August 2012

Introduction ………………………………….……………………………………..
How to Use this Manual ………………………………………………………... page 2 page 2
………………………….…………….. page 3 Chapter 1
Background …………………………………………………………
Early Identification of Academic and Functional Needs
Collaboration and Consensus …………………………………
Effective Instruction ………………………………………………
Compliance ………………………………………………………….
Quick Check: Basic Assumptions …………………………… page 3 page 4 page 4 page 5 page 5 page 7
Chapter 2
……………………
Types and Purposes of IEP Meetings ………………………
Meeting Arrangements …………………………………………..
Selecting and Notifying Team Members …………………..
Parent Notification …………………………………………………
Documenting Parent Contacts …………………………………
Gathering Information …………………………………………….
Quick Check: Preparing for the IEP Meeting ……………… page 8 page 8 page 9 page 9 page 11 page 14 page 15 page 17
Chapter 3
page 19
Section I. Student Information ……………………………….. page 19
Section II. Present Levels (PLOP) ……………………………. page 24
Section III. Accommodations/Modifications/
and Supplementary Services ………………………………….. page 28
Section IV. Goals and Objectives ……………………………..
Section V. Special Education Services ………………………..
Section VI. Testing ………………………………………………….
Section VIII. Consideration of Special Factors …………….
Section IX. Least Restrictive Environment …………………
Section X. Signature Page ……………………………………….
Quick Check: Drafting the IEP …………………………………. page 31 page 34 page 39 page 43 page 45 page 48 page 51
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Chapter 4
…………………………
Running an Efficient Meeting ……………………………………
Roles and Responsibilities of IEP Team Members ……… page 55 page 55 page 56
Starting the IEP Meeting …………………………………………. page 60
Concluding the IEP Meeting …………………………………….. page 60
Wrapping it up ……………………………………………………….. page 63
Quick Check: Conducting the IEP Meeting ……………….. page 64
Chapter 5
...................................................... page 68
What is Extended School Year? ………………………………….. page 68
The Extended School Year Process ……………………………. page 69
Questions to Guide Determination …………………………….. page 69
.. page 73 Chapter 6
Step One ………………………………………………………………… page 73
Step Two ………………………………………………………………… page 75
Step Three ………………………………………………………………. page 78
Do’s and Don’ts ……………………………………………………….. page 81
Step Four …………………………………………………………………
Step Five …………………………………………………………………. page 82 page 83
Acknowledgement and References ........................................ page 85
Appendices ................................................................................... page 88
Allowable Accommodations for MAP ………………………….. page 89
Allowable Accommodations for NAEP ………………………….. page 90
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The Individualized Educational Program (IEP) is of critical importance to students, parents, and educators. It is both the process by which we determine the content of a student’s educational program and a written document that is a legal blueprint of that program.
The Process: The purpose of the IEP process is to develop an individualized and meaningful educational program for a student with a disability. In this process, a school team must (a) conduct relevant assessments of the student’s educational needs;
(b) develop goals (and objectives, as appropriate) based on the assessment; and (c) determine evaluation and measurement criteria by which a student’s progress is monitored (Yell & Stecker, 2003).
The Document: The written document describes the student’s educational needs and details the special education and related services that the school will provide to address those needs. Writing procedurally correct IEPs will not meet legal standards if the student’s educational program does not result in his or her achieving meaningful educational benefit. The IEP is about developing special education programs that lead to educational progress for students (Yell & Stecker, 2003).
This document is intended to be a resource to IEP team members as they venture through the special education process. Each chapter contains an explanation or discussion of the intent of the chapter and how to apply each sub-section to EXCENT
Online, if appropriate. Additionally, each chapter contains a “Quick Check” which can be used by teachers as a checklist to ensure each key component has been addressed appropriately.
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Meeting the special needs of students with disabilities is an integral part of the total educational process. The four major goals for meeting those students’ needs include:
1) access to the general educational environment and curriculum,
2) involvement and participation in the general educational environment,
3) implementing individualized interventions, and
4) showing progress in the educational standards of the general educational curriculum to the greatest extent possible.
In order to meet the educational and functional needs of students with disabilities in Anderson School District Five, our vision is summarized below:
The vision for Special Education in Anderson School District Five is to establish a culture of open communication and a climate of acceptance where diversity and individuality are respected and embraced; where all teachers respond to the challenge of enhancing the learning of all students.
As educators, there are basic assumptions that must direct our thinking and guide our actions as we attempt to meet the educational needs of diverse learners with disabilities. These basic assumptions are:
1) Early Identification;
2) Collaboration and Consensus;
3) Effective Instruction; and
4) Compliance.
These assumptions are foundational to the IEP process and for setting high academic expectations based on state standards. It is the responsibility of the district, the school, and the instructional staff to assist the student in acquiring the knowledge and skills necessary to function in the general curriculum using research-based practices. The educational program should also allow the student to acquire independence and responsibility in order to be successful in the school setting and to make a smooth transition into adulthood and the world of work. To assist in this process, it is imperative that school personnel implement a structured, data-driven process for identifying a student’s academic and/or functional performance needs.
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When problems or deficits are initially recognized, it is imperative that those needs be addressed before the student experiences failure. At the elementary level, school personnel may need to consult with the School-based Intervention Team and/or the School Psychologist. The I-Team is a group composed of various school personnel who are responsible for implementing a problem-solving approach to identify students’ academic and/or behavioral needs. The problem-solving approach allows the team to define the problem and develop an intervention plan for maximizing students’ potential in the regular education environment.
All children can learn and it is the responsibility of Anderson School District Five to provide services for students with disabilities that allow them to progress in the general curriculum. Identifying and meeting the needs of students at an early stage in order to prevent the need for special education services is the first basic assumption.
Collaboration and Consensus
Effective educational services require a strong collaborative partnership among all personnel, including the parent. School personnel who have knowledge of the student must work collaboratively with the parent to continually support and monitor the educational needs of the student. In some situations it may be necessary for school personnel to collaborate with support personnel from the community and other agencies outside the school.
The IEP meeting is a valuable form of collaboration between parents and school personnel to make joint, informed decisions regarding issues such as:
(1) the child's needs and appropriate goals;
(2) the extent to which the child will be involved in the general curriculum;
(3) the participation in State and district-wide assessments; and
(3) the services needed to support the identified involvement and participation and to achieve agreed-upon goals.
Parents are considered equal partners with school personnel in making these decisions, and the IEP team must consider the parents' concerns and the information that they provide regarding their child in developing, reviewing, and revising IEPs (US
Department of Education, 1999, pp. 12440-12441) (IDEA, Secs. 300.343 (c)(iii) and
300.346(a)(1) and (b)).
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The IEP team should always work toward consensus; however, sometimes this cannot be accomplished. School personnel have the ultimate responsibility to ensure that the IEP includes the services that the child needs in order to receive a free, appropriate public education (FAPE). It is not appropriate to make IEP decisions based upon a majority "vote." If the team cannot reach consensus, the school personnel must provide the parents with prior written notice of the agency's proposals or refusals, or both, regarding the child's educational program and the parents have the right to seek resolution of any disagreements by initiating an impartial due process hearing.
Effective Instruction
Every special educator and related services provider in Anderson School District
Five must know and understand the principles of effective special education instruction.
These include the following:
 Research-based, peer-reviewed strategies and methodologies;
 Alignment to the Common Core Content Standards and IEP goals;
 Frequent progress monitoring to guide instruction;
 Quality formative and summative assessment.
Anderson School District Five educators must be dedicated to providing high caliber special education services that allow all children with disabilities to be successful.
Compliance
State and federal laws have established that every child, ages 3 to 21, is entitled to a free and appropriate public education. One of the fundamental tenants of this law is the provision of due process. Due process is a course of legal proceedings or steps taken to protect individual rights. In providing due process of law for students with disabilities, schools must provide specific procedural safeguards that have been established to protect the rights of children with disabilities and their parents. The umbrella of due process requirements begins to unfold at the point in which student deficits are initially recognized. The process continues when subsequent consideration is given to removing a student from the general educational environment, adjusting the curriculum to be offered, or providing supplemental services and/or aids. Parental consent must be obtained for initial placements and all future evaluations and placement decisions regarding special education.
IDEA and its subsequent reauthorizations have outlined the due process requirements related to the education of a student with a disability. It is the
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responsibility of each school staff member to ensure that due process is followed in all actions related to children with disabilities in terms of prior notification, timelines, decisions and impartial hearings and appeals. It is imperative for the staff to understand the importance of the legal implications of due process requirements and be dedicated to providing due process rights for each student with a disability. Additionally, schools must maintain confidentiality of all records pertaining to students with disabilities and follow district procedures for making those records available to parent/guardian at reasonable times. In Anderson School District Five, the official due process records for students with disabilities are maintained at the District Office. Only
district office personnel are authorized to disseminate student records.
When differences of opinion or complaints arise between the parent/guardian of a student with a disability and the school regarding procedures, programs, or services, a plan of action for resolving the disagreement must be carried out in a timely manner.
The building administrator in collaboration with the teacher should seek advice and assistance from district office personnel when parent/guardian challenge decisions about their child’s educational program. Procedures to be followed are outlined in “Y our
Rights as Parents Regarding Special Education.”
An integral part of ensuring that all due process rights are afforded to each student with a disability is the on-going review and monitoring for compliance.
However, compliance alone cannot be the vehicle for effective special education services. In fact, research has found that there is little correlation between compliance with IDEA mandates and effective instruction. A 100% compliant IEP does not necessarily equate to increased student achievement. Far too many factors, in addition to compliance, impact positive student outcomes. Nevertheless, special educators in
Anderson School District Five are charged with ensuring that all laws and regulations are applied to every student on their caseload.
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QUICK CHECK: Basic Assumptions
REMEMBER:
□
1. All children can learn
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2. Meeting the special needs of students with disabilities is an integral part of the total educational process.
□
3. For students with disabilities, participation in the general curriculum and the regular classroom must be the first priority.
□
4. When problems or deficits are initially recognized, it is imperative that those needs be addressed and interventions be implemented.
□
5. Effective educational services require a strong collaborative partnership among all personnel, including the parent.
□
6. Due process procedures are a fundamental part of the IEP process. Be familiar with the requirements and follow them for every student with a disability.
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“Preparation is important for most things, but for IEPs it is indispensable.”
(Gelfman and Rosenfeld, 1992, p.2)
The IEP meeting serves as a communication vehicle between parents and school personnel and enables them, as equal participants, to jointly decide what the student’s needs are, what services will be provided to meet those needs, and what the anticipated results may be. To facilitate this process, thoughtful meeting preparation
must be put in place. It is a step that cannot be minimized or skipped. It is important to arrange for the practical things such as scheduling the meeting space and equipment. And it is also essential to support the personal relationships between the school and the family and among the respective staff members who will serve the student. Refer to Chapter 4 for a description of the roles and responsibilities of those serving on the IEP team. Initial oral and written communication will set the tone for all future interactions with everyone involved in the IEP process.
As the student’s special education case manager, you must prepare for the IEP meeting. Some of your responsibilities may be completed in linear order while many others must be handled simultaneously. It is important to anticipate all that will be needed to address the student’s needs and to adhere to both state and federal regulations in order to conduct an effective IEP meeting. Planning the delivery of educational and related services to a student with disabilities through the development of an IEP is fundamental to meeting the child’s educational needs.
Types and Purposes of IEP Meetings
When preparing for the meeting, the case manager must keep in mind the types and purposes for IEP meetings. Those are:
 Initial Meeting: The first staffing or meeting to determine if a student is eligible to receive special education and related services.
 Annual Review Meeting: A meeting which is held before the year’s anniversary of the previous IEP meeting.
 Special Review Meeting: This meeting is scheduled to address any special concerns that surface during the effective dates of a current IEP and need to be addressed by the IEP team.
 Transition Meeting: If the student is 13 years old or will be turning 13 during the life of the IEP, transition services, which include student’s interests, course of study, and career choices, must be addressed. If the student is currently receiving Early Intervention Services under Part C of IDEA, then an Interagency
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Transition Meeting must be held no later than 90 days prior to the child turning three (3) years old.
 Reevaluation Review Meeting: This review, which is to be held every three
(3) years, considers whether additional evaluation information needs to be gathered.
 Manifestation Determination Review: This is a staffing/meeting to review whether the student’s disability is related to his/her ability to control the behavior. In addition, this meeting reviews whether the misconduct is related to an inappropriate IEP or the school’s failure to implement the IEP as written.
