iep handbook for students w disabilities_bulletin 1530

8/6/2019 IEP Handbook for Students w Disabilities_Bulletin 1530

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LOUISIANA’S IEPHANDBOOK

forSTUDENTS with DISABILITIES

Bulletin 1530LAC Part Number 28:XCVII

Cecil J. PicardState Superintendent of Education

EffectiveJuly 20, 2004



Louisiana State Board ofElementary and Secondary Education

Ms. Glenny Lee Buquet

Third District President

Mr. Walter LeeFourth DistrictVice President

Ms. Linda JohnsonSecretary-Treasurer

Eighth District

Ms. Penny DastugueFirst District

Ms. Louella GivensSecond District

Dr. James Stafford

Fifth District

Ms. Polly BroussardSixth District

Mr. Dale BayardSeventh District

Mr. Edgar ChaseMember-at-Large

Ms. Leslie JacobsMember-at-Large

Ms. Mary Washington

Member-at-Large

Mrs. Weegie PeabodyExecutive Director

For further information, contactNoah Wartelle

Division of Special Populations225-342-3640 or 1-877-453-2721

[email protected]

This public document was published at a total cost of $1350.00. Two-hundred twenty- five (225)copies of this public document were published in this ninth printing at a cost of $1350.00. The totalcost of all printings of this document including reprints is $10,096.00. This public document waspublished by the Louisiana Department of Education; Division of Special Populations; P.O. Box 94064;

Baton Rouge, LA 70804; to provide information regarding the Individualized Education Program(IEP)—the basis for educational programming for students with disabilities in Louisiana. This materialwas printed in accordance with the standards for printing by State Agencies established pursuant toR.S. 43:31.

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mailto:[email protected]

mailto:[email protected]



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LOUISIANA’S IEPHANDBOOK for

STUDENTS with DISABILITIES

Bulletin 1530LAC Part Number 28: XCVII

Cecil J. PicardSuperintendent of Education

Louisiana Department of EducationClaiborne Building

1201 North Third StreetBaton Rouge, LA 70802

P.O. Box 94064Baton Rouge, LA 70804-9064

1-877-453-2721

www.louisianaschools.net



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TABLE OF CONTENTS

SECTION 1 Individualized Education Program/ Process and Procedures...................... 9Chapter 1 Introduction ....................................................................................... 11

IEP Process............................................................................................. 11

Three Types of IEPS ............................................................................... 11Chapter 3 Initial IEP Development..................................................................... 11

Responsibilities........................................................................................ 11Timelines ................................................................................................. 13Participants .............................................................................................. 15Placement Decisions ............................................................................... 18Additional Clarification ............................................................................. 24Related Services Decisions ..................................................................... 25Parental Consent ..................................................................................... 26Parental Withholding of Consent ............................................................ 26Mediation................................................................................................. 27

Due Process ............................................................................................ 27Implementation of IEP.............................................................................. 27

Chapter 5 Review IEP Development ................................................................. 28Responsibilities and Timelines................................................................. 28Participants .............................................................................................. 30Placement Decisions ............................................................................... 30

Chapter 7 Interim IEP Development .................................................................. 30Responsibilities and Timelines................................................................. 30Placement Decisions ............................................................................... 31Parental Consent .................................................................................... 31

SECTION 2 Forms and Instructions for Use ................................................................. 33

Individualized Education Program (IEP) ............................................................. 35Forms....................................................................................................... 36

Instructions for Use............................................................................................. 51Transition Services Form......................................................................... 51General Student Information Form .......................................................... 53Instructional Plan Form............................................................................ 57Program/Services Form ........................................................................... 59Modifications/Accommodations Form ...................................................... 63Placement/least Restrictive Environment Form....................................... 64

Speech or Language Impairment Only IEP ........................................................ 69Forms....................................................................................................... 71

Instructions for Use.................................................................................. 81Extended School Year IEP................................................................................. 91Form ........................................................................................................ 93Instructions for Use.................................................................................. 99

Services Plan...................................................................................................... 99Form ...................................................................................................... 101Instructions for Use................................................................................ 105



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Additional Forms............................................................................................... 111LEAP Alternate Assessment Participation Criteria................................. 113Individualized Healthcare Plan............................................................... 115

SECTION 3 Special Concerns .................................................................................... 117

Access to the General Education Curriculum................................................... 119Assistive Technology........................................................................................ 125Behavior Issues................................................................................................ 129Blind or Visually Impaired................................................................................. 133Deaf or Hearing Impaired ................................................................................. 135Early Childhood ............................................................................................... 137English Language Learners ............................................................................. 139 Extended School Year Program ....................................................................... 141Health Services ................................................................................................ 143Out-of-District Placement ................................................................................. 145Parental Involvement........................................................................................ 147

Physical Education/Adapted Physical Education.............................................. 151Private School Students ................................................................................... 153Speech/Language Pathology Services............................................................. 155Transition Services........................................................................................... 157



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Louisiana’s IEP Handbook for Students with Disabilities , revised 2003, providesinformation regarding the Individualized Education Program (IEP)—the basis for educational programming for students with disabilities in Louisiana. The handbookdescribes the IEP process and the legal procedures involved as mandated by theIndividuals with Disabilities Education Act (IDEA) PL. 105-17, Section 504 of the

Rehabilitation Act of 1973 , and Revised Statute 17:1941, et seq ., and their regulations.Although the intent of this handbook is not to replace any regulations, it does outline"best practices" as well as mandatory procedures. It serves as a training vehicle for interested parties in the effort to improve the quality of IEPs in Louisiana.

The IEP Handbook for Gifted and Talented Students should be referred to for information regarding students identified as gifted and talented students in Louisiana. Aseparate IEP form described in the handbook must be used for all students identified asgifted and talented, with the exception of students in the following categories:

1. gifted and/or talented students who have an additional identified disability;

2. gifted and/or talented students who require a related service, includingcounseling;

3. gifted and/or talented students who require modifications/accommodationsfor the Louisiana Educational Assessment Program testing.

Extended School Year Program Handbook should be referred to for informationregarding students with disabilities identified as needing extended school year servicesin Louisiana. A separate ESY-IEP form must be used for all students eligible for ESY.

The Best Practices Guidelines for Developing IEPs for Louisiana’s Early Education Program has been written for families, early intervention personnel, and others workingwith young children with disabilities, three through five years of age. These guidelines,which reflect federal and state mandates, are interspersed throughout the Louisiana’s IEP Handbook for Students with Disabilities in the appropriate sections.



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SECTION 1

INDIVIDUALIZED EDUCATION PROGRAM

PROCESS AND PROCEDURES



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Chapter 1. Introduction

§101. The IEP process and evaluation/reevaluation of students with disabilities.

A. This section emphasizes the IEP process as one intertwined with the

process of evaluation and re-evaluation of students with disabilities.

AUTHORITY NOTE: Promulgated in accordance with R.S. 17:1941 et seq.HISTORICAL NOTE: Promulgated by the Board of Elementary and Secondary Education, LR29.

§103. The three types of IEPS

A. The three types of IEPs are outlined below as follows:

1. The INTERIM IEP shall be developed for students who have severeor low incidence impairments documented by a qualified professional concurrent withthe conduct of an evaluation according to the Pupil Appraisal Handbook . The interim

IEP may also be developed for students who have been receiving special educationalservices in another state concurrent with the conduct of an evaluation. An interim IEPmay also be developed for students out-of-school, including students ages threethrough five, who are suspected of having a disability and for former special educationstudents, through the age of twenty-two, who have left a public school withoutcompleting their public education by obtaining a State diploma.

2. The INITIAL IEP is developed for a student with disabilities who hasmet criteria for one or more exceptionalities outlined in the Pupil Appraisal Handbook and who has never received special educational services, except through an interimIEP, from an approved Louisiana school/program.

3. The REVIEW IEP is reviewed and revised at least annually or morefrequently to consider the appropriateness of the program, placement, and any relatedservices needed by the student.


Chapter 3. INITIAL IEP DEVELOPMENT

§301. Responsibilities

A. A student is initially determined to be exceptional through the individualevaluation process. The responsibility for making a formal commitment of resources toensure a free, appropriate public education (FAPE) for a student identified asexceptional rests with the local education agency (LEA) in which the student resides.

B. The LEA is responsible for initiating the assurance of FAPE regardless of



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whether the system will (1) provide all of the service directly or through interagencyagreements, (2) place the student in another system or in a nonpublic facility, or (3)refer the student to another LEA for educational purposes.

C. The responsibility for offering FAPE is met through the process of

developing an initial IEP. This process includes

1. communication between the LEA and the parents;

2. IEP meeting(s) at which parents and school personnel make jointdecisions and resolve any differences about the student's needs and services;

3. a completed IEP/placement document, which describes thedecisions made during the meeting(s), including the special education and relatedservices that are to be provided;

4. a formal assurance by the LEA that the services described in thedocument will be provided;

5. parental consent for initial placement;

6. procedural safeguards for differences that cannot be resolvedmutually; and

7. initial placement and provision of services as described in theIEP/placement document.

D. The LEA is required to offer FAPE to those students with disabilitieswhose ages fall between 3 and 21 years. The LEA may choose to offer and provideservices to young children with disabilities, birth through two years of age. If the LEAchooses to provide services, all the requirements of FAPE apply.

1. The child is eligible for FAPE on his 3rd birthday.

2. The responsibility for providing services to a student with disabilitiescontinues until

a. the student receives a State diploma; or

b. the student reaches his or her 22nd birthday. (If the 22ndbirthday occurs during the course of the regular school session, the student shall beallowed to remain in school for the remainder of the school year.)

3. The LEA is not responsible for providing FAPE if, after carefullydocumenting that the agency has offered FAPE via an IEP, the parents choose tovoluntarily enroll the student elsewhere or indicate their refusal of special educationalservices. Documentation of these parental decisions should be kept on file.



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§303. Timelines

A. An initial evaluation is considered "completed" when the written report hasbeen disseminated by the pupil appraisal staff to the administrator of special educationprograms. A LEA has a maximum of 30 calendar days to complete the IEP/placementdocument for an eligible student. During this time, two activities must take place and bedocumented.

1. Written Notice(s) that the LEA proposes to provide FAPE throughthe IEP process must be given to the parents.

a. The notice(s) must be provided in the parents' nativelanguage or must be given using other means of communication, whenever necessary,

to assure parental understanding.

b. The notice(s) must indicate the purpose, time, andlocation of the IEP meeting; who will be in attendance; the parents' right to take other participants to the meeting; the student's right to participate (when appropriate); and thename of the person in the LEA the parents can contact if and when they have questionsor concerns.

c. The notice(s) must explain the procedural safeguardsavailable to the parents: that they can negotiate the time and place of the IEP meeting,that they have the right to full and meaningful participation in the IEP decision-making

process, that their consent is required before initial placement will be made, and that allinformation about the student shall be kept confidential.

d. If it appears that a student may be eligible to participate inalternate assessment, the notice must explain that data appear to support the student’sparticipation in alternate assessment, that the students participating in alternateassessment are eligible to work toward a Certificate of Achievement, and that thedecision for participation in alternate assessment will be made with the parent(s) at theIEP meeting.

e. Additionally, if the LEA has not already done so, the system

must inform the parents of their right to an oral explanation of the evaluation report andof their right to an independent education evaluation (IEE) if the parents disagree withthe current evaluation.

2. An IEP meeting(s) that results in a completed IEP/placementdocument must be held. The IEP meeting(s) should be a vehicle for communicationbetween parents and school personnel to share formal and informal information about



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the student's needs, educational projections, and services that will be provided to meetthe student's needs. The completed IEP/placement document is a formal record of theIEP team’s decisions. The timeline for completion of the document is intended toensure that there is no undue delay in providing a free, appropriate public education(FAPE) for the student. The document is "completed" when the form has been

completed and signed by the LEA’s officially designated representative or director/supervisor of special education.

B. Additional Notes About Timelines

1. Summer recess. When an initial evaluation report has beencompleted within the 30 days prior to the summer recess or during the recess, the LEAmay request, through written documentation, parental approval to delay the initial IEPmeeting until the first week of the next school session. However, if the parents wish tomeet during the summer recess, the LEA must ensure that the appropriate IEP teammembers are present.

2. Children approaching age 3 years. ChildNet eligible children whoare “turning three-years-old” suspected of being eligible for Part B services must bereferred to the LEA and the IEP team ten (10) months prior to their third birthday. Thedate on which a child first becomes eligible for services may occur after the child'sevaluation or last required re-evaluation. In such a case, a LEA has the followingoptions:

a. to develop the IEP/placement document following theevaluation or re-evaluation and to indicate the date that services are to begin, or

b. to develop the IEP/placement document immediately beforethe LEA is required to provide services.

3. Parents refuse services. In some cases, when the LEA is in theprocess of offering FAPE to an eligible student (i.e., after an IEP has been developed),the parents will clearly indicate that they do not wish to have any special educationalservices for the student.

a. If the parent’s decision is to withhold consent for the initialevaluation or initial placement of the student in a special educational program, the LEAmay appeal to the appropriate State court. If the parent withholds consent for areevaluation, the LEA may request a due process hearing following the proceduresoutlined in §507 of Bulletin 1706: Regulations for Implementation of the Children with Exceptionalities Act.




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§305. Participants

A. At any initial IEP meeting, the following participants must be inattendance: an officially designated representative of the LEA, the student's regular education and special education teachers, the student's parent(s), and a person

knowledgeable about the student's evaluation procedures and results. The student, aswell as other individuals the parents and/or LEA may deem necessary, should be giventhe opportunity to attend. Documentation of attendance is required.

1. An officially designated representative of the LEA is one who isqualified to provide or supervise the provision of specially designed instruction to meetthe unique needs of students with disabilities, is knowledgeable about the generalcurriculum, and is knowledgeable about the availability of resources of the LEA. TheLEA may designate another LEA member of the IEP team to serve also as the agencyrepresentative, if the above criteria are satisfied. A LEA must have on file and mustdisseminate within the agency a policy statement naming the kinds of persons who may

act as the official representative of the LEA. Representatives may include the director/supervisor of special education, principals, instructional strategists, teachers, or anyother LEA employee certified to provide or supervise special educational services. Amember of the student's evaluation team may serve in this capacity.

