Atkinson County School System
Pearson, GA
Special Education
Procedures Manual
Atkinson County Special Education Procedures Manual
August 2008
1
Special Education
Procedures Manual
Our Mission Statement
Our Mission is to promote the value of learning, self-worth, and quality
performance among all students and staff. A seamless transition will exist
as the student moves into society to become a productive and responsible
person.
Atkinson County School System
2
Special Education
Procedures Manual
Table of Contents
Page Number
PURPOSE ....................................................................................................................................................... 5
IMPORTANT DATES ....................................................................................................................................... 6
STATE AND SYSTEM-WIDE ASSESSMENTS: ................................................................................................... 6
JOB DESCRIPTIONS ........................................................................................................................................ 7
Lead Special Education Teacher....................................................................................................... 7
Special Education Teacher ............................................................................................................. 10
Special Education Para-Professional .............................................................................................. 12
Bus Monitors .................................................................................................................................. 15
SPECIAL EDUCATION FORMS ...................................................................................................................... 17
STUDENT FILES ............................................................................................................................................ 17
CONFIDENTIALITY ....................................................................................................................................... 18
STUDENT REFERRAL PROCEDURE ............................................................................................................... 19
EVALUATION PROCESS ................................................................................................................................ 20
INDEPENDENT EVALUATIONS ..................................................................................................................... 21
PARENTAL RIGHTS at a GLANCE.................................................................................................................. 22
IEP MEETINGS ............................................................................................................................................. 24
Excusal From The Meeting ............................................................................................................. 25
Changes To The IEP ........................................................................................................................ 25
Suggested Agenda for IEP Meetings .............................................................................................. 26
Initial Eligibility/Re-evaluation Meeting ........................................................................... 26
Annual Review Meeting .................................................................................................... 28
Special Situations ........................................................................................................................... 30
Important Meeting Reminders ...................................................................................................... 30
MEETING CHECKLIST ................................................................................................................................... 31
Atkinson County School System
3
Special Education
Procedures Manual
ABSENT PARENT PROCEDURES ................................................................................................................... 32
IMPLEMENTATION OF THE IEP ................................................................................................................... 32
QUICK GUIDE TO THE IEP ............................................................................................................................ 33
TRANSFER STUDENTS .................................................................................................................................. 35
DISMISSAL FROM SPECIAL EDUCATION ...................................................................................................... 35
INACTIVE FILE .............................................................................................................................................. 36
LEAST RESTRICTIVE ENVIRONMENT (LRE) .................................................................................................. 37
DISCIPLINE ................................................................................................................................................... 42
BEHAVIOR INTERVENTION PLANS (BIP) ...................................................................................................... 45
Suggestions For Minimizing Behavior ............................................................................................ 46
CHILD FIND .................................................................................................................................................. 48
EXTENDED SCHOOL YEAR SERVICES............................................................................................................ 49
Definition of Key Terms ................................................................................................................. 51
SPECIAL TRANSPORTATION ........................................................................................................................ 53
SURROGATE PARENT (S) ............................................................................................................................. 56
TRANSFER OF PARENTAL RIGHTS AT AGE OF MAJORITY ............................................................................ 57
HEARING AID MAINTENANCE ..................................................................................................................... 58
ANNUAL AUDIOLOGICAL EVALUATIONS ..................................................................................................... 58
ASSISTIVE TECHNOLOGY MAINTENANCE ................................................................................................... 59
FULL TIME EQUIVALENCY REPORTS (FTE) ................................................................................................... 60
MEDICAID REPORTING ................................................................................................................................ 61
STATE AND SYSTEM-WIDE ASSESSMENTS .................................................................................................. 62
GAA ............................................................................................................................................................. 63
GUIDELINES FOR PARTICIPATION IN THE GAA....................................................................................................... 64
Atkinson County School System
4
Special Education
Procedures Manual
It is the goal of the Atkinson County School System to ensure that all students
with disabilities have available to them a free appropriate public education.
PURPOSE
The purpose of the Special Education Procedure manual is to serve as a general
resource guide regarding students with disabilities and to inform school personnel of:
the educational rights of students with disabilities
the educator’s duties and responsibilities regarding students with disabilities
the special education referral procedures
the Individual Education Program (IEP) process
This handbook is designed for in-system use and is not intended to be a comprehensive
legal guide. School level personnel should continue to consult with their building
principals, the Director of Special Education, and the Superintendent with regard to
specific questions or situations, which arise as a result of the provision of special
education services.
THIS MANUAL IS TO BE RETURNED TO THE BUILDING LEVEL LEAD SPECIAL
EDUCATION TEACHER AT THE END OF THE SCHOOL YEAR.
Atkinson County School System
5
Special Education
Procedures Manual
IMPORTANT DATES
Annual Review Start Date:
January
Target Date for Completion of ALL IEP Annual Reviews:
Last school day in April
FTE Dates:
March
October
December
Special Education In-Service:
August, January, May
STATE AND SYSTEM-WIDE ASSESSMENTS:
See your school’s test coordinator for dates
GKIDS
(Kindergarten)
CRCT (grades 1-2)
Reading, Lang. Arts, Math
CRCT (grades 3–8)
Reading, Lang. Arts, Math, Science, Social Studies
Writing Assessments
(grades 3, 5, 8)
End Of Course Test
(grades 9-12)
GA High School Graduation Test
GA High School Writing Assessment
GA Alternative Assessment
Atkinson County School System
6
Special Education
Procedures Manual
JOB DESCRIPTIONS
The role of Lead Special Education Teacher, Special Education Teacher, and Special
Education Para-professional encompasses a broad range of responsibilities, extending
from the individual students, to the classrooms, to the school as a faculty member, to
the central office, and into the community. Use the following lists as a guide for fulfilling
your responsibilities.
Lead Special Education Teacher
Beginning of Each School Year
schedule and facilitate orientation for special education teachers in their school during
pre-planning. Orientations may include information and updates on federal and state
regulations, Due Process, services available and how to access, system special
education procedures, etc.
Electronic Special Education Student Information
ensure that Special Education Teachers maintain correct and current data on all special
education students (FTE, SASI, IEPOnline, AIMSweb, etc.)
Psychological Reports
receive psychological reports from the central office
distribute to the appropriate Special Education Teacher
follow-up on distributed reports to ensure procedures are correctly followed
Lead Teacher Meetings
attend regularly scheduled team meetings with the Special Education Director.
RTI Coordinator
provide consultative support to the school RTI Coordinator on an as needed basis.
School Level Special Education Team Meetings
Atkinson County School System
7
Special Education
Procedures Manual
schedule and facilitate regularly scheduled special education team meetings to address
issues and provide updates.
School Administrators & Scheduling of Special Education Students
assist school administrators with scheduling of special education students to assure that
all students are served in the appropriate LRE as documented in the student's IEP
Act as Liaison between General Education and Special Education
work with all staff to assure that students have access to and participate in the general
curriculum
Be Available to Teachers for Consultation
provide consultation to teachers regarding students who learn differently and the use of
modifications, techniques, and materials, which may be useful for the student.
Special Education Budget and Staff Development
review all special education budget requisitions and staff development requests for
appropriateness.
