Alma Ashley Beal City Breckenridge Fulton Ithaca Morey
Mt. Pleasant Renaissance St. Louis Shepherd 1 TableofContents:IndividualizedEducationProgram(IEP)
Demographics ............................................................................................................................................ 2 Present Level ............................................................................................................................................... 4 Secondary Transition Considerations ........................................................................................................... 6 Goals and Objectives ................................................................................................................................... 8 Supplementary Aids and Services .............................................................................................................. 10 Assessment ................................................................................................................................................ 11 Services and Programs ............................................................................................................................... 15 Notice for Provision of Services and Programs ........................................................................................... 17 Amendment ................................................................................................................................................ 21 Non‐Public Schools……………………………………………………………………………..…………………………………………………23 Fall 2016 2 IEP:Demographics
The purpose of the Demographic Information section is to provide information used for guiding timelines, assessment, service determination, public reporting, and eligibility. IEP Dates: This section is designed to ensure there are no gaps in the provision of service to a student with an Individualized Education Program (IEP). 
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IEP Team Mee ng Date―This is the actual date the IEP mee ng is concluded. The date entered is used to determine the required timeline for Notice. Within 7 calendar days of the conclusion of the IEP the district must provide written notice to the parent. Implementation Date‐This is the date that the IEP will be implemented after providing the Notice of a FAPE. Date IEP Ends‐The end date of an IEP must be within 365 days, therefore, in most years the end date will be one year less one day. In a leap year the end date will be one year less two days. Example: IEP FAPE date is 2/16/15 annual will be due 2/15/16 and if it were leap year it would be due 2/14/16. Purpose of Meeting: Options for determining the purpose of the IEP team meeting include initial IEP, annual/review IEP, or reevaluation IEP. Additional choices are intended to provide clarity. If Change of Placement is selected, the IEP team must provide further clarification by choosing Suspension/Expulsion, Graduation, or Other. 
Initial, Reevaluation, and Annual/Review IEP o An initial IEP is written when it is the first time a student has had a multidisciplinary evaluation for special education eligibility in Michigan. An IEP after a parent has revoked consent is also considered an initial IEP. o For an IEP resulting from a reevaluation IEP, fill in the dates for “Reevaluation IEP.” o For all other IEPs, fill in the dates for “Annual/Review IEP.” Parent Contact: This section does not meet the requirements of Notice; however it is a place for the district to document the steps taken to ensure the parent of the student is present at the IEP team meeting or, at a minimum, has been afforded the opportunity to participate. Check the appropriate forum used by the district and document the result of the contact. IEP Meeting Participants in Attendance: The public agency must ensure that the IEP team for each student with a disability includes the parent, a general education teacher if the student participates in the general education curriculum or participation is being considered, a special education teacher/provider, a public agency representative, other individuals who have knowledge or special expertise regarding the child (at the discretion of the parent or district), and whenever appropriate or at age 18, the student. Fall 2016 3 The agency must also ensure the presence of an individual who can interpret the instructional implications of evaluation results. It is allowable and may be appropriate for an IEP team member to serve multiple roles. If the student is of transition age and is receiving services from an outside agency, the district is required to have consent from the parent or student if age 18 or above on file. Parent and District Agreement on Attendance Not Necessary―If a endance of a required member of the IEP team meeting is determined not necessary because it has been determined that the member’s area of the curriculum or related service is not being modified or discussed at the meeting, the district must have written agreement from the parent prior to the IEP team meeting. Parent and District Agreement on Excusal Prior to Meeting―In order for the district to excuse a required IEP team member, written agreement must be obtained from the parent prior to the IEP team meeting. In addition, if the member’s area of the curriculum or related service is being discussed, the excused member must submit written input for the development of the IEP to the IEP team prior to the meeting. Eligibility for Special Education: After considering the evaluation results and the criteria for each area of disability evaluated, the IEP team is responsible for determining eligibility. If the student is determined eligible, identify the area of disability and continue to develop the IEP. If the student is determined eligible in the area of specific learning disability (SLD), identify the appropriate area(s) of the specific learning disability. If the student is determined ineligible for all areas of disability considered document on an ineligible IEP. If a student is determined ineligible in the area of SLD, it is required that the IEP team provide a statement of the basis for this determination before the district proceeds to the provision of Notice to the parent. The state model IEP form reflects only one area of disability. Federal regulations require that a student be determined eligible in order to receive special education services and programs. Since the development of services and programs are based on need, rather than disability area, one area is sufficient. Fall 2016 4 IEP:PresentLevelSection2A&2B