2. Parents are equal participants in the IEP process in discussing theeducational and related services needs of the student and deciding which placementand other services are appropriate. As such, one or both of the student's parentsshould participate in the initial IEP/placement meeting(s). Other team members mustrely on parents to contribute their perspective of the student outside of school. Parentalinsight about the student's strengths and support needs, learning style, temperament,ability to work in various environments, and acquired adaptive skills is of vitalimportance to the team in making decisions about the student's needs and services.The concerns of the parents for enhancing the education of their child must bedocumented in the IEP.

a. Parent is defined as a natural or adoptive parent of a child; aguardian, but not the State if the child is ward of the State; a person acting in the placeof a parent of a child (such as a grandparent or stepparent with whom the child lives or a person who is legally responsible for the child’s welfare); or a surrogate parent whohas been appointed. A foster parent may qualify as a “parent” when the naturalparents’ authority to make educational decisions on the child’s behalf has beenextinguished under State law, and the foster parent has an ongoing, long-term parentalrelationship with the child; is willing to participate in making educational decisions in thechild’s behalf; and has no interest that would conflict with the interests of the child.

b. The LEA must take measures to ensure that parents and allother team members, including sensorially impaired and non-English-speakingparticipants, can understand and actively participate in discussions and decision-making. These measures (i.e., having an interpreter or translator) should be



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documented. Local education agencies shall further ensure that, for those parents whocannot physically attend the IEP meeting(s), every effort is made to secure parentalparticipation. After documenting attempts to arrange a mutually convenient time andplace, several possibilities remain.

i. The meeting(s) may be conducted via telephoneconference calls.

ii. The IEP team may consider parental correspondenceto the school regarding the student's learning environment, any notes from previousparental conferences, and any data gathered during the screening and evaluationperiod.

iii. Visits may be made to the parents' home or place of employment to receive parental suggestions.

c. If, however, every documented attempt fails and theIEP/placement document is developed without parental participation, the parents stillmust give written informed consent for initial placement before any special education or related services may begin.

d. When a student with disabilities has a legal guardian or hasbeen assigned a surrogate parent by the LEA, that person assumes the role of theparent during the IEP process in matters dealing with special educational services.When a student with disabilities is emancipated, parental participation is not mandated.Additionally, if the LEA has been informed that a parent is legally prohibited fromreviewing a student's records, that parent may not attend the IEP meeting(s) withoutpermission of the legal guardian.

e. Beginning at least one year before the student reaches theage of majority, by the student’s seventeenth birthday, the parents will be informed thatthe rights under Part B of the Act will transfer to the student, unless the student isdetermined incompetent under State Law.

3. An evaluation representative is a required participant at an initialIEP meeting. The person may be a member of the pupil appraisal team that performedthe evaluation or any person knowledgeable about and able to interpret the evaluationdata for that particular student. The evaluation coordinator who coordinated theactivities for the re-evaluation must be present at the reevaluation IEP meeting.

4. A regular education teacher is at least one of the student’s regular teachers (if the student is, or may be, participating in the regular educationenvironment). The teacher must, to the extent appropriate, participate in thedevelopment, review, and revision of the student’s IEP including the determination of appropriate positive behavioral interventions and strategies for the student; thedetermination of supplementary aids and services, program modifications, and supports



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for school personnel that will be provided for the student. When a regular educationteacher calls for a reconvening of the individualized education program (IEP) team for any student with a disability assigned to his or her classroom on a full time basis inwhich the IEP requires an adjustment in the curriculum, instruction or services to beprovided by the regular education teacher, this teacher shall participate on the IEP team

and participate continuously thereafter for as long as the student is assigned to his or her classroom.

a. Thus, while a regular education teacher must be a member of the IEP team if the child is, or may be, participating in the regular educationenvironment, the teacher need not (depending upon the child’s needs and the purposeof the specific IEP team meeting) be required to participate in all decisions made as partof the meeting or to be present throughout the entire meeting or attend every meeting.For example, the regular education teacher who is a member of the IEP team mustparticipate in discussions and decisions about how to modify the general curriculum inthe regular classroom to ensure the child’s involvement and progress in the general

curriculum and participation in the regular education environment.

b. In determining the extent of the regular education teacher’sparticipation at IEP meetings, LEAs and parents should discuss and try to reachagreement on whether the student’s regular education teacher, who is a member of theIEP team, should be present at a particular IEP meeting and, if so, for what period of time. The extent to which it would be appropriate for the regular education teacher toparticipate in IEP meetings must be decided on a case-by-case basis.

5. A special education teacher is at least one of the student’s specialeducation teachers, or when appropriate, at least one special education provider of thestudent.

a. For example, if a student’s only disability is a speech or language impairment, then the speech/language pathologist is considered the specialeducation provider.

6. The student should be given the opportunity to participate in thedevelopment of the IEP. In many cases, the student will share responsibility for goalsand objectives.

a. The LEA must invite a student with a disability of any age toattend his or her IEP meeting if a purpose of the meeting will be to consider transitionservices needs or needed transition services, or both. The LEA must invite the studentand, as part of the notification to the parents of the IEP meeting, inform the parents thatthe LEA will invite the student to the IEP meeting.

b. Beginning at least one year before the student reaches theage of majority, by the student’s seventeenth birthday; the student must be informedthat his or her rights under Part B of the Act will transfer to him or her unless he or she



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has been determined incompetent under State Law.

7. Other individuals can be invited, at the discretion of the parent or LEA, who have knowledge or special expertise regarding the student, including relatedservice personnel as appropriate. The LEA also must inform the parents of the right of

both the parents and the agency to invite other individuals who have knowledge or special expertise regarding the child, including related service personnel as appropriateto be members of the IEP team. The LEA may recommend the participation of other persons when their involvement will assist the decision-making process.

a. It is also appropriate for the agency to ask the parents toinform the agency of any individuals the parents will be taking to the meeting. Parentsare encouraged to let the agency know whom they intend to take. Such cooperationcan facilitate arrangements for the meeting and help ensure a productive, child-centeredmeeting.

b. The determination of the knowledge or special expertise of any individual described above shall be made by the parent or LEA, whoever invited theindividual to be a member of the IEP team.

c. When the LEA responsible for the initial IEP/placementprocess considers referring or placing the student in another LEA, the responsible LEAmust ensure the participation of a representative of the receiving system at the IEPmeeting.

d. The LEA must ensure the attendance of a representative of a private school if the student is voluntarily enrolled in a private school. If therepresentative cannot attend, the local education agency shall use other methods toensure participation by the private school or facility, including individualized or conference telephone calls.


§307. Placement Decisions

A. The IEP team has the responsibility for determining the specialeducational needs and placement for a student with disabilities. Program decisionsmust be made and written on the IEP in the following areas that form the basis for the

placement:

1. the student’s strengths and support needs;

2. the concerns of the parents for enhancing the education of their child;



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3. the results of the initial evaluation or most recent reevaluation of thestudent;

4. as appropriate, the results of the student’s performance on anygeneral state or district-wide assessment program;

5. the student’s present levels of educational performance;

a. how the student’s disability affects the student’s involvementand progress in the general curriculum; and

b. for preschool students, as appropriate, how the disabilityaffects the student’s participation in appropriate activities.

6. The IEP team must also consider any of the following specialfactors:

a. in the case of a student whose behaviors impede his or her learning or that of others, if appropriate, strategies including positive behavioralintervention, strategies and supports to address that behavior;

b. in the case of a student with limited English proficiency, thelanguage needs of the student as those needs relate to the student’s IEP;

c. in the case of a student who is blind or visually impaired,provision of instruction in braille and the use of braille unless the IEP team determines—after an evaluation of the student’s reading and writing skills, needs, and appropriatereading and writing media (including an evaluation of the student’s future needs for instruction in braille or the use of braille —that instruction in braille or the use of braille isnot appropriate for the student;

d. the communication needs of the student, and in the case of a student who is deaf or hard of hearing, the student’s language and communicationneeds, opportunities for direct communications with peers and professional personnel inthe student’s language and communication mode, academic level, and full range of needs, including opportunities for direct instruction in the student’s language andcommunication mode;

e. whether the student requires assistive technology devicesand services based on assessment/evaluation results;

f. in the case of a student who has health problems, the needsto be met during the school day. These needs would include such medical conditions asasthma, diabetes, seizures, or other diseases/disorders that may require lifting andpositioning, diapering, assistance with meals, special diets, or other health needs;



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7. the measurable annual goals, including benchmarks or short-termobjectives, related to

a. meeting the student’s needs that result from the student’sdisability to enable the student to be involved in and progress in the general curriculum,

b. meeting each of the student’s other educational needs thatresult from the student’s disability, and

c. appropriate activities for the preschool aged student;

d. IEP teams may continue to develop short-term instructionalobjectives or, as an alternative, develop benchmarks that should be thought of asdescribing the amount of progress the student is expected to make within specifiedsegment of the year. Generally, benchmarks establish expected performance levelsthat allow for regular checks of progress that coincide with the reporting periods for

informing parents of their child’s progress toward achieving the annual goals. An IEPteam may use either short-term objectives or a combination of the two, depending onthe nature of the annual goals and needs of the child.

8. the special educational and related services and supplementaryaids and services to be provided to the student, or on behalf of the student, and theprogram modifications or supports for school personnel that will be provided for thestudent

a. to advance appropriately toward attaining the annual goals,

b. to be involved and progress in the general curriculum and toparticipate in extracurricular and other nonacademic activities, and

c. to be educated and participate with other students with andwithout disabilities in the activities,

9. the explanation of the extent, if any, to which the student will notparticipate with students without disabilities in the regular class and extracurricular andother nonacademic activities including

a. any individual modifications and/or accommodations in theadministration of State or district-wide assessments of student achievement that areneeded in order for the student to participate in the assessment; and

b. the student’s participation in a particular state or district-wideassessment of student achievement (or part of an assessment);

10. the anticipated frequency, location, and duration of the specialeducational services and modifications;



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11. possible extended school year program (ESYP) eligibility;

12. the type of physical education program to be provided;

13. for each student beginning at age 14, transition service needs thatfocus on the student’s courses of study; and

14. for each student beginning at age 16, the needed transitionservices including any interagency responsibilities or linkages.

B. The IEP team, following a discussion of the student's educational needs,must choose a setting(s) in which the educational needs will be addressed. The term placement refers to the setting or class in which the student will receive specialeducational services.

1. Placement decisions for students whose ages are 6-21. For thelocation of instruction/ services, IEP team members should consider the following:

a. Where would the student attend school if he or she did nothave a disability?

b. Has the student, as a special education student, ever received special educational instruction or services within the general educationenvironment?

c. What accommodations and modifications have been used tosupport the student as a special education student in the general education class?

d. After a review of the modifications and accommodationsform of the IEP, what additional strategies and supports have been determined tofacilitate the student’s success in the general education setting?

e. If the student is not currently receiving instruction and/or services in a general education setting, what strategies could be used for providingservices in the general education classroom?

f. Based on IEP goals and objectives or benchmarks, what theinstructional setting(s) would support the achievement of these goals and objectives or benchmarks?

g. If the decision has been made to provide the student withinstruction and/or services outside the general education setting, what specificopportunities will the student have for integration in general education activities?

2. Placement decisions for students whose ages are 3-5. For the



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location of instruction/ services, the IEP team should consider the following:

a. Where would the student spend the majority of the day if heor she did not have a disability (natural environment)?

b. Can the services identified on the IEP be provided in thestudent’s natural environment?

i. If not, what changes should be made in thatenvironment to enable the required services to be delivered there?

ii. If not, what programming and/or placement(s)/service(s) options are necessary to meet the student’s identified needs while providingmeaningful opportunities for interactions with peers without disabilities?

c. What accommodations, supports, and/or related services are

needed to meet the student’s identified needs?

3. For students aged 6-21. Utilizing the above information, the IEPteam should choose the most appropriate setting from the continuum below:

a. regular classroom (less than 21% of the day outside theregular class);

b. resource with regular classes (at least 21%, but no morethan 60% of the day outside the regular class);

c. self-contained class on a regular campus (more than 60% of the day outside the regular class;

d. special school; or

e. hospital/homebound.

4. For students aged 3-5. In determining the appropriate setting for apreschool aged student, each noted setting must be considered; but the list should notbe considered a continuum of least restrictive environment. The settings for preschool-aged students, three through five years, are defined as follows:

a. Early Childhood Setting: Students receive all of their specialeducation and related services in educational programs designed primarily for childrenwithout disabilities. No education or related services are provided in separate specialeducation settings. This may include, but is not limited to:

i. regular kindergarten classes;ii. public or private preschools;iii. Head Start Centers;



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iv. child care facilities;v. preschool classes offered to an eligible pre-

kindergarten population by the public school system;vi. home/early childhood combinations;vii. home/Head Start combinations; and

viii. other combinations of early childhood settings.

b. Early Childhood Special Education Setting: Studentsreceive all of their special education and related services in educational programsdesigned primarily for children with disabilities housed in regular school buildings or other community-based settings. No education or related services are provided in earlychildhood settings. This may include, but is not limited to:

i. special education classrooms in regular schoolbuildings;

ii. special education classrooms in child care facilities;iii. hospital facilities on an outpatient basis, or other

community-based settings; andiv. special education classrooms in trailers or portablesoutside regular school buildings.

c. Home: Students receive all of their special education andrelated services in the principal residence of the child’s family or caregivers.

d. Part-Time Early Childhood/Part-Time Early ChildhoodSpecial Education Setting: Students receive services in multiple settings, such that: (1)general and/or special education and related services are provided at home or ineducational programs designed primarily for children without disabilities, and (2) specialeducation and related services are provided in programs designed primarily for childrenwith disabilities. This may include, but is not limited to:

i. home/early childhood special education combinations;ii. Head Start, child care, nursery school facilities, or

other community-based settings with special education provided outside of the regular class;

iii. regular kindergarten classes with special educationprovided outside of the regular class; and

iv. separate school/early childhood combinations.

e. Residential Facility: Students receive all of their specialeducation and related services in publicly or privately operated residential schools or residential medical facilities on an inpatient basis. This may include, but is not limitedto:

i. hospitals, andii. nursing homes

f. Separate School: Students receive all of their specialeducation and related services in educational programs in public or private day schools



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designed specifically for children with disabilities.

g. Itinerant Service Outside the Home: Students receive all of their special education and related services at a school, hospital facility on an outpatientbasis or other location for a short period of time (no more than 3 hours per week). (This

does not include children who receive services at home for 3 hours or less per week.This would be included in the Home setting.) These services may be providedindividually or to a small group of children. This may include, but is not limited to:speech instruction, APE and assistive technology up to 3 hours per week in a school,hospital, or other community-based setting. (A combination of services may not exceed3 hours per week). Children receiving all of their special education and related servicesat a school, hospital facility on an outpatient basis, or other location for longer than 3hours per week must be reported under early childhood special education setting or early childhood setting, depending on whether the program was designed primarily for students with or without disabilities.

h. Reverse Mainstream Setting: Students receive all of their special education and related services in educational programs designed primarily for children with disabilities, but that include 50% or more children without disabilities.