Meeting Arrangements
In preparing for the IEP meeting, the case manager must arrange for the necessary physical facilities. Keep in mind that it is best that the location of the meeting have a computer, printer, access to duplication equipment and access to a telephone. It is also important to select a location that has sufficient space to allow team members to sit comfortably in a circular fashion. This arrangement contributes to effective person-to-person and group communication. Make sure that the facility is scheduled for both day and time to prevent conflicts from arising. It is imperative to keep your school administrators well informed about the process in order to facilitate the involvement of the appropriate staff without disrupting the orderly operation of the school.
Selecting and Notifying Team Members
The letter of invitation does not have to contain specific names of individuals who will attend the meeting, but rather a description of position such as the child’s
“general education teacher” or “a school administrator.”
After arranging for the facilities, it is important to properly invite team members.
At least one of the six purposes for conducting an IEP meeting (see above) must be documented on the letter of invitation. There are times, however, that an IEP meeting will serve more than one purpose (for example: a manifestation determination and a special review). The purpose(s) of the meeting must be determined based on the circumstances relevant to the individual student and specific state and federal regulations concerning students with disabilities.
Once the location and purpose of the meeting have been established, the meeting should be scheduled. Consult the parent/guardian and team members to facilitate the most convenient date and time for the meeting. IDEA requires that the time and location be mutually agreed upon by both the parent and school personnel.
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As the case manager plans for the meeting, he/she must ensure that all appropriate people are included in the meeting. SC Regulation requires that each IEP team be composed of the following participants: a.
A Local Education Agency (LEA) representative of the school district
/agency, other than the student’s teacher, who is qualified to provide or supervise the provision of specially designed instruction to meet the unique needs of students with disabilities. Additionally, the LEA should be knowledgeable about the general curriculum and about the availability of resources within the school district. The LEA can be:
 a district representative/designee who meets state certification requirements for school administrators, supervisors, or special education instructional personnel;
 a principal (or designee);
 a special education teacher/speech therapist. b.
At least one general education teacher of the student with a disability, if that student is, or may be, participating in the general educational environment. As a member of the IEP team for a student with a disability, the general education teacher must:
 participate in the development, review, and revision of the student’s IEP;
 assist in the determination of positive behavioral interventions and strategies;
 help determine the supplementary aids and services that may be needed;
 be one that has taught, is teaching, or will teach the student.
IDEA ‘04 affirms that the general education teacher does not have to attend the
entire IEP meeting. c. At least one special education teacher who is qualified in the area of the student’s disability or at least one special education provider of the student. The speech-language therapist is considered to be a student’s teacher and must be in attendance during meetings to develop the IEP for any student who has only a speech-language disability.
 The special education teacher may not serve as both the school district/agency representative and the teacher during the same meeting. d. The parent/guardian of the student with a disability. One or both of the student’s parents, legal guardian, or surrogate parents must be invited to participate in the meeting.
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e. The student who is the subject of the meeting, when appropriate. The student must be invited to attend the meeting when the parents determine it is appropriate or when transition services are to be discussed. (SC Regulation 43-
243 requires that any student who will be turning thirteen (13) years of age during the life of the IEP must be invited to attend the meeting.) f. Other individuals who have knowledge or special expertise regarding the student may be invited to the meeting as needed. The determination of the knowledge or special expertise of any individual is made by the parents or the school district/agency who invites the individual to be a member of the IEP team. g. An individual who can interpret the instructional implications of evaluation or assessment results. This person may also be acting in another role as a member of the IEP team. For example, this may be a school psychologist. h. A representative of any other agency that is likely to be responsible for providing or paying for transition services (for example, a representative from
Vocational Rehabilitation). Under 2004 IDEA:
 parental consent must be obtained before a representative from a participating agency can be invited to the IEP meeting;
 schools do not have the authority to compel other agencies to participate;
 the meeting may proceed as scheduled if the agency does not attend.
The case manager is responsible for sending the letters of notification/invitation to team participants for all IEP meetings and staffings EXCEPT for initial placement meetings. In this case, the school psychologist or Office of Psychological Services may generate the invitation.
Parent Notification
IDEA requires that the teacher and parent/guardian reach a mutually agreeable time to hold an IEP meeting. This agreement can occur in the form of a phone call with recorded documentation of the call and scheduled meeting. However, a written letter of notification from Excent must be provided to the parent prior to the meeting. It is best practice and good judgment to provide adequate prior notification (at least 3 days).
The team may hold the IEP meeting without the parents in attendance if they are unable to convince the parents to attend. In this case, the team must keep a record of attempts to arrange a mutually agreed upon time and place. This documentation might consist of detailed records of telephone calls made or attempted; copies of correspondence sent to the parents; and detailed records of visits made or
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attempted to the parent’s home or workplace. The school must have made repeated,
varied attempts to encourage the parent to attend in order to hold the meeting without the parent (letter, phone call, in-person, email, etc.).
Pre-planning for IEP meetings is key. Difficulty scheduling a meeting is NOT an excuse to miss established timelines or to allow an IEP to expire.
Applying EXCENT Online
After entering your EXCENT login ID and password, go to the Process Section of the Menu Bar (above). From the Process Section on the Menu Bar, select Meeting
Letters. Next, select “Add New Letter” tab. Input the necessary information as outlined.
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After all information is added ……. click SAVE! Repeat this process for the Attendees and Response tabs.
The case manager must complete the section of the letter that describes the details/logistics of the meeting, (i.e. room location, time of meeting). In addition, the case manager must provide the parent/guardian a copy of “Your Rights as Parents
Regarding Special Education,” under the following conditions:
 at least one time in a school year;
 upon referral or parent request for an evaluation;
 upon complaint or request for a due process hearing;
 upon a disciplinary removal from school that constitutes a change of placement; and
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 upon parental request.
EXCENT also provides the opportunity for a third notification that can be used when there is a need to confirm or change a meeting date/time. In the letter of notification/invitation, there is the option to provide one or more of several enclosures such as:
 Draft of IEP proposed by district/agency;
 Parent and Student IEP Invitation Response form;
 Listing of Parental Rights: “ Your Rights as Parents
Regarding Special Education”;
 Other (specify).
Please be reminded that the “Parent/Student Response Form” must always accompany the letter of invitation in order to give the parent/guardian the opportunity to respond that they are able to participate at the time that has been scheduled or that alternative arrangements are needed.
Whether through written notice or phone call, all parent contacts should be documented. One form of documentation is the Contact Notation Box located on the
“Purpose” tab of the IEP Meeting Letter in EXCENT.
To ensure that clear communication takes place, IDEA regulations require that notification/invitation be understandable to the parent. The regulations specifically require that all notices be:
1. Written in a language that is understandable to the general public.
2. Provided in the native language of the parent or other mode of communication used by the parent, unless it is clearly unfeasible to use that language or any mode of communication. If the native language or other mode of communication of the parent is not a written language, the school district/agency must ensure that:
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a. the notice is translated orally or by other means to the parent in his or her native language or other mode of communication, b. the parent understands the content of the notice, and c. written evidence that the requirements regarding the procedural safeguards notice have been met (SC Regulation).
If a parent requires a written notice in a language other than English or needs an interpreter at a meeting, the case manager must make arrangements for one through the school psychologist.
For forms in Spanish, please see the Special Education website at www.anderson5.net
Instructional Services/Special Education.
Please be aware that a notation should be made in Excent under “Meeting Letter” that a notification in a language other than English was provided.
After notices have been sent and meeting logistics have been handled, the case manager must gather the necessary information to develop the IEP. This step is the foundation of the IEP process. A complete and accurate profile of the student will facilitate the development of a meaningful and effective IEP. Information to be gathered at this point in the process should include, but not be limited to the following:
1) statewide assessment results,
2) district-wide assessment results,
3) classroom performance information from all classroom teachers,
4) medical information (if educationally relevant),
5) I-Team intervention data,
6) standardized assessment results,
7) checklists and observation results,
8) progress monitoring data,
9) discipline records, and
10) parent input.
Additionally, comparison data for non-disabled peers should also be available. The case manager must organize and review all information prior to developing the DRAFT
IEP. The case manager will be expected to summarize all gathered information which will serve as the beginning point for the IEP. The DRAFT IEP can be a working document that the IEP team makes notes on during the IEP meeting. The FINAL COPY
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of the IEP should be the professional, legal copy that is free of handwritten notes/comments or errors.
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QUICK CHECK: Preparing for the IEP Meeting
The Case Manager must:
□
1. Determine the type and purpose of the IEP meeting.
□
2. Make meeting arrangements:
• Schedule the room for the meeting.
• Ensure that computer access and other equipment are available during the meeting
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3. Select and notify team members.
 Identify on invitation letter by position the individuals who are invited or required to attend the meeting
 Make personal or telephone contacts with parent(s)/guardians and staff to facilitate convenient scheduling of the meeting.
 Make documentation on the Meeting Letter.
 Identify type of meeting and specific day, time, and place (specify school, building, room number, etc.) for the meeting.
 Ensure that all appropriate school personnel are notified:
 LEA representative
 Regular educator
 Special educator
 Parent
 Student (if turning 13 during the life of the IEP)
 School psychologist (if evaluation is being considered or evaluation results are being discussed/reviewed)
 Agency personnel (if of transition age)
 Send second invitation/reminder before the meeting or call the parents/guardians and student (when applicable).
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5. Determine if the parent will require assistance (i.e. interpreter, translator).
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6. Gather student information to begin Drafting the IEP:
 Statewide assessment results
 District assessment results
 Comparison data for non-disabled students
 Classroom performance information from all teachers
 Medical information (if appropriate)
 Intervention results
 Standardized assessment results, if appropriate
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 Observational data
 Progress monitoring data
 Behavioral data (i.e. checklists, rating scales, discipline referrals)
 Parent input
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“Developing IEPs is serious business.
A great deal is at stake, most especially the education of children.”
(Bateman & Linden, 1998, p.25 as in Yell & Stecker, 2003, p.4)
As the case manager begins to draft an IEP for a student, several important points must be recalled throughout the development process. It is imperative that the
IEP team develop IEPs that are both legally correct and educationally meaningful.
Please remember that:
 The IEP sets forth in writing a commitment of resources necessary to enable the student with a disability to receive needed special education and related services;
 The IEP is a management tool that is used to ensure that the student with a disability is provided the special education and related services appropriate to the student’s special learning needs;
 The IEP is a document for verifying the delivery of services which is used by staff to determine whether the student with a disability is actually receiving the free appropriate public education (FAPE) agreed to by the members of the IEP team; and
 The IEP serves as an evaluation device for use in determining the extent of the student’s progress toward meeting the projected outcomes.
(US Department of Education, 1981)
Section I: Student Information
This section of the IEP document serves as a summary of critical student-specific information. Although this section is not required by IDEA, it certainly serves as the outline of student information.
Applying EXCENT Online
PowerSchool serves as the student information system which provides these details.
The bar with Student Name, ID, Grade, and Age is extracted from PowerSchool.
Consult your PowerSchool clerk if the student’s basic identifying information is not accurate.
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Dates:
Enter all other information where the field is blank or if the information needs to be revised.
 Current school year – if the IEP overlaps 2 school years, you must enter BOTH school years (Example: 2012/13- 2013/14).
 Grade for this IEP – if the IEP overlaps 2 school years, you must enter BOTH grades (Example: 05/06).
 School for this IEP – if the IEP overlaps 2 school years, you must enter BOTH schools if the student is moving to a different school in the second year (i.e. moving from elementary school to middle school).
 Excluding Summer Months – check this box!!
 Type of IEP – click on the spyglass for a look-up listing of choices.
 Date of the IEP meeting – click on the calendar or type in the date of the IEP meeting.
 Anticipated date of annual review – click on the calendar or type in the appropriate date. This date must be NO MORE THAN 365 days from the Date of the IEP meeting (365 days – 1 day).
Example :
Date of IEP Meeting: 11/21/2012 Anticipated Date of Annual Review: 11/20/2013
Non-Example :
Date of IEP Meeting: 11/21/2012 Anticipated Date of Annual Review: 11/22/2013
 IEP initiation date – click on the calendar or type in the appropriate date. This is the date for initiating the services described in this IEP.
 IEP ending date – click on the calendar or type in the appropriate date. This is the date for ending the services described in this IEP. This must not exceed 365 days from the IEP initiation date.
 Last Evaluation/Review Date – check Placement History to ensure the date of the last reevaluation review meeting is reflected accurately on the IEP.
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 Please notify your Special Education Secretary if any dates are incorrect.
 Anticipated date of reevaluation review – This date will automatically calculate 3 years after the date entered in Last Evaluation/Review Date. This date must not exceed 3 years from the Last Evaluation/Review Date.
 If IEP meeting is a Special Review, the date of the meeting is recorded under
Date of Special Review Meeting. The initiation date will change to the date that the revisions are to take effect. ALL OTHER DATES WILL REMAIN THE SAME.
