has ear problems
Complains about work Tries to hurt self
Does not seem happy Has fevers
Does not adjust well to Needs to be shown how to
Has a short attention span
Whines
Needs a lot of supervision
change
do something
Is sick a lot
Is nervous
Always wants to be right Is easily upset
Is overly active
Daydreams Has toileting accidents
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Page 182
Page 179
Does not understand the Gets upset when things are Bullies brothers/sisters
first time he/she hears
something
lost
Has bad allergies
Has frequent colds
Climbs on things
Needs very simple Has a short attention span Cries easily
directions
Repeats one thought over
Has seizures
Is nervous about answering
and over
Won’t read
Stares blankly Gets mad if he/she doesn’t Throws temper tantrums
Won’t mind get own way Is shy with others
Can’t understand math Can’t read
Does not play well with Won’t do math homework
Stays sick a lot
Has ear infections
others Hits others Does not laugh much
Does not talk very well Cannot say what he/she is Is afraid of dying
Does not make all the
sounds right when he/she
talks
Gets mad/angry when
he/she can’t do something
fast
thinking about without a Breaks things
long wait
•
How do you think your child learns best? (What kind of situation makes learning easiest)?
One on one with a teacher
One on one with parent
Working with picture books
With objects (like for counting)
One on one with a friend
One on one with sister/brother
With work sheets
Working in a classroom
Watching someone else do the activity first With lots of rewording of the directions
When my child is close to the one teaching With no noise in the room
With music
With my child in my lap
With my child seated at a table
With the lights turned on low
With a snack
With the TV/radio on
With the computer as a tool
With my child sitting next to me in a soft chair
With my child seated at a desk
With bright light in the room
Without food around
With no TV/radio on
•
Please describe educational skills that your child practices at home regularly (e.g., reading, crafts, using the
computer).
Reads to parent every day
Works on math every day
Likes to make cookies
Likes to make crafts
Reads to brother/sister every day
Draws pictures with pencil, crayons, markers
Uses the computer every day to do math,
reading
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Process 4: Annual IEP Team Meeting to Develop the IEP
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Page 183
Page 180
•
Does your child have any behaviors that are of concern to you or other family members? If so, please
describe the behavior(s).
Wets bed at night Says, “I wish I were dead” Argues about everything
Breaks things Does not sleep well Refuses to go to bed
Refuses to do homework Tantrums Argues a lot
Is sad Has stomach problems Has allergies
Makes noises when playing Refuses to play with others Babbles to self
Acts without thinking Complains about health Has headaches
Stays alone all the time Is easily distracted Is too serious
Voice is scratchy sounding Does not laugh/smile Stutters
Screams Talks about dying Plays with own sex parts
Does not seem able to finish Says, “Nobody likes me” Bites nails
something Has trouble making Is easily frustrated
Threatens to hurt others decisions
Uses foul language
Does not talk plain
•
What are your child’s special talents or hobbies?
Music
Telling stories
Saying poetry
Coloring
Reading
Dressing up
Riding horses
Memorizing
Bicycling
Remembering
information Cooking Gardening
Art
Writing stories
Photography Working puzzles
•
What are your child’s favorite activities?
•
Does your child have any particular fears? If so, please describe.
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•
How does your child usually react when upset and how do you deal with the behavior?
•
Do you have any particular concerns about your child’s school program this year?
If so, please describe.
•
What are your main hopes for your child this year?
•
Is there other information that would help us gain a better
understanding
of your child?
•
Are there any concerns that you would like to discuss at the next IEP Team meeting?
Thank you for contributing valuable parental insights.
Sincerely,
(IEP Team Coordinator)
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Process 4: Annual IEP Team Meeting to Develop the IEP
Table of ContentsTable of ContentsTable of ContentsTable of ContentsTable of Contents
STUDENT PROFILE
INFORMATION
(HAVE STUDENT
COMPLETE
THIS FORM EACH
YEAR)
FULL NAME:
DATE
OF
BIRTH:
ADDRESS:
NAMES
OF
PARENT(S):
YOU
LIVE
WITH
BOTH
PARENTS:
ONE
PARENT:
OTHER
THAN
PARENT:
WHO?
NUMBER
OF
SISTER(S): NUMBER
OF
BROTHER(S):
FAVORITE
SPORT(S):
FAVORITE
SCHOOL
SUBJECT(S):
HOBBIES:
CHURCH:
CLUBS
OR
ORGANIZATIONS
YOU
ARE
A
MEMBER:
SPORTS
YOU
PLAY:
MEDICAL
PROBLEM(S):
DO
YOU
TAKE
MEDICINE? FOR
WHAT?
FUTURE
JOB
OR
PLANS:
CLASSES
YOU
WANT
TO
TAKE
NEXT
YEAR:
1. 2.
3.
4.
5. 6.
7.
8.
Developed by Wilcox County Board of Education, Special Education Department.
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Process 4: Annual IEP Team Meeting to Develop the IEP
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TEACHER’S IEP INPUT SURVEY
Teacher’s Name: Date:
Student’s Name:
Case
Manager:
Subject:
Please give responses to the following items:
1. How does the child participate in class
instructions
(stays on task, answers or responds in class, etc.)?
2. How does he/she interact or get along with peers/teachers?
3. What are some areas or activities that he/she needs to improve on in your class or did not
successfully complete?
4. What were some activities that he/she completed successfully in your class or at school?
5. Did you provide any modifications or
accommodations,
if so, what?
6. Do you think he/she can progress in general education classes without special education services?
If so, explain.
Developed by Wilcox County Board of Education, Special Education Department
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PARENT’S IEP INPUT SURVEY
Parent’s Name: Date:
Student’s Name:
Teacher’s Name:
Please complete the following items and return this form to the above teacher at the school:
1. How does the child participate in home jobs/tasks (stays on task, etc.)?
2. How does he/she interact or get along with family members/classmates/teachers?
3. What are some areas or activities that your child needs to improv
e or did not co
mplete
successfully at home or school that you would like to get some support for him/her?
4. What were some activities that your child did complete successfully or did well at home or at
school?
5. Other comments, questions, suggestions.
Developed by the Wilcox County Board of
Education,
Special Education Department.
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Assessment of Student Participation in General Education Classes
Student:
Grade:_________ Subject:________________ Class
Period:
Classroom:
Teacher:
Prep Periods: Room
Number: #
of
Students
in
Class:
Assessment
Completed by:
Date:
Instructions:
1. After the student attends the specific general education class for
approximately
one week, the team reviews all the
skills identified in Sections I and II of this assessment tool.
Score + for items that student consistently performs; +/- for items that
student does some of the time but not consistently; - for items that student
never or very rarely performs; and NA for items that are not appropriate for
the student/class
2. Circle about 5 items that the team identifies as priorities for instructional emphasis for the individual
student.
3. Write objectives for each of the circled items, then design related
instructional
programs.
4. Review student progress on all items at least 2 more times during the school year. Revise as needed.
I. CLASSROOM ROUTINES AND ACTIVITIES
Date:
1. Gets to class on ti
m
e.
2. Gets sealed in class on
t
i
m
e.
3. Perfo
r
m
st
r
a
n
sitional activi
t
ies du
r
ing class in
r
espo
n
se to
situational cues (e.g., changes in seating, activity).
4. Begins tasks.
5. S
t
ays on
t
ask.
6.
Par
t
icip
a
tes
in so
m
e regula
r
class ac
t
ivities withou
t
adaptations.
7. Te
r
m
inates tasks.
8. Tolerates
out-of-the-ordinary
changes in
classroom
routine.
9. Follows class rules.
10.
Locates/b
r
ings
m
ate
r
ials to class as needed.
11. Sha
r
es
m
ate
r
ials with peers when app
r
opriate.
12. Uses
m
ate
r
ials fo
r
thei
r
in
t
ended purpose.
13. Puts
m
ate
r
ials away afte
r
use.
14. Uses
classroom
materials and equipment safely.
15. Wo
r
ks
coo
p
e
r
a
t
i
v
ely
with a pa
r
tne
r
.
16. Wo
r
ks
coo
p
e
r
a
t
i
v
ely
with a s
m
all group.
17. Perfo
r
m
s co
m
peti
t
ive lea
r
n
ing tasks.
18. Readily accepts assistance.
19. Evaluates quality of o
w
n
w
o
r
k (given a
m
odel).
20. Copes with
criticis
m
/correction
w
it
h
ou
t
inciden
t
and
t
r
ies an
alternative behavior.
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Assessment of Student Participation in General Education Classes
Page 189
Page 186

Date:
21. Interacts with peers:
a. responds to others
b. initiates.
29. Followsdirections:
a. for curricular tasks
b. for helping tasks/errands
c. given to the student individually
d. given to students as a group
22. Interacts with the
classroom
teacher:
a. responds to the teacher
b. initiates
30. States o
r indicates:
a. don’t know/don’t understand
b. when finished with an activity.
23. Uses social greetings:
a. responds to others
b. initiates
31. Orie
nts towardthespeaker or other
source of input..
24. Uses farewells:
a. responds to others
b. initiates.
32. Secures listener attention before
communicating.
25. Uses expressions of politeness
(e.g., please, thank you, excuse me):
a. responds to others
b. initiates
33. Maintainseyecontact with the listener
when speaking
26.