C. The official designated representative shall be knowledgeable about placementconsiderations and shall be responsible for informing the IEP team members. The IEPteam must participate in decisions made about the placement; however, the LEA hasthe right to select the actual school site in view of committee decisions.

NOTE: See Section 2 for the complete instructions for writing the IEP.

AUTHORITY NOTE: Promulgated in accordance with R.S. 17:1941 et seq.

HISTORICAL NOTE: Promulgated by the Board of Elementary and Secondary Education, LR29.

§309. Additional Clarification

A. Although throughout Louisiana most students with disabilities are servedin their neighborhood schools, there are some extenuating circumstances that impactthe decision to serve a student in a school other than his or her neighborhood school.

B. The following is provided as an example: In a small system, there may beonly four multidisabled students who need a multidisabled self-contained class. Thelocal education agency may establish one classroom system wide. Those multidisabled

students could be grouped together on a centrally located campus as age-appropriatelyas possible. Because of the limited number of students, the age span may be greater than the 3-year span. In this situation, ages may be from 10-14 years—with twochildren being 10-years-old, one being 11, and one being 14. If the administrationdecided to locate this class on an elementary K-6 campus because the majority of theclass is of elementary age, there could be adequate justification to allow the 14-year-old



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to remain on the elementary campus. This placement, of course, is not a desirablesituation but a necessity in some cases.

C. In addition to the questions on the IEP and Site Determination Form, thefollowing issues must be considered:

1. students should be placed in programs on the basis of their uniqueneeds, not as a result of their particular disabling condition;

2. placement cannot be based on either a particular local educationagency’s special education delivery system or on the availability of related services;

3. in order for effective integration, students should be served inschools where the ratio of the student with disabilities is comparable to the overallregular/special education ratio of the local education agency.


§311. Related Services Decisions

A. Related services means transportation and such developmental,corrective, and other supportive services as are required to assist a student with adisability to benefit from special education. A LEA, as part of its requirement to providea free, appropriate public education (FAPE), must provide any related service for whichthere is a documented need. However, for certain related services, specific eligibilitycriteria must be met. The decision regarding related services must be made in view of each student's unique needs. Sources of documentation can be the individual

evaluation report and any subsequent evaluation reports submitted by therapists,physicians, psychologists, and so forth. Examples of related services may includespeech/language pathology services, assistive technology, physical or occupationaltherapy, audiological services, orientation and mobility training, interpreter andcounseling services, and transportation services.

B. The IEP team must consider each related service that is recommended onthe evaluation report(s) and document its decisions on the IEP form. For example, theteam must

1. list all services recommended by the team and the service provision

schedules, dates, and location, etc.;

2. explain the team’s decisions not to include a recommended relatedservice;

3. explain delays in providing any related service listed on the IEP.



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a. This delay, or hardship, in no way relieves a system fromproviding the service and from documenting every effort to provide it in a timely manner.

b. The participation of related service personnel is extremelyimportant during the IEP meeting. Involvement should be through either direct

participation or written recommendations.

C. Additional Notes About Related Services

1. Adapted physical education (APE) is not a related service; APE is adirect instructional program. A student who requires only adapted physical educationmay be eligible for related services, since adapted physical education is a directinstructional program.

2. A student who is identified with only a speech or languageimpairment may be eligible for other related services, since in this case the speech

therapy is the direct special educational program.


§313. Parental Consent

A. A LEA must obtain formal parental consent before it can initially provide astudent with special education and related services in any setting. Consent includes thefollowing:

1. the parent and/or student has been fully informed of all relevant

information in a manner that is clearly understandable to the parent and/or student, and

2. the parent and/or student formally agrees in writing.

B. After the parent and/or student has given written consent, the IEP is ineffect. The parent and/or student must be provided a completed copy of theIEP/placement document signed by the official designated representative of the LEA.

NOTE: The student’s consent is needed once the student reaches the "age of majority.”

AUTHORITY NOTE: Promulgated in accordance with R.S. 17:1941 et seq.

HISTORICAL NOTE: Promulgated by the Board of Elementary and Secondary Education, LR29.

§315. Parental Withholding of Consent

A. Parents may disagree with all or some part(s) of the initial program,placement, or related services proposals. The LEA and the parents should makeconciliatory attempts to resolve the disputes, including making modifications to the



27

proposed program, placement, and related services. A LEA may not use a parent’srefusal to consent to one service or activity to deny the parent or student any other service, benefit, or activity of the LEA. AUTHORITY NOTE: Promulgated in accordance with R.S. 17:1941 et seq.HISTORICAL NOTE: Promulgated by the Board of Elementary and Secondary Education, LR29.

§317. Mediation

A. Mediation is an informal, voluntary process by which the parent and theLEA are given an opportunity, through the help of a trained mediator, to resolve their differences and find solutions to enhance the overall learning environment for thestudent. Differences may arise in the planning and implementing of programs for students with disabilities. It is important for parents and LEAs to have an opportunity topresent their viewpoint in a dispute.

1. See Louisiana’s Educational Rights of Exceptional Children and the

Mediation Services for Students with Exceptionalities brochure for more information.


§319. Due Process

A. The parents and the LEA both have the right to an “impartial due processhearing” when disagreements arise between the parent and the LEA, relative toinitiating or changing the identification, evaluation, or educational placement of astudent with a disability. Due process hearings may be initiated by the parent or the

LEA.

1. See Louisiana’s Educational Rights of Exceptional Children and theSpecial Education Impartial Due Process Hearing brochure for more information.


§321. Implementation of the IEP

A. Implementation of the IEP means that the student begins participating inthe special education placement and receives the related services as written on theIEP/placement document. A LEA must begin providing services as stated on the IEPwithin ten (10) calendar days. The date of initiation of services shall be noted on theIEP. When meetings occur during the summer or other vacation periods, a delay mayoccur. When meetings to develop the initial IEP/placement document occur just prior tothe summer vacation, the date of implementation of services may be delayed to thebeginning of the next school year if the parent(s) agree.



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Chapter 5. REVIEW IEP DEVELOPMENT

§501. Responsibilities and Timelines

A. A LEA is required to initiate and conduct IEP meetings periodically, but notless than annually, to review each student’s IEP in order to determine whether theannual goals for the student are being achieved and to revise the IEP as appropriate.The LEA must notify parents of the review IEP meeting or the review/reevaluation IEPmeeting in accordance with the same procedures as the initial IEP.

B. An additional IEP/placement review meeting is not required when a LEAelects to move the student to another school site within the agency when all of theinformation on the IEP remains the same and the effect of the program has not beenchanged.

C. The IEP team shall

1. review the student's progress toward achieving the annual goalsand objectives/benchmarks;

2. review the student’s progress in the general education curriculum;

3. discuss any lack of expected progress toward the annual goals andin the general education curriculum;

4. review the results of the student’s performance on any State or district-wide assessment;

5. review the results of any reevaluation;

6. review information about the child provided to, or by, the parents;

7. discuss the student’s anticipated needs;

8. review the student's special educational and related service needs;for the preschool-aged child, address his or her developmental needs;

9. incorporate, as needed, any behavior interventions and strategiesthat should be used;

10. make updated decisions about the student’s program, placement,and related services;



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11. consider whether the child requires assistive technology devicesand services;

12. for each student beginning at age 14, discuss transition serviceneeds that focus on the student’s courses of study;

13. for each student beginning at age 16, discuss the needed transitionservices including any interagency responsibilities or linkages;

14. in making decisions for location of instruction/services, refer topages 17-19 of this handbook for guidance

15. discuss any other matters.

D. A review meeting must be conducted in addition to the required annualreview when

1. a student’s teacher feels the student’s IEP or placement is notappropriate for the student, or

2. the student’s parents believe their child is not progressingsatisfactorily or that there is a problem with the student’s IEP;

3. the LEA proposes any changes regarding program or placement,such as to modify, add, or delete a goal or objective; to add or delete a related service;or to discuss the need for extended school year services;

4. the behavior of the student warrants a review by the IEP team todecide on strategies including positive behavioral intervention, strategies, and supportsto address the behavior;

5. either a parent or a public agency believes that a requiredcomponent of the student’s IEP should be changed; the LEA must conduct an IEPmeeting if it believes that a change in the IEP may be necessary to ensure the provisionof FAPE;

6. a hearing officer orders a review of the student's IEP/placementdocument;

7. an out-of-district placement or referral is being proposed.

a. A review IEP meeting must be conducted as part of thereevaluation process.



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b. In the cases listed above, it may not be necessary to rewritethe entire IEP/placement document. However, the following documentation must beprovided

i. signatures of the team members,

ii. the date of the meeting,

iii. the changes made in the IEP, and

iv. the dated signatures of the official designatedrepresentative of the system and the parent who authorized the change.

c. In the case in which the IEP/placement document is entirelyrewritten, the date of that meeting shall become the anniversary date for the next annualreview meeting.


§503. Participants

The LEA must ensure there is attendance by an officially designated representative of the system, the student's regular education and special education teachers, the parents,and the student, as appropriate. At the discretion of the parent(s) or the LEA, other individuals who have knowledge or special expertise regarding the student may attend.The evaluation coordinator who coordinated the activities for the re-evaluation must bepresent at the reevaluation IEP meeting. A representative of another LEA or approved

facility may be included if a placement in or referral to another LEA is proposed.



The IEP team must address the placement of the student according to the sameplacement guidelines required for an initial IEP meeting.


Chapter 7. INTERIM IEP DEVELOPMENT

§701. Responsibilities and Timelines

A. The interim IEP provides a basis on which the student may begin toreceive special educational and related services and provides an appraisal program to



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gather assessment data for the individual evaluation process.

B. A student must be offered enrollment in a LEA. This enrollment process,from initial entry into the LEA to placement, shall occur within ten (10) school days.



A. Local supervisors of special education may approve enrollment in specialeducation after existing student information has been reviewed by pupil appraisalpersonnel. An interim IEP would be developed and formal parental approval obtained.The interim IEP remains in effect as long as the evaluation is in process and may berevised as necessary. During this time all regulations pertaining to students withdisabilities shall apply. The interim IEP shall not exceed the duration of the evaluation.

B. Often, discussion about the current performance, goals, and objectives for the student will have to be conducted without the benefit of integrated assessment dataor teacher observation. To gather information about current performance, the parentmay be the prime source of information about the student's skills, development,motivation, medical history, etc. The goals and objectives should address the student'seducational program during the assessment process. Related services may beprovided for diagnostic purposes. When available information indicates that relatedservices are required, services should be provided. The student's performance duringan interim placement must be documented by the teacher and pupil appraisalpersonnel. This documentation should provide meaningful data for determining anappropriate program and placement.


§705. Parental Consent

Parental consent for the interim placement and related services must be obtained byparental signature on the IEP form. Parents should be informed that the student will exitfrom the special educational program if the student is found to be ineligible for specialeducational services according to the criteria of the Pupil Appraisal Handbook . If thestudent is eligible for special educational services, an initial IEP/placement meeting will

be conducted within thirty (30) calendar days from the date of dissemination of thewritten evaluation to the LEA’s special education administrator.




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33

SECTION 2

FORMS AND INSTRUCTIONS FOR USE



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INDIVIDUALIZED EDUCATION PROGRAM (IEP)

One purpose of the Individuals with Disabilities Education Act (IDEA) is to ensure allchildren with disabilities have available to them a free, appropriate public education

(FAPE) that emphasizes special educational and related services designed to meettheir unique needs and prepare them for employment and independent living. Thisassurance is provided through the individualized education program (IEP). IEP meansa written statement that describes the student with disabilities’ educational program.The IEP is developed, reviewed, and revised in an IEP team meeting. The IEP team ismade up of the student’s parents, the student, school officials, evaluation team member,special and regular education teachers, and any others with knowledge and expertiseabout the student. The IEP must be written before special educational and relatedservices are provided to an eligible student with disabilities. The IEP must beimplemented within ten (10) calendar days following the IEP team meeting. The IEP isdeveloped using a format approved by the State Department found on the following

pages.



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38



40



42



44



48



Louisiana Department of Education CONFIDENTIALRevised 2000 DOCUMENT

SITE DETERMINATION FORM

____________________________is assigned to____________________________ STUDENT SCHOOL

to receive his/her special education services as determined appropriate at his/herIEP meeting on

. The local education agency certifies the following:DATE

1. This school is the one the student would attend if he or she were not

identified as exceptional.

2. This school and class are chronologically age appropriate for the student.

3. The school selected is accessible to the student for all school activities.

4. The classroom is comparable to and integrated with regular classes.

If any of the above statements are not true, an explanation must be givenexplaining the selection of the school.

______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________

If you have any questions regarding this placement, please contact the OfficiallyDesignated Representative at telephone number __________________________.

______________________________________________________________________ OFFICIALLY DESIGNATED REPRESENTATIVE SIGNATURE DATE

Copies must be provided to Teacher(s), Parent(s), and Central Office.



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51

INDIVIDUALIZED EDUCATION PROGRAM (IEP) FORMINSTRUCTIONS FOR USE

Before the IEP meeting begins, determine that the parent(s) have received a copy of therights and the SDE brochure regarding least restrictive environment, have had anopportunity for an oral explanation of each, and have received answers to any questionsthey may have. Also, for initial IEP conferences, parents should have received a copyof their child’s evaluation and an opportunity for an oral explanation of the evaluation.The brochure regarding least restrictive environment is required to be given to parentsonce a year, normally at the IEP review conference.

If parents agree, the local education agency may “draft” the Instructional Plan form of the IEP. In all cases, the IEP team must review each section of the IEP and assureagreement. It must be stated that a draft IEP must not be regarded as a final documentbecause any section can be modified by the IEP team. In no circumstances prior to theIEP conference, can any information be entered on the Program/Services form except

identifying information or on the Placement/Least Restrictive Environment form exceptidentifying information.

The complete IEP is made up of the following forms:

• Transition Services form (for students age 14, if needed and age 16,required)

• General Student Information form

• Instructional Plan form (Use one or more forms.)

• Program/Services form

• Accommodations/Modifications form

•

Placement/Least Restrictive Environment form• Site Determination form

TRANSITION SERVICES FORM

This form is competed first if the student is 16-years-old or older, or if the student isyounger but receiving Transition services.