Example:
Date of IEP Meeting: 11/21/2012 School Year: 2012- 2013
Date of Special Review Meeting: 02/16/2013
Type of IEP: Special Anticipated Date of Annual Review: 11/20/2013
IEP Initiation Date: 02/17/2013 IEP Ending Date: 11/21/2013
You will not “see” the Percent of time student spends in regular education environment statement until it defaults from Section IX. LRE. When the IEP Cover
Page prints out, the LRE option will appear on the first page. This % of time will automatically calculate based upon your selection in Section IX. LRE.
Transition:
Transition services are a coordinated set of activities for students with disabilities that is designed within an outcome-oriented process, focused on improving the academic and functional achievement of the student and his/her movement from school to post-school activities. This includes post-secondary education, vocational training, integrated employment, supported employment, continuing and adult education, adult services, independent living, or community participation. This coordinated set of activities must be based on the individual student’s needs, taking into account the student’s strengths, preferences and interests, and must include: a.
instruction, b.
related services, c.
community experiences, d.
the development of employment and other post-school adult-living objectives, and, if appropriate, e.
acquisition of daily-living skills and functional vocational education.
Applying EXCENT Online
Transition service needs must be discussed for students age thirteen and older
during the effective dates of the IEP. Transition services will be discussed for younger students if the parent(s) or the IEP team determines it is appropriate.
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If the student is not of transition age, NA is already marked and the Transition questions will be grayed out and will not print.
Once the student is 12 and will turn 13 during the effective dates of this IEP, begin the transition planning process and complete the Transition page. This will continue every year thereafter.
If the student is transition age, answer all Transition questions based upon the student’s documented interests and preferences. The Transition section should describe a logical progression of how the student will proceed through school to obtain post-secondary goals.
Student’s interest and preferences – The student’s interests and preferences are obtained through formal/informal interviews, formal/informal interest inventories, such as the South Carolina Occupation Information System (SCOIS), and/or other sources of data.
Post-Secondary Goal - Enter at least 1 goal that will address education/training and employment that the student will pursue upon exiting high school. The statement needs to indicate what the student “will” do after graduating or completing their secondary program rather than what the student “plans” , “hopes” , “wishes” , or
“wants” to do.
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SC Career Cluster – These areas are derived from the SC Education and Economic
Development Act which provides for the development of a curriculum organized around a Career Cluster system that provides students with both strong academics and realworld problem-solving skills. The Anderson School District Five clusters include Arts and
Humanities; Science, Technology, Engineering and Mathematics; Law, Public Safety,
Corrections, and Security; Education and Training; Business, Management and
Administration; Marketing, Sales, and Service Education; Information Technology;
Agriculture, Food, and Natural Resources; Health Science; Hospitality and Tourism;
Architecture and Construction; Transportation, Distribution, and Logistics;
Manufacturing.
Click on the spyglass and select the SC Career Cluster that the student will be pursuing.
Course of Study – Select from the drop-down box, the anticipated Course of Study driven by the student’s interests, preferences and chosen Career Cluster.
Based upon the student’s chosen Course of Study, check all areas to be addressed through the IEP.
Diploma/Certificate – check the anticipated type of ‘exit document’ the student will receive. If Regular State High School Diploma is selected, an Anticipated Year of
Graduation is required. This is the four-digit year of anticipated graduation date which is based upon the student’s course of study. This date will be used to calculate graduation rate for AYP purposes. This date may be changed by the IEP team as the student’s needs change.
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If any category other than High School Diploma is selected, the IEP Team must ensure that the parent understands that this is NOT a SC High School Diploma.
Age of Majority – read the statement and click on the appropriate choice. “Yes” must be selected if the student will turn age 17 during the effective dates of the IEP. “Not
Applicable” should be selected for students younger than age 17.
When a student turns 18, all educational rights are transferred to the student unless the student has been determined incompetent under state law. The one right retained by the parents at the child’s age of majority is the right to all notices.
Section II. Present Levels of Performance / Academic and Functional
Strengths and Needs
The case manager and/or other service provider will draft this section of the IEP.
Please remember that the Present Levels of Performance (PLOP) serve as the foundation for the remainder of the IEP. All other services listed in the IEP must link to this section. A strong description of current performance levels will support all remaining sections of the IEP.
Present levels are specific statements that describe the student’s academic achievement and functional performance in the educational environment and must include how the student’s disability effects the student’s involvement in the general curriculum.
Present levels should be written in observable, measurable terms to the extent possible and be understood by all persons involved in the student’s education, including general educators and parents.
Present levels should compare the student to his/her grade-level peers.
Present levels must provide specific information that supports the need for accommodations, modifications, supplementary services, and special education and related services.
Academic Achievement relates to core academic areas. Examples include reading, language, math or written expression.
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Functional Performance relates to anything not related to the core academic areas that impedes the student’s attainment of goals and objectives or limits the student’s access to and progress through the general curriculum. Examples include study skills, organizational skills, time management, behavior, social skills, fine motor, gross motor, community involvement, daily living skills, hearing, vision, adaptive behavior, oral motor skills, etc.
Applying EXCENT Online
Academic and Functional Strengths and Needs: This section is a narrative which describes a holistic “picture” of the student and must include a description of how the student’s performance compares to that of his/her non-disabled peers. The description should include the student’s strengths, as well as weaknesses, in both academic achievement and functional performance.
Included in the description of the student’s present levels of academic achievement should be results of state and district assessments given to all students (i.e. norm referenced tests, state accountability tests).
Included in the description of the student’s present levels of functional performance should be a general summary of classroom behavior, discipline reports/referrals and results of criterion-referenced measures. Also included here is a statement of how the student’s disability affects involvement and progress in the general curriculum.
Example of PLOP for a student with academic achievement needs and
functional performance needs: _____ is currently reading 2 grade levels below that of his sixth grade peers. _____ has a RIT score on the Measures of Academic Progress
(MAP) of _____ in the area of reading. This score is significantly below the mean score of _______. The PASS score from the spring of 2012 was Not Met in the area of
English-Language Arts. ______’s math RIT score on MAP was _____, which is significantly above the mean score of ______. The 2012 PASS score in the area of math was Exemplary. The student currently displays talking out behaviors in the classroom. He has received 15 discipline referrals during the school year for disrupting the class whereas eighty-eight percent (88%) of his peers receive 0 or 1 referrals during the school year. ______’s communication and daily living skills are commensurate with those of his peers. His difficulties in reading and behavior interfere with his access to and progress in the general curriculum.
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Example of PLOP for a student with academic achievement needs, but no
functional performance needs: ______ is currently reading 2 grade levels below that of his sixth grade peers. ______ has a RIT score of _____ on the Measure of
Academic Progress (MAP) in the area of reading. This score is significantly below the mean score of _______. The PASS score from the spring of 2012 was Not Met in the area of English-Language Arts. ______’s math RIT score was _____, which is significantly above the mean score of ______. The 2012 PASS score in the area of math was Exemplary. Additionally, ______ follows the basic routine of the class and is able to participate by responding to questions during discussion.
Example of PLOP for a student who is maintaining appropriate academic
achievement levels, but has functional needs: _____ has met the exit requirements on the HSAP in the areas of reading and mathematics and has currently earned 20/24 Carnegie Units required for graduation. _____ is maintaining passing grades in all 11 th grade classes. Without the support provided through his IEP, _____ fails to complete and turn in assignments in a timely manner. Prior to this support,
_____ completed and turned in 25% of the assignments monthly.
Functional Behavior: For any student with needs in the area of behavior, a functional behavior assessment (FBA) must be completed (parental permission required). This
FBA serves as the diagnostic assessment to provide the IEP team with the information needed to address the behavioral concerns. The results of this FBA may lead to accommodations, behavioral goals and/or a behavior intervention plan (BIP).
If “Yes” is checked, a prompt relating to the FBA will appear. You can hit Cancel to progress to the next section of the IEP and attach a previously developed FBA and BIP
if those are still current and appropriate. Otherwise, proceed to the FBA & BIP sections of EXCENT.
Please consult with your School Psychologist before conducting an FBA or before writing a BIP.
Present Levels of Academic Achievement and Functional Performance: ALL areas of deficit identified in the Academic Achievement/Functional Performance and Functional
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Behavior narrative sections should be addressed here in further detail. Diagnostic information taken from multiple sources of data should be listed for each area of deficit.
All data sources cited must be current within 1 calendar year.
Each Area of Assessment listed here will appear automatically later on in the IEP form when selecting goals. Therefore, broad/general areas should be stated.
Example: Reading Example: Communication
Non-Example: Fluency Non-Example: Articulation
Example of Academic Achievement using multiple data sources:
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Service Category:
Select whether the area will be addressed by special education, related services or both. This selection transfers to the area of assessment to allow for selection in the
Goal Section of EXCENT.
Section III. Accommodations, Modifications and Supplementary Services:
This section of the IEP begins the process of ensuring that instruction is provided in the least restrictive environment. Accommodations, modifications and/or supplementary services are changes made to the general curriculum to support the student in accessing and progressing in the general curriculum. Providing these types of services in the general curriculum must be considered prior to identifying the special education and related services.
Accommodations are changes in how a student accesses and/or demonstrates learning and do not substantially change the level or content of the information conveyed. Accommodations level the playing field, allow a student to show what he/she knows, and increases the student’s participation in the general curriculum.
Assessment accommodations are driven by instructional accommodations (Shriner, p.2).
Accommodations may include changes such as highlighted passages, small group instruction, extended time, oral responses.
Modifications are changes in what the student is expected to learn or demonstrate in the general curriculum. Key concepts and sub-skills in the content are identified. Methods for demonstrating mastery of the content of the general curriculum are also identified. These concepts then become the focus for instruction in the general curriculum. Examples of modifications might include modified curriculum standards, functional curriculum, or portfolio assessment vs. paper-pencil evaluation.
Supplementary Services are services and supports that are provided in general education classes or other education-related settings to enable students with disabilities to be educated along with non-disabled students to the maximum extent appropriate.
Supplementary services are provided to a student with a disability by a person.
Supplementary services can include, but are not limited to:
1) educational interpreting,
2) adult supervision during transition times,
3) note taker,
4) ABA services,
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5) training for general educators.
Any accommodations, modifications and/or supplementary services must be
supported by the student’s needs as described in the present levels section
(Section I) of the IEP.
Applying EXCENT Online
Accommodations—Type in the accommodations to be provided to the student. This must be linked to Present Levels of Performance. In this section, describe the accommodation to be provided and the conditions under which it will be provided.
Example : When presented with oral content during science and social studies, the student will provide oral responses rather than written responses during classroom instruction and on end of chapter tests.
Non-Example: oral testing (this does not specify the conditions under which it will be provided).
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Modifications—Click ‘Yes” if the student requires modifications to the general curriculum. The modification must describe the changes in what the student is expected to learn or demonstrate in the general curriculum.
Example: Given the 3 rd grade social studies standards, the student will master the 10 key concepts as attached.
Non-Example: Social studies - self-contained class.
Collaborative reading grade between the general education teacher and the resource (special education) teacher must be listed as a modification on the IEP.
This page can be printed out and provided to general education teachers. Be specific to ensure clarity!
Supplementary Services — Supplemental services are provided to the student or on behalf of the student by a person. These services are designed to assist the student in the general education environment. This differs from related services. Related services are those provided in order for the student to benefit from the special education services.
Example 1 : Behavioral support from an adult for continual redirection when the student attends Science class – 90 minutes daily.
Example 2: Training for all the student’s general education teachers regarding ADHD –
One 3 minute training.
Non-example: Speech services, OT, PT
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Any accommodations, modifications and/or supplementary services to be provided must be supported by the needs of the student as described in the present levels.
Section IV. Goals and Objectives:
All areas of deficit need to be addressed in the IEP through accommodations, modifications, supplementary services, and annual goals. Short-term objectives MUST be included for students who take alternate assessment.
Annual Goals: Goals must describe the expected student outcome/results. Goals must contain the condition, be observable, measurable, and attainable within a 12
month period. Goals should not be content based (i.e. Science). Goals should be based on the skills needed for the student to access and progress in the general curriculum (i.e. reading, math, language, behavior and/or functional skills).
DO NOT select goals from the Excent Goal Bank as these do not satisfy the components of proper, measurable goals!
Some students may need both academic and functional goals;
Some may need just academic goals;
Some may need just functional goals.
Behavioral goals are required when instruction in behavioral/social/emotional skills (i.e. social skills, aggression replacement, time on task, etc.) are needed for the student to participate successfully in the general curriculum. Behaviors covered in a Behavior
Intervention Plan (BIP) do not necessarily require separate goals.
Applying EXCENT Online
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Goals (and objectives) should always reflect the deficits noted in the Present Levels of Performance. They should be measurable and have data to substantiate progress.
