Developing Quality Individual Educational Plans

1 Developing Quality Individual Educational Plans A Guide for Instructional Personnel and Families florida department of education Bureau of Exceptional education and Student Services 2015 Fourth Edition This publication is produced through the Bureau of Exceptional education and Student Services (BEESS) Resource and Information Center, Division of K-12 Public Schools, florida department of education (FDOE), and is available online at For information on available resources, contact the BEESS Resource and Information Center (BRIC).

2 BRIC website: Bureau website: Email: BRIC@ Telephone: 850-245-0475. Fax: 850-245-0987. Draft Developing Quality Individual Educational Plans A Guide for Instructional Personnel and Families by Marty Beech, 2015 Fourth Edition Draft This document was developed by the florida Diagnostic & Learning Resources System Human Resources Development Administration, a special project funded by the FDOE, Division of K-12. Public Schools, BEESS, through federal assistance under the individuals with Disabilities education Act (IDEA), Part B.

3 Draft Table of Contents vii User's Guide .. 1. 1. Organization of 1. Chapter 2. Introduction .. 5. florida 's Multi-Tiered System of Supports (MTSS) .. 5. Alignment with Exceptional Student education (ESE) and the Individual Educational plan (IEP) .. 7. Chapter 1: Individual Educational plan .. 9. 9. Requirements Eligibility and Chapter 2: Individual Educational plan 13. Requirements ..13. The IEP Team ..13. Scheduling the IEP Team Meeting ..18. Explanation of Procedural The IEP Team Chapter 3: Considerations in Individual Educational plan Development.

4 25. General Considerations ..25. Special Considerations ..35. Using a Problem-Solving Approach ..41. Documenting the Chapter 4: Transition Planning .. 45. Requirements ..45. Planning for the IEP Team Meeting for Requirements Transfer of Rights at Age of Majority ..50. Transition Assessment ..51. Student Planning iii Draft Transition Requirements before the Student Attains Age Transition Services Requirements, Beginning at Age 16 ..63. Summary of Performance (SOP) ..70. Transition Chapter 5: Present Levels of Academic Achievement and Functional Performance.

5 73. Available Information about the Student ..73. Present Levels of Academic Achievement and Functional Performance Chapter 6: Measurable Annual Goals, Short-Term Instructional Objectives or Benchmarks, and Evaluation of 83. Requirement Measurable Annual Requirement Short-Term Objectives or Benchmarks ..93. Requirement Evaluation of Chapter 7: Special education Services and Supports .. 105. Identifying Services and Supports ..107. Special education Services ..108. Related Services ..109. Supplementary Aids and Services ..113. Program Modifications and Classroom Accommodations.

6 115. Requirement Initiation Date, Duration, Frequency and Location of Services ..124. Requirements Participation in State and District Assessment Programs ..126. Supports for School Personnel ..135. Extended School Year Services ..136. Requirement Physical education and Program Options ..136. Requirement Extent of Participation in General education Matrix of Services ..142. Chapter 8: Implementation, Review and Revision of the Individual Educational plan .. 145. Planning for Implementation ..146. iv Draft Implementation with Fidelity.

7 147. Monitoring Student Progress ..148. Reviewing the IEP ..148. Amending the Change of Placement or Provision of Free Appropriate Public education ..151. Next 153. Appendix A: florida Statutes and florida Administrative Appendix B: Domain Descriptors ..157. Appendix C: Sample Individual Educational Appendix D: Dear Colleague Letter (Office of Special education Programs)..257. References .. 265. v Draft Acknowledgments The content of this document has been greatly enhanced by the input provided by the following staff at FDOE: Cathy Bishop Jessica Brattain Mary Elizabeth Conn Heather Diamond Chane Eplin Leanne Grillot Karen Hallinan Patricia Howell Jayna James Dianne Mennitt Angie Nathaniel Janie Register David Wheeler Judy White Input was also provided by: Shelley Ardis, florida School for the Deaf and the Blind Lori Garcia, Project 10.

8 Carmelina Hollingsworth, Resource Materials and Technology Center for the Deaf/Hard of Hearing and Outreach Services for the Blind/Visually Impaired and Deaf/Hard of Hearing vii Draft User's Guide User's Guide Purpose The primary purpose of this guide is to provide information that will support the development of Quality Individual Educational Plans (IEPs) for students with disabilities. A Quality IEP is in compliance with all requirements of state and federal laws and regulations and reflects decisions based on the active and meaningful involvement of all members of the IEP team.

9 The IEP provides a clear statement of expected outcomes and the special education services and supports to be provided to the student. This edition emphasizes the IEP requirements of the individuals with Disabilities education Act of 2004 (IDEA) and contains the relevant information from the Office of Special education Programs Code of Federal Regulations published in the Federal Register. Relevant sections of the florida Statutes ( ) and rules of the florida Administrative Code ( ) are also referenced. This guide reflects both required and recommended practices for IEP development and documentation and is intended to serve as a reference for all participants in the IEP.

10 Process, including administrative and instructional personnel and families. Organization of Content The content in this guide is organized to reflect the major aspects of the IEP process, beginning with the determination of eligibility and formation of the IEP team. This manual generally follows the sequence of topics in IEP development used in the Portal to Exceptional education Resources (PEER) system. It also uses the forms in the PEER system to create sample IEPs found in Appendix C. This is not meant to imply that the sequence of forms used in PEER is the only way an IEP can or should be developed.