1. Name of the local education agency developing the IEP.

2. Student’s full name.

3. Date the IEP/transition planning team expects the student to exit school.

4. Date when the transition services were written.

5. Student’s date of birth by month, day, and year.6. Current grade in which the student is enrolled.



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7. Follow local education agency guidelines when recording a student identification

number or computer code number assigned to the student.

8. Number of transition service pages included in the IEP.

9. Date and means of informing the student that the transition meeting wasscheduled. This notification could be given verbally or by means of a letter.

10. The eventual adult lifestyle the student and family hope to achieve. This visionmust consider any needs for postsecondary education or vocational training,integrated employment issues, participation in adult/continuing education, adultservices to support the student, level of expected independence in living skillsand community participation. Use the Target Areas Menu to guide these optionsand assure all future areas are considered.

11. Circle how the intended lifestyle information was obtained from the student andfamily or write the information in the “Other” section.

DEFINITION OF TRANSITION SERVICES (12-15)These are services the student may require in order to achieve the preferredlifestyle.

12. Instruction refers to in-school lessons intended to provide a transition service.Related Services are those services necessary to assist the student to benefitfrom special educational services. (They are the same related services thatstudents have always received).

13. Community Experiences are those instructional experiences/lessons occurring inthe community or in a natural environment.

14. Employment options are listed on the Target Areas Menu. Postschool Adult Living Options refers to those services that prepare students for adultresponsibilities. (Refer to the Target Areas Menu for specific services.)

15. Functional Vocational Evaluation refers to an assessment designed to targetfuture vocational goals for the student; it is conducted in an individualized, rather than a standardized manner, usually in a natural or simulated environment. Daily Living Skills are those areas of life necessary for personal independence such aseating, dressing, mobility, etc.

16. School Action Steps are activities the school will conduct in the current year toprovide a needed transition service in a specific area. These steps may bewritten, or if they are purely instructional in nature, the number of the IEPobjective(s) may be recorded here.

17. Student Action Steps are the transition steps the student will accomplish in the



53

current year, they are part of achieving the future vision.

18. Family Action Steps are transition activities the family will do in the current year to provide a transition service directed at fulfilling the future vision.

19. Agency Action Steps are services to be provided in the current year, either by or with an adult agency, to support the student in achieving the planned lifestyle.

20. If an agency did not attend a meeting in which transition services were beingplanned, list other means taken to assure that any needed participation wouldoccur. These might include telephone conferences, follow-up letters, a separatemeeting, etc.

NOTE: Action steps and target areas may overlap in some areas. Use professional judgement regarding the most appropriate row or column in which to record an actionstep.

GENERAL STUDENT INFORMATION FORM



23. Date(s) of the IEP meeting(s) to develop or review the IEP.

24. Student’s date of birth by month, day, and year.

25. Follow local education agency guidelines when recording a student identificationnumber or computer code number assigned to the student.

26. After writing the General Student Information, indicate the number of pages of this form included in the IEP.

27. The dissemination date recorded on the evaluation.NOTE: This is the date the evaluation report was sent to the special educationdirector/supervisor.

28. The primary exceptionality, as named in the student’s evaluation report (do notabbreviate). For interim placement, write “interim.”

29. Any secondary exceptionality(ies) named in the evaluation report. Omit for interim placement.

30. School in which the student is currently enrolled.



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31. Any other school(s) the student currently attends.

32. Current grade in which the student is enrolled.

33. Check the kind of IEP being developed. Refer to the descriptions below.

• The INTERIM IEP shall be developed for students who have severe or lowincidence impairments documented by a qualified professional concurrentwith the conduct of an evaluation according to the Pupil Appraisal Handbook . The interim IEP may also be developed for students who havebeen receiving special educational services in another state concurrentwith the conduct of an evaluation. An interim IEP may also be developedfor students out of school, including students ages three through five, whoare suspected of having a disability and for former special educationstudents, through the age of twenty-two, who have left a public schoolwithout completing their public education by obtaining a State diploma.

• The INITIAL IEP is developed for an exceptional student who has metcriteria for one or more exceptionalities outlined in the Pupil Appraisal Handbook , and who has never received special educational services,except through an interim IEP, from an approved Louisianaschool/program.

• The REVIEW IEP is reviewed and revised at least annually or morefrequently to consider the appropriateness of the program, placement, andany related services needed by the student.

34. IEP team members who attend the conference should sign and state their positions such as parent, principal, supervisor, educational diagnostician, regular education teacher, special education teacher, or other agency personnel. Their signatures do not imply agreement with the IEP. An officially designatedrepresentative of the local education agency must be in attendance at themeeting.

35. A general overview of the student’s needs must be given, highlighting major aspects pertinent to the student’s educational needs. Additional General Student Information Forms can be used to indicate this information. Input from all serviceproviders and parents should also be gathered and noted. Specific current

performance information for each curricular area should not be indicated here butshould be noted in the Specific Current Performance section on the InstructionalPlan page.

When developing information for this section, the following issues must beaddressed:

• the student’s strengths and support needs;



55

• the concerns of the parents for enhancing the education of their child;

• general concerns as noted in the most recent evaluation;

• the student’s present levels of educational performance, including

• how the student’s disability affects the student’s involvement andprogress in the general curriculum; and

• for preschool children as appropriate, how the disability affects thestudent’s participation in appropriate activities;

• as appropriate, the results of the student’s performance on any generalstate or district wide assessment; and

• by the time the student turns 14, a statement of transition program needsthat focuses on the student’s course of study (e.g., vocational educationprogram, electives, etc.).

The IEP team must also consider the following special factors and include, if needed, a statement addressing these issues on the IEP:

• in the case of a student whose behaviors impede his/her learning or thatof others, if appropriate, strategies including positive behavioralintervention strategies and supports to address that behavior;

• in the case of a student with limited English proficiency, the languageneeds of the student as those needs relate to the student’s IEP;

• in the case of a student who is blind or visually impaired, provision of instruction in braille and the use of braille unless the IEP teamdetermines—after an evaluation of the student’s reading and writing skills,needs, and appropriate reading and writing media (including an evaluationof the student’s future needs for instruction in braille or the use of braille)—that instruction in braille or the use of braille is not appropriate for the student;

• the communication needs of the student, and in the case of a student whois deaf or hard of hearing, the student’s language and communicationneeds, opportunities for direct communications with peers andprofessional personnel in the student’s language and communicationmode, academic level, and full range of needs, including opportunities for direct instruction in the student’s language and communication mode;



56

• whether the student requires assistive technology devices and servicesbased on assessment/evaluation results;

NOTE: If the IEP team determines that a child needs a particular device or

service (including an intervention, accommodation, or other programmodification) in order for the student to receive FAPE, the IEP team must includea statement to that effect in the student’s IEP.

• in the case of a student who has health problems, the needs to be metduring the school day. These needs would include such medicalconditions as asthma, diabetes, seizures, or other diseases/disorders thatmay require lifting and positioning, diapering, assistance with meals,special diets, or other health needs.

36. Based on information obtained from General Student Information, check the

educational needs areas in which special educational services are needed. Atinterim conferences, project areas of special educational needs. The followingseven areas may be included:

ACADEMIC/COGNITIVE needs in the academic areas such as reading, math,social studies, and/or in the cognitive needs such as generalization,categorization, etc.

BEHAVIOR needs of the student when his or her behavior impedes learning or the learning of other students.

COMMUNICATION needs of the student in understanding and communicatingwith others, such as writing and language development, articulation,augmentative/adaptive methods, etc.

MOTOR needs may include fine and gross motor movement, such ashandwriting and walking, etc.

SELF-HELP needs may include toileting, dressing, safety, health needs such asself-catheterization, insulin maintenance, etc.

SOCIAL needs may include peer interaction, strengthening self-concept, etc.

VOCATIONAL needs may include preparation for employment, such as work-study, career awareness, etc.

37. Write the results of the current reevaluation. The following statements areexamples that could be used:

The reevaluation was conducted on (date). and/or



57

(Name) continues to have an exceptionality of . (Useterminology from the Pupil Appraisal Handbook.) and/or (Name’s) next triennial evaluation is due on (date). and/or Reevaluation results have been incorporated into the current IEP. and/or There are no additional concerns at this time.

INSTRUCTIONAL PLAN FORM (Use one or more forms.)

Instructional information such as present levels of student performance, annual goals,and short-term objectives is provided for each curricular area in which specialeducational services are needed. Two goals may be described per page. The relatedservices(s) program that will be provided should also be addressed in the goals andobjectives. No goal or objective may be changed without first reconvening the IEPteam.




41. Student’s date of birth by month, day and year.


43. After writing the Instructional Plan, indicate the number of pages of this formincluded in the IEP.

44. List one educational area in which special education services are needed.

45. Describe the student’s specific current performance in the educational area for which special educational services are recommended. This specific performancecould be gathered from formal and/or informal assessments and may include adescription of behaviors in and out of school. Although most of the initial IEPteam’s data will come from the evaluation, most of the review IEP conferencedata should be gathered from current service providers and parents. Althoughthe current performance should be noted, a review of past educational data cangive an overview of how much progress or lack of progress has been beingmade. The data for review IEPs should include specific student skills at the timeof the conference. These will provide the basis from which annual goals andobjectives or benchmarks will be developed. Specific current behaviors shouldinclude more than just grade/age levels or test scores.

46. Write an annual goal based on statements about the student’s currentperformance. Careful consideration must be given to address the student’s



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specific needs. A goal statement must describe the specific behavior expectedof the student when the educational program for the year is completed, and thegoal must be stated in measurable terms so that each team member understands what is expected. A goal statement must meet the student’s needsthat result from the student’s disability and must enable the student to be

involved in and progress in the general curriculum. It must address appropriateactivities for the preschool aged child. At interim conferences, goal statementsshould address broad student behaviors that will provide diagnostic information.These interim goal statements are projected for the duration of the Interim IEPonly; they are not annual projections.

Emphasis should be placed, whenever possible, on the integration of all related service goals throughout the student’s program.

47. Describe how the achievement of the goal will be measured, such as by criterionreferenced test, behavioral charting, or observation and charting by teacher(s)

and parent(s).

48. Fill in the actual date on which the annual goal was achieved by the student.

49. Number the objectives or benchmarks as they are written.

50. Write short-term objectives that describe intermediate steps or benchmarks thatdescribe major milestones that lead to the annual goal. Objectives or benchmarks must be written in observable student behaviors and must bespecific and clear. Special conditions such as the need for specializedinstructional materials or adaptive equipment should be included. Evaluativecriteria must be included in the performance standard to determine theachievement of the objective or benchmark. These criteria should indicate theminimum acceptable standard for the student’s performance and the ability tomeet the criterion consistently and reliably over a period of trials (e.g., without anerror in nine out of ten trials) or average a period of time (e.g., ten times a day for a week without error).

51. Write the actual date on which the objective or benchmark was achieved by thestudent. This date should be indicated immediately after mastery of the short-term objectives or benchmarks. Progress or lack of progress towardachievement of objectives or benchmarks should be noted on progress reports.

52. Check the position(s) of the individual(s) who will implement the instructionalprogram that addresses the annual goal. There may be one or more personsresponsible for a particular goal and/or objective. These persons may includethe special education teacher, regular education teacher, parent, student,speech/language pathologist, adapted physical education teacher or other related service providers. Emphasis should be placed on the integration of goals, including related service goals, throughout the student’s program.



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PROGRAM/SERVICES FORM





57. Current grade in which the student is enrolled. This grade level must match thegrade level in which the student is enrolled in the Student Information System(SIS).


59. Complete for all students. Document the decisions regarding which of the twotypes of statewide tests the student will be taking. Students may participate inalternate assessment, or take the CRT/NRT on grade level.

• Students who meet the Alternate Assessment Participation Criteria willparticipate in LEAP Alternate Assessment. The Alternate Assessmentsection is checked on the IEP. For these students, the Alternate Assessment Participation Criteria form must be completed and signed bythe IEP team. This form must be maintained in the student's IEP file. The

IEP LEAP block would be coded as follows:

LOUISIANA EDUCATIONAL ASSESSMENT PROGRAM (LEAP)CRT/NRT R/L M___ Alternate Assessment X

• Check the CRT/NRT space for those students who will be participating inthe CRT/NRT on grade level. Indicate the grade level at which the child isto be tested in Reading/Language (R/L) and Mathematics (M). This gradelevel must match the grade level the student is enrolled in the StudentInformation System (SIS).

• Example: John is in the 8th grade. He will be taking the 8th grade LEAP21. The IEP LEAP block would be coded as follows:

LOUISIANA EDUCATIONAL ASSESSMENT PROGRAM (LEAP)CRT/NRT X R/L 8 M 8Alternate Assessment



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68. Indicate how long (e.g., one year, two months) these services will be provided

(duration).

69. Indicate by circling I or G to indicate whether services will be delivered on an

individual basis or in a group.

70. Indicate the actual minutes per day/sessions per week of direct and/or relatedspecial educational services the student will receive in each actual location.

For student aged 6-21. In making decisions for location of instruction/services,IEP team members should discuss the following questions:

• Where would the student be placed if he/she did not have a disability?

• Has the student, as a special education student, ever received special

educational instruction or services within the general educationenvironment?

• What accommodations and modifications have been used to support thestudent as a special education student in the general education class?

• After a review of the Modifications and Accommodations Form , whatadditional strategies and supports have been determined to facilitate thestudent’s success in the general education setting?

•

If the student is not currently receiving instruction and/or services in ageneral education setting, what strategies could be used for providingservices in the general education classroom?

• Based on IEP goals and objectives or benchmarks, what instructionalsetting(s) would support the achievement of these goals and objectives or benchmarks.

• If the decision has been made to provide the student with instructionand/or services outside the general education setting, what specificopportunities will the student have for integration in general education

activities?

For student aged 3-5. In making these decisions for location of instruction/services, the IEP team should consider the following questions:

• Where would the student spend the majority of the day if he/she did not



62

have a disability (natural environment)?

• Can the services identified on the IEP be provided in the student’s naturalenvironment?

• If not, what changes need to be made in that environment to enablethe required services to be delivered there?

• If not, what programming and/or placement(s)/service(s) optionsare necessary to meet the student’s identified needs whileproviding meaningful opportunities for interactions with peerswithout disabilities?

• What accommodations, supports and/or related services are needed tomeet the student’s identified needs?

Refer to 88b for definitions of settings for preschool aged students. For purposesof determining location for preschool aged students, “community” is consideredN/A.

71. For clarification only. This section refers to the actual instruction provided byspecial education personnel (i.e., teachers, therapists) for a student.