The purpose of the Present Level of Academic Achievement and Functional Performance (present level) section is to provide an overview of factors that impact the student’s performance and subsequent development of services and programs to meet the student’s unique learning needs. The present level provides a foundation for developing rigorous supports to create an opportunity for greater student success. It is the basis from which all other Individualized Education Program (IEP) components are developed. Each area of need identified in the present level must be addressed in another appropriate section of the IEP form. Factors to Consider (General): This section asks the IEP team to address the student’s strengths and parent concerns. This section also asks the IEP team to take into consideration the most recent evaluation results. Comprehensive completion of this section provides an overview of the student’s abilities and helps prioritize the student’s areas of need. Strengths of the Student―This is the only place in the IEP process that captures the student’s strengths. Strengths are important to all other sections of the IEP; in particular, they are the basis for developing supplementary aids and services and secondary transition services. Concerns of the Parent―If a parent does not iden fy any concerns, document that no concerns have been identified at this time. Do not leave blank it is required to consider parent concerns. Evaluation(s) Results― Use this sec on to document a comprehensive list of results from recent assessments and evaluations of the student. Evaluations may include, but are not limited to, the Multidisciplinary Evaluation Team (MET) report, the Review of Existing Evaluation Data (REED), state assessments, district assessments, and benchmark assessments. Factors to Consider (Special Factors): The first two special factors listed must be considered for every student. The remaining four special factors must be considered as appropriate. If a special factor is considered and the IEP team determines there is an area of need, the special factor must be addressed in an appropriate section of the IEP form (e.g., Goals, Supplementary Aids and Services, etc.) and an explanation of how the need will be met written in the box provided. (Example: John will have the support of the VI Teacher Consultant to meet his need to learn Braille.) If a special factor is considered, but the IEP team determines there is no area of need, the rationale for determining no area of need must be addressed in the Notice under “Option Considered but Not Selected.” Present Level: This section, in its entirety, is used to describe the student’s current performance in areas affected by the disability. Fall 2016 5 The present level is designed to identify the areas of need affected by the disability. For each area of need identified, provide: • Baseline data―supports the determina on of the area of need and is gathered from a variety of data sources and gives the reader an understanding of the IEP team’s interpretation of the baseline data. • A statement of how the disability affects the student’s involvement and progress in the general education curriculum or participation in appropriate activities for preschool children. 
A statement of how the student accesses or makes progress in general education curriculum based on the student’s grade. Fall 2016 6 IEP:SecondaryTransition
Secondary Transition: The purpose of the Secondary Transition Considerations section is to consider the student’s strengths and areas of need to help plan and prepare the student for adult life. Proper planning and preparation positively influence the likelihood of graduation and promote successful outcomes for those students receiving a certificate of completion. This section is designed to capture aspects of transition services that are not addressed elsewhere in the Individualized Education Program (IEP). Transition services are addressed throughout various sections of the IEP. There is no one section that encompasses all transition services. Please note: when the IEP team has the discussion about the student receiving a diploma or certificate of completion THIS NEEDS TO BE DOCUMENTED IN THE NOTICE SECTION OF THE IEP. Transition services are required to be in effect by the time the student turns 16. Therefore, decisions about transition services must be made before the student turns 16 to ensure the services will be in effect by age 16. Secondary transition considerations must be updated annually thereafter. PLAAFP ‐ This section is directly related to Section 2 of the IEP, the Present Level of Academic Achievement and Functional Performance. The student’s postsecondary goals (collectively, the student’s vision) are to be aligned with the information documented in the present level. Secondary transition assessments and strengths from the present level can help guide the IEP team to develop appropriate, measurable postsecondary goals for the student. The assessment that was given to the student should be listed here as well as the date that it was given and the scores of the assessment listed. This is also a great place to document if consent was obtained for an agency to attend the IEP and if the agency attended as well as a place to be descriptive about the student’s course of study. Parental Rights and Age of Majority: (Section 3 of the IEP) This section has implications for confidentiality and eliciting procedural safeguards and therefore must be completed for all students who will be age 17 or older at any time during the IEP. Although decisions regarding guardianship, partial guardianship, or independence are to be documented when the student turns 18, it is recommended that decisions be completed well before the student turns 18. The school district designee must mention at the IEP before the student turns 18 that the student will reach the age of majority when they turn 18 therefore, will become their own guardian unless the parent petitions the court for guardianship. Student’s Postsecondary Goals (Section 3 of the