Participates
in joking or teasing
a. responds to others
b. initiates
34. Takes turns
communicating in
conversation
with
others.
27. Makes choices and indicates
preferences:
a. responds to others (cue or questions)
b. initiates
35. Gives feedback.
a. gives positive feedback
b. gives negative feedback
28. Asks questions
a. asks for help
b. asks for information
(e.g., c
larification,
feedback)
36. Uses appropriate gestures and body
movements when interacting with
others.
37. Uses appropriate
language/vocabulary/topic
of
conversation.
38. Uses intelligible speech (volume, rate,
articulation, etc.)
Comments:
II. SOCIAL AND
COMMUNICATION
SKILLS
Date:
Figure 5.2
Classroom
assessment tool. (From Macdonald, C., & York, J.
[1989].Assessment,
objectives, instructional programs. In J. York, T. Vandercook,
C. Macdonald, & S. Wolff [Eds.], Strategies for full inclusion [pp. 83-116]. Minneapolis: University of Minnesota, Institute on Community Integration;
reprinted by permission.)
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Process 4: Annual IEP Team Meeting to Develop the IEP
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ABC
OBSERVATION
FORM
STUDENT’S NAME: OBSERVATION DATE:
OBSERVER: TIME:
ACTIVITY: CLASS PERIOD:
BEHAVIOR:
ANTECEDENT BEHAVIO
R
CONSEQUENCE
FROM: Addressing Student Problem Behavior, An IEP Team’s
Introduction
to Functional Behavioral Assessment
and Behavior Intervention Plans (2
nd
edition). Center for Effective
Collaboration
and Practice.
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Table of ContentsTable of ContentsTable of ContentsTable of ContentsTable of Contents
Process 4
ANNUAL IEP TEAM MEETING TO DEVELOP
THE IEP
Frequently Asked
Questions
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Process 4: Annual IEP Team Meeting to Develop the IEP
Individualized Education Program
4-1. Who are the required members of an IEP Team?
The public agency must ensure that the IEP Team for each child with a disability includes the
following:
a. The parents of a child with disability.
b. Not less than one regular education teacher of the child if the child is, or may be, participating in
the regular education environment. The regular education teacher must, to the extent appropriate,
participate in the development, review, and revision of the child’s IEP, including assisting in the
determination of appropriate positive behavioral interventions and supports and other strategies
for the child and the determination of supplementary aids and services program modifications,
and supports for school personnel.
c. Not less than one special education teacher of the child, or where appropriate, not less than one
special education provider of the child.
d. A representative of the public agency who:
1. Is qualified to provide, or supervise the provision of, specially designed instruction to meet the
unique needs of students with disabilities.
2. Is knowledgeable about the general education curriculum.
3. Is knowledgeable about the availability of resources of the public agency. The public agency
may designate an LEA member of the IEP Team to also serve as the public agency
representative, if the criteria for serving as a public agency representative are met.
4. Has the authority to commit agency resources and be able to ensure that IEP services will be
provided.
e. An individual who can interpret the instructional implications evaluation results, who may be a
member of the team described in sections (b) through (d) above.
f. At the discretion of the parent or the agency, other individuals who have knowledge or special
expertise regarding the child, including related services personnel, as appropriate. The
determination of the knowledge or special expertise of any individual is made by the party who
invites the individual to be a member of the IEP Team.
g. Whenever appropriate, the student with a disability.
h. Secondary Transition Services Participants. In addition to the participants specified in (a) through
(f) above, if a purpose of the meeting is the consideration of the postsecondary goals for the child
and the transition services needed to assist the child in reaching those goals, the public agency
must invite the child and, with the consent of the parents or a child who has reached the age of
majority, a representative of any other agency that is likely to be responsible for providing or
paying for transition services. If the child does not attend the IEP Team meeting the public
agency must take other steps to ensure that the child’s preferences and interests are considered.
i. Early Intervention Representatives. In the case of a child who was previously served under
Part C/EI, an invitation to the initial IEP Team meeting must, at the request of the parent, be sent
to the EI service coordinator or other representatives in the EI system to assist with the smooth
transition of services.
Note: In Alabama, a representative of career/technical education must
be included as a member
of the IEP Team for those children with disabilities who have been referred for, or are
currently receiving, career/technical education.
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4-2. Who can serve as a public agency representative?
Any representative of the public agency who:
a. Is qualified to provide the provision of, specially designed instruction to meet the unique needs
of the students with disabilities.
b. Is knowledgeable about the general education curriculum.
c. Is knowledgeable about the availability of resources of the public agency.
d. Has the authority to commit agency resources and ensure that IEP services are provided.
A public agency may designate a public agency member of the IEP Team to serve as the agency
representative, if the above criteria are satisfied.
4-3. Must there be a public agency representative present at each IEP Team meeting?
Yes. A representative of the
public agency should be in attendance for each IEP Team meeting.
However, according to the excusal clause a public agency
representative is a member who may be
excused. Special Education Services highly recommends that public agency representatives attend
all IEP Team meetings.
4-4. Which regular education teachers should attend the IEP Team meeting?
A regular education teacher who has knowledge of the general education curriculum for the grade
the student w
ill be in during the implementation of the IEP and who ma
y be a regular education
teacher of the student (if the student is or may be participating in the regular education environment)
should participate as a team member in the development, review, and revision of the IEP. If more
than one regular education teacher will be working with the student, the public agency representative
may designate who will attend the meeting. The IEP Team is encouraged to seek input from teachers
who do not attend. Each public agency must ensure that the student’s IEP is accessible to each
regular education teacher who is responsible for its implementation and each teacher is informed of
his or her specific responsibilities related to implementing the student’s IEP; and the specific
accommodations, modifications, and supports that must be provided for the student in accordance
with the IEP.
4-5. Who should be invited as the regular education teacher for a preschool child with disabilities?
The requirement is to have the teacher of the child. If a child attends a program
in the community, a
licensed service provider of the child (i.e., Head Start teacher, day care provider, church personnel)
must be invited. If there is not a regular teacher of the child, someone who meets state certification
requirements such as a kindergarten teacher or other qualified personnel who can provide services to
this age group must be invited.
4-6. Preschool teachers are invited to attend IEP Team meetings but may not be able to attend.
How do we go about meeting the requirement to have a regular e
ducation teacher at the IEP
Team meeting?
The requirement is to have the teacher of the child. However, if this person cannot attend the IEP
Team meeting, maybe they can p
articipate by conference call. The IEP Team should have input
from the teacher of the child. Teacher input may be gained through such methods as the Natural
Environment Observation/ ELPP Documentation, Family Focus Interview/ELPP Documentation,
teacher records, etc.
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4-7. What is the role of the regular education teacher at an IEP Team meeting?
A regular education teacher of the child (if the child is, or may be, participating in the regular
education environment) has knowledge of the general education curriculum for the grade the
student will be in
during the implementation of the IEP and therefore should participate as an IEP
Team member in the development, review, and revision of the IEP. The regular education teacher
should also assist in the determination of appropriate positive behavioral interventions and
supports, other strategies for the student, supplementary aids and services, program modifications,
and/or accommodations and supports for school personnel, if necessary.
4-8. Which related services provider should be invited to the IEP Team meeting?
Any service provider(s) who is responsible for implementing services identified in the IEP may
be invited
to the IEP Team meeting. If the service provider(s) does n
ot attend the meeting, the
IEP Team should seek input from the service provider(s). The public agency must ensure that the
service provider(s) is informed of his or her specific responsibilities related to implementing the
student’s IEP.
4-9. Can an OT or a PT serve as the special education teacher at an IEP Team meeting?
No. In Alabama, occupational therapy and physical therapy is not considered special education
(specially designed
instruction). Therefore, an OT or a PT may not serve in the capacity
of the
required special education teacher or special education provider.
4-10. Does a parent and public agency have the option of inviting any individual of their choice to
be participants on a student’s IEP Team?
The parent or the public agency may include individuals who have knowledge or special expertise
regarding the student. The
determination as to whether a
n individual has knowledge or special
expertise shall be made by the parent or public agency who has invited the individual. The public
agency must get consent from the parent or a student who has reached the age of majority to
invite transition agency representatives who would be responsible for providing or paying for
transition services. The public agency also determines which individuals from the public agency
will fill the required IEP Team member’s position.
4-11. If the parent indicates on the request to attend an IEP Team meeting that he/she will attend,
but then calls the day before the meeting and wants to reschedule, what is the public
agency’s responsibility?
The public
agency has the responsibility to hold the IEP meeting at a mutually agreed upon time
and location. Therefore, if the parent informs the public agency
before the scheduled meeting that
the time, date, or location needs to be changed, the public agency has the responsibility to
reschedule the meeting. If after attempts to reschedule with the parent the rescheduling would
prohibit the public agency from meeting a timeline (i.e., before the IEP lapses), the public agency
should inform the parent that the IEP Team must meet before the specified timeline.
4-12. If the parent indicates on the request to attend an IEP Team meeting that he/she will attend,
but then does not come to the meeting, what is the public agency’s responsibility?
If the parent checks that he or she will meet as scheduled but does not attend, the meeting
may be
held as scheduled. Only the purposes of the meeting checked
on the Notice and Invitation to a
Meeting/Consent for Agency Participation form may be discussed.
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4-13. What are the requirements for public agencies in regard to parent participation in the IEP
Team meeting?