Check Paperwork
check student folders to assure that procedures are being followed and implemented
consistently
provide staff development for teachers whose folders are inadequate, in conjunction
with other system personnel
Special Education Equipment
in conjunction with school and system administrators, Lead Teachers will assure that
Special Education Teachers keep an inventory of all equipment, test materials, and
supplies
Transfer of Student Folders
Atkinson County School System
8
Special Education
Procedures Manual
coordinate the transfer of student special education records to and from other schools
as appropriate.
assure that students, at a minimum, have an IEP and Permission to Place prior to
receiving special education services in the Atkinson County School System and turned
in to the county office within seven days.
Information/Knowledge from Workshops, Meetings, etc.
disseminate information/knowledge from workshops, meetings, etc. with school special
education staff and other appropriate personnel
Atkinson County School System
9
Special Education
Procedures Manual
Special Education Teacher
Develop and Maintain IEPs
follow procedures for writing IEPs
review IEPs on an on-going basis
report progress on goals & objectives at the end of each grading period ( at a minimum)
maintain a current IEP for each child on teacher’s caseload
Maintain Student Records (it is imperative to adhere to specific due dates for reporting
information)
maintain student records in an uniform order
maintain a current roster to be turned in at the end of each month by e-mail
report request student data (FTE, rosters, etc.)
Document Parent/Guardian Contacts
record all parental contacts on the parent contact form
Complete Referrals for Re-evaluations
gather needed referral information for all students in need of a re-evaluation
send referral information to Special Education Office
Attend Due Process Meetings
attend all placement and IEP meetings for students currently served and prospective
students
bring appropriate paperwork and documentation to meetings
Attend Special Education Meetings
attend school departmental meetings and system-wide meetings
Atkinson County School System
10
Special Education
Procedures Manual
Inventory Materials and Equipment
Supervise Para-Professionals
discuss with para-pros the department goals
provide para-pro with students’ classroom accommodations and modifications,
assessment accommodations, goals & objectives
Provide General Education Support Services
work closely with general education teachers
be available to address concerns
promote and increase understanding and acceptance of students with disabilities
be available to teachers for consultation
Continue Professional Growth
keep informed about changes in local and state guidelines
Atkinson County School System
11
Special Education
Procedures Manual
Special Education Para-Professional
Model a positive attitude
no yelling
use a quiet voice with students at all times
Model adequate etiquette and good manners
Provide support to assigned students and, as appropriate, to other students in the class
modifications & accommodations per IEP should being provided
Reinforce previously introduced material (initiated by the teacher)
Listen to oral readings by students
Assist students with assignments
Work with small groups or individuals in order to accelerate, summarize, extend, and
differentiate learning activities
Monitor, assist, and check students’ seatwork
The various approaches of co-teaching should be being used:
Station teaching- centers, students rotate, different content
Parallel teaching- split class, same content, content presented in different manners
Alternative teaching- large group & small group, different content, remediate, don’t pull
same students consistently
Team teaching- teach together, same content
Provide support, suggestions and feedback regarding the strategies and instruction that
have been implemented
Participate in ongoing communication with the general education teacher and support
teacher
Atkinson County School System
12
Special Education
Procedures Manual
Serve as liaison between the classroom and special education teacher
Be familiar with the student’s IEP modifications and accommodations
Be flexible and unobtrusive
Implement assigned activities in a thorough and enthusiastic manner
Maintain confidentiality for all students (it’s the law)
Students with significant disabilities
Remind them to seat in their seat just like the other students are doing- they are not
allowed to roam the room unless that is what the entire class is doing at that time
Assist them in doing as much as they can, as independently as they can- they are not
working on the same skills as the other students in the room
Allow them to assist in any activity that they will need in life- they are working on life
skills & those the objectives listed in their IEPs
Collect data to document student progress
A Special Education Progress Notebook is to be maintained
Complete an observation on each special ed. student served weekly
Notebook is to be turned in to Lead Special Education Teacher every Friday to be
reviewed
Notebook can be picked up on Monday mornings
Maintain folders of representative students’ work by collecting and organizing items
Assist in preparing for instruction
Arrange instructional materials for accessibility
Prepare instructional materials such as flash cards, charts, graphs, transparencies,
power points, etc.
Atkinson County School System
13
Special Education
Procedures Manual
Distribute materials to students
Set up and operate resources and materials as needed by the teacher (overhead
projector, graphic organizers, tape recorder, television, language master, learning
centers, etc.)
Assist students who miss instruction due to absence
Supervise students in the library
Provide assistance locating reference materials and AR books
Supervise students on the playground
Monitor assigned students during special programs and field trips
Supervise the loading and unloading of schools buses (especially the special bus)
Assist the teacher during the lunch period
Accompany students to the office, nurse, counselor, etc.
Assist students in restroom activities as needed
Assist students as needed during fire drills
Assist with physical education activities (especially adapted PE)
Supervise student laboratory work
Instruct in the safe and proper use of tools and supplies
Monitor the administration of tests
Provide approved accommodations
Assist with daily reports that are sent to the office, such as those for lunch and
attendance
Collect notes sent to parents and returned
Atkinson County School System
14
Special Education
Procedures Manual
Duplicate students’ writings and other work
Supervise students in housekeeping duties (ex- cleanup of work area)
Help children with their outer clothing as needed
Monitor, monitor, monitor
Monitor the classroom when the teacher has to leave for brief periods
Assist substitute teachers in following planned learning tasks
Bus Monitors
Be on time each morning. Failure to do so can result in replacement
Know the needs of the students that you are monitoring
Report any irregularities to the Lead Special Education Teacher
Know safety procedures
Maintain a safe environment at all times
Atkinson County School System
15
Special Education
Procedures Manual
IDEA CATEGORIES OF ELIGIBILITY
A student or youth from 3 through the end of the semester of their 21st birthday is
considered to have a disability under the Individuals with Disabilities Education Act
(IDEA) if the student or youth meets the eligibility criteria in any of the following areas.
Autism Spectrum Disorder (AUT)
Deaf-Blind (D/B)
Deaf/Hard of Hearing (D/HH)
Emotional and Behavioral Disorder (EBD)
Intellectual Disability (mild, moderate, severe, profound) (MIID, MOID, SID, PID)
Orthopedic Impairment (OI)
Other Health Impaired (OHI)
Significant Developmental Delay (ages 3-8) (SDD)
Specific Learning Disability (SLD)
Speech-Language Impairment (SI)
Traumatic Brain Injury (TBI)
Visual Impairment/Blindness (VI)
Complete categorical definitions are found in the Georgia Rules and Regulations.
Atkinson County School System
16
Special Education
Procedures Manual
SPECIAL EDUCATION FORMS
Complete and accurate documentation is a critical responsibility of all special education
personnel. For every activity connected with the Special Education Process, there is a
form. All forms must be completely and accurately filled out. Attention to detail is
mandated. All paperwork must be completed online using the IEPonline program. Do
not leave sections blank.
STUDENT FILES
All data related to a student's special education services is confidential. Every effort
must be made to ensure the confidentiality of records. At no time should a file be left
where unauthorized personnel or other students may access it. Files must include a
student record access sheet to document when and by whom the file was reviewed or
accessed.
The primary file for the student is maintained at the board office. This file contains any
psychologicals, medical or private evaluations, eligibility reports, meeting minutes (along
with meeting notice), hearing and vision screening results, and the IEP.