IEP): The student's post‐secondary goal is identified, including: a) Development of the post‐secondary vision was based upon EVIDENCE of CURRENT transition assessment information b) The post‐secondary goal was UPDATED ANNUALLY and must address the areas of employment, education / training and independent living (when appropriate). Fall 2016 7 c) The post‐secondary goal is MEASURABLE and must be written this way:  After high school, Johnny will…  Upon receiving a certificate of completion, Susie will…  Upon receiving a diploma, Tommy will… Secondary Transition Services (Section 3 of the IEP): Services and supports that help the student achieve his or her adult‐life goals are collectively called “transition services.” Secondary transition services are designed to be part of a results‐oriented process. After identifying an area of need (using the present level section as a data source), the IEP team determines if the area of need is either a learning need, or a planning/community service or activity‐
related need. Learning needs are generally addressed by transition services provided by the district and are considered the student’s course of study. These transition services are addressed in other sections of the IEP (such as goals and/or supplementary aids and supports) and therefore might not be addressed in this section. Planning/community service or activity‐related needs are typically addressed in this section of the IEP form. The areas for consideration in this section are meant to facilitate movement from school to post‐
school activities. If an area is considered but not needed, provide an evidence‐based/data‐based reason that is consistent with the present level section. Remember: Any community agency “likely to provide or pay for services” must be invited, with parent/student consent, to the IEP team meeting. If the agency fails to attend the IEP team meeting, the district must provide information about that service and assist the student in procuring the service. Course of Study (Section 3 of the IEP): Course of study is a secondary transition service. This service in conjunction with other secondary transition services is designed to help the student achieve his or her postsecondary goals. Secondary transition services are to be considered and aligned with the direction and outcome of the course of study. Document if the student is on track to receive a high school diploma. Additionally, if the student will receive a high school diploma, document if the student has a personal curriculum on file. If the student is not on track to receive a high school diploma, identify what the outcome of the student’s education will yield by filling in the blank for a course of study. An IEP team may indicate, for example, a certificate of attendance, a certificate of completion, or simply an exit from school. Keep in mind, Michigan has only one curriculum and therefore only recognizes graduation with a diploma. Goals and Objectives (Section 4 of the IEP) There must be at least 2 goals in the students’ IEP that would connect to the student’s measurable post‐
secondary goals. For example, the student stated after high school they will work as a cashier. Therefore, maybe the student’s math goals are related to the skills she would need to work as a cashier. Another example could be: After completion of the CBE program the student will live independently in an apartment. A reading goal for that student could be that they will read recipe cards or search ads in the newspaper to look for jobs. Fall 2016 8 IEP:GoalsandObjectives
Goals and Objectives: The purpose of this section is to develop annual goals and objectives/benchmarks that ensure the student has access to and makes progress in the general education curriculum. Goals are descriptions of what the student can be expected to accomplish within a 12‐month period; they are to be reasonable, yet challenging. Objectives/benchmarks are intermediate steps between the present level and the annual goal. Alignment of goals to other sections in the Individualized Education Program (IEP) is important. Goals and objectives/benchmarks align with: • Needs from the Present Level of Academic Achievement and Functional • Michigan Standards (e.g. Common Core, EGLCEs, GLCEs, HSCEs)/early childhood standards of quality for pre‐kindergarten • Secondary Transition Considerations This section has implications for the student’s participation in state assessments. In order to take an alternate assessment the student must have goals and objectives/benchmarks based on Michigan Standards. Goals and objectives/benchmarks must be aligned to the content area of the alternate assessment. Based on the information documented throughout the IEP, determine the area(s) of need requiring a goal and short‐term instructional objective. Then identify the Instructional Area and that aligns with this area. Baseline Data: This information is taken from the data documented in the present level section and establishes a baseline for monitoring progress. This information must directly align with the data that will be measured to show progress towards meeting the goal. Annual Goal: A goal must be meaningful (aligned to the area of need) and measurable (have identifiable criteria). A well‐written goal has four critical elements: • A specific date skill/behavior to be achieved by (when will the student do it) • A specific skill/behavior to be achieved (what will the student do) •A measurement tool or assessment strategy (how it will be measured) • Level of attainment to show mastery (to what level will they master the skill/behavior) Each goal page allows for the development of more than one short‐term objective/benchmark. Describe each short‐term objective/benchmark. The objectives/benchmarks are to be written in such a manner that meeting all objectives/benchmarks will result in the student achieving the annual goal. Fall 2016 9 For each short‐term objective/benchmark, describe: • The performance criteria―determines at what level and under what conditions the skill will be achieved • The evalua on procedure―a descrip on of what method will be used to document student performance • The evalua on schedule―the frequency of the evaluation procedure There must be two objectives for each goal. Schedule for Reporting Progress: Identify when periodic reports of progress will be provided to the parent (align the schedule with the district marking periods). Parents must be informed of progress at least as often as general education peers. Position(s) Responsible for Implementing Goal Activities and for Reporting Progress on Goal: This information is designed to create transparency for both the district and the parent. Fall 2016 10 IEP:SupplementaryAidsandServices
