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Procedures for Developing IEPs
Scheduling IEP Meetings
It is best practice to begin planning for an IEP meeting approximately five weeks prior to the ending date of the student’s annual IEP. The case manager is responsible for determining the required team members. Be mindful to include secondary service providers, related service providers, general education teachers, psychologist, administrators, school nurse, Director of Student Services, ESOL teacher, or other agencies, as mandated. With this in mind, it may be advantageous to contact required team members to set a tentative date for the meeting prior to contacting the parent/guardian.
IEP meetings should be held at least 7 days prior to the expiration/end date of the IEP.
In the event that a parent requires a translator or interpreter, it is the responsibility of the Coweta County
Schools to ensure that an appropriate adult is available to serve in that capacity. The case manager is responsible for seeking assistance in obtaining the services of an interpreter or translator.
If eligibility is due within the next twelve months or by the end of the next school year that the IEP covers, be sure to schedule in GOIEP the meeting as a redetermination (DOR and annual review) and complete and gather all data needed to be address the DOR at the meeting.
Document parent contacts in the log section of GOIEP.
Invitations
Parent should be given at least 3 notifications of impending meeting with one being the written invitation.
Parent should be notified at least 10 days prior to the meeting and be given the date, time, participants, and location.
When developing and discussing the Individualized Transition Plans, the student should always be listed as a participant on the invitation. It is best practice to include the student at any age as deemed appropriate by the parent and/or special education teacher.
Excusals
A member of the IEP Team, who is listed on the invitation, is not required to attend the IEP meeting if the parent agrees in writing, because the member’s area of the curriculum or related service is not being modified or discussed at the IEP meeting. However, the IEP meeting must minimally have the required members to constitute a meeting.
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A member of the IEP Team, who is listed on the invitation, may be excused from attending the meeting when the meeting does not involve a modification or discussion of his or her area of expertise. Prior to the IEP meeting a team member, who requires an excusal from the IEP meeting, must submit input in writing to the parent and IEP Team. The parent must also consent in writing, to the excusal of a team member listed on the invitation. Annual IEP meetings require input from all areas; therefore, excusals would be only to excuse duplicate positions represented.
Developing the IEP
Coweta County Schools utilizes Georgina Online IEP (GOIEP) web-based program offered through the Georgia
Department of Education. Employees login in through the student information system, Infinite Campus. Refer to GOIEP instructions regarding navigation of GOIEP to develop the IEP. Refer to each IEP section on the website for more detailed information.
When beginning the IEP meeting:
 Review the purpose of the meeting;
 Introduce all team members;
 Review the agenda for the meeting if developed;
 Review Parental Rights;
 Discuss any ground rules;
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Review IEP Goals/Progress Report.
In a successful IEP meeting:
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Decisions are documented;
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There is a clear understanding of who is responsible for designated tasks—Action Plan;
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All team members are active participants;
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Team members are open, honest, and positive.
Team Members
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At the beginning of the year or once a child is referred, the team members should be established.
All staff that will work with the child or assess the child should be set up as team members in
GOIEP, including parents and the student (if over 14).
IEP Background Information:
 Student and Guardian Demographics – Be sure to verify identifying information with the parent and update this information with your front office secretary if new information is given.
 Home School – For students attending school outside their home zone, verify the student’s correct home school zone.
 Service School – The school where the student is currently attending is the Service School. If there will be a transition to a new school, list the change in the meeting notes section of the IEP at the end of the IEP in the audit IEP section. Be sure to complete Transfer Application Form and submit to Vickie Shepherd if the student is not in the home school per the IEP.
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Present Level of Performance Section
Enter in detail appropriate dialogue for each section.
Results of State and District Assessments - This area will automatically generate in GOIEP with any state-wide assessments taken in Georgia.
Results of Initial or Most Recent Evaluation (Assessment and Academic, Developmental, and Functional
Needs Section)
Provide information on all areas assessed. This should include, but is not limited to, all areas in which the student has academic, developmental, and/or functional needs. This should NOT be a listing of scores or grades only. Test results, the date of administration of the results, and an explanation of the information which better defines the current levels of the student and his/her needs should be included. This information will help in linking goals that may need to be developed for the student. Enter most recent testing data (i.e., formal assessments from psychological testing if current and/or applicable, other assessments such as GRASP, rating scales, classroom assessments, data collection/progress monitoring results, informal assessments, curriculum based assessments, benchmarks, standardized testing, etc). Interpretation of results should be explained in parent friendly language in addition to listing the scores. Assessment results should not be a list of scores but a narrative of assessment results indicating the student’s present level and specific current needs that impact achievement to be addressed by the IEP.