In addition, the primary Special Education Teacher will maintain a working individual file
on all assigned students. These files contain the IEP, work samples, parent
communication records, and end-of-year test data. These files must be kept in a secure,
locked file cabinet.
Atkinson County School System
17
Special Education
Procedures Manual
CONFIDENTIALITY
Confidentiality is one of the rights afforded to parents in the Parent Rights document.
Confidentiality of educational records is a basic right shared by all children in public
schools and their parents.
These fundamental rights are described in the Family
Educational Rights and Privacy Act (FERPA) of 1974, which applies to all students, not
only those with disabilities.
All system personnel are governed by confidentiality requirements. Written and dated
parental consent must be obtained before personally identifiable information is
disclosed to unauthorized individuals, organizations, or agencies unless authorized to
do so under FERPA.
Personally Identifiable Information Includes:
the name of the student, student’s parent, or other family member
address
personal identifier such as the student’s social security number or student number
list of personal characteristics or other information that would make it possible to identify
the student
Atkinson County School System
18
Special Education
Procedures Manual
STUDENT REFERRAL PROCEDURE
A referral is a formal request for professional assistance in the evaluation of a student's
needs. The referral decision is reached through a process of identifying and verifying
concerns about the student from many different sources. The Response to Intervention
Team decides whether or not to refer a student for further evaluation.
Please refer to the RTI manual for additional information.
Prior to determining that a special education referral is necessary, the student’s RTI
folder must be reviewed by the County RTI Team (for psychological referrals). This
team will review the information for further recommendations and strategies.
It is necessary for all students with suspected disabilities (preschool & speech included)
to go through the RTI process.
Parents maintain their due process right to request an evaluation. However, eligibility for
special education should not be considered without documentation of prior instructional
interventions.
Exceptions
A student who is found to have an obvious and severe disability may bypass the RTI
process and be referred directly to special education. The Special Education Director
must approve this exception.
Atkinson County School System
19
Special Education
Procedures Manual
EVALUATION PROCESS
A psychoeducational evaluation will be scheduled once the Special Education Office
receives a complete special education referral packet and parental consent to evaluate.
The school psychologist will notify the director when testing will occur, and in turn, a
Special Education Teacher will notify the parents.
The school psychologist will conduct a comprehensive formal evaluation and write a
report summarizing the results. Data from the RTI process, the parents, and the
evaluation are included in the report. The evaluation process for each program for
exceptional students is different. Definitive criteria may be found in the Georgia Rules
and Regulations. A copy of the report will be sent to the designated person at the school
and a special education eligibility/placement meeting scheduled. Note: Psychological
reports may not be copied and must be kept in a secure location.
The Special Education Teacher will send the eligibility/placement meeting notice to the
parent. Notice will indicate the purpose of the meeting, the time, location, and who will
be in attendance. The Special Education Teacher, who has been assigned the case,
should follow up with the parents to verify that they received the notice. This should be
documented on the school copy of the notice.
The IEP team will meet at the designated time- to review the evaluation results and
make a decision as to whether or not the student is eligible for special education
services. The team will complete an eligibility report and meeting minutes. If it is
determined that the student is eligible for special education, an IEP will be developed by
the team and a placement recommendation made. Parental consent for placement is
obtained. If the student does not qualify for special education services at this time, the
Special Education Teacher shall send the referral back to tier 3 form to the school RTI
Coordinator and keep a copy for the Special Education files. Reminder: Parental Rights
are explained and a copy offered to the parents at the beginning of the meeting.
The IEP Team reviews the IEP annually to determine whether or not the student needs
continued special education services and to develop new goals and objectives.
Atkinson County School System
20
Special Education
Procedures Manual
Every three years, the IEP team must consider whether or not a re-evaluation is needed
to determine if the student still meets eligibility for special education services.
All contacts during the referral/placement/review process (phone calls, conferences,
letters, home visits, etc.) concerning special education students must be documented.
Important: An IEP and parental consent for placement must be on file before any
special education services may be provided.
INDEPENDENT EVALUATIONS
If the parent or another agency has supplied a psychological report, the RTI Coordinator
or principal should contact the Special Education Director.
Out-of-system independent evaluations can be used in the placement process in the
Atkinson County School System as long as a person licensed by the State of Georgia to
provide such evaluations conducts the evaluation.
Any parent requesting an independent evaluation for his/her student should be referred
to the Special Education Director. Copies of out-of-system evaluations on a special
education student should be forwarded to the Special Education Director.
Atkinson County School System
21
Special Education
Procedures Manual
PARENTAL RIGHTS at a GLANCE
Records
Right to inspect, review, and release records
Confidentiality of Information
Access is restricted
Independent Evaluation
Right to an independent evaluation with results considered by the school
Notice
Right to be notified and present at all meetings
Complaints, Mediation, Hearings
If we can’t agree, a third party can be called to help make a decision
Consent
Consent must be given before evaluation, re-evaluation, and any change in placement
Evaluation Procedures
Right to an appropriate evaluation by a qualified examiner
Least Restrictive Environment
Right to have your child in regular classes as much as is appropriate
Surrogate Parents
One can be assigned if needed
Private School Placement
This placement can be made only if the school system can’t provide appropriate
services
Interim Alternative Educational Placements
If a student has a weapon or drugs the school may place the student in a different
educational setting or call for suspension
Parent Participation
Atkinson County School System
22
Special Education
Procedures Manual
Opportunity given, meetings at a mutually convenient time & place, right to excuse or
not excuse a team member
These parental rights are further explained and summarized in A Parent’s Guide to
Understanding
Rights
Atkinson County School System
and
Responsibilities
by
the
state
department.
23
Special Education
Procedures Manual
The primary goal of the IEP team is to develop a plan that
will enable the student to be successful in the school environment.
IEP MEETINGS
IEP meetings should follow a regular procedure and follow due process requirements.
IEPs must be developed and reviewed annually and must be in effect at the beginning
of each school year. Parents are to be invited to all IEP meetings. All efforts to invite the
parents should be documented. Minutes of the meeting are recorded and a copy given
to the parent. Parental rights ore reviewed and a copy offered yearly. The IEP may be
reviewed more than once yearly if the parent or the system requests a review.
The IEP team consists of:
the parent, guardian, or surrogate parent of the child
at least one of the student's General Education Teachers
a Special Education Teacher
a representative of the school system (LEA representative) - Principal, Assistant
Principal, ILT, Special Education Director, or School Psychologist (Title should be listed
as LEA/ ---)
an individual who can interpret the instructional implications of the evaluation results
other individuals at the discretion of the parent or school system who have knowledge
or special expertise regarding the student
the student, when appropriate (students age 14 and over should be invited)
a representative of any other agency that is likely to be responsible for providing or
paying for transition services for the student
Atkinson County School System
24
Special Education
Procedures Manual
Special Requirement- In the event that a parent requires a translator or interpreter, it is
the responsibility of the special education teacher to ensure that an appropriate adult is
available to serve in that capacity.