Each public agency must take steps to ensure that one or both of the parents of a child with a
disability are present at each IEP Team meeting or are afforded the opportunity to participate,
including notifying the parent of the meeting early enough to ensure that he/she will have an
opportunity to attend; and scheduling the meeting at a mutually agreed on time and place. If
neither parent can attend an IEP Team meeting, the public agency must use other methods to
ensure parent participation, including individual or conference telephone calls or alternative
means such as video conferences. A meeting may be conducted without a parent in attendance if
the public agency is unable to convince the parent that he/she should attend. In this case, the
public agency must keep a record of reasonable efforts (at least two attempts) to arrange a
mutually agreed on time and place such as detailed records of telephone calls made or attempted
and the results of those calls, copies of correspondence sent to the parent and any responses
received, and detailed records of visits made to the parent’s home or place of employment and the
results of those visits. The public agency must take whatever action is necessary to ensure that the
parent understands the proceedings of the IEP Team meeting including arranging for an
interpreter for a parent with deafness or whose native language is other than English. The public
agency must provide the parent a copy of the child’s IEP at no cost to the parent.
4-14. What if a parent continues to check “I want to reschedule a meeting” time after time and
the timeline is running out?
Document all attempts to schedule a mutually agreed upon time for an IEP Team meeting. If
neither parent can participate in a meeting where a decision is to be made relating to the
educational placement of their child, the public agency must use other methods to ensure their
participation, including individual or conference telephone calls or a video conference. If
rescheduling prohibits the public agency from meeting a specified timeline, the public agency
should inform the parent that they must determine eligibility by a certain date or they must have
an IEP Team meeting by a certain date before the IEP lapses.
4-15. What is the role of the parent at an IEP Team meeting?
The parent should participate as an equal partner with school personnel in developing, reviewing,
and revising the IEP. This is an
active role in which the parent: (1) provides critical
information regarding the strengths of the child and expresses concerns for enhancing the
education of the child; (2) participates in discussions about the student’s need for special
education and related services; and (3) joins with other participants in deciding how the student
will be involved in the general education curriculum and participate in state and district-wide
assessments, and what services will be provided and in what setting.
4-16. At what age can a student attend the IEP Team meeting?
Whenever appropriate, and at the discretion of the parent, the student with a disability should be
invited to attend the IEP Team meeting. The public agency must invite a student with a disability
to attend the student’s IEP Team meeting if a purpose of the meeting will be the consideration of
the postsecondary goals for the student and the transition services needed to assist the student in
reaching those goals.
4-17. What must be considered when an IEP is developed, reviewed, or revised?
In developing each student’s IEP, the IEP Team must consider the strengths of the student; the
concerns of the parent for enhancing the education of the child; the student’s preferences and/or
interests; the results of the initial or most recent evaluation of the student; and the academic,
developmental, and functional needs of the student. The IEP Team must also consider “special
instructional factors” for the student each time the IEP is reviewed.
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4-18. Does a student continue to receive special education services even though he or she is
making A’s and B’s but may have some areas in the standards where he or she is below
grade level?
In order to be eligible for special education, a student must have a disability that has an adverse
effect on educational performance and is in need of special education and related services.
Educational performance means academic, social/emotional, and/or communication skills. Each
public agency must ensure that FAPE is available to any individual student with a disability who
needs special education and related services, even though the student has not failed or been
retained in a course or a grade, and is advancing from grade to grade. The determination that a
student is eligible must be made on an n individual basis by the group responsible within the
student’s public agency for making eligibility determinations.
4-19. If a student qualifies for services in the area of DD in one domain, is that the only domain
that may be addressed in the IEP for services?
No. Once the student is eligible for special education services, he or she may receive any
service(s) that the IEP Team deems appropriate after appropriate evaluations have been
c
ompleted.
4-20. At what point in the IEP process is the least restrictive environment (LRE) determined for a
student?
The LRE should be determined when the IEP Team meets and identifies the type and amount of
services for the student and determines how and where those services will be implemented. The
IEP Team must consider each LRE option and move down the continuum to determine the
appropriate LRE.
4-21. What information should be included in the profile of a student’s IEP.
The profile must include:
a. The strengths of the student.
b. Parental concerns for enhancing the student’s education.
c. Student preferences and/or interests that include transition information beginning no later than
the first IEP to be in effect when the student turns 16 or younger, if determined appropriate by
the IEP Team.
d. The results of the most recent evaluations.
e. The academic, development, and functional needs of the student.
f. Other information.
g. For a child transitioning from EI to preschool, justify if the IEP will not be implemented on
the child’s third birthday.
4-22. Should medical information be included in the profile?
Medical information should be included in the profile when it is pertinent to the student’s
progress and involvement in his or her educational program or if it is a concern of the parent.
4-23. If an area of concern is addressed in the profile, do we need goals for that area?
Any needs addressed on the profile page must be addressed as either a goal or in other
components of the IEP. If the student’s needs are more than what could realistically be addressed
in one academic year, the IEP Team should prioritize the student’s needs in the profile.
4-24
. What do we mean by the term general education curriculum?
The general education curriculum is the curriculum for nondisabled students. The general
education curriculum in Alabama is based on content standards listed in the College- and Career-
Ready Standards for preschool age children, the Developmental Standards for preschool children
are used as the curriculum.
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4-25. Is it necessary for a student’s IEP to address involvement in the general education
curriculum regardless of the nature and severity of the student’s disability and the setting in
which the student is educated?
Yes. The IEPs of all students with disabilities must address the extent to which the student will be
involved and progress in the general education curriculum. The Individuals with Disabilities
Education A
ct (IDEA) recognizes that some students with disabilities have educational needs
which cannot be fully met by the general education curriculum; therefore, the IEP Team must
make an individualized decision as to the extent appropriate for the student to participate in the
general education curriculum and whether the student has other educational needs which cannot be
met by the general education curriculum.
4-26. Does lunch and break time count as time “inside the regular education environment?”
Yes, if indeed the student is with nondisabled peers during lunch and break.
4-27. Can a student with a disability be in a regular education classroom with different but related
work/activities?
Yes.
4-28. Is the goal now for children with severe cognitive delays t
o spend 80% of their time in the
regular education classroom?
The goal is to include all students with disabilities in
the regular education environment to the
greatest extent appropriate. The LRE is an IEP Team decision that should be based on the
individual needs of the student. The Office of Special Education Programs (OSEP) has asked
states to work towards having all students with disabilities spend at least 80% of their time in the
regular education environment. This is a goal to work toward. LRE decisions should be made on a
case-by-case basis according to the student’s individual needs.
4-29. How can state assessment data be useful in writing standard-based IEPs?
State assessments are designed to measure progress toward academic
content standards; therefore,
results from state assessments can be used to identify concerns to be addressed w
hen developing a
standards-based IEP.
4-30. Can you elaborate on the collection of discipline referrals and attendance reports for making
data based IEP decisions?
In the case of a student whose behavior impedes the student’s learning or the
learning of others,
positive behavioral interventions and supports, and other strategies to address that behavior should
be developed and implemen
ted. If a student has discipline referrals, the IEP Team should consider
and discuss the need for behavior goals and/or a behavioral intervention plan (BIP) or other
services to address the behavior. If a student has truancy problems, that too should be addressed by
the IEP Team.
4-31. What is meant by “consideration of Special Instructional Factors?”
Special Instructional Factors m
ust be reviewed and considered at each annual IEP Team meeting
and may be reviewed and
considered if a revision is being made to the IEP. If “yes” is checked on
any one of the Special Instructional Factors it should be addressed in the IEP.
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4-32. If a student has a behavior problem and a BIP will be written, is the BIP considered part of
the IEP?
Yes. In the circumstances outlined below:
a. For a child with a disability whose behavior impedes his/her learning or that of others, and for
whom the IEP team has decided a BIP is appropriate.
b. For a child with a disability whose violation of the code of student conduct is a manifestation
of the child’s disability, the IEP Team must include a BIP in the child’s IEP to address the
behavioral needs of the child.
4-33. If a student’s behavior in the regular education classroom would significantly impair the
learning of others, can the IEP Team determine that placement in the regular education
classroom is inappropriate for that student?
The IEP Team is required to consider positive behavioral interventions, and supports, and other
strategies to address the behavior of a student with a disability whose behavior impedes his or
her learning or the learning of others. The determination of appropriate placement for a student
whose behavior is interfering with the education of others requires careful consideration of
whether the student can appropriately function in the regular education classroom if provided
appropriate behavioral interventions, supports, and strategies. If the student can function in the
regular classroom when provided appropriate behavioral interventions, supports, and strategies,
placement in a more restrictive environment would be inconsistent with the LRE provisions of
the IDEA.
4-34. If you mark “Yes” for transportation, do you need to address it elsewhere in the IEP?
Transportation does not need to be addressed further unless instruction is being provided (e.g.,
teaching a student how to use public transportation).
4-35. Should the bus driver be aware of the IEP?
If Yes is checked regarding the student’s need for transportation accommodations or
modifications, a representative from the Transportation Department should be included in the
discussion and decision- making for this section of the IEP.
Each public agency must ensure that the student’s IEP is accessible to any service provider who
is responsible for its implementation; each provider is informed of his or her specific
responsibilities related to implementing the student’s IEP; and, the specific accommodations,
modifications, and supports that must be provided for the student in accordance with the IEP.