Choose whether the goal is a related service goal, instructional/special education goal and/or a transition goal. If the goal specified is a related service goal, click on the spyglass and select the area addressed in the goal.
Click on the spyglass to select the location(s) where this goal will be delivered.
Example 1: Given assignments in all academic classes (condition), Samantha will increase time on task (observable) to 15 minute intervals (measurable) by June 2013.
Non-Example 1 : Samantha will finish class work by completing 80% of the following objectives.
Example 2: Given a 7 th grade passage (condition), the student will improve skills in reading by increasing fluency (observable) from 100 words per minutes to 140 words per minute with 90% accuracy (measurable) on story retells (condition).
Non-Example 2: The student will increase skills in reading by mastering 80% of the following short-term objectives.
Example 3: Given pre-teaching in the essential elements of literature (condition), the student will master necessary standards (observable) to earn a Carnegie Unit
(measurable) in English I.
Non-example 3: The student will pass English I with a 70% average.
Objectives (for SC/Alt participants only): Objectives identify the specific knowledge and/or skills the student is to demonstrate, the conditions under which they are to be exemplified, and the level of proficiency at which the new behaviors are to be performed. They should serve as the building blocks or sub-skills for accomplishing the goals.
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Applying EXCENT Online
Objectives to be accomplished by the student need to be entered manually. Each objective must contain mastery criteria and a method for evaluating the student’s progress in reaching the objective.
DO NOT select objectives from the Excent Objectives Bank as these do not satisfy the components of measurable objectives.
Example of a Goal and short term objectives :
Goal : Within 36 weeks, Jennifer will acknowledge the presence of a peer communication partner at every encounter as evidenced by gestures, changes in body position, or vocalizations, and participate in a familiar structured turn-taking communicative routine with physical prompting in at least one school setting.
Objectives:
1. In 9 instructional weeks, when joined by a peer, Jennifer will acknowledge the presence of a peer communication partner as evidenced by gestures, changes in body position, or by vocalizations.
2. In 18 instructional weeks, when joined by a peer, Jennifer will acknowledge the presence of a peer communication partner as evidenced by gestures, changes in body positions, or by vocalizations, and will participate in a structured, turn-taking activity with a peer when physically prompted by an adult.
3. In 27 instructional weeks, while participating in a familiar, structured, turn-taking activity with a peer, Jennifer will recognize when it is appropriate to take her turn and respond to this opportunity as evidenced by gestures, changes in body positions, vocalizations, or actions and by activating a voice-output device at the appropriate time with physical prompts from an adult.
Non-example of a Goal and short-term objectives:
Goal: The student will request assistance by completing 80% of the following objectives.
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Objectives:
1. The student will raise hand.
2. The student will ask for assistance when he has a problem.
3. The student will attend speech therapy to improve speaking skills.
Section V. Special Education and Related Services:
After goals and objectives have been developed, the IEP should describe how these goals will be obtained. The special education and related services statements should describe what the IEP team has concluded are needed in order for the student to receive appropriate educational services. This section should clearly describe how the accommodations, modifications, supplementary services and goals/objectives will be addressed by the student’s instructional team. Each special education and related service specified must include the location, type and amount of time to be served and must be written so that they are clearly understandable to all members of the student’s
IEP team.
Applying EXCENT Online
Special Education:
Click on the arrow at the end of the Areas of Service box. Each Area of Service listed in the Present Levels of Performance (PLOP) will appear in a drop-down box. This is
where the Service Category Section from Section II becomes important. If not selected correctly in Section II, the area will not appear in the correct “Areas of
Service” drop-downs.
Select whether the Area of Service will be addressed through direct services or indirect services:
 Direct services are instructional services, therapies or interventions provided one-on-one or in groups directly by the Special Education teacher to an eligible student in the school, home or community setting.
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 Indirect services are provided by a special educator to the student’s general educator to directly benefit the student. Examples of indirect service include
(but are not limited to):
 meet with general education teacher,
 prepare learning materials,
 develop/modify behavioral plan (BIP),
 assure IEP implementation,
 gather instructional materials,
 suggest teaching strategies,
 share educational research,
 assist with testing accommodations,
 modify/adapt class work,
 contact parent,
 provide classroom interventions.
Anderson School District Five requires that Indirect Services be documented. A form for your documentation is located on the Special Education website at www.anderson5.net
then Instructional Services/Special Education/Resources for
Teachers/Forms.
Type a description of the instructional delivery to be provided. A general statement is sufficient – Specific methodologies should not be stated.
Example : Reading- Direct / small group, intensive instruction.
Non-Example : Reading – Direct / Orton-Gillingham.
Some areas of service may need to be selected more than once to reflect that the Area of Service will be provided through both direct and indirect service:
Example 1 :
Organizational Skills – Direct /Study-skills strategies and organizational skills / special education classroom / 5 hours/week.
Organizational Skills – Indirect /Consult with regular education teachers to monitor completion of assignments / regular classroom / 30 minutes weekly.
Example 2 :
Behavior – Direct / small group, intensive social skills training / special education classroom / .5 hours per week.
Behavior – Indirect / monitor implementation of behavior contract / counselor’s office / 6 minutes per day or 30 minutes per week.
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When dealing with behavioral issues, it is conceivable that a student may require direct and/or indirect services. These may be provided through:
(1) a BIP only, in which goals/objectives are not required, or
(2) where goals/objectives only are required in the IEP, or
(3) through both the BIP as well as the IEP.
The location and frequency must be specified for each Area of Service:
Example : special education classroom/ 250 minutes weekly.
Non-Example : Westside High School/ as needed.
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Direct and Indirect Time—To satisfy the Education Finance Act (EFA) requirements, this section is the TOTAL time for all services listed above regardless of the setting (i.e.
Inclusion counts as Direct Service). The total time must equal no less than 250 minutes a week. This section and this calculation DO NOT transfer to any other portion of the
IEP. The time documented here should reflect the appropriate needs of the student as determined by the IEP Team. This calculation does not relate to the time inside the special education classroom on the LRE page.
Related Services— List each related service required by the student to assist him/her to benefit from special education services.
As described under the Special Education tab, related services areas will appear in the
Area of Service drop-down if the appropriate Service Category was selected in Section
II. The Area of Service should be selected, the appropriate related service is identified, the amount of Direct and/or Indirect time is noted and a description of the service is required.
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Any related services to be provided to address the student’s deficit areas described in the present levels must have annual goals. A related service that provides a service to the student but does not have instructional purpose (i.e. transportation or nursing) may not necessarily require annual goals. These can be entered into the Related Service box without selecting an Area of Service.
Click on the arrow at the end of the Areas of Service box. Each Area of Service listed in the Present Levels of Performance will appear in a drop-down box.
This is where the Service Category Section from Section II becomes important. If not selected correctly in Section II, the area will not appear in the correct Areas of
Service drop-downs.
Specify the amount of time to be addressed through direct services and indirect services. Direct services are instructional services, therapies or interventions provided one-on-one or in groups to an eligible student in the school, home or community setting. Indirect services are provided by a special educator to the student’s general educator to directly benefit the student.
Select a location(s) where the related service will be provided and the frequency that it will occur.
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Describe how the related service will be provided using a clear general statement.
Example:
Socialization - Counseling / 30 minutes (direct)/ 10 minutes (indirect) / counselor’s office / (1) 30-minute session per week / small group and 10 minutes of consultation with the general education teacher per week.
Non-Example:
Behavior – Counseling /as needed
If a student is provided special transportation due to behavioral issues, the skills to be taught to the student in an effort to get the student back into regular transportation should be addressed through an FBA, a BIP and/or annual goals.
Section VI. Testing:
The IEP must specify how the student will participate in statewide and/or district-wide assessments. This participation will be dependent upon the student’s needs as described in the Present Levels of Performance, accommodations/modifications/supplementary services and goals and objectives.
Applying EXCENT Online
(diagram on following page)
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HSAP and PASS are divided into sections by sub-test. This should simplify the accommodations/modifications selection process when they are only necessary for certain sub-tests. The Accommodations/Modifications look-up boxes are populated with the most recent information from the SC Department of Education and will be updated in accordance with the Test Administrator’s Manuals. There are 3 testing conditions for each section of these tests: o Standard with No Accommodations o Standard with Accommodations* o Non-Standard with Modifications*
* see appendix for a copy of Standard and Non-Standard Accommodations/Modifications.
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Any accommodations or modifications that are recommended for testing must be based on the accommodations and/or modifications the student requires in daily instruction. Be sure this corresponds with Section III of the IEP.
Students with disabilities that participate in the general education classroom for content area instruction will need to participate in Benchmark Tests and Unit Tests for these areas. Students receiving instruction in content area(s) via an alternative curriculum
will not participate in these assessments.
Students with disabilities that take PASS will also participate in MAP testing if it is offered for regular education students at their grade level. Students participating in
SC/Alt will not participate in MAP testing. Teachers of SC/Alt students need to utilize an alternative assessment such as Brigance or EasyCBM.
YPP, AIMSweb, EasyCBM, DIBELS, and other progress monitoring tools do not need to be listed on the IEP as district assessments.
Address MAP testing under Other Assessments - District Assessment.
Anderson School District Five policy is to include all students with disabilities in
Norm-Referenced Tests and Field Tests. In an extreme situation, such as a student with a severe disability being selected for the test, you would need to enter in the text box an explanation of why the student will not participate. All others- leave this section blank!
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The National Assessment of Educational Progress (NAEP) is administered each year and is designed to measure what students across the nation know and can do in key subjects. State-level results tell us about student achievement in South Carolina.
To ensure that NAEP results accurately reflect our students’ progress, it is very important that we DO NOT unnecessarily exclude any students from the sample.
Students with disabilities must be included in the assessment to the greatest extent possible.
Excent includes a section about NAEP and a space to list, by subject, the accommodations the student will receive if selected for the NAEP sample. IEP teams need to consider key points and consult the table of allowable accommodations posted on the NAEP website at: http://ed.sc.gov/agency/programsservices/44/documents/TestSchedAndAccommodations.pdf
(see appendix for table)
The key points to consider are as follows:
 NAEP does not produce scores for individual students and participation is anonymous;
 The NAEP assessments do not impose any consequences for students, schools, or districts;
 Participating students are not required to complete the entire test and may skip questions. Even this provides valuable information.
Students who participate in SC/Alt are not expected to participate in NAEP.
Applying EXCENT Online
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Section VIII. Consideration of Special Factors:
Answer each question by marking if the area is a concern or not. If there is a concern, then the area should be evidenced in Present Levels of Performance and/or
Accommodations/ Modifications/Supplemental Services, Goals/Objectives and Special
Education/Related Services.
Applying EXCENT Online
Assistive Technology Services/Devices – If the student’s needs described in the Present
Levels of Performance require assistive technology services and/or devices, mark “yes.”
If so, be sure that the type of service/device (i.e. voice output device, writing devices, magnification devices, ambulation devices, positioning devices), the amount (daily) and the location of the service/device (in all school settings) are specified elsewhere in the
IEP.
DO NOT name a particular piece of equipment or methodology (i.e. Dynavox, Write
Out Loud).
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Behavior, Braille, Communication Needs, Evaluation, LEP, and Strengths/Concerns— simply read the statements and answer the questions accordingly. If “yes” is selected, be sure that the IEP clearly described this special factor.
Extended School Year (ESY)—Consideration for ESY services must be discussed by the
IEP team annually for every student served by an IEP (see supplemental ESY section for additional information). There are 3 choices based on the ESY consideration at the meeting:
1.
The IEP team considers the student’s need for ESY services by completing an
ESY Form and determines the student does not require these services. No further action is needed;
2.
The IEP team considers the student’s need for ESY services by completing an
ESY Form and determines the student does require these services. The ESY
Addendum is developed at this meeting; or
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3.
The IEP team defers consideration of the student’s need for ESY services until a later time in the school year (during the last 3 months).
If the 3 rd option above is chosen, be sure the IEP team reconvenes prior to the deferred date on the IEP to complete the ESY consideration process.
As standard practice, ESY services should not be determined before the last 3 months of the regular school year.
Section IX. Least Restrictive Environment (LRE):
IEP teams must carefully consider and document the extent to which a student with a disability cannot participate with his/her non-disabled peers full-time in the regular classroom and/or in other extracurricular and non-academic activities. This consideration is based upon information described in the Present Levels of Performance section of the IEP.
Applying EXCENT Online
READ the opening statement in this section carefully. Mark the areas in which the student WILL NOT participate in the general education curriculum. If the student will be removed from the general education curriculum for “pull out” services, be sure to indicate the subject/setting that the student will be missing. If any area is checked, be sure an explanation is evident in the present levels to support the rationale for the student’s non-participation.
