Writing an Effective IEP I-9 for Itinerant Services
General Guidance
 IEP’s should not be written one way for all children Don’t forget to keep the I(Individual) in IEP
 Direct Service involves the teacher and/or therapist providing IEP based instruction directly with the child
either individually or in a group setting.
 Indirect Service supports the direct service instruction through a variety of methods which may include
coaching, collaboration and consultation.
 The IEP team needs to discuss and determine together how much time is needed in both direct and indirect
services. This discussion can only happen after goals are established and should be focused on the amount
of time necessary to achieve the goal in one year and make progress in the general curriculum. It is
important that caregivers or teachers from the natural environment have input regarding the amount of time
needed for indirect services.
 When considering the amount of time in the natural environment or regular education versus any potential
pull-out, consider: 1) How the child functions in the group 2) The pace of instruction in the group 3) Any
specific environmental needs to accomplish a particular goal 4) Potential benefits and opportunities for
providing instruction near or with the caregiver or teacher.
 Do not get caught up in correctly writing minutes and kinds of service vs. the big picture of good service
delivery
Services
Special Education
 Direct Services to the child should be listed here.
 The service identified from SEDR should be: Early Childhood – Itinerant or Speech & Language – Itinerant
 It is beneficial if the team can determine a range of services under amount and frequency.
 Services should be represented in minutes per month and contacts per week
For example 120 -180
minutes/month; 1-2 contacts/week or 360 -420 minutes/month; 2-3 contacts/week
Related Services
 Direct Services to the child should be listed here.
 Services should be represented in minutes per month and contacts per month.
o Occupational Therapy - 45-60 minutes/month, 1 contacts/month
o Physical Therapy – 90-120 minutes/month, 3-4 contacts/month
o Speech Therapy – Itinerant – 120 minutes/month, 4 contacts/month
For example:
Supplementary Aids and Services
Direct or Indirect Services: Services, supports and aids provided to or on behalf of the student in regular
education and/or natural environments. The only indirect service type listed in this area is coaching.
 Use of materials
 Classroom arrangement
 Safety issues
 Equipment usage
 Preferred seating
Examples:
 Arrangement of the classroom furniture to allow for ease of maneuvering a wheelchair or other adaptive
positioning devices
 Access to keyboard/mouse in the classroom to explore options for written work
 A variety of sensory processing strategies will be trialed to decrease activity level and increase self control at
each home visit
Program Modifications or Supports
Indirect Services of consultation and collaboration would be listed here. Consultation with teacher and
consultation with parent can be listed
 Minutes/month
 Minutes/quarter
 Number of times/year
If the team determines that a particular program can provide services, but consultation is necessary from other
specialties those services should be listed here. For example a student whose primary program is ECSEItinerant with a speech/language impairment, the IEP team may determine a need for Speech/language
consultation to caregivers and teachers in order to show progress toward goals.
Examples:
Consultation with parent, preschool teacher, ECSE itinerant teacher and speech/language pathologist to
develop strategies to facilitate use of language
60 minutes/ quarter
OT will consult with itinerant ECSE teacher and parent regarding sensory organization 45 minutes/month
PT to train school staff - September of 2010 (and any new staff throughout the school year or to retrain for
changes in procedures) for correct lifting techniques, transfers and for safe use of adaptive and positioning
equipment 20-30 minutes/ training
Meeting with Occupational Therapist, Speech & Language Pathologist and Early Childhood Itinerant Special
Education Teacher to plan collaborative programming for ________
1-3 times/year
Meeting with _________’s teacher to share goals and strategies to collaboratively meet his IEP Goals 30
minutes/quarter
Team planning to design instruction and modifications within routines to maximize learning opportunities for
_______ to make progress on IEP Goals 90-120 minutes/year
Use of a classroom binder to facilitate communication and skills for all staff who work with __________
Available daily in the classroom
IEP’s and Placement Consideration/Writing and Effective IEP I-9 for Itinerant Services
Modified 4/21/10