Excusal From The Meeting
There are two circumstances in which a required member of the IEP Team may be
excused:
when an IEP Team Member’s area of curriculum or related services is NOT being
changed or discussed at the IEP meeting, the parent and the system may agree to
excuse an IEP Team Member from all or part of a meeting if the parent consents, in
writing, to the excusal
when the IEP Team Member’s area of curriculum or related services is being discussed
at the meeting, the parent and the system may excuse an IEP Team Member from all or
part of a meeting if the parent consents, in writing, to the excusal and that person
submits relevant written input to the IEP Team prior to the meeting
Changes To The IEP
After the annual IEP meeting, there may be a need to make changes or amend the IEP.
This can be done either by the entire IEP Team at an IEP meeting or by mutual
agreement between the parent and system to make changes to the IEP without a
meeting. The parent always retains the right to request a meeting for any changes or
amendments to the IEP. Regardless of the method of changing the IEP, the parent must
be provided a copy of the changes in a timely manner.
Atkinson County School System
25
Special Education
Procedures Manual
Suggested Agenda for IEP Meetings
Initial Eligibility/Re-evaluation Meeting
Introductions and discussion of the importance of parental input. Parental rights offered
and explained.
State the specific purpose of the meeting.
As needed- Receive consent from parent for team members not on the meeting notice
to be included in the meeting.
As needed- Complete the excused team member form for team members on the
meeting notice that are not in attendance.
Review all reports/present level of performance including:
informal observations by current/prior classroom teacher
current evaluation
students educational strengths and weaknesses
Determine eligibility and complete eligibility report. If ineligible, complete re-referral from
and send back to RTI.
Discuss current levels of functioning and the effect of the disability on the student's
school performance. Determine if there are any special considerations.
Develop annual goals based on the student's disability and present level of
performance.
Develop measurable objectives that are intermediate steps toward realizing the annual
goal.
Address transitional activities for all areas and designate responsible person/agency for
each student by age 14.
Discuss modifications needed in the general classroom.
Atkinson County School System
26
Special Education
Procedures Manual
Discuss services to meet formulated goals and objectives. Special education services
considered are those for which eligibility has been established. Placement minutes are
essential in documenting possible placements for the student and as justification for the
final decision. All pertinent information should be documented
Discuss statewide and system-wide testing and, if needed, any accommodations.
Develop a Behavior Management Plan for students with EBD and any other student for
whom behavior impedes learning.
If special education transportation is needed, document the need in the IEP and contact
the Special Education Director to arrange transportation.
Discuss extended year services.
Review minutes.
Team members sign the minutes indicating their presence.
Parent signs the IEP and minutes indicating their presence and receipt of copy of IEP,
minutes, etc.
Obtain signature of parent on Permission/Consent for Placement.
For students receiving OT, PT, Speech, or Audio-logical services, complete parent
permission to bill Peach Care/Medicaid form and obtain a copy of the student's card.
The overall process for the IEP meeting is as follows:
Establish eligibility.
Discuss and document current levels of educational functioning.
Establish annual goals and short-term objectives.
Discuss services and recommend placement.
Atkinson County School System
27
Special Education
Procedures Manual
Annual Review Meeting
The IEP case manager schedules annual review meetings. The case manager should
send the parent a copy of the meeting invitation at least 7 days in advance of the
proposed meeting date. If after three documented attempts to contact the parents there
is no response, the IEP team can review and develop a new IEP.
Introductions and discussion of the importance of parental input. Parental rights offered
and explained.
State the specific purpose of the meeting.
As needed- Receive consent from parent for team members not on the meeting notice
to be included in the meeting.
As needed- Complete the excused team member form for team members on the
meeting notice that are not in attendance.
Review progress on current year's IEP goals and objectives.
Discuss whether or not extended school year services are needed and if so which
objectives will be addressed and how services will be provided
Discuss current levels of functioning and the effect of the disability on the student's
school performance. Determine if there are any special considerations.
Develop annual goals based on the student's disability and present level of
performance.
Develop measurable objectives that are intermediate steps toward realizing the annual
goal.
Address transitional activities for all areas and designate responsible person/agency for
each student by age 14.
Discuss modifications needed in the general classroom.
Atkinson County School System
28
Special Education
Procedures Manual
Discuss services to meet formulated goals and objectives. Special education services
considered are those for which eligibility has been established. Placement minutes are
essential in documenting possible placements for the student and as justification for the
final decision. All pertinent information should be documented
Discuss statewide and system-wide testing and, if needed, any accommodations.
Develop a Behavior Management Plan for students with EBD and any other student for
whom behavior impedes learning.
If special education transportation is needed, document the need in the IEP and contact
the Special Education Director to arrange transportation.
For those students whose triennial evaluation dates occur during the upcoming school
year, the team should review the last psychological and eligibility report, as well as
school performance, etc., to decide if a full or partial re-evaluation will be needed to
determine continued eligibility. Refer to the re-evaluation determination form for
additional information.
Team members sign the minutes indicating their presence.
Parents sign the IEP and minutes indicating their presence and receipt of copy of the
minutes, etc.
Obtain signature of parent on Permission/Consent for Placement
For students receiving OT, PT, Speech, or Audio-logical services, complete the
permission to bill Medicaid form and obtain a copy of the student's card.
Atkinson County School System
29
Special Education
Procedures Manual
Special Situations
The lead team member may decide to table or reschedule the IEP meeting in the
following circumstances:
Questions about eligibility must be resolved.
Additional IEP Team members are needed to provide information.
Additional evaluations are needed.
Questions are addressed that cannot be answered without additional information.
Required member(s) of the IEP team is/are not able to attend the meeting.
The parent contacts the team and asks that the meeting be rescheduled.
Important Meeting Reminders
Due process procedures, including written notice, must be followed for every IEP
meeting. Parental input is important and required.
The team does not vote on decisions regarding a student’s placement. It is the
responsibility of school personnel to make a recommendation to parents regarding the
appropriate program for the student. If disagreement occurs, both parties should
attempt to mediate a resolution in the best interest of the student. If they are unable to
agree on placement, the parent or the school system may request a formal mediation or
initiate a hearing to resolve the disagreement. The Director of Special Education should
be contacted immediately.
The IEP is a legally binding document. Goals and objectives should be written based on
the present level of performance.
Atkinson County School System
30
Special Education
Procedures Manual
MEETING CHECKLIST
Atkinson County School System
31
Special Education
Procedures Manual
ABSENT PARENT PROCEDURES
The Special Education Teacher should make 3 documented efforts to invite the parent
to the IEP meeting. If the parents are unable to attend the meeting, the Special
Education Teacher will send the parents a copy of the IEP, meeting minutes, and
Parental rights.
IMPLEMENTATION OF THE IEP
The student should begin receiving services by the start date indicated on the IEP. If the
parent does not attend the meeting the start date on the IEP should be no earlier than
one week from the date of the IEP meeting. This allows time for the IEP to be sent
home and reviewed by the parent.
Atkinson County School System
32
Special Education
Procedures Manual
QUICK GUIDE TO THE IEP
Present levels should include a complete description of the child’s academic and
functional performance including assessment results, academic and/or behavioral
strengths and needs, parent’s concerns, and the impact of the disability on the child’s
participation in the general education curriculum. The present levels are the starting
point of the IEP development.
Special factors must be considered for all students in each IEP. If needs are identified,
they must be addressed in the IEP.
Transition service plans must be developed for each child prior to starting high school.