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Calculate the time, in hours per week, the student will spend inside the general education environment and inside a special education classroom. Use decimals when the “hours” do not calculate as a whole number. The percent of time for LRE data collection purposes will automatically calculate for you.
BE SURE the hours spent in the general education environment (inclusion is counted as time in general education) and the special education environment (pull-out and related services) add up to the student’s total school week. Do not look back at
Section V to complete this part of the IEP. It does not correlate to this part of the
IEP.
 The total school week for elementary = 32.5 hours
 The total school week for middle = 35.5 hours
 The total school week for high = 37.5 hours
Check to be sure that a placement option has been selected in the correct age group applicable to the student. Note the Placement Options are different for students Ages
6-21 and Ages 3-5.
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Even though a 5 year old student may attend a Kindergarten class in a school building, the Preschool Settings Placement Options apply until the child turns 6 years old.
Answer the questions and mark them accordingly, based upon the completed components of the IEP. All items must be considered at each IEP meeting.
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Section X. Signature Page:
Documentation should be available to evidence that all IEP team members were in attendance at the meeting. The Signature Page serves as this documentation. At the top of the signature page, ALL persons in attendance at the IEP meeting should sign to indicate they were involved as members of the IEP team. This includes the parent. No agreement is implied by their signature in this section. This is only to indicate attendance at the meeting. The parent, guardian, or age-of-majority student should be asked to sign the IEP in 2 places.
Approval or acceptance of the IEP is signed in the second section of the Signature
Page. Parent, guardian, or age of majority student should be asked to sign that they agree with the IEP or agree with the noted exceptions. If a parent, guardian or age-ofmajority student refuses to sign, document this refusal on the signature page and in the
IEP Meeting Notes.
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Even if a parent does not “approve” of the IEP, the District is obligated to implement the IEP developed by the IEP team. If this scenario occurs and the parent has been a member of the IEP team, be sure to explain the parent’s rights and provide them another copy of “ Your Rights as Parents Regarding Special Education.”
General EXCENT Reminders:
 Remember to run Spell Check on each page.
 Remember to SAVE after each section.
 Remember to Form Complete at the bottom of each page.
 Remember to mark IEP Complete after the IEP team meeting has been held.
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QUICK CHECK: Drafting the IEP
Section I: Student Information
 Verify student information:
□
1. Name
□
2. Grade for this IEP
□
3.
Primary Disability (report any errors to your Special Education Secretary)
□
4. Other Disabling Conditions (report any errors to your SpEd Secretary)
□
5. Percent of Time Student Spends in General Education Environment
□
6. Student ID
□
7. School of this IEP
□
8. Date of Birth
□
9. Gender
● Enter current and future dates:
□
10. Date of IEP Meeting
□
11. Date of Special Review Meeting (if appropriate)
□
12. Type of IEP
□
13. IEP Initiation Date
□
14. Last Evaluation/Review Date
□
15. School Year
□
16. Anticipated Date of Annual Review
□
17. IEP Ending Date
□
18. Anticipated Date Reevaluation Review
□
19. Excluding Summer Months
● Verify parent information (report any errors to your PowerSchool clerk)
□
20. Parent/Guardian Name
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□
21. Phone
□
22. Language
□
23. Address
● Enter for students becoming 13 or older during the effective dates of the IEP:
□
24. Transition: Becoming 13 during the life of the IEP
□
25. Student Interests/Preferences
□
26. Post-Secondary Goal
□
27. SC Career Clusters
□
28. Course of Study
□
29. Transition Services
□
30. Diploma/Certificate
□
31. Becoming 17 during the life of the IEP, inform student and parent
about Age of Majority
Section II: Present Levels
□
32. Clearly describe academic and functional strengths and needs:
 Write a descriptive “holistic” overview.
 Identify both educational strengths and needs (deficits).
 List most recent state and district test scores and how the results impact the student’s performance in comparison to non-disabled peers.
 Describe how the student’s disability affects performance and progress in the general curriculum. Indicate the name of test, observation/checklist, or other method of assessment.
 Ensure that functional performance has been addressed.
□
33. Address Functional Behavioral Assessment and Behavior Intervention
Plan (if required)
□
34-35. List present levels of academic achievement and functional performance:
 Select from the PLOP narrative the areas of need/deficits and describe
each method of assessment targeting each area of deficit.
 Since EXCENT has word processing capabilities, copy and paste data
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from other sources to use in this section, if desired.
 Frequently SAVE your work to prevent lost items.
 Use the spell check capability.
Section III: Accommodations to the General Curriculum
□
36. Describe accommodations to the General Curriculum.
• These do not alter the content of the curriculum
□
37. Describe modifications to the General Curriculum.
•These are changes needed by the student to access the standards being taught to the student’s general educational peers.
□
38. Describe Supplementary Services:
•This is a service provided by a person to allow the student to participate in the General Curriculum.
Section IV: Goals and Objectives
□
39. IEP Goals: Type, Location of Service
 Ensure that goals match the areas of deficit identified in Section II.
 Ensure goals are skills-based.
□
40. IEP Objectives (for alternate assessment): Criteria, Evaluation Method
Section V: Special Education and Related Services
□
41. Special Education Services: Area, Direct/Indirect, Instructional Delivery,
Location, Frequency
□
42. Specify amount of minutes of actual service, regardless of the setting: Direct, Indirect
□
43. Related Services: Area of Service, Related Service, Direct/Indirect,
Location, Frequency, Description
 Ensure that Direct and Indirect service times are described correctly.
 Indicate amount of time for all services listed regardless of setting.
Section VI: Participation in Statewide [and District] Testing
□
44. Participation in Statewide Testing
□
45. Participation in District Testing
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Section VIII: Special Factors to be Considered
□
53. Special Factors: Select a choice for each item
Special Factors: Assistive Technology Service(s)/Device(s),
Behavior, Braille (Blind/Visually Impaired ONLY),
Communication Needs, Evaluation, Limited English
Proficiency, Strengths/Concerns, Extended School Year, ESY
Eligibility Review, ESY Addendum Attached (IF APPLICABLE)
Section IX: Least Restrictive Environment (LRE)
□
54. Least Restrictive Environment (LRE): Placement Setting
• If the student will be removed from the general curriculum at any time during the
day for the provision of special education and related services, check the area(s)
that the student will not participate.
• Remember to explain why the student CANNOT/WILL NOT participate with non-
disabled students in the regular class and/or in extracurricular and other non-
academic activities.
□
55. Amount of Time in Regular Education Environment: (hours)
□
56. Amount of Time in Special Education Environment: (hours)
 Reminder: The combination of time in regular/general environment and time in special education environment must equal time in the total school week for the student’s school.
 It is best to compute parts of hours in decimal equivalents (45 minutes=.75 of an hour).
□
57. Placement Options: Ages 6-21, Ages 3-5
 Ensure the time in the General Education Environment is computed
correctly in relationship to the student’s Least Restrictive Environment.
□
58. Document each of the Least Restrictive Environment Considerations
Section X: Team Members [Signature Page]
□
59. Ensure the parent/guardian signature page is available for signatures.
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 During the meeting, the PARENT signs both as a TEAM Member (at the top of the page) and as PARENT/GUARDIAN on the signature line (at the bottom of the page)
□
60. Print needed copies of draft IEP.
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“Collaboration and teaming have become critical parts of how educators do their work in schools today.”
(Correa, 2000, p.4 as in Heward, 2000, p. 55)
After appropriate planning has taken place and a draft IEP has been developed, the next prerequisite to providing services is conducting the IEP meeting. As previously stated, the IEP meeting serves as a vehicle of communication between parents and school personnel. Conducting an effective and efficient IEP meeting is essential for building positive interpersonal relationships, meaningful collaboration, and consensus.
Every IEP meeting should be run in an efficient, professional manner.
Be prepared: To make the best use of time, be sure you have written down or mentally have rehearsed the purpose and format of the meeting. This will ensure that essential items will be covered and will keep the group focused on the meeting. At the beginning of the meeting, the purpose(s) of the meeting as defined by the letter of invitation should be reviewed by the case manager or designated meeting chairperson.
As the IEP meeting progresses, the team should always be able to answer these four
(4) questions in this order:
 What are educational and functional performance needs of the student?
 How will the student’s needs be addressed?
 Where will the services be provided?
 How and when will the student’s progress be monitored and reported?
If the parent or another member of the IEP team opens discussion of a topic that is beyond the purpose of the meeting, you may need to table the meeting for another date so that the parent can be provided with prior written notice of the proposed issue.
The current meeting should always match the purpose of the meeting stated on the invitation/notification.
Assign Tasks: The case manager may want to assign some “housekeeping” tasks to fellow team members to facilitate the smooth flow of the meeting such as:
1) completing the Meeting Notes (contact your Special Education Secretary for forms),
2) operating equipment (typing changes in EXCENT or operating a tape recorder), and/or
3) completing the quality control document, “Quick Check”, to ensure that all procedural requirements have been completed during the meeting.
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Begin with Introductions: At the beginning of the meeting, the case manager should give all attendees the opportunity to introduce themselves and describe their role in the IEP process. All attendees should be thanked for their participation and contributions to the IEP process.
If there are any attendees who were not included in the letters of invitation, obtain parent/guardian approval for the individual to be included and document that permission was granted. If permission is refused, make adjustments as necessary or reschedule the meeting.
Please be reminded that a special education teacher, regular teacher, and an agency representative must be present at all IEP meetings. Depending on the purpose of the meeting, additional personnel may need to be included. Please refer to Chapter 2 of this document for a listing of the categories of people who can be in attendance at the
IEP meeting.
There are circumstances when the parent/guardian cannot or will not attend the meeting even though every effort has been made to accommodate their needs. In such situations the team may continue with the meeting adhering to the state regulations outlined in Chapter 2.
It is important to remember that the meeting may need to continue without the parent/guardian so that the IEP will not expire before a new one is put in place. If the
IEP meeting is held without the parent/guardian being present, a copy of the new IEP must be provided within a timely manner.
Document decisions made by the team: Use of the form, Meeting Notes, serves as the tool to document the actions taken by the IEP team as well as any other pertinent information. Completing the Meeting Notes should be assigned to a team member that can legibly, accurately, succinctly and professionally summarize the topics discussed by the team.
The IEP team members play an integral role in the planning and delivery of services to students with special needs. Each member of the IEP team makes contributions to the development, review, and revisions of the IEP based on his/her area of expertise.
Team members assist in determining suitable positive interventions, accommodations/modifications and strategies. They help to determine appropriate supplementary aids, supports and services and help to decide where the services will take place. Furthermore, IEP team members help to identify any student-specific training for school personnel that would be essential for meeting the special needs of the student. Each team member must keep abreast of notices concerning the various
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required IEP meetings and schedule sufficient time to be an effective member of the team. It is important that each team member collaborates in the IEP development process and meets all deadlines for completing the information for which he/she is responsible.
Respective team members may be called upon to assist the case manager with some procedural/logistical activities during the IEP meeting. Cooperation and assistance with these activities will lead to an effective and productive IEP meeting that flows smoothly.
It is important that the case manager and each access team member exercise care when entering information into EXCENT making sure that all vital information is current, accurate and readily accessible for generating required reports. Further details regarding the application of EXCENT are found in Chapter 3.
The Case Manager
In addition to his/her responsibility for providing instruction, each special education teacher has responsibilities for serving as a case manager for a group of students with disabilities and for serving as a team member when developing IEPs. It is essential that the case manager and other team members, including the parent, establish rapport with all parties involved in the IEP development process. Effective collaboration demands that communication is straightforward, open, and that consideration is given to understanding the time constraints and the schedules of others.
The case manager has other responsibilities related to advocating for children and managing the IEP process. These responsibilities include gathering and compiling data, facilitating the IEP process, delivering services, and monitoring/assessing/documenting student performance and program outcomes. It is important to remember that data must be gathered, organized, verified and kept current for planning and developing the
IEP and to guide the delivery of services. These responsibilities also involve verifying your class roster, which must be an ongoing process for the case manager.
More specifically, as the case manager, the special educator is responsible for 1) developing, 2) implementing, 3) maintaining, and 4) reviewing the IEPs for all students on his/her class roster. While some of these responsibilities may be more time consuming than others, they are all equally important. Developing the Draft IEP must be built around gathering information to fully address the student’s present level of performance. Other expectations pertaining to the development of the IEP are fully outlined in Chapter 3 of this manual. Implementing the IEP requires that the case manager complete the IEP and ensure that all services identified in the IEP are implemented as outlined. Maintaining the IEP requires the case manager to adhere to and implement all regulations that would result in modifying or changing the IEP (i.e. special reviews). Reviewing the IEP compels the case manager to ensure that all applicable timelines are identified and followed (i.e. annual reviews).