Supplementary Aids and Services: The purpose of this section is to identify the supplementary aids and services that will be provided to the student. Aids and services are developed to enable the student to make progress in the general education curriculum and advance appropriately toward his or her goals. Aids and services may be provided in any of the following settings: general education, special education, nonacademic, extracurricular and other public facility. Supplementary aids and services are provided to enable the student:  To advance appropriately toward attaining the annual goals  To be involved and progress in the general education classes or activities  Supplementary Aids and Services: Determine if supplementary aids or services are necessary to address the student’s needs identified in the present level section (Section 2). To facilitate development of aids and services, the team must consider the student’s unique needs specific to accessing instruction, accommodations to content, environmental adjustments, etc. In the first column, identify and provide a clear and detailed description of the aid or service. In the second column, identify the time (i.e., minutes/hours), the frequency (e.g., daily, weekly), or under what condition (specific circumstances) that applies to the provision of the aid or service. It is important to identify the time, frequency, or condition with sufficient detail and measurability to ensure understanding for consistent implementation. Note: The phrase “as needed” lacks sufficient detail and measurability. “As needed” will not meet compliance standards. In the third column, identify locations where the service will be provided. The IEP team may find that aids and services can be logically identified under more than one heading. In this case, the IEP team is to identify the aid or service under the most appropriate heading, as determined by the IEP team. There is no need to identify the aid or service more than once. When developing supplementary aids and services, it is important that they be written with sufficient description and measurability. This ensures appropriate access to and progress in the general education curriculum. This statement comes from the Individuals with Disabilities Education Act (IDEA) and emphasizes the founda onal thinking of the IDEA―all students are general education students first. Indicate if aids and services are determined not necessary. Fall 2016 11 IEP:Assessments
The purpose of this section is to meet required assessment standards of the Michigan Educational Assessment System (MEAS), which includes: State Determined Assessment (M‐Step, MME, PSAT or SAT), MI‐Access and World‐class Instructional Design and Assessment (WIDA). Most students with Individualized Education Programs (IEPs) will participate in the general education state assessments with or without standard accommodations. For a student to be considered for participation in an alternate assessment (MI‐Access), the student must have goals and objectives/benchmarks based on academic content standards for the grade in which the student is enrolled. Goals and objectives/benchmarks must also be aligned to the content area of the alternate assessment. Decisions about participation in the statewide assessment program may be based on: • The student’s grade level • Curriculum‐based instruction/course of study • Present level of performance • Grade level content expectations identified in goals—(e.g., Common Core, EGLCEs, GLCEs, EHSCEs, HSCEs) • Instructional level • Administrative conditions of the assessment (e.g., setting, time allotment, delivery of instruction) • If the student can demonstrate what he or she knows for the assessment under consideration Decisions about participation may NOT be based solely on any of the following factors: • The student’s disability • The services and programs the student receives • The effect the student’s participation in a particular assessment has on the school’s/district’s overall performance All students in grades 3‐11 are to participate in a state assessment. Indicate if state assessments are administered at the student’s grade level(s) during the time covered by the IEP. If state assessments are not administered, proceed to the District‐wide Assessment section. Grades K‐8 State Assessment and Alternate Assessments: Answer yes or no to the question, “Is a state assessment administered at the grade levels covered by this IEP?” Assessment: For each assessment administered at the student’s grade level, indicate in which assessment the student will participate in; State Determined Assessment, MI‐ACESS or not participating. If the IEP team determines the student will participate in MI‐Access, the team must then identify if the student will participate in MI‐Access Functional Independence, Supported Independence, or Participation. If a student is receiving general education instruction in a specific content area (e.g ELA, Math) they may take that portion of the State Determined Assessment (M‐STEP) but only if they are Fall 2016 12 scheduled to take MI‐Access Functional Independence. If the student will participate in MI‐Access Supported Independence or Participation in any area, then the student must participate in the Supported Independence or Participation assessment in all content areas assessed (e.g ELA, Math, Science, and Social Studies). Rationale: If the IEP team determines the student will participate in an alternate assessment, the IEP team must provide an explanation in the Rationale column regarding:  Why the student cannot participate in the standard assessment  Why the selected alternate assessment is appropriate  Accommodations: The IEP team must specify what accommodations (if any) are needed for each assessment in the Accommodations column. The only appropriate accommodations for the IEP team to consider are accommodations provided for the student in day‐to‐day instruction. Therefore, any