Therefore, if the student has a medical, behavioral, or other need of which the bus driver should
be made aware, it is the public agency’s responsibility to inform the bus driver of his or her
responsibilities to implement the student’s IEP and any specific accommodations, modifications,
and/or supports the student may need.
4-36. In the area of Nonacademic and Extracurricular Activities, what do you check if the
student is a private school student only receiving speech services through the public
school?
If a student is a private school student and only receiving speech or language services from the
public agency based on the public agency’s private school plan, Nonacademic and
Extracurricular Activities should be addressed as “No” with an explanation provided that the
student only receives speech or language services from the public agency based on the public
agency’s private school plan.
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4-37. If nondisabled students receive progress reports every 4.5 weeks, should students with
disabilities receive progress reports on the same frequency?
Students with disabilities should receive progress reports the same as students without
disabilities. However, progress of annual goals on the IEP only need to be provided concurrent
with the issuance of report cards.
4-38. What must be addressed in the Annual Goal Progress Report?
The following must be addressed in the Annual Goal Progress Report:
a. A description of how the student’s progress toward meeting the annual goals will be
measured and when 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.
b. The IEP goals must be addressed. The report is in addition to, not instead of, the usual report
card and grades given for participation in regular education classes.
4-39. Could teachers and service providers who are in charge of implementing an IEP be
involved in a due process hearing primarily because the student did not master all of the
IEP goals written for the duration of an IEP?
It is possible. However, the agency, teacher, or other persons who are responsible for
implementing the IEP are not held accountable if a student with a disability does not achieve the
growth projected in the annual goal(s), as long as good faith effort is made to assist the student
toward achieving the goal(s). Public agencies providing special education services to a student
with a disability must provide the services in accordance with the IEP and should keep
documentation of the services provided to individual students.
4-40. Do the transition pages of the IEP have to be a part of the IEP if it is not applicable for a
student?
If a student will not be entering ninth grade or will not be 16 or older during the implementation
of an IEP and the IEP Team does not think transition should be addressed for a student not yet
16, the transition pages does not have to be included with the IEP.
4-41. What are the transition requirements at age 16?
Beginning not later than the first IEP to be in effect when the student turns 16, or if the student is
entering ninth grade, or younger, if determined appropriate by the IEP Team, and updated
annually, thereafter, the IEP must include appropriate measurable postsecondary goals based
upon age appropriate transition assessments related to training, education, employment, and,
where appropriate, independent living skills, and transition services (including courses of study)
needed to assist the student in reaching those goals. If transition is being addressed before age
16 the same transition requirements that apply for students age 16 and older apply to
younger students as well.
4-42. Do requirements for transition services apply to eligible students in adult prisons?
The requirements apply to the same extent as for eligible students in public schools with one
exception. Transition planning and services do not apply to students whose eligibility will end,
because of their age, before they will be eligible to be released from prison based on
consideration of their sentence and eligibility for early release.
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4-43. Can you check the box for the selected pathway to the AHSD on the transition pages of the
IEP if the student is not yet 16?
If the student is in the ninth grade and earning program credits the answer is yes. If the student is still
in
middle school and not earning program credits the statement,
“This student
is
in
a
middle school
course
of
study that will help prepare him/her for transition”
should be checked in lieu
of
exit
option
,
anticipated date of exit, and
program
credit to be earned.
4-44. If a student is age 16 or older and is receiving speech services only, does the transition page
have to be included in the file? If yes, what has to be completed?
Yes, a student who is
eligible
for
speech
or
language impairment
is
considered
to be a
student
with
a
disability under
the IDEA.
Therefore, beginning no later than the first IEP
to
be
in
effect when the
student turns 16 the entire transition page must be addressed.
4-45. How do you document “program credit to be earned?”
The IEP Teams should code program credit according to the credit earned. General education courses
should
be
coded on the General Education Pathway line. Essentials Pathway courses should be coded
on the
Essentials
Pathway line.
Alternate
Achievement Standards
should be coded on the
Alternat
e Achievement
Standards
Pathway
line.
4-46. How the transfer of rights should at the age of majority be documented on the signature
page of the IEP?
Beginning
not
later than the IEP that will
be in
effect when the student reaches 18 years of age, the
student
should
be
informed
of his or her
rights and that
the
rights will transfer
to
him
or her
upon
reaching
the age of majority which is age 19. Document the date the student is informed of the
rights being transferred. The initial date that the student is
informed
of the rights being
transferred
should be used and carried over in
subsequent
IEPs.
4-47. Can a parent deny his/her child the process of transferring rights due to the student’s low
cognitive skills?
When a student with a disability reaches age 19, which is the age of majority in Alabama (except for
a student with a disability who has been determined to be incompetent under Alabama law), the
public agency shall provide all notices to both the adult student and the parent. All other rights
accorded to the parent transfer to the student. The public agency shall notify the student and the parent
of the transfer of rights. If, under
Alabama
law, a
student
with a
disability
who has
reached
the age of
19, who has not been
determined
to be
incompetent,
but who is
determined
not to
have
the
ability
to
provide informed consent with respect to the
educational program
of
the student, the state shall
establish procedures
for appointing the parent of his/her child, or if the parent is not
available,
another appropriate individual,
to represent the
educational
interests of the
student throughout the period
of
eligibility
of
the student. Those
procedures can be found on the Special Education Web page under
Policy/Informed Consent in a document titled
Procedures
for
Determining
Inability to Provide
Informed Consent.
4-48. If a student has a birthday on August 31, and turns 21 on that date, can the student attend
school in the fall?
Yes.
Students with disabilities who have
not
earned
an
Alabama High School Diploma
and who
have
not reached their twenty-first birthday by August 1 are entitled to services up to age 21, even if it
means that instruction is provided in excess of 12 years. A student who turns 21 on or after August 1
is entitled to begin and
complete
the school year.
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4-49. Has a process been set up for the exit IEP Team conference that is mandated by IDEA
2004?
The IDEA 2004 does not require an exit IEP Team meeting. In Alabama, the Summary of
Academic Achievement and Functional Performance (SAAFP) must be completed for every
student that exits with a high school diploma, or who will be exceeding the age of eligibility for
FAPE. SES strongly encourages public agencies to complete the SAAFP for all other students
exiting high school. Also, the Notice of Proposal or Refusal to Take Action form must be
completed to document that the student will not be returning to school the next school year
because:
a. The student will be graduating from high school with the Alabama high school diploma.
b. The student will be age 21 prior to August 1.
c. The parent or student, who has reached the age of majority, has been notified that the
student who is exiting school on or before age 21 has the right to receive services to age 21.
4-50. If a student does not receive the Alabama High School Diploma before he/she exits school
at age 18, may he/she return to school to work toward completing the requirements to earn
a regular diploma?
Yes. A student with a
disability is entitled to FAPE up to the age of 21. A student who turns 21
on or
after August 1 is entitled to begin and complete the school year. Students with disabilities
who have graduated from high school with an Alabama High School Diploma earned through
the General Education Pathway no longer have a right to FAPE.
4-51. If the student does not attend the IEP Team meeting, when are transition services
discussed?
The public agency should take steps to ensure the IE
P Team is aware of the student’s needs,
interests, and preferences because these must be considered in order to develop an appropriate
transition plan. Also, after the meeting there should be a follow-up meeting with the student to
let him/her know what was discussed at the IEP Team meeting if the student was not in
attendance.
4-52. What happens if the parent or student who has reached the age of majority (age 19) does
not give consent for a transition agency representative to participate in the IEP Team
meeting?
If the public agency is unable to get consent from the parent or student (age 19 and older) to
invite transition agency representatives after two attempts, the agencies responsible for transition
services may not be invited to the IEP meeting. If the parent or student (age 19 and older) check
on the Notice and Invitation to a Meeting/Consent for Agency Participation form I DO NOT
GIVE CONSENT, the public agency may not invite any agencies that would be responsible for
paying or providing transition services.
4-53. If a representative that is likely to be responsible for providing or paying for transition
services (e.g., job coach) is partially funded by the public agency and partially funded by
another agency does the public agency have to get parental consent to invite that agency
representative to an IEP Team meeting?
No.
4-54. What happens if another agency fails to provide agreed upon transition services?
If a
participating agency, other than the public agency, fails to provide
the transition services
described in the IEP, the public agency must reconv
ene the IEP Team to identify alternative
strategies to meet the transition goals for the student set out in the IEP.
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4-55. If other agencies (such as DHR or Mental Health) not affiliated with transition are invited
to the IEP Team meeting by the public agency does the IEP Team need permission from
the parent or student, who has reached the age of majority, to invite the other agencies?
Consent from the parent or the student who has reached the age of majority is only needed when
inviting agency representatives that may be providing or paying for transition services. The
purpose for inviting other agency representatives not providing or paying for transition services
should be considered. The IEP Team should consider if the agency representatives have
knowledge or special expertise regarding the child and the reason for inviting other agency
representatives not affiliated with providing or paying for transition services. Parental consent is
required before personally identifiable information is released to parties including those
providing or paying for transition services.
4-56. Is it a requirement to address all long-term goals (Postsecondary Education/Training,
Employment/ Occupation/Career, and Community/Independent Living) on the transition
pages of the IEP?