The plan details the student’s needs based on an age appropriate assessments and the
course of study (diploma type) the child plans to earn. This should be updated at least
annually and is the road map to post secondary outcome goals (what the student plans
to do after high school). When students turn 18, all due process rights transfer to them
and they must be informed at age 17.
Annual goals/objectives are developed to address specific deficits as described in the
present levels of academic and functional performance and secondary transition needs.
Goals are measurable targets predicted to be met by the completion of the IEP and
objectives are smaller steps designed to enable students to reach the ultimate goal(s).
Objectives are only required for students who will be assessed on the Georgia Alternate
Assessment (GAA) but may also be developed for any student.
A report of student progress toward meeting the goals and objectives in the IEP will
be provided to parents throughout the school year. The schedule of reports is included
in the IEP.
Student Supports are the accommodations, supplemental aids and services, and modifications that the
student needs to advance toward meeting annual goals and making progress in the general education
curriculum are specifically listed here. Accommodations do not change what a student is taught but are
provided to enable the child to progress in the curriculum (e.g. using a word processor for lengthy
written assignments due to deficits in written expression).
Atkinson County School System
33
Special Education
Procedures Manual
Assessment determination is made on an individual basis according to whether the
student is taught grade level standards, modified achievement standards, or alternate
standards. Only students taught alternate standards are eligible for assessment
through the Georgia Alternate Assessment (GAA) which is a portfolio of student
achievement submitted each spring.
General education classes are those that the child will attend without the need for
special education services. Students’ accommodations and behavior intervention plans
may be provided and implemented but specialized instruction is not needed.
Special education instruction/related services may be provided in the general
education setting ranging from minimal support (consultation from a special education
teacher) to maximum support (co-teaching class which includes full time special
education and general education teachers). This section of the IEP specifies the
amount of time students will receive special education services in the general education
classroom.
Special education instruction/related services may also be provided outside of the
general education setting from the least restrictive setting (separate class) to the most
restrictive setting (hospital/homebound or residential setting). Decisions are made on
an individual basis according to students’ needs. There must also be an explanation of
the extent to which the child will not participate with nondisabled children in the regular
class and in the nonacademic and extracurricular activities.
Transportation may be provided through special education as a related service if the
child is unable to ride the bus with regular education peers or if regular transportation is
not available.
Extended School Year (ESY) is recommended for some students and it extends goals
and/or objectives from the current IEP for additional time so that the student is provided
a free appropriate public education. Transportation may be provided as a related
service to enable the child to receive ESY.
Documentation of notice lists the dates and methods used to notify parents of the IEP
meeting and proposed changes in placement or services.
Parent participation in the IEP process is documented here. Parents may attend IEP
meetings in person or via conference calls. If parents are unable to attend, sufficient
time to review the IEP must be provided prior to the start of implementation.
Atkinson County School System
34
Special Education
Procedures Manual
TRANSFER STUDENTS
The School Office
Obtain a signed Consent to Release Records from the parent
Fax Consent to Release Records to former school & local Special Education Director
Notify Lead Special Education Teacher of new student
Lead Special Education Teacher
Contact former school to verify eligibility, placement, & services
Complete a notice of meeting, minutes, & consent for placement
Assign a Special Education Teacher to the student and develop a schedule for the
student. IEP services begin once the parent signs the Consent for Placement.
If the student’s records are not received within 7 school days or if upon receipt of the
student’s records there is insufficient data to determine eligibility, the special education
director will be contacted. The Special Education Director will request the special
education records from the previous school. Consent to Evaluate should only be
obtained if it is determined further testing is required.
Special Education Teacher
Upon receipt of the student’s records, the IEP team will review them to determine
completeness and appropriateness. If goals/objectives are determined to be
inappropriate, new ones must be developed.
The student may not be served by special education until verification of services
by the previous system is received.
DISMISSAL FROM SPECIAL EDUCATION
Atkinson County School System
35
Special Education
Procedures Manual
A student may be dismissed from Special Education for the following reasons:
They no longer qualify for services as a disabled student based on formal evaluation
and eligibility determination.
They show significant and measurable progress and appear capable of being
successful without special education assistance. The IEP Team makes this decision
and provides supportive documentation.
Any time a student is considered for dismissal, the Special Education Teacher must
arrange an IEP meeting. Meeting minutes and documentation should be included. A
referral to RTI will be made based on IEP Team decision.
Graduation is a change of placement and requires an IEP meeting.
INACTIVE FILE
Definition of Inactive:
Termination from special education for any reason
Withdrawal from school or from the school system
When a student withdraws from your school, a withdrawal form should be completed
and e-mailed to the special education office that day. Document extent of progress on
goals/objectives and send file to Special Education Office. Copies of the student’s
special education records will be forwarded to the student’s new school upon request.
Atkinson County School System
36
Special Education
Procedures Manual
LEAST RESTRICTIVE ENVIRONMENT (LRE)
IDEA Section 1412 (5) (B) states "...to the maximum extent appropriate, children with
disabilities, including children in public or private institutions or other care facilities, are
educated with children who are not disabled, and that special classes, separate
schooling, or other removal of children with disabilities from the general educational
environment occurs only when the nature or severity of the disability is such that
education in general classes with the use of supplemental aids and services cannot be
achieved satisfactorily..."
To make setting decisions, the IEP Team must review the instructional needs of the
student.
Atkinson County School System
37
Special Education
Procedures Manual
In order to guide an IEP Team through this process, a six-step sequence is presented
and is represented visually in a flow chart.
Document the student’s current level of performance.
Write objectives from the information gathered, addressing the student's learning needs.
Determine which objectives can be taught in general education settings. For each
objective, or set of related objectives/ the members consider:
age appropriate and content appropriate settings available in various segment times
modifications to general education activities, materials, instruction, and/or environment
necessary in a given setting
personnel support(s) for the student, general education teacher, and/or class
For those objectives that cannot be met in a general education setting, determine in
which special education or community settings the objective(s) will be taught.
Determine settings or activities to provide additional opportunities for interaction with
non-disabled persons.
Determine a method to evaluate the appropriateness of the LRE decision(s) through
ongoing assessment of student learning.
Refer to Flow Charts for Additional Information
Atkinson County School System
38
Special Education
Procedures Manual
LRE DECISION-MAKING MODEL
Document Current Level of Performance
Develop Student IEP Goals and Objectives
How can the goals and objectives be addressed
in the general education classroom?
Settings
Accommodations
&
Modifications
Personnel
Supports
For those goals and objectives which cannot be addressed in the general
education setting, in which special education and community setting can they be
addressed?
What additional settings or activities will provide
opportunities for interaction with nondisabled peers?
Evaluation of Student Performance Objectives
Atkinson County School System
39
Special Education
Procedures Manual
Two leading federal courts of appeal which affect Georgia analyzed in depth the
application of the LRE requirement of IDEA: Greer v. Rome City School District and
Daniel R.R. v. State Board of Education. The following 12 questions formulated
largely from Daniel R.R. should be considered in determining how to apply the
LRE mandate of the IDEA.
What modification must take place in the general classroom in order to educate a
particular child with disabilities?
What supplementary aids and services for a disabled child must be provided in order to
accommodate a particular child with disabilities in a general classroom?
Are the modifications and the supplemental aids in a general classroom reasonable
under all circumstances?
Will the effort to educate a disabled student in the general classroom require a
substantial and disproportionate amount of time for the classroom teacher?