accommodation selected for assessment is to have been identified as a necessary support in Supplementary Aids and Services and be derived from a need identified in the present level. The IEP team must be aware of the differences between standard and nonstandard accommodations as well as the consequences to the school and the district if deciding to use nonstandard accommodations. Please reference the Revised Assessment Accommodation Summary Table to determine if the accommodation is S or NS. District‐wide Assessments and Alternate Assessments : Answer yes or no to the question, “Is a district wide assessment administered at the grade level(s) covered by this IEP?” For each assessment administered at the student’s grade level, indicate in which assessment the student will participate, not participate or that the assessment is not offered. Rationale: If the IEP team determines the student will participate in an alternate assessment, the IEP team must provide an explanation in the Rationale column regarding: 
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Why the student cannot participate in the standard assessment Why the selected alternate assessment is appropriate Accommodations: The IEP team must specify what accommodations (if any) are needed for each assessment in the Accommodations column. The only appropriate accommodations for the IEP team to consider are accommodations provided for the student in day‐to‐day instruction. Therefore, any accommodation selected for assessment is to have been identified as a necessary support in Supplementary Aids and Services and be derived from a need identified in the present level. Grades 9‐12 Fall 2016 13 Indicate on the IEP the answer to the following questions; 
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Is a state assessment administered at the grade levels covered by this IEP? For students at grade level 11: In which assessment will the student participate? State Determined Assessment or State Alternate Assessment (MI‐Access)  For students at grade level 12: Will the student participate in the State Determined Assessment? MME Accommodations: The IEP team must specify what accommodations (if any) are needed for each assessment in the Accommodations column. The only appropriate accommodations for the IEP team to consider are accommodations provided for the student in day‐to‐day instruction. Therefore, any accommodation selected for assessment is to have been identified as a necessary support in Supplementary Aids and Services and be derived from a need identified in the present level. The IEP team must be aware of the differences between standard and nonstandard accommodations as well as the consequences to the student and to the school if deciding to use nonstandard accommodations. Please reference the Revised Assessment Accommodation Summary Table to determine if the accommodation is S or NS. MI‐Access Assessment: The IEP team must then identify if the student will participate in MI‐Access Functional Independence, Supported Independence, or Participation. If a student is receiving general education instruction in a specific content area (e.g ELA, Math) they may take that portion of the M‐Step but only if they are scheduled to take MI‐Access Functional Independence. If the student will participate in MI‐Access Supported Independence or Participation in any area, then the student must participate in the Supported Independence or Participation assessment in all content areas assessed. Rationale: The IEP team must provide an explanation in the Rationale column regarding:  Why the student cannot participate in the standard assessment.  Why the selected alternate assessment is appropriate. Accommodations: The IEP team must specify what accommodations (if any) are needed for each assessment in the Accommodations column. The only appropriate accommodations for the IEP team to consider are accommodations provided for the student in day‐to‐day instruction. Therefore, any accommodation selected for assessment is to have been identified as a necessary support in Supplementary Aids and Services and be derived from a need identified in the present level. District‐wide Assessments and Alternate Assessments: Indicate if district‐wide assessments are administered at the student’s grade level(s) during the time covered by the IEP. Assessment: For each assessment administered at the student’s grade level, indicate in which assessment the student will participate, not participate or that an assessment is not offered. Rationale: The IEP team must provide an explanation in the Rationale column regarding: Fall 2016 14 
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Why the student cannot participate in the standard assessment. Why the selected alternate assessment is appropriate. Accommodations: The IEP team must specify what accommodations (if any) are needed for each assessment in the Accommodations column. The only appropriate accommodations for the IEP team to consider are accommodations provided for the student in day‐to‐day instruction. Therefore, any accommodation selected for assessment is to have been identified as a necessary support in Supplementary Aids and Services and be derived from a need identified in the present level. Fall 2016 15 IEP:ProgramsandServices
Programs and Services: The purpose of this section is to identify the special education services and programs necessary to meet the needs of the student and ensure progress. Information used in determining the services and programs necessary to meet the student’s needs comes from and aligns with: • Present Level of Academic Achievement and Functional Performance • Secondary Transition Considerations • Goals and Objectives/Benchmarks • Supplementary Aids and Services Keep in mind while developing this section, methodology does not belong in the Individualized Education Program (IEP). This section is designed to describe the services and programs the student needs, not the method of instruction (e.g., co‐teaching, team teaching, etc.) that will be used. Identification of methodology in the IEP process limits a district’s ability to be responsive to the student’s needs. In general, the IEP team will identify related services and programs from the Michigan Administrative Rules for Special Education (MARSE) or from the federal regulations. For