Samples Assessment and Needs Statements:
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Phonics/Decoding: Based on current progress monitoring data, J cannot decode and blend 4 letter single, or multi-syllable, words; cannot say the sounds for long vowels, r-controlled vowels, consonant blends, or digraphs.
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S.’s reading fluency score for third grade text is 41 words correct per minute (wcpm). The average at his/her grade level is 71 wcpm.
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S. struggles so hard to read the individual words that he/she can’t remember what he/she read.
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S. was evaluated on 9/9/13, his/her I.Q. score fell within the average range: Full Scale I.Q. score of 92
(90-100 is average) as measured by the WISC-IV.
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S. was evaluated on 1/25/14, his/her WIAT-II comprehension score of 2.4 is below his third grade level when making predictions.
Academic, Developmental, and/or Functional Strengths
Enter the student’s strengths related to academic subjects such as reading, language arts, math, etc.; developmental areas such as communication, motor, cognitive, social/emotional, etc.; functional areas such as self-care, social skills, daily living, communication, etc. Be specific in the description of the subject strength areas.
Sample of Strengths Statements:
 On the CRCT and grade level classroom tests, J. has strengths in reading fluency and reading comprehension regarding both literal and inferential comprehension. His/Her writing skills are also a strength regarding identifying a topic, providing details, and developing a logical conclusion.
 On the EOCT for Coordinate Algebra, J. has strengths in explaining the reasoning behind solving equations. He/she is able to transfer what was learned in class to real life problems on classroom tests and quizzes.
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Describe Concerns of the Parents Regarding their Child’s Education
This should be a detailed description of the parent’s concerns. If the parent does not attend the IEP meeting, information should be gathered from ongoing communications with the parent throughout the year regarding academics, behavior, performance on goals, and/or future plans.
Sample Parent Concerns Statements:
 J’s parents are pleased with his/her progress to date and have no specific concerns at this time.
 Mr. and Mrs. Smith indicate that they have serious concerns about Johnny’s low reading skills and would like for him to receive reading instruction for the next school year.
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J.’s parents use the district internet and email system to monitor his/her progress in reading and math.
They called in the fall and were concerned that he/she wasn’t making the progress needed in math class.
Impact of the Disability on Involvement and Progress in the General Education Curriculum (For preschool describe how the disability affects participation in appropriate activities)
This section should describe individual characteristics of the student’s disability that affects his classroom performance. Examples of specific characteristics include short term memory problems, fine and gross motor deficits, etc. Given specific characteristics or deficits, this section should explain what classroom activities are impacted. Merely stating the student’s eligibility category does not adequately describe the impact on involvement and progress in the general education curriculum. Statements should reflect individual needs and not be applicable to a large group of students.
Sample impact statements include:
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Sally’s deficits in auditory processing make it difficult for her to understand verbal instruction and directions. She requires written directions and frequent checks for understanding.
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J. has an emotional behavioral disorder that makes it difficult for him/her to attend to tasks and complete assignments.
 Due to Michael’s deficits in decoding he cannot comprehend grade level materials when reading independently.
 Maria frequently cries, yells, and refuses to work when she doesn’t understand a new concept or assignment. Once upset, she requires time away from instruction to calm down, resulting in many interruptions to her learning. When new lessons or assignments are being presented, Maria needs extra time with a teacher to assure she understands the material before working independently.”
 Austin’s moderate articulation disorder has a negative impact on phonics, reading, writing and spelling in the classroom.
Additional Reminders When Completing Present Level of Performance Section:
 In the identified areas for the student, include information from recent progress reports, report cards, progress monitoring toward IEP goals, benchmark assessments, and recent relevant testing. Be mindful to fully clarify test scores and what it means for the student. Include statements of skills and knowledge which will allow him/her to work on grade level standards.
 Needs should be specific, not general terms such as “reading”. Look at the recent assessment and classroom information (progress monitoring) to identify needs. For every identified need, there should be a corresponding goal.
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All students who are receiving services through the EBD program should have the
Emotional/Social/Behavioral section completed.
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 If a student participates in the Community Based Instruction program, the Vocational Skills of the
PLOP section must be completed.
Goals and Objectives
Goals should be measurable and specific to the students “needs” and should come directly from the “needs” in the Present Level of Performance.
 Outcome must be something that: o May be seen or heard. o Reflects what the student is expected to be able to do and/or produce as a result of instruction. o Criteria clearly states how well, how much, in what conditions, or at what level the behavior is to be performed.
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Method of evaluation should monitor on-going progress.
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Evidence of progress should be tangible.
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Observation alone without some type of data collection is not a method of evaluation.
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Short term objectives are not required for all students. Only those students who participate in the
GAA are required to have short term objectives.