Yes. Transition must be addressed no later than the first IEP to be in effect when the student
turns 16 and updated annually thereafter. Transition must be addressed for all students beginning
at the age of 16 and for all students entering the ninth grade. Transition may be addressed for
younger students if determined appropriate by the IEP Team. If transition is being addressed
before age 16 the same transition requirements that apply for students age 16 and older apply to
younger students as well.
4-57. Is it a requirement to develop measurable annual postsecondary transition goals
for Postsecondary Education/Training, Employment/Occupation/Career, and
Community/Independent Living?
Yes. The IEP Team must develop a measurable annual postsecondary transition goal for each
area if transition is being addressed.
4-58. How many transition activities are required for each measurable annual postsecondary
transition goal?
A minimum of one transition activity must be written to address the measurable annual transition
goal for each area.
4-59. What are transition activities?
Transition activities are sub-skills or steps that lead to the achievement of the overall measurable
annual postsecondary transition goal.
4-60. How many transition assessments are required to address transition?
A minimum of one assessment must be administered. Best practice is to use a variety of formal
and informal age–appropriate transition assessments to develop appropriate measurable
postsecondary annual transition goals.
4-61. On the annual transition goal(s) page, who may be considered a person/agency involved for
transition activities?
The person/agency involved in transition activities may include the student, parent(s), special
education teacher, general education teacher, school administrator(s), guidance counselor(s),
vocational rehabilitation counselor, or other agency representatives.
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4-62. Does a student have to be invited to an IEP Team meeting when transition is being
addressed?
Yes. The student, regardless of their age, must be invited to the IEP Team m
eeting when
addressing transition.
4-63. Do you have to develop a new IEP for each senior even if the annual review signature date
is in March or April?
No. According to OSEP, an “annual review” of the IEP must be
conducted every 365 days. As
long as the implementation/duration dates go to the last day of school, another IEP doesn’t have
to be written in March or April. You do have to meet by the Annual Review Due date to
review the current IEP.
• On the Notice and Invitation to a Meeting/Consent for Agency Participation form select
‘Conduct an Annual Review of the current IEP.’ If the IEP will be revised also select
‘Develop an Annual IEP or Revise the Current IEP.’
• Do not change the implementation/duration dates on the IEP profile page.
• Do amend the IEP signature page to add all participates in the meeting.
• If revisions to the IEP are made, also fill out the Notice of Proposal or Refusal to Take Action
form.
4-64. What are the pathways leading to the Alabama High School Diploma?
When selecting the pathway, the IEP Team should consider the highest
most appropriate pathway. Students pursuing the Alabama High School Diploma
through the General Education Pathway
follow the General Education Course of Study, which
is intended to prepare the student for college and career. Students pursuing the Alabama
High School Diploma through the Essential Pathway follow the Essentials Course of
Study, which is intended to prepare the student for career/competitive employment.
Students pursuing the Alabama High School Diploma through the Alternate
Achievement Standards Pathway follow the Alternate Achievement Standards Course of
Study which is intended to prepare the student for supported/competitive employment.
Students following the General Education and Essentials Pathways have the option of
taking courses between the two pathways. Counselors should advise students carefully
of possible outcomes and benefits of taking Essentials courses or regular education
courses, including careful consideration to college admission requirements, NCAA eligibility,
etc.
4-65. What are the ALSDE’s policies for promotion and retention?
The AAC does not contain regulations for promotion and retention. Each public agency should
have its own policies regarding promotion
and retention based on the number of credits required
for graduation in high school. The same applies for elementary grades with the school/system
deciding what classes, number of classes, etc., that must be passed in order to progress from one
grade to the next grade.
4-66. What should be considered in the Present Level of Academic Achievement and Functional
Performance?
The Present Level of Academic Achievement and Functional Performance should be
written in terms that are observable, specific, and based on evidence. The Present Level of
Academic Achievement
and Functional Performance should include the strengths and needs
of the student and how the student’s disability affects the student’s performance in the general
education curriculum. For preschool children, as appropriate, the Present Level of Academic
Achievement and Functional Performance should include how the disability affects the
child’s participation in age appropriate activities.
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4-67. What are
Measurable
Annual Goals?
Measurable Annual Goals are related to needs resulting from the student’s disability that directly
affect involvement and progress in the general education curriculum. Goals should be specific, based
on the student’s Present Level of Academic Achievement and Functional Performance. Goals
should be measurable. Goals should be realistically achievable and related to the most critical needs.
Goals should be results-oriented by being developed with an outcome in mind, and goals should be
time bound by clearly defining the length of time in which the student should be able to master each
goal. Academic goals must be written to general education content standards, or Alternate
Achievement Standards for students with significant cognitive disabilities who are being
assessed with the Alabama Alternate Assessment, or Developmental Standards for preschool
children with disabilities.
4-68. Should the Measurable Annual Goals be stated in terms of
percentages
or trials?
As long as the goals are written in measurable terms to the extent that they can be used to monitor
progress and assess the appropriateness of special education services, goals can be stated in terms of
percentages or trials. SES highly recommends that goals are reviewed on a regular basis.
4-69. If IEPs are written that cover two grades, which grade level of standards do we use?
An IEP that covers two academic grades should address the content and skills that the student will
need to be involved and progress in the general education curriculum for both school years.
Depending on the nature of the student’s needs, the IEP goals may or may not reflect course of
study standards for multiple school years.
4-70. Can we write only one measurable annual goal?
The amount of goals written should be based on the student’s needs. (For students working on
Alternate Achievement Standards at least one goal in the area of reading, math, and functional skills
is required).
4-71. Do we write a measurable annual goal for all academic areas or just for the area(s) of the
student’s weakness?
Goals should address the area(s) of need for the student.
4-72. Do we write goals for classes taught by regular education teachers?
Goals should be written to address the student’s needs not the classes taught. Goals should not
restate the standard.
4-73. Would there ever be a reason to have the student’s measurable annual goal read “the
student will maintain A’s and B’s on grade-level standa
rds?”
No. Goals should be written
based on the
student’s
deficit
areas in working
toward
grade-level
standards.
4-74. Must all IEPs have a reading and math goal?
Students should have goals that address the student’s area of need which may or may not be
reading and/or math.
4-75. Do goals need to be written for specially designed physical education (PE)?
If the student receives specially designed PE which is an area of instruction, the IEP must have
goal(s) if the PE curriculum is being modified. If only accommodations are provided for PE, goals
are not required unless specially designed PE is the only goal being addressed in the student’s IEP.
The PE accommodations without a goal should be documented under Supplementary Aids and
Services on the goal page of the IEP.
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4-76. If a student with physical disabilities requires specially designed PE, whose job is it to
provide this service?
If specially designed PE is prescribed in a student’s IEP, the public agency responsible for the
education of that student must provide the services directly or make arrangements for them to be
provided through other public or private programs.
4-77. Do goals need to be written for OT or PT services?
Goals should not be written for OT and PT services. The OT and PT services are related services
that are needed to assist the student to benefit from special education services. Address OT and PT
services under Related Services in the IEP.
4-78. Is it appropriate to have fluency goals for a high school student?
Yes, if this is an area of need for the student.
4-79. Does speech need to be written as a goal or as a related service?
If SLI is the disability area and the student qualifies in articulation, voice, or fluency, there must be
a speech goal(s) and speech should be addressed as “Special Education” under the Special
Education and Related Service(s) section of the IEP. If a student qualifies for SLI in the area of
language, the IEP team should have a language goal, reading goal, or other goal with a language
component embedded in the goal and services should be addressed as “Special Education” under
the Special Education and Related Service(s) section of the IEP. If SLI is not identified to be the
area of disability on the student’s eligibility report, goals may or may not be written in the area of
articulation, voice, or fluency. That will be an IEP Team decision. When SLI is not the area of
disability as stated on the eligibility report, it should be addressed as a “Related Service” under
the Special Education and Related Service(s) section of the IEP.
4-80. What is meant by the term peer reviewed research?
The term peer reviewed research means there is reliable evidence that the program or services are
effective. The IEP Team should have strong evidence (i.e., journal publications, programs that are
known to be scientifically based researched, teacher data) of the effectiveness of instructional
programs and other services before proposing them in an IEP. Peer reviewed research also
applies to nonacademic areas such as behavioral interventions. Before the IEP Team lists
specially designed services and/or programs under Special Education and Related Services, the
IEP Team must validate that the services and/or programs have been proven to be effective based
on peer review research.
4-81. Where would you list a scientifically based reading research program on an IEP?
A program used for all students does not need to be addressed in the IEP. If it is a program used
specifically to meet an individual student’s needs, the program would be identified under the
Special Education and Related Service(s) section of the IEP. Naming a specific program in the
IEP is not recommended because a specific program may change (i.e., the program isn’t working,
the student transfers) within the implementation and duration dates of the IEP.
4-82. How do we work toward eliminating deficits in reading and math when the students are
required to be in a regular class?
For students with deficits in reading and math, the regular education teacher and special education
teacher should collaborate to provide differentiated instruction during regular education time as
well as during the supplemental and intervention time that should be built into the master
schedule.
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4-83. When putting the minutes on related services, do you put a cumulative amount for those
areas where the services are not provided daily?