Will the modifications in curriculum in the general classroom produce more than a few
benefits for a particular disabled student?
Is the curriculum in the general classroom, even if modified substantially, appropriate for
the particular needs of a child with disabilities in terms of how the student learns and the
skills the student needs to acquire?
Will the student be able to participate in most class activities?
Will mainstreaming offer the student no more benefit than an opportunity to associate
with non-disabled peers?
Will the opportunity for interaction with non-disabled students alone be sufficient ground
for mainstreaming when balanced with the benefits of special education in a separate
program?
Atkinson County School System
40
Special Education
Procedures Manual
Will the stress of general education beyond the ability of a particular child with
disabilities produce negative or harmful results to the student?
Will the presence of a disabled student in the general classroom require such
modification and accommodation that other students are adversely affected?
Will the disabled student produce any disruptive behavior as a result of a general
classroom placement to his or her detriment and to the detriment of other students?
Atkinson County School System
41
Special Education
Procedures Manual
DISCIPLINE
Disciplinary procedures described pertain to all students with disabilities in any category
of eligibility who violates the code of student conduct.
It is best practice to place an increased emphasis on proactive approaches rather than
reactive behavior management.
A student with a disability, who has an IEP in effect, can be removed like any other
student for up to a total 10 school days for violations of the code of conduct or school
rules during one school year. It is not necessary for the IEP Team to meet.
The Administrator should notify the Lead Special Education Teacher concerning all
disciplinary actions made involving students with disabilities prior to their
implementation.
Student with a Disability : Violates Code of Conduct
(Not including infractions involving weapons, drugs, or inflicting serious bodily injury)
Notify parents of decision to take disciplinary action and of all procedural safeguards no
later than the date on which the decision to take disciplinary action is made
Consider unique circumstances on a case-by-case basis
A student with a disability who violates the code of conduct may be removed to an
appropriate alternative setting for not more than 10 school days
An alternative setting that exceeds 10 school days constitutes a change in placement
When ordering a change of placement, the IEP Team should review all relevant
information (IEP, observations, and parent provided information) to determine
manifestation
Answer the following:
Was the conduct in question caused by or had a direct and substantial relationship to
the child’s disability?
Was the conduct in question a direct result of the System’s failure to implement the
IEP?
If answer to BOTH questions is NO, the conduct WAS NOT a manifestation
Relevant disciplinary procedures may be applied in the same manner & duration as to
students without disabilities
Atkinson County School System
42
Special Education
Procedures Manual
However, FAPE must be provided, although in an alternative educational setting
If the answer to EITHER question is YES, the behavior is a manifestation
Student has a current FBA & BIP in place
it should be reviewed and modified as necessary
No FBA & BIP are in place
these should be conducted by the IEP Team
Student returns to original placement unless the parent and IEP Team agree to a
change in placement as part of the modification of the BIP
Complete discipline rules for students with disabilities are found in the Special
Education Rules Implementation Manual (Discipline)
Atkinson County School System
43
Special Education
Procedures Manual
FUNCTIONAL BEHAVIORAL ASSESSMENTS
The IEP team must conduct a functional behavior assessment and develop a Behavior
Intervention Plan (BIP) as part of the IEP for any special education student who exhibits
behavior that interferes with his or her learning or the learning of others.
The functional behavioral assessment may be conducted informally or formally
depending on the behavior and the situation. Results should be recorded on the
Functional Behavioral Assessment form. The following are the basic steps that the team
will complete.
Identify no more than three behaviors that interfere with learning. Describe the
behavior in such a way that there is no doubt in anyone's mind what the behavior looks
like and when it is occurring.
Collect data on the following:
How often the behavior occurs and how long it lasts
Where does the behavior typically occur? Where does it never occur?
Who is present during the occurrence/nonoccurrence of the behavior?
What is happening in the environment when the behavior occurs?
What is the consequence of the behavior?
How does the student react to the consequences?
Identify the function of the behavior based on the above data and interviews with the
student - Attention, Control, Avoidance or Escape, …
Atkinson County School System
44
Special Education
Procedures Manual
BEHAVIOR INTERVENTION PLANS (BIP)
Behavior Intervention Plans (BIP) that emphasize skills that students need in order
to behave more appropriately or which provide motivation to conform to required
standards are more effective than plans that simply serve to control behavior.
Choosing effective intervention strategies requires that the team have a good
working understanding of the basic principals of learning and effective teaching.
A major obstacle to the success of the BIP is impatience on the part of the team.
Immediate results are not always apparent. BIPs are not static, but instead involve
a process that should be monitored and modified as needed. Insincere efforts by
the members of the team to provide behavioral interventions may result in the
continuation of the problem behavior or worse.
A BIP form is available as part of the IEP. The BIP is developed based on the
information
gathered
through
the
functional
behavior
assessment.
Basic
components of the BIP include:
Identifying ways to modify antecedents to the behavior
Providing alternative behavior skills training
Identifying reinforcers for the alternative behavior
Identifying consequences for the problem behavior
Parent support of the BIP and the team’s efforts are important to the success of the
plan.
A student’s BIP must be reviewed, modified, and dated if the student reaches 7
cumulative days of suspension. The Special Education Teacher should schedule an IEP
meeting to address the student’s behaviors and to review the BIP.
Atkinson County School System
45
Special Education
Procedures Manual
Suggestions For Minimizing Behavior
Limit the number of rules. Make only the rules that pertain directly to establishing and
maintaining an effective learning environment. As students get older, responsibility for
behavior should increase, not decrease. Incredibly students seem to have the greatest
amount of freedom and self-government in elementary schools. The number of rules
and regulations often increases as students move through the middle and senior
grades.
Establish orderly routines for all classroom procedures. Students whose teachers are
organized, businesslike, fair, and courteous will be more likely to exhibit the same
behaviors. Teachers who are disorganized, rude, sarcastic, or unprofessional invite
misbehavior. Model the behaviors you wish students to display.
As often as possible, allow students to experience the natural consequences of their
actions. Real consequences are most effective for learning real life lessons. If you must
set artificial consequences, relate them as closely as possible to the misbehavior.
Prevent classroom behavior from becoming an adversarial contest in which there must
be a perceived winner. In such an instance, there is no winner and the motivation for
students becomes "how to avoid getting caught.” Instead, find a reason why the desired
behavior would benefit the student. If you cannot find that reason, reevaluate your rule
or demand.
Avoid the "mini-lecture". A mini-lecture is giving the student information he or she
already has or does not need. It wastes time and rarely promotes self-discipline or
learning. It does not foster good behavior; rather, it calls attention to undesirable
behavior.
Be consistent in your administration of classroom procedures. Establish comfortable
routines. Failure to follow through on established consequences invites future
misbehavior. Fairness is very important to students.
Atkinson County School System
46
Special Education
Procedures Manual
Expect good behavior. Be surprised at misbehavior as a momentary lapse in judgment
(it usually is). Students generally live up (or down) to our expectations of them. Often
your expression of confidence in the student’s ability to function and achieve is a
powerful motivating force.
Atkinson County School System
47
Special Education
Procedures Manual
CHILD FIND
Child find is a process that is used to identify, locate, and evaluate all children, birth
through twenty-one, in the system who are suspected of having disabilities which may
result in a need for special education and related services. Child Find activities are
implemented within the school system through the RTI process. Please refer to the RTI
Manual for additional information.