72. For clarification only. This section deals with the direct services the studentreceives. For students who have only a speech or language impairment,speech/language therapy may be the only service received; therefore,speech/language therapy is a direct service rather than a related service.

Adapted physical education is always considered a direct service, since physicaleducation is a mandated curriculum area for students in Louisiana.

73. List any related service(s) that the student requires to benefit from specialeducation, including service(s) that may be provided by a therapist, counselor,psychologist, nurse, and so forth. In order to determine that related services areneeded for special education purposes, the IEP team must be provideddocumentation to discuss/review.

For Clarification Only. The Comments block (#76) should be used to explain anydecisions not to include a related service recommended on an evaluation and

also to explain any delay in providing needed related services. This delay doesnot relieve a local education agency from providing this service and documentingevery effort to provide it in a timely manner.

For Initial IEP. From the individual evaluation report, list the related service(s)recommended to meet the needs of the student so that the student may benefitfrom special education. This list should not in any way be used to limit the types



63

and amount of related services that may be required for the student. Additionalrelated service(s) may become necessary as the IEP is developed.

For Review IEP. From the most recent IEP, list the related service(s) now beingprovided for the student. While each of the services listed must be addressed at

the IEP review meeting, additional services and/or deletion of present servicesand/or equipment may also be addressed.

For Interim IEP. List only those related services required for diagnostic or evaluative purposes and those for which documentation-of-need is available atthe time of the IEP meeting.

74. Indicate any kind of special transportation required. Special transportationshould always be defined on the IEP to the extent that this service is provided ina manner that is unique and exceeds transportation requirements for students.As with other services, the IEP team should recommend transportation services

in the least restrictive, most appropriate mode available; the services must be atno cost to the parents. (Examples include lift equipment for students using awheelchair, special attendant, and safety vest.) A description should be providedin the Comments block (#76).

75. Document total number of minutes per week spent in a special setting outside the regular classroom.

76. This block (Comments) should be used to add any additional information that theIEP team feels is needed to clarify a student's instructional program.

MODIFICATIONS/ACCOMMODATIONS FORM






82. The local education agency may choose to use the sample modification andaccommodation page or may develop its own. The IEP team should consider modifications and accommodations that should be used to support the student inaccessing the general education curriculum. As noted, these are limitedexamples of possible options available for consideration. The team should listany other modification needed in the “Other” blank. If none are needed, check



64

“None.”

PLACEMENT/LEAST RESTRICTIVE ENVIRONMENT FORM






88a. Placement decisions for students whose ages are 6-21 only. Utilizing all other information on previous pages, the IEP team must choose the most appropriatesetting from the continuum. The definition of each setting is defined on the form.Special attention should be paid to #70 and #75. A conversion chart is attachedfor your use. For placements other than the regular class setting, provide

justification for each setting rejected.

88b. Placement decisions for students whose ages are 3-5 only. In determining theappropriate setting for a student aged 3-5, each noted setting must beconsidered; but the list should not be considered a continuum of least restrictiveenvironment.

Instructions for Clarification The settings for preschool aged students, three through five years, are definedas follows:

Early Childhood Setting : Students receive all of their special educationand related services in educational programs designed primarily for children without disabilities. No education or related services are providedin separate special education settings. These may include, but are notlimited to:• regular kindergarten classes;• public or private preschools;• Head Start Centers;• child care facilities;• preschool classes offered to an eligible prekindergarten population

by the public school system;• home/early childhood combinations;• home/Head Start combinations; and• other combinations of early childhood settings.



65

arly Childhood Special Education Setting: Students receive all of

ol

ut

ation classrooms in regular school buildings;

munity-based

•

ome:

such

rvices

community-

•

ial education and

receive all of their special education and

eceive all of their special

E their special education and related services in educational programsdesigned primarily for children with disabilities housed in regular schobuildings or other community-based settings. No education or related

services are provided in early childhood settings. These may include, bare not limited to:• special educ• special education classrooms in child care facilities,• hospital facilities on an outpatient basis, or other com

settings; andspecial education classrooms in trailers or portables outside regular school buildings.

Students receive all of their special education and related servicesH in the principal residence of the child’s family or caregivers.

Part-Time Early Childhood/Part-Time Early Childhood Special

Education Setting: Students receive services in multiple settings,that: (1) general and/or special education and related services areprovided at home or in educational programs designed primarily for children without disabilities, and (2) special education and related seare provided in programs designed primarily for children with disabilities.These may include, but are not limited to:• home/early childhood special education combinations;• Head Start, child care, nursery school facilities, or other

based settings with special education provided outside of theregular class;regular kindergarten classes with special education providedoutside of the regular class; and

• separate school/early childhood combinations.

Residential Facility: Students receive all of their specrelated services in publicly or privately operated residential schools or residential medical facilities on an inpatient basis. These may include,but are not limited to:• hospitals, and• nursing homes

Separate School: Studentsrelated services in educational programs in public or private day schoolsdesigned specifically for children with disabilities.

Itinerant Service Outside the Home: Students r education and related services at a school, hospital facility on an



66

re than 3

tion

nts

Reverse Mainstream Setting: Students receive all of their specialimarily

he official designated representative shall be knowledgeable about placemente IEP

9. Indicate the specific special educational service delivery setting. This model is

0. Indicate the number of weeks that correspond to the regular reporting period for

1. The officially designated representative of the local education agency must date

. Parents should check the appropriate boxes to indicate agreement.

3. This section will assist and notify parents and students that, beginning at least

4. The parent/guardian/surrogate parent/competent major should provide a dated

5. ALTERNATIVE TO REGULAR DIPLOMA OPTIONS (Check one)

outpatient basis or other location for a short period of time (no mohours per week). (This does not include children who receive services athome for 3 hours or less per week. This would be included in the Homesetting.) These services may be provided individually or to a small groupof children. These may include, but are not limited to: speech instruction,

APE and assistive technology up to 3 hours per week in a school, hospital,or other community-based setting. (A combination of services may notexceed 3 hours per week). Children receiving all of their special educaand related services at a school, hospital facility on an outpatient basis, or other location for longer than 3 hours per week must be reported under early childhood special education setting or early childhood setting,depending on whether the program was designed primarily for studewith or without disabilities.

education and related services in educational programs designed pr

for children with disabilities, but that include 50% or more children withoutdisabilities.

Tconsiderations and shall be responsible for informing the IEP team members. Thteam must participate in decisions made about the placement; however, the LEA hasthe right to select the actual school site in view of committee decisions.

8not applicable if the student is served in a regular class only. If a generic modelis to be used, check either mild-moderate or severe-profound . If a categoricalmodel is chosen, the specific exceptionality must be indicated.

9the local education agency (either six or nine).

9and sign his/her name.

92 9

one year before the student reaches eighteen years of age, the student must beinformed that his or her rights under Part B of the Act will transfer to the studentunless he or she has been determined incompetent.

9signature to indicate informed consent.

9



67

heck this box if the student is participating in alternate assessmentd

.

I understand my child (I) will participate in alternate assessment rather than in

heck this box if the student meets the Provisional Eligibility Criteria for

r a Certificate

I understand my child (I) will be participating in the LEAP but is (am) eligible to

heck this box if the student enters the Pre-GED/Skills Option Program.

his

I understand my child (I), in order to enter the Pre-GED/Skills Option ive a

P

96. he parent/guardian/surrogate parent/competent major should provide a dated

7. The local education agency may complete this section at the conclusion of thee

d,

If this section is not completed at the conclusion of the IEP team meeting, then

ts

CThe Alternate Assessment Participation Criteria form must be completed ansigned by the IEP team. This form must be maintained in the student’s IEP file

all aspects of the LEAP. My child (I) will not receive a high school diploma but is(am) eligible to receive a Certificate of Achievement. My child (I) may earnCarnegie Units when appropriate. The implications of alternate assessmenthave been explained to me and will be reviewed at least annually.

CCertificate of Achievement (see Bulletin 1706, pages 105-106)The Students Considered Under the Provisional Eligibility Criteria fo of Achievement form must be completed and signed by the IEP team. This formmust be maintained in the student’s IEP file.

receive a Certificate of Achievement based on the Provisional Eligibility Criteria.My child (I) may earn Carnegie Units when appropriate.

CThe student is eligible to participate in LEAP Alternate Assessment.The Parental/Guardian and/or Adult Student Consent Form For Pre-GED Skills/Option Programs must be completed and signed by the IEP team. Tform must be maintained in the student’s IEP file.

Program, must meet eligibility criteria. If successful, my child (I) will receLouisiana Equivalency Diploma and/or a Skills Certificate, not a standardLouisiana High School Diploma. My child (I) will be participating in the LEAprogram and may earn Carnegie Units when appropriate.

Tsignature to indicate informed consent.

9IEP meeting. Although the IEP team must participate in placement decisions, thlocal education agency has the responsibility of determining the school site in

keeping with the team's decisions. If all four noted assurances can be providethe officially designated representative of the local education agency shall notethe site selected and sign.

the officially designated representative of the local education agency mustcomplete a Site Determination Form, which must be forwarded to the paren



68

within ten (10) calendar days.



69

SPEECH OR LANGUAGE IMPAIRMENT ONLY -INDIVIDUALIZED EDUCATION PROGRAM FORM

If a student is classified under any exceptionality of special education other than speechor language impairment, or receives any LANSER identified related services, or requires modifications for classroom and/or LEAP testing, the IEP form for students withdisabilities must be used instead of the Speech or Language Impairment Only IEPForm.

Before the IEP meeting begins, determine that the parents have received a copy of their rights, have had an opportunity for an oral explanation, and have received answers toany questions they may have. Also, for the initial IEP conference, parents should havereceived a copy of their child’s evaluation and an opportunity for an oral explanation of the evaluation.

If parents agree, the local education agency may “draft” the instructional part of the IEP(Page 3). In all cases, the IEP team must review each section of the IEP and assureagreement. A draft IEP must not be regarded as a final document because any sectioncan be modified by the IEP team. In no circumstances prior to the IEP conferencecan any information be entered regarding placement.

If a student is 14, include a statement of transition program needs that focuses on thestudent’s course of study (e.g., vocational education program, electives, etc.) in theGeneral Student Information section.

If a student is 16 years or older, then transition services must be identified andaddressed on the transition services page of the IEP.

A student receiving speech or language therapy as a direct special educational servicemust be re-evaluated before being exited from special educational services.

A student receiving speech or language therapy as a related special educational servicecan be exited from speech or language therapy services through a decision made bythe IEP team at an IEP meeting.

Instructional information—such as summary of educational needs and performance,

annual goals and objectives/benchmarks—is provided for each area in which specialeducation is needed. No goal or objective may be changed without reconvening theIEP team.

The complete Speech or Language Impairment Only IEP is made up of the followingforms:

• Transition Services form (for students 14 and older)



72



74



76



SPEECH OR LANGUAGE IMPAIRMENT ONLY IEP REFERENCE CARD SIDE A

IF THE IEP TEAM DECIDES THE STUDENT WITH A SPEECH OR LANGUAGE IMPAIRMENTNEEDS ANY ACCOMMODATIONS, THE REGULAR IEP MUST BE USED.

ACCOMMODATION(S) NEEDED FOR LEAP TESTING

None Transferred AnswersBraille Extended TimeLarge Print Individual/Small GroupAnswers Recorded Communication AssistanceRepeated Directions Test Read Aloud except for Reading Comprehension*Other *Name changes according to Test

ACCOMMODATION(S) NEEDED IN REGULAR CLASS (Also refer to Page 4 of regular IEP.) None Communication Assistance Oral Testing Preferential Seating Extended Time Advanced OrganizersTape Recorder Large Print/Braille

Peer Recorder Auditory Aids Visual Aids Technological AidsTransferred Answers Answers RecordedIndividual Small/Group Testing Repeated DirectionsAssistive Technology Other

SPEECH OR LANGUAGE IMPAIRMENT ONLY IEP REFERENCE CARD SIDE B

IF THE IEP TEAM DECIDES THE PLACEMENT SELECTED WAS ANY PLACEMENT OTHERTHAN REGULAR CLASS, THE REGULAR IEP MUST BE USED.

PLACEMENT/SERVICE DETERMINATION SERVICE MODEL Utilizing the information on the previous pages, choose the most appropriate setting from the continuumbelow. Document reason/educational benefit for choosing placement. If placement selected was anyplacement other than regular class, the regular IEP must be used.

Regular Class (Less than 21% of the day outside the regular class)Resource with Regular Classes (At least 21%, but no more than 60% of the day outside theregular class)Self-Contained Class on Regular Campus ( More than 60% of the day outside the regular class)Special SchoolHospital/Homebound

PRESCHOOL SETTING

Check the setting in which a child aged 3-5 receives special education and related services. This list isnot a continuum of least restrictive environment.Early Childhood Setting HomeItinerant Service Outside the Home Reverse Mainstream Setting Separate School Residential FacilityEarly Childhood Special Education SettingPart-Time Early Childhood/Part-Time Early Childhood Special Education Setting



78



79

Louisiana Department of Education CONFIDENTIALRevised 2000 DOCUMENT

SITE DETERMINATION FORM

____________________________is assigned to ____________________________________ STUDENT SCHOOL

to receive his/her special education services as determined appropriate at his/her IEPmeeting on ________________

DateThe local education agency certifies the following:

1. This school is the one the student would attend if he or she were not identified asexceptional.

2. This school and class are chronologically age appropriate for the student.

3. The school selected is accessible to the student for all school activities.

4. The classroom is comparable to and integrated with regular classes.

If any of the above statements are not true, an explanation must be given explaining theselection of the school.

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________ ____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

If you have any questions regarding this placement, please contact the OfficiallyDesignated Representative at telephone number .

_____________________________________ OFFICIALLY DESIGNATED REPRESENTATIVE SIGNATURE DATE

Copies must be provided to Teacher(s), Parent(s), and Central Office.



80



81

SPEECH OR LANGUAGE IMPAIRMENT ONLY -INDIVIDUALIZED EDUCATION PROGRAM FORM

Instructions for Use

TRANSITION SERVICES FORM Refer to Individualized Education ProgramInstructions for #s 1-20.

This page is completed first if the student is 16 or older, or if the student is younger butreceiving Transition services. Follow the instructions for completing this page includedin the Individualized Education Program instructions.

IF A STUDENT WITH A SPEECH OR LANGUAGE IMPAIRMENT DOES NOT

REQUIRE ANY MODIFICATIONS OR ACCOMMODATIONS, THEN THE SPEECH OR LANGUAGE IMPAIRMENT ONLY IEP FORM MAY BE USED.