The Amount of Time must be documented for all related service areas. There are various ways to
document the Amount of Time. All IEP Team members should understand what services will be
provided and ensure that the services are documented and implemented as per the IEP Team’s
understanding.
4-84. How are supplementary aids and services defined?
This refers to the aids, services, and other supports that are provided in regular education classes,
other education-related settings, and in extracurricular and nonacademic settings to enable
students with disabilities to be educated with nondisabled students to the maximum extent
appropriate.
4-85. What is meant by Benchmarks?
Benchmarks are targeted sub skills or steps (levels of achievement) that lead to the achievement
of the overall annual goal and should contain clear indications of how the student’s progress will
be evaluated.
4-86. If a child is in all regular classes, are Benchmarks required?
Benchmarks are required only for those students who participate in alternate assessments aligned
to alternate achievement standards and for those students where the public agency requires
benchmarks for all students.
4-87. Can Measurable Annual Goals and/or Benchmarks be changed without initiating another
IEP Team meeting?
Changes in the IEP can only be made through an IEP Team meeting or through the allowable
amendment process. Regardless, notice must be provided to the parent explaining the changes
made.
4-88. What is meant by the terms anticipated frequency of service(s), amount of time,
beginning/ending date, and location of service(s)?
Terms
Ex
p
lanation of Terms
Anticipated Frequency of
Indicates how often the service(s) will be provided
(
e.
g
.
,
annual
,
bi-monthl
y,
dail
y,
weekl
y)
.
Service(s) Amount of Time
a. Refers to the minutes, hours, or days for each area.
b. Required for Special Education and Related Services.
c. If the IEP Team knows the Amount of Time for other
needed services, it should be included.
Beginning/Ending Date
a. The start to finish of service(s).
b. May be different for each goal listed.
c. May be different from the IEP Initiation/Duration Dates.
Location of Service(s)
The specific location where the services will be provided
(e.g., regular education classroom, resource room, school bus,
lunch room, gym).
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4-89. What is the difference in an accommodation and a modification?
Accommodations lessen the impact of the student’s disability in the teaching/learning
environment in order to level the playing field but do not change the content of the standard.
When accommodations are made for the student with disabilities, the content has not been altered
and the student can earn course credit.
Modifications are changes made to the content of the curriculum due to the unique needs arising
from the student’s disability. When course content is modified, the student is not pursuing the
content prescribed in the applicable course of study and cannot earn course credit.
4-90. If the student requires support for personnel in the general education curriculum, where do
you document this?
Support for personnel should be documented on the Special Education and Related Service(s)
page of the IEP under “Support for Personnel” and should be indicated on the IEP only when
training or support are being provided to public agency personnel regarding a student’s specific
need.
4-91. When the special education teacher collaborates with the regular education teacher by
meeting with him or her to discuss the student’ special education services, is that considered
Special Education or Support for Personnel?
That is considered Special Education and should be documented under “Special Education” in
the Special Education and Related Service(s) section of the IEP.
4-92. When extended school year (ESY) services should be provided?
The IEP Team must consider ESY services at least annually as part of the provision of FAPE. The
ESY services must be provided only if a student’s IEP Team determines that the services are
necessary for the provision of FAPE. If ESY services are needed, the IEP must clearly specify
which goals and services are being extended, the beginning and ending dates for services, the
location, and the amount of time committed.
4-93. Why is the IEP Team required to include an explanation of the extent to which a student
will NOT participate with nondisabled students in the regular class and in extracurricular
and nonacademic activities?
The IDEA requires that each student with a disability be educated with nondisabled students to
the maximum extent appropriate. A student with a disability
may be removed from the regular
education environment only when the nature or severity of the disability is such that education in
the regular education classroom with Supplementary Aids and Services cannot be satisfactorily
achieved. To the maximum extent appropriate, students with disabilities should participate with
nondisabled students in nonacademic and extracurricular services and activities. The IDEA
assumes that the majority of students who are eligible for special education and related services
are capable of participating in the general education curriculum to some degree with
accommodations and/or modifications. The IEP Team must consider the needs of the individual
student and decide the extent to which the student is able to participate appropriately in the
general education curriculum.
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4-94. If a student receives intermittent services at home or in the hospital, could more than one
LRE be noted?
No. The IEP Team should determine where the student spends most of his or her time and choose
the LRE based on that information. If the amount of time is equally spent at home and in the
hospital only choose one LRE. The IEP Team should explain why a student receives services in
more than one environment in the Least Restrictive Environment section of the IEP.
4-95. Under what circumstances can you justify a separate school as a student’s LRE?
The justification of LRE is written for the student not for the separate school. The justification
should be based on the needs of the student. Students enrolled in separate schools should still be
afforded the opportunity for interaction with age-appropriate nondisabled peers. Also, physical
education services, specially designed if necessary, must be made available to every student with
a disability receiving FAPE, unless the public agency enrolls students without disabilities and
does not provide physical education to students without disabilities in the same grades.
4-96. Are public agencies required to have a continuum of services available?
Yes. A public agency may not say that the only option is full inclusion or a self-contained
classroom.
4-97. Is a parent signature required on the IEP?
There is not a requirement in the IDEA statute or the federal regulations that a parent sign an IEP
for it to be implemented. The parent signature is a way of documenting parent participation.
4-98. If a parent participated in the IEP meeting via conference call, should a signature page for
the IEP be mailed to the parent for their signature?
No. Simply document how the parent participated in the IEP Team meeting in the space provided
for the parent signature. The parent must be provided a copy of the IEP.
4-99. What if the parent gets upset and leaves the IEP meeting?
If the parent gets upset and leaves the IEP meeting, the meeting may continue. An IEP Team
member should document that the parent was present during part of the meeting. Each IEP Team
member should document his or her participation and position(s) he/she is serving in by signing
and dating on the appropriate line(s). The parent must be provided a copy of the IEP as well as a
Notice of Proposal or Refusal to Take Action form if this was an annual IEP Team meeting. If this
was an IEP amendment meeting, the parent must receive a copy of the revised IEP and a Notice of
Proposal or Refusal to Take Action form explaining the changes.
4-100. Is it permissible for the public agency to have the IEP completed before the IEP meeting
begins?
No. Public education agency staff may come to an IEP meeting prepared with evaluation findings
and proposed recommendations regarding the IEP content, but the public agency must make it
clear to the parent at the beginning of the meeting that the services proposed by the public agency
are only recommendations for review and discussion by the IEP Team. Best practice would be to
seek input from the parent prior to the meeting and/or send a draft of the IEP to the parent so
he/she has time to review the proposed IEP prior to the meeting.
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4-101. Are state assessment forms required for preschool?
No.
4-102. How many pages will be in an IEP?
The number of pages in an IEP would depend on the needs of the student and what the IEP Team
determines the student can reasonably be expected to do during a school year.
4-103. Who should have a copy of the IEP?
The special education teacher and/or case manager of the student must have a copy of the IEP.
The public agency is also required to provide a copy of the IEP to the parent at no cost.
Others responsible for implementing parts of the IEP (e.g., regular education teacher[s], related
service providers, and any other service provider) must be informed of their specific
responsibilities related to implementing the IEP and the accommodations, modifications, and
supports that must be provided in accordance with the student's IEP. The IEP must be
“accessible” to these other providers but it is not a requirement that a personal copy of the
entire IEP be provided. If a personal copy of the IEP is provided to other service providers, they
must be made aware that the IEP document in whole or in part must be protected in a
secure location and treated as a confidential document.
4-104. Should a paraprofessional assigned to a student sign the Persons Responsible for IEP
Implementation?
Yes. Each regular education teacher, special education teacher, related service providers, and any
other service provider must first be informed of his or her specific responsibilities related to
implementing the student’s IEP and the specific accommodations, modifications, and supports
that must be provided for the student in accordance with the IEP. Secondly, once informed of his
or her responsibilities, each individual responsible for the implementation of the student’s IEP
must sign the form Persons Responsible for IEP Implementation. The student’s case manager
must keep a copy of the form Persons Responsible for IEP Implementation with the individual
signatures on file.
4-105. Who is responsible for serving a student with disabilities who is residing in a local detention/
jail facility?
The local education agency where the detention/jail facility is located should ensure that special
education and related services are provided to the student with disabilities.
4-106. How often must the IEP and placement must be reviewed?
The IEP must be reviewed at least annually. The IEP and placement may be reviewed more often,
if needed. The parent or the teacher may request an IEP Team meeting if there is a need to review
or revise the IEP.
4-107. Will a transitional IEP be developed for students who are no longer eligible for special
education services?
No.
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4-108. When a student transfers from another public agency within the state do you have to honor
the IEP from the other agency?
If a student with a disability (who had an IEP that was in effect in a previous public agency in
Alabama) transfers to a new public agency in Alabama and enrolls in a new school within the
same school year, the new public agency (in consultation with the parent) must provide FAPE to
the student (including services comparable to those described in the student’s IEP from the
previous public agency) until the new public agency either:
a. Adopts the student’s IEP from the previous public agency.
b. Develops, adopts, and implements a new IEP.
c. Manually enter the annual review date into the student’s folder (this date represents the date
the IEP Team met to review the IEP).
4-109. What if a student who’s IEP has not been subject to a timely annual review, but who
continues to receive services under that IEP, transfers to another public agency in the same
state? Is the new public agency required to provide FAPE from the time the student
arrives?