each service and program identified, the IEP team will determine the specific amount of time a service or program will be provided. The team will also need to indicate the frequency of the delivery. For each service and program, indicate the time and frequency in such a manner to ensure the district’s commitment of resources are clear. All services and programs must be provided according to the implementation date of the IEP, except in certain circumstances (e.g., grade level move‐ups, trimesters, graduation, etc.). If a service or program will not be provided for the duration of the IEP, the beginning and end date must be indicated under the heading “Duration.” For each service and program, under the heading “Location,” the IEP team is to identify the specific environment in which the student will receive the service or program‐general education, special education, general education and special education, home, other public facility. Related Services: Related services are the first considerations because they are generally less restrictive than programs. Identify the needed service by name. Placement With a Teacher With a Particular Endorsement: The IEP team is to consider the student’s needs—not just the student’s eligibility category—when making a determination about placement with a teacher. A teacher’s endorsement does not have to match the eligibility category of the student. Options become limited when decisions are aligned to student eligibility; therefore, Michigan promotes a practice of making decisions based on student needs. Programs: Programs are to be selected in order to meet the student’s needs and ensure progress. Identify the needed program by name. Fall 2016 16 Dates of Programs and Services: Services and programs begin on the implementation date of the IEP unless otherwise indicated. Extended School Year (ESY) Services: Extended School Year (ESY) services are provided to a student beyond the traditional school calendar at no cost to the parent. ESY services MUST be considered. ESY services are provided if the IEP team determines, based on data, that the services are necessary for the provision of a Free Appropriate Public Education (FAPE). The team must consider the following factors in relation to each of the student’s goals identified:  Regression and recoupment  Nature and severity of the disability  Critical stage or area of learning There must be at least one current IEP goal where significant concern exits regarding skill maintenance during a break in services. Educational Setting: Document the time spent in an instructional location. It can be described as “where the student is sitting.” Any time spent in a general education classroom (including while receiving special education services and programs) is documented in this section as General Education Environment. Identify the minutes/hours per week the student is receiving general education instruction. Identify the minutes/hours per week the student is receiving special education instruction (i.e., special education programs). Add the general education instruction and the special education instruction. The total represents the minutes/hours per week the district offers instruction. Participation in General Education: This designation is for the purposes of reporting to MSDS during the Fall count period. Students age 6‐26, for compliance purposes, are measured by the percentage of time in general education. The State Performance Plan sets a target of greater than 63% of students with IEPs receiving instruction in general education more than 80% of their day. The EdPlan system calculates the percentage of general education making it is easy to choose the correct MSDS code. Students that are under the age of 6 on Fall count day must be considered as participating in an early childhood program (even if they are in Kindergarten). The correct MSDS codes for these students will be 46 through 49 unless they are receiving ECSE program (22) or service in their home (23) or service provider location (27). Special Transportation: Although transportation is a related service, it receives special consideration in the IEP process as it is commonly a general provision for all students. Document if special transportation is necessary for the student to have access to a FAPE. If special transportation is needed, describe the service needed. Fall 2016 17 IEP:Notice
For “Offer of a FAPE,” list the date the district offers a Free Appropriate Public Education (FAPE) (i.e., the date Notice is provided by the district). For “Implementation,” list the date the district will initiate the IEP. Implementation is required to be as soon as possible, and not later than 15 school days after the district’s offer of a FAPE, pending parent consent. The date of the offer of a FAPE for the first annual review must be within 365 days of the initial IEP implementation date. For all other offers of a FAPE, the offer of a FAPE must be within 365 days of the previous offer of a FAPE. Notice: The purpose of the Notice for Provision of Services and Programs is to inform; it is also the evidence of the district’s offer of a Free Appropriate Public Education (FAPE). It is required that the district provide Notice for the Individualized Education Program (IEP) process. Though the Notice document is not part of the IEP form, it is an essential part of the IEP process and aligns with the IEP form. Adopting a uniform standard for the Notice document is beneficial and helps meet compliance requirements. Reasons for Providing Notice: Notice is sent either to offer a provision of a FAPE or to provide notice that the student was not found eligible for special education. There are two Notice forms―No ce for Ini al Provision of Services and Programs and Notice for Provision of Services and Programs. Use Notice for Initial Provision of Services and Programs to conclude the process for IEP team meetings resulting from an initial evaluation. Use Notice for Provision of Services and Programs to conclude the process for all other IEP team or related meetings (i.e. reevaluation, annual/review, or amendment). Initial Provision of Services and Programs―In cases where an ini al IEP is being offered to the student, consent is required from the parent before the IEP can be implemented. The section indicating an offer of an initial FAPE at the