SPEECH OR LANGUAGE IMPAIRMENT ONLY IEP FORM







7. The dissemination date recorded on the evaluation.NOTE: This is the date the evaluation report was sent to the special educationdirector/supervisor.


9. Any other school(s) the student currently attends.

10. Check the kind of IEP being developed. Refer to the descriptions below.

• The INTERIM IEP shall be developed for students who have severe or lowincidence impairments documented by a qualified professional concurrent



82

with the conduct of an evaluation according to the Pupil Appraisal Handbook . The interim IEP may also be developed for students who havebeen receiving special educational services in another state concurrentwith the conduct of an evaluation. An interim IEP may also be developed

for students out of school, including students ages three through five, whoare suspected of having a disability and for former special educationstudents, through the age of twenty-two, who have left a public schoolwithout completing their public education by obtaining a State diploma.

• The INITIAL IEP is developed for an exceptional student who has metcriteria for one or more exceptionalities outlined in the Pupil Appraisal Handbook , and who has never received special educational services,except through an interim IEP, from an approved Louisianaschool/program.

•

The REVIEW IEP is reviewed and revised at least annually or morefrequently to consider the appropriateness of the program, placement, andany related services needed by the student.

11. Check the primary exceptionality, as named in the student’s evaluation report.For interim placement, write “interim.” For a declassified placement, write “noexceptionality.”

12. Check the type of impairment: i.e., articulation, language, fluency, and/or voice.

13. IEP team members who attend the conference should sign and state their positions such as parent, principal, supervisor, speech/language pathologist,regular education teacher, or other agency personnel. Their signatures do notimply agreement with the IEP. An officially designated representative of the localeducation agency must be in attendance at the meeting.

14. A general overview of the student’s needs must be given, highlighting major aspects pertinent to the student’s educational needs. Additional instructionalpages can be used to indicate this information. Input from all service providersand parents should also be gathered and noted. Specific current performanceinformation for the curricular area (Communication) should not be indicated herebut should be noted in the Current Performance section.

When developing information for this section, the following issues must beaddressed:

the student’s strengths and support needs;

the concerns of the parents f hancing the education of their child;or en



83

general concerns as noted in the most recent evaluation;

the student’s present levels of educational performance, including

•

how the student’s disability affects the student’s involvement andprogress in the general curriculum; and

• for preschool children as appropriate, how the disability affects thestudent’s participation in appropriate activities;

as appropriate, the results of the student’s performance on any generalstate or district wide assessment; and

when the student turns 14, a statement of transition program needs thatfocuses on the student’s course of study (e.g., vocational education

program, electives, etc.).

The IEP team must also consider the following special factors and include, if needed, astatement addressing these issues on the IEP:

in the case of a student whose behaviors impede his/her learning or thatof others, if appropriate, strategies including positive behavioralintervention strategies and supports to address that behavior;

in the case of a student with limited English proficiency, the languageneeds of the student as those needs relate to the student’s IEP;

in the case of a student who is blind or visually impaired, provision of instruction in braille and the use of braille unless the IEP teamdetermines—after an evaluation of the student’s reading and writing skills,needs, and appropriate reading and writing media (including an evaluationof the student’s future needs for instruction in braille or the use of braille)—that instruction in braille or the use of braille is not appropriate for the student;

the communication needs of the student, and in the case of a student whois deaf or hard of hearing, the student’s language and communicationneeds, opportunities for direct communications with peers andprofessional personnel in the student’s language and communicationmode, academic level, and full range of needs, including opportunities for direct instruction in the student’s language and communication mode;

whether the student r istive technology devices and servicesequires ass



84

based on assessment/evaluation results;

NOTE: If the IEP team determines that a child needs a particular device or service (including an intervention, accommodation, or other program

modification) in order for the student to receive FAPE, the IEP team must includea statement to that effect in the student’s IEP.

in the case of a student who has health problems, the needs to be metduring the school day. The needs would include such medical conditionsas asthma, diabetes, seizures, or other diseases/disorders that mayrequire lifting and positioning, diapering, assistance with meals, specialdiets, or other health needs.

15. Go to Instruction Plan Form.

INSTRUCTIONAL PLAN FORM. Refer to Individualized Education ProgramInstructions for #38-52. (Use one or more forms.)

RETURN TO THE SPEECH OR LANGUAGE IMPAIRMENT ONLY IEP FORM .

IF A STUDENT WITH A SPEECH OR LANGUAGE IMPAIRMENT DOES NOTREQUIRE ANY MODIFICATIONS OR ACCOMMODATIONS, THE SPEECH OR LANGUAGE IMPAIRMENT ONLY IEP FORM MAY BE USED.

16. Write the results of the reevaluation. The following statements are examples thatcould be used:

The reevaluation was conducted on (date). and/or (Name) continues to have an exceptionality of . (Useterminology from the Pupil Appraisal Handbook.) and/or (Name’s) next triennial evaluation is due on (date). and/or Reevaluation results have been incorporated into the current IEP. and/or There are no additional concerns at this time.

THE SPEECH OR LANGUAGE IMPAIRMENT ONLY IEP REFERENCE CARD IS TO BE USED TO DISCUSS ACCOMMODATIONS FOR LEAP (CRT/NRT),ACCOMMODATIONS IN A REGULAR CLASS, AND PLACEMENT/SERVICE DETERMINATION SERVICE MODELS.

17. Complete for all students.

Check the CRT/NRT space for those students who will be participating inthe CRT/NRT. Indicate the grade level at which the child is to be tested in

Reading/Language (R/L) and Mathematics (M). This grade level mustmatch the grade level the student is enrolled in when he is tested.



85

Example: John is in the 8th grade. He will be taking the 8th grade LEAP21. The IEP LEAP block would be coded as follows:

LOUISIANA EDUCATIONAL ASSESSMENT PROGRAM (LEAP)CRT/NRT X R/L 8 M 8

Alternate Assessment ___

(REFER TO THE SPEECH OR LANGUAGE IMPAIRMENT ONLY IEP REFERENCE CARD - SIDE A FOR INFORMATION REGARDING ACCOMMODATIONS.)

NOTE: If the student requires specific test accommodations for LEAP (CRT/NRT) or modifications in the regular class, they must be noted on the IEP. If a student with aspeech or language impairment requires any modifications or accommodations,the regular IEP must be used.

18. Indicate the date on which the initial extended school year program (ESYP)screening process is to be completed by the speech/language pathologist. If thedata suggest that the student meets ESYP eligibility criteria, the IEP team mustbe reconvened to determine the need for ESYP. If ESYP is determined to be aneed, then the team must decide on and describe the characteristics of theESYP, including the length of the school day, duration of the program, sessionsper week, instructional setting, and related service provision.

19. List the minutes in the student’s total instructional day. This number does notinclude meals, recess, or transportation. The total instructional day should becomparable to the length of the instructional day for non-disabled students. Any

variation from this requirement must be documented on the student's IEP. (Refer to the local Pupil Progression Plan for details regarding required minutes per dayfor instruction in the local education agency.)

20. Indicate the actual date the student will begin service in the actual location.

21. Indicate how long (i.e., one year, two months) these services will be provided(duration).

22. Indicate by circling I or G to indicate whether services will be delivered on anindividual basis or in a group.

23. Indicate the actual minutes per day/sessions per week of direct and/or relatedspecial educational services the student will receive in each actual location.

For student aged 6-21. In making decisions for location of instruction/services,IEP team members should discuss the following questions:

• Where would the student attend school if he/she did not have a disability?



86

• Has the student as a special education student ever received specialeducational instruction or services within the general educationenvironment?

• Based on IEP goals and objectives or benchmarks, identify theinstructional setting(s) which support the achievement of these goals andobjectives or benchmarks.

NOTE: The following questions are very important for the IEP team to consider inmaking the placement decision for the student with disabilities.Please be reminded that, if modifications/accommodations are needed, theregular IEP must be used.

• What modifications and accommodations have been used to support thestudent as a special education student in the general education class?

• Review the Modifications and Accommodations Form , of the regular IEP,to determine what additional strategies and supports would facilitate thestudent’s success in the general education setting. This form cannot beincluded as part of the Speech or Language Impairment Only IEP.

• If the student is not currently receiving instruction and/or services in ageneral education setting, what strategies could be used for providingservices in the general education classroom?

• If the decision is made to provide the student with instruction and/or services outside the general education setting, what specific opportunitieswill the student have for integration in general education activities?

• For student aged 3-5. In making these decisions for location of instruction/services, the IEP team should consider the following questions:

• Where would the student spend the majority of the day if he/she did nothave a disability (natural environment)?

• Can the services identified on the IEP be provided in the student’s natural

environment?

• If not, what changes need to be made in that environment to enablethe required services to be delivered there?

• If not, what programming and/or placement(s)/service(s) optionsare necessary to meet the student’s identified needs while



87

providing meaningful opportunities for interactions with peerswithout disabilities?

• What accommodations, supports and/or related services are needed to

meet the student’s identified needs? If a student aged 3-5 needs anyaccommodations, supports and/or related services other than directspeech/language therapy services, the regular IEP must be used.

Refer to #27 for definitions of settings for preschool aged students. List the setting thepreschool aged student will be receiving the speech therapy services. (Refer to theSpeech Or Language Impairment Only IEP Reference Card – Side B forinformation regarding preschool settings.)

24. For clarification only. This section deals with the direct services the studentreceives. For students with a speech or language impairment only, speech/

language therapy may be the only service received; therefore, speech/languagetherapy is a direct service rather than a related service.

25. Document the total number of minutes per week spent in a special settingoutside the regular classroom.

26. This block (Comments) should be used to add any additional information that theIEP team feels is needed to clarify a student’s instructional program.

27. Indicate the specific special education service delivery setting.(Refer to the Speech Or Language Impairment Only IEP Reference Card -

Side B for information regarding placement/service determination servicemodel.)

Placement decisions for students whose ages are 6-21 only. Utilizing all other information on previous pages, the IEP team must choose the most appropriatesetting from the continuum. The definition of each setting is defined on the page.Special attention should be paid to #23 and #25. A conversion chart is attachedfor your use. If a student with a speech or language impairment studentrequires any placement other than the regular class, the regular IEP mustbe used.

Placement decisions for students whose ages are 3-5 only. In determining theappropriate setting for students ages 3-5, the IEP team must consider eachnoted setting; but the list should not be considered a continuum of leastrestrictive environment.

Instructions for Clarification The settings for preschool aged students, three through five years, are defined



88

tion combinations;community-

• arten classes with special education provided

as follows:

Early Childhood Setting : Students receive all of their special educationand related services in educational programs designed primarily for

children without disabilities. No education or related services are providedin separate special education settings. These may include, but are notlimited to:• regular kindergarten classes;• public or private preschools;• Head Start Centers;• child care facilities;• preschool classes offered to an eligible prekindergarten population

by the public school system;• home/early childhood combinations;• home/Head Start combinations; and•

other combinations of early childhood settings.

Early Childhood Special Education Setting: Students receive all of their special education and related services in educational programsdesigned primarily for children with disabilities housed in regular schoolbuildings or other community-based settings. No education or relatedservices are provided in early childhood settings. These may include, butare not limited to:• special education classrooms in regular school buildings;• special education classrooms in child care facilities,• hospital facilities on an outpatient basis, or other community-based

settings; andspecial educa• tion classrooms in trailers or portables outside regular school buildings.

Home: Students receive all of their special education and related servicesin the principal residence of the child’s family or caregivers.

Part-Time Early Childhood/Part-Time Early Childhood Special Education Setting: Students receive services in multiple settings, suchthat: (1) general and/or special education and related services areprovided at home or in educational programs designed primarily for children without disabilities, and (2) special education and related servicesare provided in programs designed primarily for children with disabilities.These may include, but are not limited to:• home/early childhood special educa• Head Start, child care, nursery school facilities, or other

based settings with special education provided outside of theregular class;regular kinderg



89

• ombinations.

Residential Facility: Students receive all of their special education and

Separate School: Students receive all of their special education andls

Itinerant Service Outside the Home: Students receive all of their special

re than 3

tion

nts

Students receive all of their specialimarily

he official de presentative shall be knowledgeable about placemente IEP

8. Indicate the number of weeks that correspond to the regular reporting period for

outside of the regular class; andseparate school/early childhood c

related services in publicly or privately operated residential schools or residential medical facilities on an inpatient basis. These may include,but are not limited to:• hospitals, and• nursing homes

related services in educational programs in public or private day schoodesigned specifically for children with disabilities.

education and related services at a school, hospital facility on anoutpatient basis or other location for a short period of time (no mohours per week). (This does not include children who receive services athome for 3 hours or less per week. This would be included in the Homesetting.) These services may be provided individually or to a small groupof children. These may include, but are not limited to: speech instruction,APE and assistive technology up to 3 hours per week in a school, hospital,or other community-based setting. (A combination of services may notexceed 3 hours per week). Children receiving all of their special educaand related services at a school, hospital facility on an outpatient basis, or other location for longer than 3 hours per week must be reported under

early childhood special education setting or early childhood setting,depending on whether the program was designed primarily for studewith or without disabilities.

Reverse Mainstream Setting: education and related services in educational programs designed pr for children with disabilities, but that include 50% or more children withoutdisabilities.

signated reTconsiderations and shall be responsible for informing the IEP team members. Th

team must participate in decisions made about the placement; however, the LEA hasthe right to select the actual school site in view of committee decisions.

OTE: See Section 2 for the complete instructions for writing the IEP.N 2

the local education agency (either six or nine).



90

9. The officially designated representative of the local education agency must date

. arent/guardian/surrogate parent/competent major/student should check the

1. This section will assist and notify parents and students that beginning at leastat

2. The parent/guardian/surrogate parent/competent major/student should provide a

3. The local education agency may complete this section at the conclusion of the e

d,

If this section is not completed at the conclusion of the IEP team meeting, then

ts

34. escribe any supports that will be required for local education agency personnel

2and sign his/her name.

30 Pappropriate boxes to indicate agreement.

3one year before the student reaches eighteen, the student must be informed thhis or her rights under Part B of the Act will transfer to the student, unless he or she has been determined incompetent.

3dated signature to indicate informed consent.

3 IEP meeting. Although the IEP team must participate in placement decisions, thlocal education agency has the responsibility of determining the school site inkeeping with the team's decisions. If all four noted assurances can be providethe officially designated representative of the local education agency shall notethe site selected and sign.

the officially designated representative of the local education agency mustcomplete a Site Determination Form, which must be forwarded to the parenwithin ten (10) calendar days.