In addition, the Atkinson County Schools work collaboratively with the Georgia Learning
Resources System (GLRS) to conduct Child Find activities within the community. GLRS
provides print materials for distribution throughout the community and acts as an
additional source of referral for children with disabilities.
Through an agreement with Children with Special Needs, the Children 1st Screening and
Referral Form now serves as the referral form for Babies Can't Wait, CHILD Screening
Committees, Children's Medical Services, and Genetics. Children 1st notifies the school
system and CHILD committee of specific children when appropriate.
The Atkinson County School System is an active member of the Atkinson County
Interagency Committee, which serves as another avenue for CHILD FIND activities as all
major agencies in the community are members.
When appropriate, the Early Intervention Program refers children with disabilities to the
school system prior to their third birthday for transition services.
Information is sent to private schools annually regarding services for students with
disabilities who may be enrolled in their school.
Atkinson County School System
48
Special Education
Procedures Manual
EXTENDED SCHOOL YEAR SERVICES
Extended School Year (ESY) services are those services a student requires beyond the
normal school year of the system and are not limited to only summer months. The IEP Team
shall consider each student’s need for ESY services annually and document the
consideration in the IEP. The IEP Team makes the determination on whether a student
needs ESY and, if so, what services will be provided.
It is important to remember that ESY services are not required to enhance a student's
education or provide a student with the best education. ESY services are required when
determined to be necessary for a student to progress over time and to benefit from special
education. An "appropriate" program, but not necessarily the "best" program must be
made available.
The question the IEP team must answer is - Does this student demonstrate the need
for ESY services?
The individual needs of the student shall be considered and may include such factors
as:
Severity of the disability
Age of the student
Transitional needs
Rate of Progress or Regression, which may limit the student’s ability to achieve IEP
goals/objectives
Whether the student is at a Critical point of instruction, such as Emerging skills
Whether there were any delays or interruptions in service during the school year
Atkinson County School System
49
Special Education
Procedures Manual
If the need for ESY is determined, the IEP Team must identify:
what services will be provided
when and where the services will take place
frequency and duration of the services
which goal(s) in the current IEP are being extended or modified
ESY services indicated on the IEP are provided at no cost to parents. ESY is not the
same as summer school but ESY services may be provided during or a part of summer
school.
Atkinson County School System
50
Special Education
Procedures Manual
Definition of Key Terms
Extended School Year Service- The provision of special education and/or related
services beyond the normal school year.
Regression- a decline to a lower level of functioning demonstrated by a decrease of
previously attained skills which occurs as a result of an interruption in educational
programming. As the need for ESY services are determined the skills must be specified
in the current IEP.
Recoupment - The ability to recover or regain skills at the level demonstrated prior to
the interruption of education programming.
Traditional summer school - A summer program designed for special and/or general
education students. These programs are voluntary and optional and provide enrichment
or reinforcement activities. Summer school is not required to provide a student FAPE.
ESY services could be provided in combination with existing summer school program as
appropriate and as designated in a students IEP.
Critical point of instruction or emerging skill - The point at which a student has almost
mastered the skills in an instructional sequence. As the need for ESY services is made
the IEP team must determine that a break in instructional programming would result in
the loss of significant progress made to the acquisition of a critical or emerging skill.
Severe regression - When the amount of time required relearning skills or behaviors
becomes so significant as to interfere with ongoing educational progress. Since most
students experience some regression over extended breaks, a significant increase in
the recoupment period must exist in order for a student to be considered in need of ESY
services.
Critical objectives - Essential elements needed for the achievement of projected IEP
goals.
Interfering behaviors - Behaviors such as stereotypic, ritualistic, aggressive, or self
injurious behaviors, targeted by IEP objectives that would have prevented the student
from receiving some benefit from his/her educational program during the regular school
Atkinson County School System
51
Special Education
Procedures Manual
year, or whether the interruption of programming for this interfering behavior is likely to
prevent the student from receiving some benefit from his/her education program without
ESY service.
Progress on the IEP - ESY may be considered based on failure to make progress on
mastery of IEP goals and objectives.
Atkinson County School System
52
Special Education
Procedures Manual
SPECIAL TRANSPORTATION
All students that are being provided special transportation must have a Special
Education Transportation Request form completed and on file prior to the initiation of
transportation services. Forms may be faxed or mailed to the Special Programs Office.
What is special transportation?
Special transportation is considered a related service that enables a student to access
his/her special education programming.
Special transportation refers to "travel to and from school and between schools, travel in
and around schools, and specialized equipment such as special or adapted buses, lifts,
ramps, etc. as required for a student with disabilities.
NOTE: Not all identified students with disabilities require special transportation.
Who is eligible for special transportation?
Special transportation is a related service and as such only students with identified
disabling conditions can receive special transportation.
Who determines if a student needs special transportation?
The IEP team determines a student's need for special transportation.
How is the need for special transportation documented in the IEP?
The need for special transportation must be recorded in the IEP. Prior to initiating
special transportation services the student's IEP must be approved by the parent or
guardian.
In reviewing the transportation needs of the student, the IEP team should ask:
Can the student utilize regular transportation?
If not, can regular transportation be utilized satisfactorily with supplementary support?
If not, must special transportation be utilized?
Atkinson County School System
53
Special Education
Procedures Manual
Note: Any change in special transportation services requires an IEP/placement
meeting. Placement on or removal from special transportation requires an IEP meeting.
The Atkinson County School System cannot add special transportation to, or eliminate
special transportation from, a student's IEP without inviting the parents to participate in
an IEP meeting.
When should transportation personnel be invited to IEP meetings?
Transportation personnel should be invited to IEP meetings when:
School bus equipment is required to be modified to provide transportation services.
The student has severe behavioral problems and transportation personnel are required
to implement a behavioral program.
The student is medically fragile and requires special handling.
The student has an infectious disease.
The student needs animal assistance to facilitate his/her safety and functional level.
NOTE: If parents opt to transport their student, even though transportation services
could be provided, this should be noted in the IEP minutes.
How is bus discipline of a disabled student handled?
Students with disabilities can be disciplined for misconduct while on the bus and can be
suspended from the bus for up to ten days in a school year. This suspension is
calculated on a cumulative basis. Suspensions from school must also be considered.
Suspensions of more than ten days are subject to IDEA'S procedures for change in
placement. If the school district intends either to exclude or suspend the student with
disabilities from transportation services for more than ten days, the student's IEP team
must reconvene prior to the tenth day. If misbehavior is determined by this team to be
caused by the disability, educational services, including transportation, cannot be
terminated.
Atkinson County School System
54
Special Education
Procedures Manual
Although a student with disabilities can be suspended from transportation services, the
student cannot be denied transportation on a permanent basis. Alternative strategies to
suspension should be utilized whenever possible.
If a student exhibits violent behavior on the bus resulting in physical injury to himself or
others or brings a weapon on the bus, a Temporary Restraining Order will be sought by
the system to remove the student from the bus.