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The Administrator
It is important for principals to be supportive of teachers and assist in providing sufficient time for team members to assess, plan, collaborate and conduct the necessary meetings for completing the IEP process. The principal or his/her designee is a required member of the IEP team and serves as the Local Education Agency (LEA) representative. As stated in SC Regulation 43-243, the LEA representative must be knowledgeable of the general curriculum and resources available to meet the unique needs of students with disabilities. Refer to Chapter 2 for the definition of employees who may serve as the LEA representative.
Related Service Providers
The related service provider must utilize his/her particular expertise and knowledge in planning, implementing and assessing services. The determination of the need for a related service is ultimately a data-driven IEP team decision. Collaboration among students, parents, teachers and related service providers must occur throughout the delivery of services.
The Regular Classroom Teacher
The regular classroom teacher has responsibility to seek assistance and to refer students who are consistently not making sufficient progress toward the educational standards as well as for those who may have a disability. The regular classroom teacher plays a key role in collaborating with parent/guardian and special educators.
He/she must gather and share information, assist in planning the IEP, and provide accommodations and modifications to services in the general education environment as deemed appropriate in the IEP. IDEA and SC Regulations clearly delineates the role of the regular classroom teacher as follows:
As a member of the IEP team for a student with a disability, the general 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 suitable positive behavioral interventions and strategies for the student and in the determination of supplementary aids and services, program modifications, or supports for school personnel that must be provided for the student consistent with this section of these regulations. (SC Regulation).
Interpretation of this regulation has been expanded to mean that the general education teacher should be one that has taught, is teaching, or will teach this particular student.
The Parent/Guardian
The parents of a child with a disability are expected to be equal participants along with school personnel, in developing, reviewing, and revising the IEP for their child. This is an active role in which the parents:
(1) provide critical information regarding the strengths of their child;
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(2) participate in discussions about the child's need for special education, related services and supplementary aids and services;
(3) join with the other participants in deciding how the child will be involved and progress in the general curriculum;
(4) participate in State and district-wide assessments; and
(5) what services the agency will provide to the child and in what setting.
(US Department of Education, 1999, p. 12473)
District Office Personnel
District office personnel provide supervisory and technical support to special and regular teachers, related services providers and school administrators. The district personnel has the responsibility for adhering to local, state, and federal policies and regulations and providing information and assistance for each of the steps in the IEP process.
District office personnel also has the responsibility for guiding and providing supplementary funding and special initiatives designed to assess and improve the quality of services for students with disabilities. Additionally, they also assist the school staff in mediating differences that arise during the IEP process.
The Student
Involvement of the student with disabilities in planning his/her individual educational program must be pervasive throughout the process. As the student matures, every effort should be made to involve him/her to the extent to which the student feels at ease. It is imperative that the case manager and team members strive to make the student feel involved and that all regulations setting specific age limits be followed.
The IDEA Amendments of 1997 and carried through to IDEA 2004 also contain provisions that greatly strengthen the involvement of students with disabilities in decisions regarding their own futures and to facilitate movement from school to postschool activities.
With respect to student involvement in decisions regarding transition services, IDEA requires that the student be invited to attend his or her IEP meeting if a purpose of the meeting is the consideration of transition needs or services. The public agency must also ensure that the student's preferences and interests are considered.
As employees of Anderson School District Five, each IEP team member must understand their role, as well as their responsibilities for ensuring that the IEP process mandates are met.
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Begin the meeting by reviewing the purpose(s) of the meeting.
Next, begin discussing the draft IEP, which must follow the sequence set forth by the
IEP document (i.e. Section 1, then Section II, etc.) Emphasis must be on the student’s involvement in the general curriculum with non-disabled students. All sections of the draft IEP must be discussed because the approved IEP will determine the type of educational and related services to be provided, the frequency with which the service will be provided, and the least restrictive environment in which the service(s) will occur.
It is imperative that the case manager be very familiar with each section of the draft
IEP. The case manager should present the draft IEP soliciting input from the respective team members, but keeping in mind that the student’s IEP is data-driven. The Quick
Check at the end of this chapter provides step-by-step guidance of items to be discussed.
Following the discussion of the draft IEP, there are several things that must be done to conclude the meeting. In order to bring closure to the process and pave the way for the provision of service, the case manager and team members will need to ensure that the applicable policies and procedures have been followed. Review the results of the Quick
Check to be sure that all items have been addressed. In addition, it is important to extend appreciation to each team member for his/her valuable contribution to the IEP process. While the Quick Check is being reviewed, the case manager can:
1) print the IEP, and
2) mark the IEP “Complete.”
It is imperative that any adjustments/changes to the draft IEP that arose during the meeting be made prior to completing these steps. The case manager should check through the IEP and ensure that all areas have been addressed. If the IEP is not marked “complete” at the meeting, you must provide the parents a copy of the draft IEP and provide a timeline for receiving the official copy of the completed IEP.
If additional signatures are needed from Team Members not in attendance at the
IEP meeting, give the parent a copy of the signature page “as is.” Once all signatures have been obtained and the signature page has been sent to the District Office, the parent may request a revised signature page from the District Office.
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Applying EXCENT Online
Upon entering any changes, use the validation process again to identify any missing or noncompliant items. To validate the IEP, follow the reminders below.
From the Menu Bar select IEP move the cursor to Validate IEP. Click on Validate
IEP. Return to the IEP document and make any required changes. Make sure you click on SAVE!
The IEP is now ready to be printed. At this point, the “draft” box should not be checked. This is the final IEP. To print the IEP, follow the reminder below.
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From the Menu Bar select IEP. Move the cursor to Print IEP and click. Select
Standard IEP. Notice that the “check mark” does appear in the “draft” box. Remove this check mark. Click on Print.
Once the approved IEP has been printed, mark the IEP Complete if all of the following criteria have been met:
1.
After all Access Members (i.e. related services personnel and other appropriate team members writing portions of the IEP) have added their information into the students IEP;
2.
After the IEP meeting has been held and a signed document exists;
3.
After any additions or deletions made to the Draft IEP during the meeting have been entered on the Online document, and
4.
After all errors reported under Validate IEP have been rectified.
If all of these cautionary items have been followed, the IEP is ready to be marked IEP
Complete by following the steps below.
From the Menu Bar select IEP. Move the cursor to IEP Complete. Proceed in completing the IEP.
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Note that once the IEP has been marked IEP Complete, it will appear in read only format. No changes can be made to the document until the “New IEP” process has been initiated.
When a computer is not accessible at the IEP meeting, handwritten changes to the
Draft IEP document should be made following the guidelines below:
1.
Draw a single line through the words or dates to be changed/deleted;
2.
Write the new information to correct the IEP in/above/near the changed/deletion;
3.
Date all changes/deletions; and,
4.
Both case manager and parent/guardian should initial each addition, deletion, or change.
After the IEP has been printed, provide the parent/guardian with a copy of the entire
IEP. Other team members should be provided relevant portions of the IEP that will allow them to fulfill their responsibilities as related to implementing the IEP.
Additionally, the first page and the signature page of the IEP must be submitted to the
District Office.
The case manager (or designee) should review the IEP Meeting Notes and verbally confirm that the minutes of the meeting are accurate and complete. Obtain signatures of all attendees on the Meeting Notes. A copy of Meeting Notes must be submitted to the District Office.
If the parent/guardian did not attend the meeting, provide a follow-up letter within a timely manner. On the follow-up letter, let parents know that they must contact the District Office to obtain a copy of the IEP. For confidentiality purposes, DO
NOT send IEPs home with students.
To verify that all the required elements of this section of the IEP Process have been completed, use the following “Quick Check” items.
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1. Run an efficient, professional meeting
□
Know the Purpose
□
Assign tasks
□
Begin with introductions
Be sure all members of the IEP team understand their roles and
responsibilities
Start the meeting by:
□
Reviewing the purpose
□
Ensuring proper prior notice has been provided to the parent
□
Reviewing the Draft IEP in the proper sequence as follows-(a full explanation of each section can be found in Chapter 3)
Section I: Student Information
□
1. Confirm the accuracy of student and parent(s)/guardian(s) information.
□
2. Review and reiterate the dates of the IEP reviews, etc.
□
3. Explain transition, career clusters, etc. as is necessary based on the student’s age and/or grade level.
Section II: Present Levels
□
1. Review the “holistic” overview emphasizing the student’s academic and functional strengths and clarifying the academic and functional needs.
□
2. Address the need for a Functional Behavior Assessment (FBA) and the results of that assessment. Indicate that the needs identified in this area will be addressed through a Behavioral Intervention Plan (BIP), if appropriate or goals and objectives.

3. Discuss the areas of need and the data used to analyze these areas.
Summarize the findings.
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Section III: Accommodations to the General Curriculum
□
1. Explain accommodations (supplementary aids) to the general curriculum that are to be provided to enable the student to participate and to progress in the general curriculum as well as in any non-academic and/or extra curricular activities.
□
2. Stipulate the need, if any for modifications to the general curriculum, such as change in content.
□
3. Describe specific supplementary services and training of personnel necessary for the student’s participation in the general curriculum
Section IV: Goals and Objectives
□
1. Review information on the measurable skills-based goals (and objectives for alternate assessments).
□
2. Emphasize that goals reflect what is to be taught to enable the student to attain access and develop skills to progress through the chosen course of study.
Section V: Special Education and Related Services
□
1. Outline the special education and related services(s) proposed denoting the area of service, describing the instructional delivery, the instructional location and the frequency.
□
2. Ask the related service provider(s) to describe how the related service(s) will enhance the student’s progress.
□
3. Explain the direct and indirect services to be provided.
Section VI: Participation in Statewide [and District] Testing
□
1. Discuss the student’s participation in both statewide and district testing programs, and identify accommodation/modifications needed.
□
2. Describe any accommodations/modifications provided in classroom instruction that will be applied to the testing environment.
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Section VIII: Special Factors to be Considered
□
1. Review the special factors and make decisions based on the needs of the student.
□
2. Considerations must be given annually to Extended School Year (ESY) services. Inform the parent/guardian that the decision can not be made before the last three (3) months of the regular school year. This may require the IEP team to reconvene prior to the end of the school year.
Section IX: Least Restrictive Environment
□
1. Discuss the Least Restrictive Environment (LRE) requirements referring to the educational and functional assessments. It is especially important to identify any activities in which the student will not participate in the general curriculum with regular students.
□
2. Explain why full participation is not possible for identified areas. During the discussion, account for the entire school day not just the instructional day. Clearly
identify the placement option that is most appropriate and the environment where the services(s) will be provided.
Section X: Team Members [Signature Page]
□
1. Verify that the appropriate categories of team members were present at the meeting and obtain signatures along with the titles of the team members and the date of the signature.
□
2. All meeting attendees, including he parent/guardian or adult student should
sign at the top of the page. The parent/guardian or adult student should also sign at the bottom of the page signifying their degree of approval of the IEP along with any noted exceptions.
□
3. In the event that the parent/guardian or adult student should refuse to
sign, the refusal must be noted and dated on the IEP by the case manager.
4.
Conclude the meeting by:
□
Printing the IEP
□
Marking the IEP Complete in Excent
Note: Once the IEP has been marked “Complete” you cannot
make changes to the IEP.
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5.
Wrap up the meeting by:
□
Providing a copy of the IEP to parent
□
Reading the minutes of the meeting
□
Providing copies of the IEP Meeting Notes
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Extended School Year Services have been available to students with disabilities for the last decade, but it is only recently that court cases have begun to define the specific characteristics that school districts must use to determine if ESY services are needed.
For some students, the provision of free appropriate public education means extending instruction and related services beyond the typical school year. An extended school year program must be provided for any student with disabilities who is eligible for such services. The determination of eligibility to provide such services is made annually by the IEP team although preparation for the determination must begin early in the school year in order to carefully collect the data that will be needed in order to make an accurate determination.
Teachers should collect data relating to specific skills and behaviors that have been identified on the current IEP, just as they would to determine if appropriate progress is being made during the school year. The decision of whether or not a child is eligible is determined by a student’s ability to maintain learned skills identified on the IEP during the typical school year.
While all students regress or lose some skills during a break, some children with disabilities experience a loss of skills or regression that is so great, it takes a significant length of time during the next school period to regain or recoup those skills.
Additionally, the individual needs of some students might require services which are shorter or longer than the typical school day.