If a student with a disability was receiving special education and related services pursuant to an
IEP in a previous public agency even if that public agency failed to meet the annual review
requirements and transfers to a new public agency in the same state and enrolls in a new school
within the same school year, the new public agency (in consultation with the parent) must
provide FAPE to the student (including services comparable to those described in the student’s
IEP from the previous public agency), until the new public agency either:
a. Adopts the student’s IEP from the previous public agency.
b. Develops, adopts, and implements a new IEP.
c. Manually enter the annual review date into the student’s folder (This date represents the date
the IEP Team met to review the IEP).
4-110. When a student transfers from another state do you have to honor the IEP from the other
state?
If a student with a disability (who had an IEP that was in effect in a previous public agency in
another state) transfers to a public agency in a new state, and enrolls in a new school within the
same school year, the new public agency (in consultation with the parent) must provide the
student with FAPE (including services comparable to those described in the student’s IEP from
the previous public agency) until the new public agency:
a. Conducts an evaluation (if determined to be necessary by the new public agency).
b. Develops, adopts, and implements a new IEP, if appropriate.
4-111. Is the receiving public agency required to write an IEP on Alabama forms for out-of-state
transfers who have a current IEP?
No. The receiving public agency would implement the out-of-state IEP until such time that a new
IEP is developed, if the student is eligible according to the AAC.
4-112. Do you have to get consent from the parent to request records from the sending public
agency?
Parental consent is not required for the transmission of special education records between public
agencies. Parental notice is required. A sample form is on our website under “Forms.”
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4-113. What procedures must the public agency follow when an out-of-state transfer student
cannot produce any IEP, and the parent is the source for identifying “comparable” services?
a. The new public agency in which the child enrolls must take reasonable steps to promptly obtain
the child’s records, from the previous public agency in which the child was enrolled (including
the IEP and supporting documents and any other r
ecords relating to the provision of special
education or related services).
b. The previous public agency in which the child was enrolled must take reasonable steps to
promptly respond to such request from the new public agency.
c. When a child with a disability who had an IEP that was in effect in a previous public agency in
another state transfers within the same school year and enrolls in a new school, the new public
agency, in consultation with the parents, must provide the child with FAPE.
d. The new public agency must provide services comparable to those described in the previously
held IEP, until such time as the new public agency conducts a new evaluation.
e. The new public agency must evaluate, if necessary, and determine eligibility.
f. When an evaluation is determined to be necessary by the IEP Team, that evaluation will be
considered to be an initial evaluation.
g. If the parents refuse consent for the initial evaluation, the public agency may, but is not
required to initiate mediation and/or a due process hearing to override the parents’ refusal.
4-114. What if a student transfers from an out-of-state agency to a public agency without an IEP,
yet it is obvious he/she is in need of special education services?
If the parent and the new public agency agree on services that the student needs until records are
received from the previous public agency, those agreed upon services may be provided. If the
parent and the public agency do not agree on the services to provide, the student is enrolled in the
regular education program along with any Special Education and Related Services on which the
parent and the public agency agree. The public agency may also ask the parent for consent to
conduct an initial evaluation.
4-115. Is it permissible for a public agency to require that a student with a disability who transfers
from another state with a current IEP that is provided to the new public agency remain at
home without receiving services until a new IEP is developed by the public agency?
a. No. If a student with a disability (who had an IEP that was in effect in a previous public
agency in another state) transfers to a public agency
in a new state, and enrolls in a new
school within the same school year, the new public agency (in consultation with the parent)
must provide the student with FAPE (including services comparable to those described in the
student’s IEP from the previous public agency), until the new public agency:
(1.) Conducts an evaluation (if determined to be necessary by the new public agency).
(2.) Develops, adopts, and implements a new IEP, if appropriate.
b. The public agency must provide FAPE to the student when the student enrolls in the public
agency in the new state, and the public agency may not deny services to the student pending
the development of a new IEP.
4-116. How do we document parent participation in a meeting if they participated by phone?
To document parent participation on hard copy forms and in SETS, on the parent signature line
write, “parent participated by phone.”
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4-117. Do public agencies have a time limit on facilitating the transfer of student records?
The new public agency in which the student enrolls must take reasonable steps to promptly
obtain the student’s records, including the IEP and supporting documents and any other records
relating to the provision of special education or related services to the student, from the previous
public agency in which the student was enrolled, and the previous public agency in which the
student was enrolled must take reasonable steps to promptly respond to the request from the new
public agency. If hard copies of records are requested by the new public agency, SES
recommends the records be delivered within ten days of the request. With the transfer process in
SETS hopefully there will not be a need to transfer hard copies of records.
4-118. What is the timeline for the receiving public agency to adopt an IEP from a previous public
agency or to develop and implement a new IEP?
The federal regulations do not establish timelines for the new public agency to adopt the
student’s IEP from the previous public agency or to develop, adopt, and implement a new IEP.
However, the new public agency must take the steps within a reasonable period of time to avoid
any undue interruption in the provision of special education and related services.
4-119. How do we document the parent chose to participate by phone but at the time of the
meeting they did not answer the phone?
If the parent said he/she was going to participate in the meeting by phone and did not participate,
document that the parent was unavailable by phone.
4-120. How should an LEA handle missed speech-language services?
The Office of Special Education Program (OSEP) issued a letter March 8, 2007, to the American
Speech-Language Hearing Association (ASHA) addressing missed services. This letter was
reaffirmed for ASHA by OSEP in January 2016. OSEP reiterated that the determination of
whether an interruption in services constitutes a denial of FAPE is an individual determination
that must be made on a case-by-case basis. You should "consider the impact of a provider's
absence or a child's absence on the child's progress and performance and determine how to ensure
the continued provision of FAPE in order for the child to continue to progress and meet the
annual goals in his or her IEP." Generally, absences of the child (unless excessive) do not
constitute a denial of FAPE. Here is a link to the letter from OSEP:
https://www2.ed.gov/policy/speced/guid/idea/letters/2007-1/clarke030807disability1q2007.pdf
4-121. What is the process to discontinue the speech-language services only for a student with an
exceptionality area other than SLI who continues to need other special education services?
Since the exceptionality is in an area other than SLI, the IEP Team’s decision should be
documented on the Profile Page of the IEP. The IEP
Team may make a change at an annual IEP
meeting/review or through the Amendment Process (follow Process Chart 5 of Mastering the
Maze).
4-122. Who provides services for a school-age student attending a private school located in the
LEA in which he lives?
The LEA of residence is required to make FAPE available. If the parent makes clear the intention
to keep the child enrolled in the private school,
then the LEA of residence is responsible for
ensuring equitable participation according to its private school plan.
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4-123. Who should provide services for a preschool student attending a private preschool outside
the LEA of residence, the LEA of residence or the LEA in which the private school is
located?
Please refer to Question N-1 on page
42 of Q and A: Questions and Answers On Serving Children
With Disabilities Placed by Their Parents at Private Schools (April 2011) from the U.S.
Department of Education, below:
“Question N -1: What obligation, if any, do districts have to serve three- through five-year-old
children who are parentally placed in private preschools?
Answer: An LEA’s obligation to serve children aged three through five under the equitable
services provisions depends on whether a child is enrolled in a private school or facility that
meets the definition of “elementary school” in the IDEA and the final regulations. “Elementary
school” is defined in 34 CFR §300.13 as a nonprofit institutional day or residential school,
including a Public elementary charter school that provides elementary education, as determined
under State law. Accordingly, three- through five-year-old children with disabilities who are
enrolled by their parents in a private school or facility that meets the State’s definition of
“elementary school” would be considered parentally placed and the equitable participation
provisions would apply.
A child aged three through five enrolled by his or her parents in a private school or facility that
does not meet the State’s definition of “elementary school” would not be eligible to be considered
for equitable services. However, the State’s obligation to make FAPE available to such a child
remains. Section 612(a)(1) of the IDEA requires that States make FAPE available to eligible
children with disabilities aged three through 21 in the State’s mandated age range (34 CFR
§300.101). Because many LEAs do not offer public preschool programs, particularly for three-
and four-year-olds, LEAs often make FAPE available to eligible preschool children with
disabilities in private schools or facilities in accordance with 34 CFR §§300.145 through 300.147.
In these circumstances, there is no requirement that the private school or facility be an
“elementary school” under State law.
In some instances, an LEA may make FAPE available in the private preschool program that the
parent has selected. If there is a public preschool program available, the LEA of residence may
choose to make FAPE available to a preschool child in that program. If the group of persons
making the placement decision, as specified in 34 CFR §300.116(a)(1), places the child in a
public or private preschool program and the parents decline the public agency’s offer of FAPE
because they want their child to remain in the private preschool program they have selected, the
public agency is not required to provide FAPE to that child., The parent may challenge the public
agency’s determination of what constitutes FAPE for their child using the State complaint and
due process procedures available under IDEA.”
4-124. Who provides services for a school–age student attending a private school not located in the
LEA in which he lives?
The LEA of residence would be responsible for making FAPE available. If the parent makes clear
the intention to keep the child enrolled in the private school located in another LEA, then the LEA
where the private school is located is responsible for ensuring equitable participation according to
its private school plan.
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Assistive Technology
4-125. What is an assistive technology device?