Atkinson County School System
55
Special Education
Procedures Manual
SURROGATE PARENT (S)
Every student in the Atkinson County School System shall be afforded the procedural
safeguards provided for within the Individuals with Disabilities Education Act. To assure
this in cases where a student’s parents are unknown, unavailable, or the student is a
ward of the state; such a student will be provided a surrogate parent. Said surrogate
parent shall meet the following criteria:
will have no interest that conflicts with the interests of the student.
will have knowledge and skills that insure adequate representation of the student.
will not be an employee of the Atkinson County School System or a state agency
involved in the care of the student.
will receive in-service training in regard to provisions of a free appropriate public
education.
Said surrogate parent may represent a student in all due process matters relative to:
the provision of a free, appropriate public education
the identification, evaluation, and educational placement of said student.
For assistance in locating a surrogate parent, contact the Special Education Director.
Questions regarding the care, custody, or control of a student may be addressed to the
system social worker for clarification.
Atkinson County School System
56
Special Education
Procedures Manual
TRANSFER OF PARENTAL RIGHTS AT AGE OF MAJORITY
When a student with a disability reaches the age of majority (18), he or she becomes
the educational decision maker, but the parents retain the rights to all notices of
meetings, notices of changes in program or placement, and notices of evaluations while
the student is eligible under IDEA.
On or before the student’s 17th birthday, the IEP team will notify the parents and
student, that at age 18, the student attains the age of majority in Georgia and will
become his or her own educational decision maker. A statement documenting this
discussion must be included in the IEP. The school system may inform parents of other
options or where to get information about guardianship, powers of attorney and any
other options.
Exception: Rights do not transfer to a student who has been determined to be
incompetent under state law through the judicial process.
Atkinson County School System
57
Special Education
Procedures Manual
HEARING AID MAINTENANCE
As specified in IDEA, it is the responsibility of the Atkinson County School System to
maintain hearing aids for all identified, due processed special education students.
Money for said maintenance has been and will continue to be set aside through the
IDEA Flow through budget. Expenditure of these funds will be made through the
established purchase order process.
Any professional person who has primary responsibility for due processed students with
hearing impairments must monitor hearing aids to assure they are in accurate working
condition. The hearing aid and auditory trainer checklist should be used to document
daily monitoring of the aids.
If a problem is identified with either the hearing aids or the auditory trainers, the Special
Education Teacher should notify the Special Programs Office to schedule repairs.
ANNUAL AUDIOLOGICAL EVALUATIONS
Students who are deaf or hard of hearing shall have an audiological evaluation
administered by a certified/licensed audiologist on an annual basis, or more often if
necessary. The annual audiological includes, but is not limited to:
otoscopic inspection
unaided and aided pure tone and speech audiometry (as applicable)
immittance testing
word recognition
hearing aid check and electro-acoustic analysis of aid (if amplified)
analysis of FM system check (if utilized)
The Special Education Teacher for students with hearing impairments and the Special
Education Director will work with the parents to schedule the annual audiological
evaluation. The evaluation is paid for by the school system
Atkinson County School System
58
Special Education
Procedures Manual
ASSISTIVE TECHNOLOGY MAINTENANCE
It is the responsibility of the Special Education Teacher to ensure that any assistive
technology that is provided for students is functioning appropriately. Technology should
be checked on a regular basis. Any problems should be reported to the Special
Programs Office. Repairs will be scheduled accordingly.
Atkinson County School System
59
Special Education
Procedures Manual
FULL TIME EQUIVALENCY REPORTS (FTE)
State law requires local school systems to report student enrollment in terms of FullTime Equivalent (FTE) students. FTE reporting refers to the state funding mechanism
based on student enrollment and the educational services local school systems provide
for students. Educational programs are divided into state-funded categories including
categories for students with disabilities. A specific funding weight is assigned to each
category. State and Federal funding data for the operation of instructional programs are
generated by this FTE report for the school system.
To comply with this requirement, the school system has designated the Technology
Specialist as the FTE Coordinator to work with program directors and school data clerks
in the compilation and reporting of FTE data during the three yearly reporting cycles.
Data for every student with disabilities is reported in October, December, and March.
Accurate reporting is critical.
Each Special Education Teacher is required to submit an FTE worksheet for every
student on his or her caseload. The FTE worksheet is completed and dated the last
week of September & the last week of February of each school year. If the student's IEP
services or schedule are changed during the year, a new FTE worksheet with the date
that the changes took effect must be completed, Special Education Teachers should
submit the FTE worksheets to the school data clerks in a timely manner to ensure
accurate reporting. The worksheets must be signed by the Lead Special Education
Teacher and will be kept on file by the school for audit purposes.
Atkinson County School System
60
Special Education
Procedures Manual
MEDICAID REPORTING
State policy allows school systems to be reimbursed for some of the cost of
educationally relevant therapeutic services provided by the schools. Services include
speech-language therapy, physical therapy, occupational therapy, and audiological
services. Reimbursement is through the Medicaid Systems.
In order to seek reimbursement for these services, the school system must have a
signed consent form from the parent on file. Special Education Teachers in conjunction
with the therapists should complete this paperwork at the IEP placement meeting. A
copy of the students Medicaid card should be obtained at the same time.
Therapists are required to maintain documentation of services on all Medicaid students.
Daily services logs are to be sent to the Special Education Office at the end of each
month.
At the beginning of each year, the Special Education Director will schedule a meeting
with all the therapists to review any changes in the Medicaid process.
Atkinson County School System
61
Special Education
Procedures Manual
STATE AND SYSTEM-WIDE ASSESSMENTS
IDEA requires that with few exceptions, students with disabilities will participate in state
and system- wide assessments. Students with disabilities are included in general state
and system-wide assessment programs, with appropriate accommodations, where
necessary. It is further required that states make available to the public the number of
students with disabilities participating in the assessments and their performance by
category on the assessments.
The IEP team should refer to the lists of state and system-wide test that are
administered by each grade as they make decisions regarding the student’s
participation in the assessments. This list may be found in Section I of the Special
Education Procedures Manual. The worksheet for Assessment Decision Making serves
as a guide for the IEP team. Any testing modifications must be written in the IEP before
they may be utilized. Special Education Teachers will provide copies of the testing
decisions and any accommodations to the school test coordinator at time of initial
placement and at the beginning of each school year.
Atkinson County School System
62
Special Education
Procedures Manual
GAA
In a few cases, the IEP team may determine that a student is unable to participate in a
state or system-wide assessment - even with maximum accommodations. These
students will participate in the Georgia Alternate Assessment (GAA). This decision must
be documented on the student's IEP.
The GAA is an IEP based process that is conducted throughout the school year.
Training on the assessment is provided for those teachers who will be administering the
assessment.
Atkinson County School System
63
Special Education
Procedures Manual
GUIDELINES FOR PARTICIPATION IN THE GAA
Can the student show what he/she knows on a general assessment using accommodations?
YES
NO
NO
Does the student have a disability that
presents
“unique
and
significant”
challenges to participation in statewide
assessments regardless of available
accommodations?
YES
NO
Does the student have significant
intellectual disabilities or a combination
of intellectual disabilities with motor,
sensory,
or
emotional
behavior
disabilities?
YES
NO
Does the student require substantial
adaptations and support to access the
general education curriculum?
YES
NO
Does the student require instruction
focused on application of state standards
through relevant life skills?
YES
The student should participate in general
state assessments with or without
accommodations.
Atkinson County School System
The student should participate in the
Georgia Alternate Assessment.
64