Dwho will be implementing the student’s IEP. These supports may includeconsultation, inservice training, etc.



91

•

EXTENDED SCHOOL YEAR –INDIVIDUALIZED EDUCATION PROGRAM

For students with disabilities who require educational and related services beyond thenormal school year, in accordance with an IEP, and who qualify for the ExtendedSchool Year Program, the IEP team will complete the ESY IEP before the beginning of the summer program. All candidates for the ESYP must be determined eligible or ineligible by the ESYP screening date, which is always the first Friday after Easter eachyear. Refer to the Extended School Year Program Handbook for an explanation of thecriteria by which students may qualify for ESYP, as well as more detailed informationregarding completion of the ESY IEP. The ESY IEP requires the listing of the eligibilitydetermination, as well as the student’s unique needs for objectives that will prevent loseof significant skills during the summer, the setting(s) needed for those skills to bemaintained, and integration, if necessary, with nondisabled peers.

ESYP IEPThe complete IEP is made up of the following form:

Extended School Year form



92



94



EXTENDED SCHOOL YEAR -INDIVIDUALIZED EDUCATION PROGRAM







6. The primary exceptionality, as named in the student’s evaluation report (do notabbreviate). For interim placement, write “interim.”

7. Any secondary exceptionality(ies) named in the evaluation report. Omit for interim placements.

8. The ESYP screening date.

9. The ESYP meeting date.

10. COMPLETE IF APPLICABLE: If the ESY IEP meeting was requested either bythe parent or by school personnel to review or determine eligibility for extendedschool year services, check the statement that applies. If there was no requestfor a meeting to review or determine eligibility, this item is left blank.

11. Check the criterion/criteria or extenuating circumstance by which studentqualified for ESYP. (If Critical Point of Instruction is used, fill in the number of the criterion used.) Attach documentation needed for extenuating circumstances,or if ineligible.

12. IEP team members who attend the conference should sign and state their positions such as principal, supervisor, educational diagnostician, teacher, or other agency personnel. Their signatures do not imply agreement with the IEP.An officially designated representative of the local education agency must be inattendance at the meeting.

13. ESYP Needs: Information should be specific to the student's currentperformance and needs for instruction and services during ESYP. Information isto be specific, but brief.



96

14. Number the code and objectives as they are written.

15. Goals and/or objectives from school year IEP. Objective(s) may be paraphrased.Include enough specificity so that the skill is evident.

If it was determined that new goals and objectives must be written, write thegoal first; then write complete objectives. (NO paraphrasing.)

Another ESY IEP page is used if more space is needed. Indicate page ofon each page and complete all identifying blanks at the top of each page (#

1-9).

16. Integration Important: Write YES or NO for each objective, based on theimportance of integration with nondisabled persons to achieve/maintain objective.

17. Personnel Responsible: This person may include the special education teacher,speech /language pathologist, occupational therapist, APE teacher, vocationalcoordinator, and/or the student's parent/guardian.

18. Settings: Number the settings according to primary, secondary, etc. If only one

setting, numeral 1 or ✔ is entered on the line beside the setting. Setting should

reflect location. (See #26.)

19. Date student is expected to begin ESYP.Date student is expected to end ESYP.

20. Progress Reports: Indicate the interval(s) at which progress reports will be sentto parents.

21. Instructional Resources Needed for ESYP. Any services not listed are to bewritten in the blanks.

22. Indicate how long (e.g., three weeks, two months) these services will be provided(duration).

23. Indicate by circling I and/or G whether the services will be delivered on anindividual basis or in a group.

24. Enter the actual minutes per session to be received in each actual location. Theminutes per session must be entered for both direct and related services.

25. Enter the actual number of sessions per week to be received in each actuallocation. The sessions per week must be entered for both direct and relatedservices.



97

26. Enter the location where services will be provided. The location must be entered

for both direct and related services. Setting should reflect location. (See #18.)

NOTE: For purposes of determining location for preschool aged students“community” is considered N/A.

27. Title of service provider for each listed service.

28. This block should be used to add any additional information that the IEP teamfeels is needed to clarify a student's instructional program.

29. Check the box if a copy of the Procedural Safeguards has been given to theparents.

30. The Officially Designated Representative of the Local Education Agency mustsign and date.

31. The Parent/Guardian/Surrogate Parent/Competent Major/Student must sign anddate. This signature indicates fully informed consent.

32. If the parent declines ESYP services during the ESY IEP meeting, the parent isto sign and date. Include the reason the parent declined services in theComments block.

33. Transportation: Circle either YES or NO . For YES , write the type of transportation: school bus, contracted carrier, parental reimbursement, other.(Describe.)



98



•

•

SERVICES PLAN FOR PARENTALLY-PLACED STUDENTSWITH DISABILITIES IN PRIVATE SCHOOLS

Parentally-placed students with disabilities in private schools will receive specialeducational services through a Services Plan (SP), rather than through theIndividualized Education Program (IEP), which public school students use.

A services plan is developed and implemented for each private school student with adisability who has been designated to receive special education and related services.The SP describes the specific special educational and related services the public schoolwill provide. The SP must be developed by the Services Plan team in the same manner as IEPs are developed with the additional requirement that the local education agency(public) must ensure that a private school representative either attends the SP teammeeting or provides input through other documented means. The SP must be reviewed

periodically, but not less than annually to determine whether the annual goal(s) for thestudent is being achieved or whether the SP must be revised. Private school studentswith disabilities may receive a different amount of services from those received bystudents with disabilities in public schools. No parentally-placed student with a disabilityin a private school has an individual right to receive some or all of the specialeducational and related services that the student would receive if he or she wereenrolled in a public school.

The complete SP is made up of the following forms:

Services Plan form

Goals and Objectives/Benchmarks form (if applicable)



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SERVICES PLAN CONFIDENTIAL DOCUMENLOUISIANA DEPARTMENT OF EDUCATION Revised 20

LEA 1 Student Name 2 ____ DOB 3 ID# 4___________

School 5 Meeting Date(s) 6 Grade 7 __________ Primary Secondary

Individual Evaluation Date 8 Exceptionality 9 Exceptionality 10 ____________

Services Plan Participants (Sign below; indicate position.)

11_____________________________ ___________________________________ _ _____ ___

_______________________________________ ___________________________________ _ _____

General Student Information 12______________________________________________________________________________ _____________________________________________________________________________________________________________ _____________________________________________________________________________________________________________ _____________________________________________________________________________________________________________

Services Need 13 Academic/Cognitive Motor Behavior Communication Self-Help Social VocationalSpecific Current Performance 14______________________________________________________________________________

________________________________________________________________________________ __________________Annual Goal 15_______________________________________________________________________________Method of Measurement 16 Date Achieved 17

Measurable Short-Term Objectives/Benchmarks (Number each.) Date Achieve18 19 ___

_______________________________________________________________________________________________ ___ __

_______________________________________________________________________________________________ ________

_______________________________________________________________________________________________ ___ __

_______________________________________________________________________________________________ ______ __Personnel Responsible for Implementing Goal ___________________________________________________________ _______

Special EducationServices 21

Date toBegin 22

Duration23

Indiv/Group24

Location25

Minutesper Day 26

Sessions perWeek 27

I G

I G

Transportation 28_________________________________________________________________________________

Accommodations for Classroom 29_______________________________________________________________________________

Supports for School Personnel 30_______________________________________________________________________________

Transition (if appropriate) 31________________________________________________________________________________

Comments 32_________________________________________________________________________________ _____________________________________________________________________________________________________________ _____________________________________________________________________________________________________________

The LEA assures that the program and services described in the Services Plan will be provided. The schedule for determining progress

toward achievement of short-term objectives/benchmarks will be every 33 weeks. Achievement will be documented through theuse of Progress Reports. 34 I understand that IDEA due process hearing procedures do not apply to parentally-placed private schoolstudents. I approve this service plan.

__35___________________________________________________________________________________Date PARENT/GUARDIAN/SURROGATE PARENT/COMPETENT MAJOR/STUDENT SIGNATURE

36_____________________________________________________________________ Date OFFICIALLY DESIGNATED REPRESENTATIVE OF LOCAL EDUCATION AGENCY SIGNATURE

Copies must be provided to teacher(s), parent(s), and the LEA Central Office.



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SERVICES PLAN CONFIDENTIAL DOCUMENTLOUISIANA DEPARTMENT OF EDUCATION Revised 2000 Goals and Objectives/Benchmarks LEA Student Name DOB ID#_______________

School Meeting Date(s) Grade ______________ Page of _____

Services Need Academic/Cognitive Motor Behavior Communication Self-Help Social VocationalSpecific Current Performance _________________________________________________________________________________

_________________________________________________________________________________________________________ Annual Goal _________________________________________________________ ____________________________________ Method of Measurement Date Achieved ______________

Measurable Short-Term Objectives/Benchmarks (Number each.) Date Achieved ______________________________________________________________________________________ __ _____________

______________________________________________________________________________________ __ ____________

_________________________________________________________________________________________ ____________

_________________________________________________________________________________________ ____________

________________________________________________________________________________________ _____________

Personnel Responsible for Implementing Goal ____________________________________________________________________


_________________________________________________________________________________________________________ Annual Goal _______________________________________________________________________ ______________________ Method of Measurement Date Achieved ______________

Measurable Short-Term Objectives/Benchmarks (Number each.) Date Achieved ________________________________________________________________________________________ _____________

_______________________________________________________________________________ _________ _____________

________________________________________________________________________________________ _____________

___________________________________________________ _____________________________________ ___ _________

________________________________________________________________________________________ _____________



_________________________________________________________________________________________________________ Annual Goal ______________________________________________________________________________________________ Method of Measurement Date Achieved ______________ Measurable Short-Term Objectives/Benchmarks (Number each.) Date Achieved

________________________________________________________________________________________ _____________

________________________________________________________________________________________ _____________

________________________________________________________________________________________ _____________

________________________________________________________________________________________ _____________

________________________________________________________________________________________ _____________



_________________________________________________________________________________________________________ Annual Goal ______________________________________________________________________________________________ Method of Measurement Date Achieved ______________ Measurable Short-Term Objectives/Benchmarks (Number each.) Date Achieved

________________________________________________________________________________________ _____________ ________________________________________________________________________________________ _____________

________________________________________________________________________________________ _____________

_________________________________________________________________________________ _______ _____________

________________________________________________________________________________________ ______________


Copies must be provided to teacher(s), parent(s), and the LEA Central Office.



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SERVICES PLAN FOR PARENTALLY-PLACED STUDENTSWITH DISABILITIES IN PRIVATE SCHOOLS


1. Name of the local education agency developing the services plan (SP).

2. The student’s full name.

3. The student’s date of birth by month, day and year.

4. The student’s identification number or the computer code number assigned to thestudent following the school’s guidelines.

5. The school in which the student is currently enrolled.

6. The date(s) of the SP meeting(s) to develop or review the SP.


8. The dissemination date recorded on the evaluation.(NOTE: The date the evaluation report was sent to the special educationdirector/supervisor.)

9. The primary exceptionality, as named in the student’s evaluation report. (Do notabbreviate.)

10. Any secondary exceptionality(ies) named in the evaluation report.

11. SP team members who attend the conference should sign and state their positions such as parent, principal, supervisor, educational diagnostician, regular education teacher, special education teacher or other agency personnel. Anofficially designated representative of the local education agency must be inattendance at the meeting. A private school representative should either be inattendance when the Services Plan is written or provide input through other documented means. These signatures do not imply agreement with the SP.

12. A general overview of the student’s services needs must be given, highlighting

major aspects pertinent to the student’s educational needs. Input from serviceproviders and parents should be noted. Specific current performance informationfor each curricular area should not be indicated here, but should be noted in theSpecific Current Performance section.

When developing information for the general student information section, the SPteam must address the following issues only as they pertain to the services



106

needed:

a. the student’s strengths and support services needs;

b. the concerns of the parents for enhancing the education of their childthrough the provision of the services needs;

c. general concerns as noted in the most recent evaluation;

d. the student’s present levels of educational performance in the servicesneed area for which the service is being provided including

i. how the student’s disability affects the student’s involvement andprogress in the general curriculum; and

ii. for preschool children as appropriate, how the disability affects thestudent’s participation in appropriate activities.

e. The SP team must also consider the following special factors and include,if needed, a statement addressing these issues on the SP:

i. in the case of a student whose behaviors impede his or her learningor that of others, if appropriate, strategies including positivebehavioral intervention strategies and supports to address thatbehavior;

ii. in case of a student with limited English proficiency, the languageneeds of the student as those needs relate to the student’s SP;

iii. in the case of a student who is blind or visually impaired, provisionof instruction in braille and the use of braille unless the SP teamdetermines—after an evaluation of the student’s reading and writingskills, needs, and appropriate reading and writing media (includingan evaluation of the student’s future needs for instruction in brailleor the use of braille)—that instruction in braille or the use of brailleis not appropriate for the student;

iv. the communication needs of the student, and in the case of astudent who is deaf or hard of hearing, the student’s language andcommunication needs; opportunities for direct communications withpeers and professional personnel in the student’s language andcommunication mode; academic level; and full range of needs,including opportunities for direct instruction in the student’slanguage and communications mode;



107

v. whether the student requires assistive technology devices andservices based on assessment/evaluation results.

13. Check the services need area in which special education will be provided. The

following seven areas may be included: academic/cognitive, motor, behavior,communication, self-help, social, and vocational.

14. Describe the student’s specific current performance in the services need area for which services needs will be provided. This specific performance could begathered from formal and/or informal assessments and may include a descriptionof behaviors in and out of school. Although most of the initial team’s data willcome from the evaluation, most of the review SP conference data should begathered from current service providers and parents. Although the currentperformances should be noted, a review of past educational data can give anoverview of how much progress or lack of progress has been made. The data for

reviewing SPs should include specific student skills at the time of the conference.These data will provide the basis from which annual goals and objectives or benchmarks will be developed. Specific current behaviors should include morethan just grade/age levels or test scores.

15. Based on statements about the student’s current performance, write an annualgoal. Careful consideration must be given to address the student’s specificneeds. A goal statement must describe the specific behavior expected of thestudent when the educational program for the year is completed. The goal mustbe stated in measurable terms so that each team member understands what isexpected.

16. Describe how the achievement of the goal will be measured, such as by acriterion-referenced test, behavioral charting, or observation and charting byteacher(s) and parent(s).