ESY SERVICES:
ARE .......
 to maintain learned skills, not develop new skills
 to target goals and objectives derived from the current IEP
 determined on an individualized, case by case basis
 provided at no cost to families, and with no budgetary constraints as a factor
 based on the needs of the individual child, and thus there is no specific amount of time required (typically not the same as what the child may receive during the school year)
 developed through creative use of educational and other personnel
 provided in a variety of environments, including the home setting
 available to any student who is eligible for them
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 evaluated annually and based on data collected during the current year to determine eligibility
 discussed at the IEP meeting by the IEP team
ARE NOT .......
 to develop new skills
 a traditional summer school program
 to meet newly developed goals and objectives
 to make up for absences incurred during vacation, suspension or expulsion
 provided for the convenience of families, e.g. to substitute for childcare or to maintain the families’ job security
 to replace or duplicate alternative community resources
The following sequence is suggested in order for the ESY requirements to flow within the IEP process over the course of a school year.
 When a student enters the district or school, review the student’s file for evidence of previous ESY services and/or history of regression.
 Over the course of the school year, each service provider should collect data before and after major breaks and record in the student’s file.
 Review any data collected prior to each IEP meeting for evidence of
regression/recoupment that may determine the student’s eligibility
for ESY services.
 During each IEP meeting, consideration for ESY services must be discussed using data collected and/or predictive factors.
 Document the results of your discussion in Section VIII of the Excent IEP.
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 In what ways does the student’s disability and/or intensity of needs impact the maintenance of learned skills?
Examples:
A student with autism has a history of losing skills in the area of communication when structured activities are not provided over an extended school break.
A student with TBI has ongoing problems retaining learned skills and needs ongoing practice of these skills to prevent serious regression.
A student with multiple and severe disabilities requires very intensive services over the school year through collaborative efforts from staff and the family, to make progress on
IEP objectives. Therefore, it can be predicted that after an extended break, significant regression could occur.
 Are there behavioral or physical factors that negatively impact the student’s ability to maintain learned skills?
 Have there been extended absences that impact ability to maintain learned skills?
 Have there been major life events that impact ability to maintain learned skills?
 Have there been significant behavioral challenges that interfere with maintenance of learned skills?
 What community/home resources are already planned or could be available in order for the student to maintain learned skills?
 How does the parents’ ability to provide educational structure at home impact the child’s ability to maintain learned skills?
Example:
A child with a learning disability has a family who is in crisis and therefore is not able to provide ongoing support in reading.
 What community/home support is needed to provide necessary opportunities for this student?
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Example:
A child who is deaf and whose primary mode of communication is sign language has limited opportunities to communicate with others using sign language in the community.
 Does the lack of opportunities for the student to interact with non-disabled peers significantly interfere with maintenance of learned skills?
Example:
A child with multiple disabilities has a goal of developing social initiation skills, but lives in an isolated rural area where no opportunities exist for interaction with typical peers.
 Are there any objectives on the IEP that require ongoing support in order to maintain learned skills?
 Are there other elements of the IEP such as a behavior plan or health care plan that require ongoing support in order to maintain learned skills?
 Does this student require ongoing support in order to maintain learned vocational skills?
Example:
A student has a job during the school year with support from a job coach. The question for the IEP team is: Will this student lose the opportunity to maintain learned skills over the summer without the support of a job coach?
 What support/services are essential, as well as reasonable, to meet this student’s individual needs in order to maintain learned skills?
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Examples:
A district can provide a student with Autism appropriate educational services within the school district, rather than sending them to an out-of district/state special camp.
A district can provide a student with a disability who is reading well below grade level appropriate services within the school district, rather than sending them to a costly out-of-state special reading program.
 How does the length of time that the student takes to learn a skill negatively impact the maintenance of learned skills?
 Would the interruption of services be detrimental to the student’s continued progress?
Examples:
A student with an emotional disability begins the school year with many office referrals.
In the course of the year, the number of referrals decreases, but, without the benefit of
ESY, it can be predicted that the frequency of referrals would escalate to, or near to, the rate observed initially.
A student with a perceptual/communicative disability demonstrates peaks and valleys regarding the time it takes to become proficient in a skill. Data collection may not give a true picture of the difficulty the student has, but ESY could provide the prolonged opportunity for maintenance.
 Has anything occurred additionally throughout the year that ought to be considered?
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These guidelines describe a process to be used to select, administer, and evaluate the effectiveness of instructional and assessment accommodations used by students with disabilities.
The process described in this document is designed to be used by:
• Individualized Education Program teams;
• general education teachers;
• special education teachers;
• administrators; and
• district-level assessment staff.
Five steps:
1 Expect students with disabilities to achieve grade-level academic content standards.
2 Learn about accommodations for instruction and assessment.
3 Select accommodations for instruction and assessment for individual students.
4 Administer accommodations during instruction and assessment.
5 Evaluate and improve accommodation use.
The guidance in this manual pertains to students with disabilities who receive district standards-based instruction and participate in district and state-wide assessments. This guidance does not pertain to students with significant cognitive disabilities who are assessed according to alternate achievement standards.
Step One: Expect students with disabilities to achieve grade-level academic content standards.
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Rationale:
Both the No Child Left Behind Act of 2001 (NCLB) and the Individuals with Disabilities
Education Improvement Act of 2004 (IDEA 2004) require the participation of students with disabilities in district standards-based instruction and district wide assessment initiatives. Approximately 86.5% of children with disabilities are capable of achieving grade-level standards.
NCLB
A basic education reform principle within NCLB is the requirement for stronger accountability for results for all students. Academic content standards (what student should learn) and academic achievement standards (how well students should learn) in the four content areas form the basis of a state’s accountability system.
State assessments are the mechanism for checking whether students have attained the knowledge and skills defined by the district’s content standards and benchmarks.
A state’s accountability system is defined in terms of adequate yearly progress (AYP).
This is a way to measure the improvement in achieving district standards and benchmarks for all students and designated subgroups each year.
The South Carolina Department of Education holds schools and districts accountable on an annual basis for making AYP. The United States Department of Education holds
South Carolina accountable for making AYP. Ultimately sanctions are put in place if a school and district do not make AYP.
IDEA 2004
Individual with Disabilities Education Improvement Act of 2004 (IDEA 2004)
Accountability for individuals is provided through the Individualized Education Program
(IEP) developed on the basis of each child’s unique needs. IEPs are a written legal document for a child with a disability that is developed, reviewed, and revised in accordance with federal and state special education laws. The IEP includes a statement of any individual accommodations to be used during instruction and the administration of district assessments. IDEA requires the participation of students with disabilities in state and district assessments. Accommodations are to be provided during instruction and the administration of assessments as documented on the student’s IEP.
The Individual with Disabilities Education Improvement Act (IDEA) is very clear about using testing accommodations only when these changes do not themselves change the
“construct” being measured by the assessment.
Including All Students
Both federal and state laws require that all students with disabilities participate in assessments. Schools and districts are held accountable for the academic performance of all students. IEP team members must actively engage in a planning process that addresses the:
• Assurance of the provision of accommodations to facilitate student
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access to the general education curriculum, grade level instruction and
state assessments, and
• Use of alternate assessments to assess the achievement of students
with the most significant cognitive disabilities.
Equitable Access
Equitable access to the general education curriculum and grade level instruction on the district’s content standards and benchmarks for all students must be ensured.
To accomplish this, IEP team members must be familiar with:
• The district’s content standards and benchmarks; and
• Appropriate methods of collaboration/consultation between general and
special educators.
Achieving Grade Level Academic Content Standards
Approximately 86.5% of students with disabilities are able to achieve grade level academic content standards when the following conditions are met:
• teachers are qualified to teach in the content areas addressed by district
standards and benchmarks; and
• teachers know how to differentiate instruction for diverse learners.
• IEPs for students with disabilities are developed to ensure the provision
of specially designed instruction (e.g. specific reading skills, strategies for
“learning how to learn”);
• appropriate accommodations are provided to help students access grade
level content.
Assessment and Instructional Accommodations
Accommodations provided to a student during district and state assessments must be the same as the accommodations provided for classroom instruction and assessment. A new accommodation is not to be introduced solely for the use during assessment.
Step Two: Learn about accommodations for instruction and
assessment.
What are accommodations?
Accommodations do not reduce learning expectations. Accommodations are intended to “level the playing field” and eliminate the effects of a student’s disability.
Accommodations are practices and procedures in the areas of:
• presentation,
• response,
• setting, and
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• timing/scheduling.
Accommodations do not change the kind of achievement being measured, but they change how that achievement is measured. If chosen appropriately, an accommodation will neither provide too much, or too little help to the student who receives it.
Presentation
Presentation Accommodations – Allow students to access information in ways that do not require them to visually read standard print. These alternate modes of access are auditory, multi-sensory, tactile and visual. Examples of presentation accommodations:
Visual:
• Large Print
• Magnification Devices
• Sign Language
Tactile
• Braille
• Tactile Graphics
Auditory
• Human Reader
• Instruction or Assessment on Audiotape or Compact Disk
• Recorded Texts
• Audio Amplification Devices
• Books on Tape
Multi-Sensory
• Videotape and Descriptive Video
• Screen Reader
• Visual Cues
• Notes, Outlines, and Instructions
• Talking Materials
Who Benefits – Students who benefit most from presentation accommodations are those with print disabilities, defined as difficulty or inability to visually read standard print due to a physical, sensory, or cognitive disability.
Response
Response Accommodations – Allow students to complete activities, assignments, and assessments in different ways or to solve or organize problems using some type of assistive devise or organizer. Examples of response accommodations:
• Scribe and Note Taker
• Computer with Word Processing Program
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• Speech to Text
• Brailler
• Tape Recorder
• Responding in Test Booklet (rather than on the answer sheet)
• Calculation Devices
• Spelling and Grammar Devices
• Visual and Graphic Organizers
Who Benefits - Students who benefit most from response accommodations are those with physical, sensory, or learning disabilities (including difficulties with memory, sequencing, directionality, alignment, and organization.)
Setting
Setting Accommodations – Change in the location where a test is administered or an assignment is completed or a change in the conditions of the assessment setting.
Examples of setting accommodations:
• Sound blocking headphones
• Different room
• Study Carrell
Who Benefits - Students who benefit most from setting accommodations are easily distracted in large group settings and who concentrate best in a small group or individual setting.
Timing and Scheduling
Timing and Scheduling Accommodations – Increase the allowable length of time to complete an assessment or assignment or a change in the way the time is organized.
Examples of timing and scheduling accommodations:
• Extended Time
• Multiple or Frequent Breaks
• Change in the order of activities
Who Benefits - Students who benefit most from timing and scheduling accommodations are those who need more time than generally allowed to complete activities, assignments, and assessments.
Modifications vs. Accommodations
Accommodations do not reduce learning expectations; accommodations provide access.
Modifications refer to practices that change, lower, or reduce learning expectations. Examples of modifications:
• Requiring a student to learn less material (e.g., fewer objectives, shorter
• Reducing assignments and assessments so a student only needs to
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complete the easiest problems or items,
• Revising assignments or assessments to make them easier (e.g. crossing
out half of the response choices on a multiple-choice test so that a
student only has to pick from two options instead of four), or
• Giving a student hints or clues to correct responses on assignments and
tests.
It is important to note that when modifications are used, the content a student learns is different because the learning expectations for the student is changed, lowered or reduced. The use of accommodation does not change the learning expectations for the student. Accommodations change the way the student accesses or demonstrates learning-- not what is learned.
Step Three: Select accommodations for instruction and assessment for
individual students.
Selection of Accommodations
Effective decision-making about the provision of appropriate accommodations begins with making good instructional decisions. Making decisions about accommodations is one in which members of the IEP team attempt to “level the playing field” so that students with disabilities can participate in the general education curriculum.
Making good decisions is facilitated by gathering and reviewing good information about the student’s disability and present level of academic achievement and functional performance in relation to district content standards and benchmarks.
The IEP team must remember that accommodations should level the playing field so the student can acquire, store and demonstrate grade level skills and knowledge, not give an unfair advantage to a student with disabilities.
IEP Meetings
There are potentially three times during the process of developing a student’s
IEP when accommodations should be addressed:
1. Consideration of Special Factors: It is during this time that the IEP team discusses the appropriateness of communication and assistive technology supports.
2. Supplementary Aids and Services: This is the time when the IEP team discusses the services, activities and supports that will be provided in general education classes and other education-related settings which allow the student to be educated with non-disabled peers to the maximum extent appropriate.
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3. Participation in Assessments: During this part of the IEP meeting the team will document the accommodations that are needed to facilitate the participation of the student in state and district assessments.
Involving Students
It is critical for students with disabilities to understand their disabilities and learn self-advocacy strategies for success in school and throughout life.
Teachers and other IEP team members can play a key role in working with students to advocate for themselves in the context of selecting, using, and evaluating accommodations.
The more students are involved in the selection process, the more likely the accommodations will be used, especially as students reach adolescence and the desire to be more independent increases.