Transition Plan
Transition is the movement from school to post school environments. It should include the skills necessary for the student to be successful in education, employment, and independent living after completion of high school. When a student reaches high school, planning for graduation and beyond should begin. This section helps plan the activities needed for a student to transition to adult (post-school) life. Although a transition plan may be developed at any grade, it is required for students over the age of 16 or upon entry to 9th grade or above, whichever comes first, and updated annually.
If a transition plan is being developed, this should be included as a meeting purpose and the student should be invited to the meeting.
If the student does not attend the IEP meeting, the school system must take other steps including verbal and written input to ensure that the student’s preferences and interests are considered before developing the transition aspects of the IEP. It should also be noted that the parent and student should be aware of other agencies that must be invited to help with successful transition planning.
The IEP must include: (1) appropriate measurable postsecondary goals based upon age appropriate transition assessments related to training, education, employment, and where appropriate, independent living skills, and
(2) the transition services (including course of study) needed to assist the child in reaching those goals.
Before beginning a transition plan, complete the transition assessments with the student and refer to the
Individual Graduation Plans (IGP). What are their plans for the future? What do they like to do? What are they good at? What do they need to do in order to achieve those long-term plans?
Transition goals are assigned to one of three categories: Postsecondary Education and Training, Employment, and Independent Living.
Consideration of Special Factors
 Assistive Technology, Communication, and Alternate Formats questions must be addressed for all students. Blind or Visually Impaired, Deaf or Hearing Impairment, Behavioral Intervention Plan, and
English Learner questions are addressed as needed per the student.
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Describe the support and services to address each need identified as follows: o Assistive Technology – Indicate whether AT is needed. If the need for assistive technology is marked “no”, include how needs will be met in deficit areas without AT. o Communication - If the student has communication need, a complete discussion of the needs and how they will be addressed should be entered.
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Page 6 of 9 o Alternate Formats – if alternate format of material is needed, indicate the alternate format required. o English Learner - If the student has limited English proficiency, the ESOL teacher should be consulted and attend the meeting. The language needs, as related to the IEP, should be described in detail. o Behavior Intervention Plan - If a student exhibits behaviors that interfere with his/her learning and/or that of others to a substantial degree, a BIP should be considered and developed, if needed, regardless of the student’s categorical placement. All students who are served through the EBD program should have a Behavior Intervention Plan. o Deaf or Hearing Impairment – if the student is deaf or hearing impaired consider the language and communication need and document the basis for decisions.
Math Rubric
Students with disabilities, who were identified prior to enrollment in high school and have a disability affecting mathematics achievement, may follow an alternate course sequence to meet the mathematics course requirements. The math rubric indicates certain criteria that must be met for a student to be eligible to follow an alternate math course sequence. Answer the questions in the rubric regarding the students previous assessments, progress, instructional services to determine if the student meets criteria.
State/District Assessment Participations and Accommodations
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Determine and indicate if the student will participate in the general assessment. Next, determine if participation is “with” or “without” accommodations.
GAA: If the student is on the Georgia Alternate Assessment (GAA) for any state mandated test, provide clear description of the reason the student cannot participate in the regular assessment in the box provided. Discuss consideration of the GAA with the program specialist prior to the IEP meeting.
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Choose accommodations specific for each subtest and assessment: o Must be individualized o Must be an allowable accommodation per the state accommodation chart or a request must be made to the GADOE for any accommodation not included in the chart. o Must be related to student’s needs o Must be used as an instructional accommodation within the classroom
Student Supports
Accommodations are designed to provide equity for the student with disabilities, not to provide an advantage or ensure proficiency. Complete each section below as needed.
Classroom Testing Accommodations
Classroom testing accommodations should be individualized, determined by subject area, and be as specific as possible. For example, if a student may require additional time to complete tests, it is recommended that the amount of time is specified such as, “50% more time.” Other examples of testing accommodations are the use of a text reader or calculator, special seating, etc. Testing accommodations should only be recommended if they are also the student’s instructional accommodations, and some instructional accommodations may not be appropriate for testing. Any accommodations that are used for state mandated testing will be listed in this section and must be done for classroom testing.
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Classroom Testing Modifications
Modifications are test adaptations that allow the student to demonstrate what he knows or can do.
Modifications change the target skill and may reduce learning expectations or affect the content in such a way that what is being tested is fundamentally changed.
Instructional Accommodations
Instructional accommodations may include how instruction is provided, how the child is expected to respond instructionally, how the child participates in classroom activities, and the kinds of instructional materials used.
Accommodations provide children with disabilities a variety of ways to access the Common Core/Georgia
Performance Standards so that their disabilities are not barriers to achievement. Children with accommodations are still expected to meet the same grade level standards as their peers without disabilities.