An assistive technology (AT) device is any item, piece of equipment, or product system,
whether acquired commercially off the shelf, modified, or customized, that is used to increase,
maintain, or improve the functional capabilities of a child with a disability. The term does
not include a medical device that is surgically implanted, or the replacement of such device
(AAC 290-8-9.07(6)(b)). The definition of the term “assistive technology device” is based
on how the technology is used rather than specific types of technology.
4-126. What is an assistive technology service?
Assistive technology service means any service that directly assists a child with a disability in
the selectio
n, acquisition, or use of an assistive technology device. The ter
m
incl
udes:
a. The evaluation of the needs of a child with a disability, including a functional evaluation of
the child in the child's customary environment;
b. Purchasing, leasing or otherwise providing for the acquisition of assistive technology devices
by a child with a disability;
c. Selecting, designing, fitting, customizing, adapting, applying, maintaining, repairing, or
replacing assistive technology devices;
d. Coordinating and using other therapies, interventions, or services with assistive technology
devices, such as those associated with existing education and rehabilitation plans and
programs;
e. Training or technical assistance for a child with a disability or, if appropriate, that child's
family; and
f.
Training or technical assistance for professionals (including individuals providing education or
rehabilitation services), employers, or other individuals who provide services to, employ,
or are
otherwise substantially involved in the major life functions of that child (AAC 290-8-9.07(6)(b)).
4-127. Does every child need an assistive technology device?
No. It is the IEP Team’s decision to determine what assistive technology, if any, a student needs.
4-128. Can assistive technology devices and/or services be taken home?
Yes. The assistive technology device or service must be provided for home use when the IEP
Team determines that a particular assistive technology item is required for home use in order for
the student to receive FAPE.
4-129. Can a student use an assistive technology device during summer?
Yes. If the IEP Team determines that assistive technology is needed to provide FAPE. On a case-
by- case basis, the use of school purchased assistive technology devices in a child's home or in
other settings is required if the child’s IEP Team determines that the child needs access to those
devices in order to receive FAPE (AAC 290-8-9.07(6)(e)).
4-130. Are items such as eye glasses, wheelchairs, or hearing aids considered to be assistive
technology devices? If so, who is responsible for payment?
On a case-by-case basis, the use of school-purchased assistive technology devices in a child's
home or in other settings is required if the child’s IEP Team determines that the child needs
access to those devices in order to receive FAPE. (AAC 290-8-9.07(6)(e)). Items such as
wheelchairs, hearing aids, and eyeglasses may be considered to be assistive technology (Letter to
Seiler, 20 IDELR 1216 [OSEP 1993], Letter to Bachus, 22 IDELR).
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4-131. If a particular device is recommended on a report or in a student’s IEP, is the LEA
responsible for providing the equipment?
No. When a particular assistive technology device or service is recommended in an evaluation
report, the IEP Team must consider the recommendation. If the IEP Team decides that the
recommendation is appropriate the IEP team should include the AT in the IEP.
4-132. Who is qualified to do an assistive technology evaluation?
The qualifications of the evaluator(s) depends on the type of assistive technology being
considered. There are no federal regulations regarding the qualifications of an assistive
technology evaluator.
4-133. Who determines the need for assistive technology?
The IEP Team determines the need for assistive technology.
4-134. When and where is the assistive technology evaluation completed?
When – The evaluation must be completed within a reasonable period of time.
Where – The evaluation should take place in the child’s customary environment.
4-135. What is consideration of assistive technology?
Consideration of assistive technology is a discussion that takes place during the IEP meeting to
determine if an AT device or service is needed in order for the student to receive FAPE.
4-136. Is assistive technology a disability category?
No. Assistive technology is not a disability category.
4-137. Is assistive technology a “special education service?”
According to the federal regulations §300.308 assistive technology may be a
special education
service, a related service, or a supplementary aid and service.
4-138. Is assistive technology a “related service?”
According to the federal regulations §300.308 assistive technol
ogy may be a special
education service, a related service, or a supplementary aid and service.
4-139. Is assistive technology a “supplementary aid and service?”
According to the federal regulations §300.308 assistive technology may be a s
pecial
education service, a related service, or a supplementary aid and service.
4-140. What role does assistive technology play in supporting the student in the least restrictive
environment?
Assistive technology serves as an attempt to level the playing field and to maximize, to the extent
appropriate, the student’s ability to receive services in the least restrictive environment.
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4-141. Where is assistive technology documented in the IEP?
Assistive technology may be documented throughout the IEP. The student’s present level of
academic achievement and functional performance should determine where assistive technology
is documented in the IEP. If assistive technology is checked “yes” under special instructional
factors, it must addressed in the IEP.
4-142. Should the IEP Team state the brand name of an assistive technology device?
No. Citing specific equipment, software, or apps on an IEP is not recommended. A broad
description of function such as “communication device” instead of a brand name should be used.
4-143. Are back-up devices needed or emergency contingency plans required?
Yes. The IEP Team should discuss the use of back-up equipment. Back-up equipment should be
used until the student’s equipment is repaired or replaced even though it may not be identical to
the device being repaired or replaced.
4-144. Who decides what assistive technology the student needs?
The IEP Team decides what assistive technology the student needs.
4-145. What is the assistive technology range of service or type of device the district is required to
provide to the student?
There is no set range of assistive technology devices or services. The IEP Team determines the
needs of the student and the device or service that best fits the student.
4-146. Is it appropriate to recommend assistive technology equipment at the IEP meeting if you
know the necessary training for the student will not be available due to a shortage of
qualified personnel?
Yes, it is appropriate as part of the consideration process. A student’s IEP should not be limited
to the services currently available.
4-147. What happens when a parent disagrees with the IEP Team’s decision that assistive
technology is or is not needed?
The parent may request an Independent Educational Evaluation (IEE), mediation, and/or
impartial due process hearing.
4-148. Is the LEA responsible for funding assistive technology for a student who is served in
special education and needs assistive technology?
Yes. Special education means specially designed instruction, at no cost to the parents, to meet
the unique needs of a child with a disability AAC 290-8-9.00(21)(a)(1)).
4-149. Can an LEA decline to provide assistive technology services and equipment due to a lack of
funds?
No. A public agency is responsible for providing what is included in the IEP. Public agencies
cannot deny the provision of equipment due to a lack of funds.
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4-150. Is the LEA required to provide assistive technology for students with disabilities
parentally placed in private school?
Possibly. The specific types of services to be provided are based on equitable services outlined
in the LEA’s private school agreement serving children with disabilities placed by their parents
in private school.
4-151. Can the parent choose to purchase a device for the student to use in the school
environment?
Yes. Parents may purchase a device for their child to use at school.
4-152. Does the school have any responsibility for personally provided parent devices?
No, when the parentally purchased device is not necessary for the child to receive FAPE, the
public agency is not responsible.
Yes, when the parentally purchased device is identified as a need on the IEP, the public agency
is responsible.
4-153. How are personally provided parent devices documented in the IEP?
Personally provided parent devices are only documented on the profile page as personally
provided parent devices in the “parental concerns” or “other” sections of the IEP.
4-154. Are all service providers involved with the student required to receive training in the
assistive technology used by the student?
This is an IEP Team decision. The depth of training depends on the use of AT in the
environment and the person’s involvement with the student and equipment.
4-155. What if the student does not use the assistive technology device after it has been
purchased?
If the student does not use the assistive technology offered, provide additional training to the
student and personnel. If additional training is not sufficient, the
IEP Team should revisit the
consideration process and determine if different technology is required to meet the student’s
needs.
4-156. Is a parent responsible for a lost or damaged device that was provided by the LEA?
No. When assistive technology is specified on the student’s IEP, the family cannot be required
to incur any financial responsibility.
4-157. Does the student keep the same assistive technology until graduation?
Yes, if the present technology continues to meet the student’s need. However, assistive
technology consideration is an ongoing process, therefore the IEP Team must annually
determine if the current technology continues to meet the student’s needs.
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4-158. Must assistive technology be provided for students with disabilities attending virtual
schools?
Yes. When the IEP Team determines virtual school as an appropriate environment, the student
with a disability must receive assistive technology, if needed, as a part of the student’s special
education services.
4-159. If a student from another district enrolls in a virtual school in my district, who is
responsible for providing the needed assistive technology?
If a student with a disability applies and is accepted as an out-of-district enrollee, the public
agency sponsoring the virtual school is responsible for
the educational program and the special
education and related services.
4-160. Would a computer-based reading program be considered assistive technology?
A computer-based reading program could be considered as part of the student’s Special
Education, Supplementary Aids and Services, or as Assistive Technology (AT) if the IEP
Team determines the program is needed for the student to receive FAPE. If it is a program
available to all students, it is not considered to be AT and not included on the IEP.
English Learner (EL) and the Special Education Process
4-161. Does an EL need to be in school for a certain amount of time before he can be
referred/evaluated for special education services?
No. Any student may be referred and evaluated at any time if there are concerns and it is
determined to be appropriate. During the special education eligibility process, the IEP Team is
directed to consider the amount of formal education the student has received in its decision
regarding eligibility.
4-162. Does an EL need to reach a certain level of English proficiency on the WIDA ACCESS or
comparable measure before he can be referred for special education evaluation?
No. If concerns are present and the team determines that referral/evaluation are necessary, the
student may be evaluated at any time. If the student is not proficient in English, evaluation
should proceed in the dominant language.
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