Students need opportunities to learn which accommodations are most helpful to them, and then they need to learn how to make certain those accommodations are provided in all of their classes and wherever they need them outside of school.
Guidelines from Research and Experience
There are some guidelines from both research and experience that might be followed by IEP teams so that the accommodations they identify and the recommendations they make are reasonable for the student in question. Here are some of those guidelines:
1. All students with certain disabilities do not necessarily need an accommodation. Decisions about the need for accommodations should be individualized and not be made just because a student has a certain type of disability.
2. Students who have the same type of disability do not necessarily need the same accommodation(s). For example some students with a learning disability do not need extended time for taking a test, but others do. Some need a few minutes and others need 20-30, depending on the actual time limits. It would be unreasonable to use a single rule with all such students and, for example, simply double the time limits for all students with a learning disability in reading.
3. Just as an accommodation may not completely remove the effect of a student’s disability, an accommodation could overcompensate and give the student help that others without an accommodation did not receive. Thus, in making these decisions, it is possible to err both ways-- to give too little help or too much. IEP teams should be aware of both possible kinds of errors.
4. These are no ready rules and guidelines that make the selection of accommodations simple and fair. IEP teams need experience in examining the effects of past decisions so that future decisions might more closely fit the student’s needs.
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Teachers should take good notes during test administrations so that it can be determined whether changes in time limits, for example, were long enough or too long.
Generally, experience with classroom assessments is one good indicator of the nature of the accommodations needed for large-scale assessment situations.
5. Students change over time, so the accommodations used in one year should not be included in the IEP for the next year without review by the IEP team. In some cases, further accommodations might be needed, and in others fewer might be required.
Questions
Selecting accommodations for instruction and assessment is the role of a student’s IEP team. The following questions are provided as a guide to the selection of appropriate accommodations for student receiving special education services as well as reviewing the accommodations for students are currently using:
• What are the student’s learning strengths and areas of further
improvement?
• How do the student’s learning needs affect the achievement of grade-
level content standards?
• What specialized instruction (e.g., learning strategies, organizational
skills, reading skills) does the student need to achieve grade-level
content standards?
• What accommodations will increase the student’s access to instruction
and assessment by addressing the student’s learning needs and reducing
the effect of the student’s disability? These may be new
accommodations or accommodations the student is currently using.
• What accommodations does the student regularly use during instruction
and assessments?
• What are the results for assignments and assessments when
accommodations were used and not used?
• What is the student perception of how well an accommodation
“worked”?
• Are there effective combinations of accommodations?
• What difficulties did the student experience when using
accommodations?
• What are the perceptions of parents, teachers, and specialists about
how the accommodation worked?
• Should the student continue to use an accommodation, are changes
needed, or should the use of the accommodation be discontinued?
Other Considerations
Of the accommodations that match the student’s needs, consider:
• The student’s willingness to learn to use the accommodation,
• Opportunities to learn how to use the accommodation in the classroom
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settings,
• Conditions for use on state assessments, and
• Those different accommodations that may be appropriate in different
content areas.
Plan how and when the student will learn to use each new accommodation. Be certain there is ample time to learn to use instructional and assessment accommodations before an assessment takes place. Finally, plan for the ongoing evaluation and improvement of the student’s use of accommodations.
Do’s of Selection
Do…
• Make accommodations decisions based on individualized needs.
• Select accommodations that reduce the effect of the disability to access instruction and demonstrate learning.
• Be certain to document instructional and assessment accommodation(s) on the IEP.
• Be familiar with the types of accommodations that can be used as both instructional and assessment accommodations.
• Be specific about the “Where, When, Who, and How” of providing accommodations.
• Refer to state accommodations policies and understand implications of selections.
• Evaluate accommodations used by the student.
• Get input about accommodations from teachers, parents, and students, and use it to make decisions at IEP team meetings.
• Provide accommodations for assessments routinely used for classroom instruction.
• Select accommodations based on specific individual needs in each content area.
Don’ts of Selections
Don’t…
• Make accommodations decisions based on whatever is easiest to do.
• Select accommodations that are unrelated to the student learning needs documented on the IEP and give students an unfair advantage.
• Use an accommodation that has not been documented on the IEP.
• Assume that all instructional accommodations are appropriate for use on assessments.
• Simply indicate an accommodation will be provided “as appropriate” or “as necessary.”
• Check every accommodation possible on a checklist simply to be “safe.”
• Assume the same accommodations remain appropriate year after year.
• Make decisions about instructional and assessment accommodations without input from students, parents and teachers.
• Provide an assessment accommodation for the first time on the day of a test.
• Assume certain accommodations, such as extra time, are appropriate for every student in every content area.
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Step 4: Administer accommodations during instruction and assessment
During Instruction
Students must be provided the selected accommodations during instructional periods that necessitate their use. An accommodation may not be used solely during assessments.
During Assessment – Planning for Test Day
Once decisions have been made to meet individual student needs, the logistics of providing the actual accommodations during assessments must be mapped out. It is essential for all IEP team members to know and understand the requirements and consequences of district and state assessments, including the use of accommodations.
Prior to the day of the test, be certain test administrators and proctors know what accommodations each student will be using and how to administer them properly.
Administering Assessments and Accommodations
State and local laws and policies specify practices to assure test security and the standardized and ethical administration of assessments.
The Code of Professional Responsibilities in Educational Monitoring states that test administrators and others involved in assessments must:
• Take appropriate security precautions before, during, and after the
administration of the assessment;
• Understand the procedures needed to administer the assessment prior
to administration;
• Administer standardized assessments according to prescribed
procedures and conditions and notify appropriate persons if any
nonstandard or delimiting conditions occur;
• Avoid any conditions in the conduct of the assessment that might
invalidate the results;
• Provide for and document all reasonable and allowable accommodations
for the administration of the assessment to persons with disabilities or
special needs; and
• Avoid actions or conditions that would permit or encourage individuals
or groups to receive scores that misrepresent their actual levels of
attainment.
Definition of Testing Practices
Ethical testing practices must be maintained during the administration of a test.
The following terms are crucial to the testing process:
 Standardization refers to adherence to uniform administration procedures and conditions during an assessment.
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 Test security involves maintaining the confidentiality of test questions and answers, and is critical in ensuring the integrity and validity of a test.
Step 5: Evaluate and Improve Accommodations Use
Evaluating Accommodations
Accommodations must be selected on the basis of the individual student’s needs and must be used consistently for instruction and assessment. Collecting and analyzing data on the use and effectiveness of accommodations are necessary to ensure the meaningful participation of students with disabilities in state and district assessments.
Data on the use and impact of accommodations during assessments may:
• Reveal questionable patterns of accommodations use;
• Support the continued use of some accommodations;
• Rethink the use of some accommodations;
• Indicate areas in which the IEP team and test administrators need additional training and support.
Types of Data Collected
The collection of data that can be used to guide the formation evaluation process include:
• Observations conducting during test administration;
• Interviews with test administrators;
• Talking with students after testing sessions.
Evaluation at the Student Level
These questions will guide the evaluation of accommodations from the viewpoint of the student:
1. What accommodations does the student use during instruction and assessments?
2. What are the results of classroom assignments and assessments when accommodations are used verses when accommodations are not used?
3. If a student did not meet the expected level of performance, is it due to not having access to the necessary instruction, not using the accommodations delineated in the
IEP, or using accommodations that are ineffective?
4. What is the student’s perception of how the accommodation worked?
5. What combinations of accommodations seem to be effective?
6. What are the difficulties encountered in the use of accommodations?
7. What are the perceptions of teachers and others about how the accommodations appear to be working?
These evaluation questions can be used to formatively evaluate the accommodations used at the school, district, and student-level as a whole.
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Anderson School District Five would like to thank the Horry County School District for sharing their information about the IEP process.
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NWEA recommends a set of allowable accommodations and modifications in order to keep data consistent from site to site and testing season to testing season. These accommodations apply to all students unless marked with an asterisk*, which means they are allowable for Special Education students only .
Types of adaptations allowable are as follows :
Setting
 Test an individual student in a separate setting


Test a small group of students in a separate, but familiar location
Minimize distractions (for example, study carrel)
Timing
 Frequent breaks (specify)
 Extended breaks (specify)
Scheduling
 Administer at time of day most beneficial to student


Shorter testing sessions (specify)
Divide testing over several sessions
Presentation







Read or reread directions to students
Sign directions for the deaf
Translate directions orally
Simplify language in directions
Clarify directions
Noise buffers
Read aloud mathematics only * (IEP or 504 Plan required) .
Individual test administration required


Oral administration for MATH * (IEP or 504 Plan required) .
Proctor reads text portions aloud to students
Individual test administration required
Visual magnification devices
Responds options


Dictate responses to a scribe * (IEP or 504 Plan required)
Point to responses for a scribe * (IEP or 504 Plan required)
Setting


Test an individual student in a separate setting
Test a small group of students in a separate, but familiar location (for example, Title I room)
 Minimize distractions (for example, study carrel)
Supplemental materials
 Calculator (provided on the screen).


Four functions hand-held calculator may be used for Map items where the calculator is provided on the screen if required on the IEP or 504 Plan. *
Scratch paper
 Masks/markers to limit distractions (for example, student may use a sticky note to move down the screen as they are reading)
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N
A
E
P
Frequently Provided Accommodations for Students with Disabilities and
English Language Learners
Accommodations for SD and ELL students
Takes test in a small group 1 , 2
Takes test one on one 1, 5
Math 2 Reading 2 Science yes yes yes yes yes yes
Takes test in a study carrel 1
Directions only read in
English 1
Read aloud occasional in
English
Read aloud most or all in
English
Adjusting font size 1
Adjusting contrast or colors 1
Highlighter for items/prompts 1
Electronic spellcheck/thesaurus 1
Uses template, special equipment, or preferential seating yes yes yes yes n.a. n.a. n.a. no yes yes yes no no n.a. n.a. n.a. no yes yes yes yes yes n.a. n.a. n.a. no yes
Uses a calculator, including talking or
Braille calculator, for computation tasks 3
Allowed extended time 1
Allowed breaks during testing 1 no yes yes
Must have an aide present in the testing room n.a.
Has test administered by a familiar person 4 yes
Responds orally to scribe yes
Magnification equipment yes
Large print version of test yes
Cueing to stay on task yes
Presentation in Braille yes
Response in Braille yes no yes yes n.a. yes yes yes yes yes yes yes no yes yes n.a. yes yes yes yes yes yes yes
Writing
(paper and pencil) yes yes yes yes yes yes n.a. n.a. n.a. no yes no yes yes n.a. yes no yes yes yes no no
Writing
Computer-
Based
Assessment
(CBA)
Civics,
Econ.,
Geog., U.S.
History Music
Visual
Arts yes yes yes yes yes yes yes yes yes yes yes no yes yes n.a. yes no yes yes yes no no yes yes yes yes yes yes n.a. n.a. n.a. no yes no yes yes yes n.a. yes yes yes yes yes yes yes yes yes yes yes yes n.a. n.a. n.a. no yes no yes yes n.a. yes yes yes yes yes yes yes yes yes yes yes yes yes n.a. n.a. n.a. no yes no yes yes n.a. yes yes yes no yes yes yes
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Accommodations for SD and ELL students
Presentation in sign language
Directions only signed
Math 2 Reading 2 Science yes yes no yes yes yes
Bilingual dictionary without definitions
Directions only read aloud in Spanish
Test items read aloud in
Spanish
Spanish/English version of the test
Has oral or written responses in native language translated into written English yes yes yes yes no no yes no no no yes yes yes yes no
Writing
(paper and pencil) yes yes yes yes no yes no
Writing
Computer-
Based
Assessment
(CBA)
Civics,
Econ.,
Geog., U.S.
History Music
Visual
Arts yes yes no yes no yes 6 no yes yes yes yes no yes 3 no yes no yes no no no no no yes yes no no no no
Writes directly in test booklet 1 yes yes yes yes n.a. yes yes
1
Accommodations that are standard NAEP practice, and so are not considered as accommodations.
2
Accommodations for main NAEP mathematics and reading also pertain for Long-Term Trend mathematics and reading.
3
No on non-calculator blocks; allowed when blocks specify calculator use.
4
As of 2009, applies to all subjects.
5
As of 2010, bilingual booklet available for social studies.
6
For the writing CBA, the prompts are in English only.
NOTE: Some of the above accommodations may be provided by school, district, state as long as permitted by NAEP.
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National
Assessment of Educational Progress (NAEP) 2008 Arts, 2008 Long-Term Trend, 2011 Mathematics and Reading, 2010 Civics,
Geography, U.S. history, 2006 Economics, 2011 Science, and 2011 Writing Assessments.
yes
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