For example, a student might listen to portions of a text on tape rather than reading it, answer questions orally or use a computer keyboard instead of writing with a pencil, use large print text books, watch video with captions, or participate in a discussion in a biology class with a sign language interpreter. Accommodations should provide access to or promote skill growth, and some accommodations may be used instructionally that will not necessarily be used for assessment. Appropriateness and efficacy of accommodations should be evaluated on an ongoing basis. Accommodations should not be confused with differentiated instruction.
Any accommodations that are used for state mandated testing will automatically be listed in this section and utilized in the classroom.
Instructional Modifications
Modifications are instructional adaptations that allow the student to demonstrate what he knows or can do.
Modifications change the target skill and may reduce learning expectations or affect the content in such a way that what is being taught is fundamentally changed.
Supplemental Aids and Services
Supplemental aids and services should include supports that are provided in general education classes or other education-related settings to enable students with disabilities to be educated with nondisabled students to the maximum extent appropriate. Examples include tutoring, adult assistance, note-taking, peer helper, pre-teaching/re-teaching or reinforcing concepts, behavior intervention plan, point sheet, assigned seating, etc. Some accommodations used for instruction may also be considered a supplemental aid and service.
Supports for School Personnel
Supports for district personnel should be included when training or other supports are being provided to district staff regarding a specific student’s need. Examples may include training on an assistive technology device, a workshop on a content area or disability area, crisis prevention training, etc.
Extended School Year (ESY)
ESY services are the individualized extension of specific special education and related services that are provided beyond the normal school year, in accordance with the IEP, at no cost to the parents. Extended
School Year is recommended for some students and it extends the goals and/or objectives from the current
IEP. Transportation may be provided as a related service to enable the child to receive ESY.
 Consideration of ESY involves regression of critical skills, progress related to critical skills, emerging skills, significant interfering behaviors that prevented some benefit from the program, the nature and severity of the disability, and any other special circumstances.
 If the student will receive ESY services, check the appropriate goal/s.
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 Choose special education services as appropriate.
Note: Each special education teacher will submit the names of students requiring ESY services with the required forms to the Program Specialist by the end of each school year. (See ESY Procedures Section)
Transportation
Indicate whether or not the student requires special transportation. If yes, indicate all specialized equipment, personnel, or other services required to safely transport the student. Also, indicate special transportation in the related services section as a related service. The program specialist and transportation clerk must be notified of special transportation needs.
Placement Options Considered
 Select the options the team considered based upon the student’s individual needs. Begin considering at the top of the continuum and continue considering all options until you arrive at the options which are the least restrictive placement options in which the committee agrees that the student can be successful. Example, if you are considering separate class than all options above separate class should be checked and considered.
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If removed from the general education environment, explain reasons why the student will not participate with peers without disabilities in the regular class and/or in nonacademic and extracurricular activities. This field should include the following: o Information about the characteristics of the disability (more than just identifying the disability) o Specific information on how this impacts performance in the general education classroom o Type of instruction that will be provided in the separate classroom o Rationale for why the student's needs cannot be met in the general education classroom o For example: o Jane has phonemic awareness deficits that make it difficult for her to develop grade level decoding and reading fluency skills. As a result, she needs implicit instruction in decoding and fluency which can be provided in a separate classroom. The pace in the general education classroom does not allow for differentiation at this level.
Special Education and Related Services
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Special Education Services o Indicate the nature/type of service such as consultative, collaborative, separate class, etc. o Indicate the content area for the service o Indicate the location for the service – within general education or outside general education o Indicate the time and frequency and beginning and end date for the service o Select provider title as appropriate. o Indicate whether or not the service is an ESY service based on ESY criteria indicated above.
 Related Services- Add related services according to the student’s needs. Related services may include the following: special transportation, audiological services, occupational therapy, physical therapy, orientation and mobility, etc.
Create a Draft IEP and Finalize
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Insert appropriate information.
 Remember that the IEP service start date is most always the date after the meeting is held. However, if the parent is not in attendance, the begin date should be 7 to 10 days following the meeting date.
This does not affect end date.
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 The IEP service start date must be at least one day prior to the end of the prior IEP.
 The IEP service end date should be the day before the meeting date the next calendar year.
 After all fields are entered, create draft and print.
 At the meeting or after the meeting, enter the updates and changes from the meeting to the IEP draft.
Be sure all service providers have entered and updated all areas.
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Audit the IEP for errors - Click audit/finalize IEP. Click start IEP audit. Enter any other meeting notes and attendance and how documents were provided to parents. Click save.
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Finalizing the IEP - Once you click “Start IEP Finalize” and click yes, the IEP is finalized and can no longer be changed. Any changes would have to be made via an addendum.
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Scan and attach any signed documents or outside documents to GOIEP under the documents tab.
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Submit any signed, original documents to records clerk within 10 days of the meeting.
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Document parent contacts in the log section of GOIEP.
Coweta County Special Education Department
Revised: July 2014