top and the Parent Consent section at the bottom are in gray boxes to reinforce their connection. The date of the IEP team meeting identified on the top left corner of the IEP form must match the IEP team meeting date identified in the Notice form. A district has 7 calendar days to provide Notice to the parent following the conclusion of the IEP team meeting. The implementation date is also a requirement for Notice. Establishing the implementation date of an initial IEP must be a thoughtful process. The Michigan Administrative Rules for Special Education (MARSE) requires that a district implement an IEP for a student within 15 school days of providing Notice to the parent. However, a district must receive parent consent before implementing an initial IEP. If a parent does not provide written consent to the district within 10 calendar days of receiving Notice, the district is not required to implement the initial IEP. If a parent does not provide written consent or refusal within 10 calendar days of receipt of Notice, it is recommended that the district (after making additional attempts to contact the parent) inform the parent in writing of the district’s decision to close the IEP process without implementation. Fall 2016 18 Ineligible (Ini al)―If the IEP team finds the student not eligible, parent consent is not required. The district will meet its obligation for the IEP process upon providing Notice to the parent. Review/Reevaluation IEP―The purpose of the mee ng, the IEP team mee ng date, and the implementation date identified in Section 1 of the IEP form must match the documentation on the Notice form. Ineligible (Reevaluation): If the IEP team finds the student not eligible, the district will meet its obligation for the IEP process upon sending Notice to the parent. Options Considered but not Selected: The IEP form and the Notice form are designed to talk to each other. Therefore, it is recommended that a district use the Notice form at the IEP team meeting to capture items that were considered but not selected. The reason for the non‐selection is also required. As is always practiced throughout the IEP process, provide an evidence‐ and data‐based decision when providing the reason for non‐selection. Other Factors: Describe any other factors leading to the proposal or refusal of programs and services discussed during the IEP meeting. Resident/Operating District: The first IEP team meeting conducted on behalf of a student who is being placed outside of the district must be convened by the resident district. All subsequent meetings may be convened by the operating district if the resident district provides permission on the Notice form. When a resident district authorizes an operating district to conduct subsequent IEP team meetings, the operating district is in the position to offer a FAPE. Procedural Safeguards Notice: Procedural Safeguards Notice must be provided to parents at least once a year. Additionally, a best practice is to take the time to assist parents in understanding their rights. The Notice must state that the parent has protection under the procedural safeguards and provide a way in which a copy of the Procedural Safeguards Notice can be obtained. It is also required that a district provide additional resources to parents in order to assist them in understanding their rights. Signature of Superintendent or Designee: The signature and date on the Notice form and the accompanying IEP form together constitute the provision of Notice. There is no offer of FAPE until the administrator or designee has signed the Notice. Parent Consent: Parent consent is required for the initial provision of programs and services. After receiving Notice from the superintendent or designee, the parent has 10 calendar days to provide the district with written consent for special education programs and services. Just a reminder that programs and services cannot start until after the off of FAPE is made and in the instance of an initial IEP the parents have given their written consent. Fall 2016 19 Parent consent is not required after the initial provision of consent is provided. Should a parent wish to disagree with the outcome of an IEP team meeting, they may enlist their rights as identified in the Procedural Safeguards Notice. Options for disagreeing/dispute resolution may include but are not limited to: requesting additional evaluations, requesting a new IEP team meeting in order to bring different participants to the table, requesting an IEP facilitator, requesting mediation, or filing a due process hearing complaint. Fall 2016 20 IEP:Amendment
Amendment: An IEP amendment may be held in place of a full IEP in order to make minor changes to a student’s IEP if the parent is in agreement The purpose of the Individualized Education Program (IEP) Amendment is to make changes to a student’s IEP during the time it is in effect. The parent of the student with a disability and the district may agree not to convene an IEP team meeting for the purposes of making changes, and instead may develop a written document to amend or modify the current IEP. Note: An amendment does not replace the requirement to hold an annual IEP. When substantial or comprehensive changes need to be made to a student’s IEP, it is recommended that an IEP team meeting be convened to develop a new IEP. Dates:The IEP date on the amendment is to match the date of the district’s offer of a free appropriate public education (FAPE) for the IEP being amended. The amendment date is to be documented as the date of the provision of Notice provided for the IEP amendment. The end date is the date the IEP will end‐an amendment does not change the end date. Participants in Agreement: The parent of the student with a disability and the district may agree not to convene an IEP team meeting for the purposes of making changes, and instead may develop a written document to amend or modify the current IEP. This section documents parent and district agreement for an IEP amendment. Purpose: Identify the section of the IEP that will be modified or adjusted. Changes to Section 1—Demographic Information: Use the space provided to identify essential changes being made to the Demographic Information Section of the IEP being amended. Changes to Section 2—Present Level of Academic Achievement and Functional Performance: Use the space provided to identify any changes being made to the Present Level Section of the IEP being amended. Typically, changes in the present level impact and drive changes to another section of the IEP as well. Changes to Section 3—Secondary Transition Considerations: Use the space provided to identify any changes being made to the Secondary Transition Section of the IEP being amended. Changes to Section 4—Goals and Objectives/Benchmarks: Indicate whether the student’s goal is being modified, added, or removed. Include the required elements for each goal. For goals being modified or added, attach a completed goal page (Section 4 of the IEP). For goals being modified or added, attach a completed goal page (Section 4 of the IEP). Fall 2016 21 Changes to Section 5—Supplementary Aids and Services: Indicate whether the student’s supplementary aid/service is being modified, added, or removed. Then, document the change to each supplementary aid and service in the space provided. It is important to identify the time, frequency, or condition with sufficient detail and measurability to ensure understanding for consistent implementation. Note: The phrase “as needed” lacks sufficient detail and measurability. “As needed” will not meet compliance standards. Changes to Section 6—Assessment: Use the space provided to identify the changes being made to the Assessment Section of the concluded IEP. For any modifications being made to a student assessment, complete all sections, including the rationale for determining why the state or district‐wide assessment is not appropriate, why the alternate assessment is appropriate, and the accommodations (if any) that are needed for each assessment. Changes to Section 7—Special Education Services and Programs: When making changes to a service or program, it is important to identify the time, frequency, location, and duration with sufficient detail and measurability to ensure understanding for consistent implementation. Services: Indicate whether the student’s related service is being modified, added, or removed. Document the change to each service in the space provided. Programs: Indicate whether the student’s program is being modified, added, or removed. Document the change to each service in the space provided. Generally a change to program would require a new IEP. Extended School Year (ESY) Service ‐ Indicate whether the student’s ESY service is being modified, added, or removed. Document the change in the space provided. Special Transportation ‐ Use the space provided to identify the changes being made to the special transportation section of the IEP being amended. Notice Requirements: Written notice must be given to the parent of a student with a disability a reasonable time before the district: 1. Initiates or changes the identification, evaluation, or educational placement of the student. 2. Initiates or changes the provision of a free appropriate public education (FAPE) to the student. 3. Refuses to initiate or change the identification, evaluation, or educational placement of the student. 4. Refuses the provision of a FAPE to the child. This provision applies, even if the IEP is revised without convening an IEP team meeting. Fall 2016 22 Non‐PublicSchools
NONPUBLIC SERVICES PLAN NOTIFICATION GUIDANCE Guidance for initial referrals to special education: Students attending a nonpublic school in their district of residence — After the evaluation is completed, the district should convene an Individualized Education Program (IEP) team meeting and determine if the student is eligible for special education programs and/or services. If the student is determined eligible, develop an IEP which provides a FAPE to the student. If the parent declines the program and/or services offered in the IEP, the parent should sign that they refuse consent for the initial provision of programs and/or services. The team should note in the “other factors” section of the Notice page that the parent declines the proposal and intends to have the student remain in the nonpublic school. The team may then develop a Services Plan. Subsequent proposals for services may be documented on the Services Plan form. Students attending a nonpublic school not in their district of residence: After the evaluation is completed, the district should convene an IEP team meeting and determine if the student is eligible for special education programs and/or services. The district must obtain parent permission to invite the resident district to the IEP team meeting. If the student is eligible and: 1. The resident district is in attendance, the resident district should develop an IEP and inform the parent that the programs and/or services described in the IEP would be available if the student were to enroll in his or her resident district. If the parent declines the programs and/or services offered in the IEP, the parent should sign that they refuse consent for the initial provision of programs and/or services. The team should note in the “other factors” section of the Notice page that the parent declines the proposal and intends to have the student remain in the nonpublic school. The team may then develop a Services Plan. Subsequent proposals for services may be documented on the Services Plan form. 2. The resident district is not in attendance, the district in which the nonpublic school is located should ask the parent if his or her intent is to have the student remain in the nonpublic school. If the parent indicates intent to keep the student in the nonpublic school, the IEP team may then develop a Services Plan. Subsequent proposals for services may be documented on the Services Plan form. If the parent indicates intent to enroll the student in the district of residence, the parent should be told to contact the district of residence. Guidance for reevaluations: Students who were found to be eligible for special education programs and/or services after an initial evaluation, but are not currently receiving special education services because parents declined services, must be reevaluated every three years, unless the parent and the local educational agency (LEA) agree that a reevaluation is unnecessary. If an evaluation is undertaken to determine eligibility, the district must convene an IEP team meeting to develop an IEP which provides a FAPE to the student. Fall 2016