17. Fill in the actual date on which the annual goal was achieved by the student.

18. Write short-term objectives that describe intermediate steps or benchmarks thatdescribe major milestones that lead to the annual goal. Objectives or benchmarks must be written in observable student behaviors and must bespecific and clear. Special conditions such as the need for specializedinstructional materials or adaptive equipment should be included. Evaluativecriteria must be included in the performance standard to determine theachievement of the objective or benchmark. These criteria should indicate theminimum acceptable standard for the student’s performance and the ability tomeet consistently and reliably the criterion over a period of trials (e.g., without anerror in nine out of ten trials) or over an average period of time (e.g., ten times aday for a week without error).



108

19. Write the actual date on which the objective or benchmark was achieved by thestudent. This date should be indicated immediately after mastery of the short-term objectives or benchmarks. Progress or lack of progress towardachievement of objectives or benchmarks should be noted on progress reports.

20. Write the position(s) of the individual(s) who will implement the instructionalprogram that addresses the annual goal. There may be one or more personsresponsible for a particular goal and/or objective. These persons may includethe special education teacher, regular education teacher, parent, student,speech/language pathologist, adapted physical education teacher or other related service providers.

21. This section refers to the actual instruction provided by special educationpersonnel (i.e., teachers, therapists) for a student. List any services the studentreceives.

22. Put the actual date the student will begin services.

23. Indicate how long (e.g., one year, two months) these services will be provided(duration).

24. Indicate by circling I or G whether services will be delivered on an individualbasis or in a group.

25. Indicate the location the services will be provided (e.g., at a public school site[name] or at a private school site [name]).

26. Enter the actual minutes per day services will be received.

27. Enter the actual sessions per week services will be received.

28. Indicate any type of special transportation to be provided.

29. The SP team should consider accommodations that should be used to supportthe student in the regular education setting. If none are needed, indicate “None.”

30. Describe any supports that will be required for local education agency personnelwho will be implementing the student’s SP. These supports may includeconsultation, inservice training, etc.

31. If transition services are considered appropriate, indicate the activities the schoolwill conduct in the current year to provide needed transition services in a specificarea.

32. This section should be used to add any additional information that the SP teamfeels is needed to clarify a student’s instructional program.



109

33. Fill in the number of weeks that correspond to the regular reporting period (either six or nine).

34. The parent/guardian/surrogate parent/competent major should check the boxesto indicate agreement.

35. The parent/guardian/surrogate parent/competent major must date and sign toindicate informed consent to the services.

36. The officially designated representative of the local education agency must dateand sign his or her name.



110



111

Additional Forms



112



LEAP Alternate Assessment Partici ation Criteria Student______________________________DOB________School__________________I.D. #____________________

Only students with the most significant cognitive disabilities are eligible to participate in LEAP Alternate Assessmen

NOTE: Although the student is eligible for LEAP Alternate Assessment, the IEP team may decide that the student shou

participate in the general statewide assessment.

Both Part One and Part Two of this form must be completed for a student to participate in LEAP Alternate Assessment.

PART ONE—CIRCLE “AGREE” OR “DISAGREE” FOR EACH STATEMENT. Documentation supporting

decisions on each statement in this section must be dated and maintained in the student’s IEP folder.

Agree Disagree The student’s impairments cause dependence on others for most, if not all, daily living needs, and

the student is expected to require extensive ongoing support in adulthood.

Agree Disagree The student’s instructional program emphasizes life skills and functional applications of the

general curriculum.

Agree Disagree The student requires extensive instruction on functional skills in multiple settings (e.g., school,work, home, community) to acquire, maintain, and generalize skills necessary for application in

school, work, home, and community environments.

Agree Disagree Current longitudinal data (e.g., classroom observation, task analyses, progress on IEP objectives

evaluations, and parental information) indicate the student should participate in LEAP Alternate

Assessment.

STUDENT SAFEGUARDS

Agree Disagree The decision for LEAP Alternate Assessment is not solely based on the student’s

placement.

Agree Disagree The decision for LEAP Alternate Assessment is not solely based on the student’s disability

according to Bulletin 1508.

Agree Disagree The decision for LEAP Alternate Assessment is not solely based on excessive or extended

absences.

Agree Disagree The decision for LEAP Alternate Assessment is not solely based on social, cultural, and/or

economic differences.

Agree Disagree The decision for LEAP Alternate Assessment is not based on its anticipated impact on

School Performance Scores.

Agree Disagree The decision for LEAP Alternate Assessment IS AN IEP TEAM DECISION BASED ON THE

NEEDS OF THE STUDENT; IT IS NOT AN ADMINISTRATIVE DECISION.

To be eligible to participate in LEAP Alternate Assessment, the response to each of the ten statements above must

have been “Agree.”

CONTINUE TO PART TWO ON PAGE 2



114

Student______________________________DOB________School__________________I.D. #____________________

PART TWO—COMPLETE EITHER A, B, OR C.

A. A student with one of the three exceptionalities below is considered to have a significant cognitive disability. If

applicable, check the exceptionality as documented on the student’s current multidisciplinary evaluation. Check

only one.

Profound Mental Disability Severe Mental Disability Moderate Mental Disability

If you have checked one of the three exceptionalities above, advance to CAUTION at the bottom of this page.

If you have not checked one of the three exceptionalities above, consider the next three exceptionalities.

B. A student with one of the three exceptionalities below may function like a student with a significant cognitive

disability. If applicable, check the exceptionality as documented on the student’s current multidisciplinary

evaluation. Check only one.

Multiple Disabilities Traumatic Brain Injury Autism

If you have checked one of the three exceptionalities above, advance to CAUTION at the bottom of this page.If you have not checked one of the three exceptionalities above, consider the next possibility.

C. It is possible, though unlikely, that the LEAP Alternate Assessment may be the appropriate assessment for

student with some other exceptionality who functions like a student with a significant cognitive disability.

applicable, indicate the exceptionality as it appears on the student’s multidisciplinary evaluation.

Exceptionality ____________________________________________________________________________

If you have indicated an exceptionality on the line above, advance to CAUTION at the bottom of this page.

If you have not indicated an exceptionality on the line above, advance to IEP Team Decision at the bottom of

this page, indicate that the student is not eligible, and complete the signature spaces.

CAUTION: A student participating in LEAP Alternate Assessment has an instructional program that emphasizfunctional, rather than academic skills. A student participating in LEAP Alternate Assessment is progressing toward

Certificate of Achievement. If my child continues to participate in LEAP Alternate Assessment, it is highly unlike

that he or she will earn a regular high school diploma. I am aware that my child must pass all required components

the Graduation Exit Examination (GEE 21) and earn the necessary 23 Carnegie Units in order to receive a regular hig

school diploma.

IEP Team Decision: ___________________________ is eligible for participation in LEAP Alternate Assessment.

(student’s name)

IEP Team Decision: ___________________________ is not eligible for participation in LEAP Alternate Assessment

(student’s name)

IEP Team (Signatures) Date:__________________________________

Name/ODR _________________________________ Name/Position_________________________________

Name/Special Education

Teacher_____________________________________ Name/Position_________________________________

Name/Parent_________________________________ Name/Position_________________________________

THIS FORM MUST BE REVIEWED ANNUALLY.

PAGE 2 OF 2



11

INDIVIDUALIZED HEALTHCARE PLAN (IHP)

For Students with Special Health Care Needs

INSTRUCTIONS FOR USE

STEP I

Following the student’s health assessment, the school nurse will complete the following sections of theIndividualized Healthcare Plan. Other licensed health professionals, when appropriate, will assess thestudent in his or her area of expertise and attach the care plan.

• Student Identification

• Background Information/Nursing Assessment.

• Attach additional information and/or care plans from other licensed health professionals.

• Goals and Actions (nursing concerns: Individual Healthcare Plan (IHP)

1) Procedures and Interventions

• The school nurse must identify what special health procedures must be performed in theeducational setting, who will perform the procedure, and what training is required of thecaregiver.

• Licensed health professionals in other areas of expertise must identify what procedures must

be performed in the educational setting, who will perform the procedures, and what training isrequired of the caregiver.

NOTE: All health procedures, training, and supervision will be coordinated through the IHP.

2) Medications. Attach medication guideline and administration log.

3) Diet. Attach any additional information needed.

STEP II

With the assistance of the school nurse, the student’s health care team–parent(s), teacher(s), schooladministrator, and others when appropriate– will complete the remaining sections of the IndividualizedHealthcare Plan:

4) Special Transportation (if applicable). Attach any additional information needed.

5) Classroom/School Modifications. A description of any modifications that must be made in theclassroom or on the school grounds to accommodate the student. Attach any additionalinformation needed.

6) Equipment and Supplies. A description of the equipment and supplies needed to safely conductthe procedure.

7) Safety Measures —CONTINGENCIES:

• Write out any plans for emergencies, plans for training of personnel, and possible alerts andattach to IHP.

• Authorizations. You must have the signatures of all parties, the date of implementation, andthe review date.

8) Student Participation. A description of the level of student participation expected to beaccomplished by the instructional staff, the school nurse, other health professionals, the parents,and when appropriate, the student. Attach any additional information needed.

Step III

Implementation of the Individualized Healthcare Plan (IHP) will begin.

5



Louisiana Department of Education CONFIDENTIAL

Revised 2000 DOCUMENT

INDIVIDUALIZED HEALTHCARE PLAN for

STUDENTS WITH SPECIAL HEALTH CARE NEEDS (Please attach forms if room is insufficient.)

Student’s Name Date of Birth ________________________________

School Grade _______________________________

BACKGROUND INFORMATION/NURSING ASSESSMENT (Complete all applicable sections.)

Brief Medical History/Specific Health Care (Additional information is attached.)

Psychosocial Concerns (Additional information is attached.) Family Concerns/Strengths (Additionalinformation is attached.)

GOALS AND ACTIONS Individualized Healthcare Plan (IHP). Attach nursing diagnoses, interventions and evaluation, etc.)

Attach physician's order and other standards for care.

1) Procedures and Interventions (student specific)

Procedure Administered By Equipment Maintained By Authorized/Trained By

(a)

(b)

(c)

2) Medications Attach medication guideline and administrationlog.

3) Diet Additional information attached.

4) Transportation Needs Additional information is attached. 5) Class/School Modifications Additionalinformation is attached.

6) Equipment and Supplies

Parent LEA None

7) Safety Measures Additional informationattached.

8) Student Participation in Procedures

No Yes (If yes, attach description.) Check if the student is enrolled in a special education program.

CONTINGENCIES Emergency Plan attached

Training Plan attached

POSSIBLE ALERTS

AUTHORIZATIONS I have participated in the development of the Health Services Plan and agree with thecontents. Please sign and date.

Parent(s)_____________________________________/___/____

School Nurse_________________________________/___/____

School Administrator ___________________________/___/____

Teacher(s) _____________________/___/____

Other _________________________/___/____

Other _________________________/___/____

Effective Beginning Date________________________________ Next Review Date _________________________

Copies must be provided to the Parent(s), School Nurse, Teacher(s), and Principal.

116



117

SECTION 3

INDIVIDUALIZED EDUCATION PROGRAM

SPECIAL CONCERNS



118



119

ACCESS TO THE GENERAL EDUCATION CURRICULUM

In 2001, President Bush established the President’s Commission on Excellence inSpecial Education. This Commission was charged with identifying ways to improve the

education of students with disabilities. The Commission held numerous hearings andmeetings across the nation, and solicited comments from parents, professionals, andthe public. The Commission documented its findings in its report, A New Era: Revitalizing Special Education for Children and Their Families . Three of these findingsshould guide efforts and practices that are linked to IEP development. These are asfollows.

Finding: IDEA is generally providing basic legal safeguards and accessfor children with disabilities. However, the current system often placesprocess above results, and bureaucratic compliance above studentachievement, excellence and outcomes. Too often, simply qualifying for

special education becomes an end-point—not a gateway to moreeffective instruction and strong intervention.Finding: Children placed in special education are general educationchildren first. Despite this basic fact, educators and policy-makers thinkabout the two systems as separate. In such a system, children withdisabilities are often not treated as children who are general educationstudents and whose special instructional needs can be met withscientifically based approaches. General education and specialeducation share responsibilities for children with disabilities. They arenot separable at any level—cost, instruction, or even identification.Finding: Research on special education needs enhanced rigor and thelong-term coordination necessary to support the needs of children,educators and parents. In addition, the current system does not alwaysembrace or implement evidence-based practices once established. (U.S. Department of Education, 2002)

The IDEA requires that all students with disabilities have access to the generaleducation curriculum and that these students participate in district and statewideassessments. To support LEAs in meeting this requirement, the Louisiana Departmentof Education developed the General Education Access Guide. All IEPs written after July 1, 1998, must reflect access to the general education curriculum (i.e., the samecurriculum as for nondisabled children, use of alternative curriculum NOT allowed). Thepreviously used alternative curricula are no longer valid for use as separate curricula.They may, however, serve as useful resources. Local general education curricula maybe enhanced by merging activities from the previously used alternative curricula to helpensure that students have opportunities for success.



General Education Curriculum

There is one curriculum in Louisiana, the general education curriculum, which is basedupon the Louisiana Content Standards. The Louisiana Content Standards wereestablished at the state level and are used by local education agencies in the

development of local curricula. While the local curriculum extends beyond thestandards to include such areas as health and physical education, electives, character education, etc., these standards form the overall framework for curriculum development.Students with disabilities must have access to the broad curricula offered to generaleducation students.

Louisiana Content Standards have been developed at the state level for the followingareas: English/language arts, mathematics, science, social studies, arts, and foreignlanguage. The standards are organized according to grade level clusters: K-4, 5-8, and9-12. Each content standard is followed by benchmarks, which further define thestandards. Embedded within the content standards are the foundation skills. These

skills are to be addressed by all students across all disciplines. The foundation skillsare as follows: communication, problem solving, resource access and utilization, linkingand generating knowledge, and citizenship.

While all students must address the general education curriculum, it is acknowledgedthat some students may have unique needs that must be addressed and that extendbeyond the general education framework. The IDEA requires that all IEPs must notonly address the general education curriculum, but also must address any other needsthat result from a student’s disability. The need for individualization is recognized andrequired.

The concept of a “common core of learning” can be used to envision how the needs of students with varying abilities can be addressed through a single curriculum. In theillustration below, there are two overlapping circles. The center portion represents the“common core of learning” that all students address. The area to the right representsthe needs students with disabilities may have that extend beyond the general educationcurriculum. The area to the left represents the needs of students who can master thegeneral education curriculum with relative ease, and who need material that further challenges them.

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Additionalchallenges to the

curriculum

CommonCore of

Learning

Adaptations for andadditional

instructional needsof students withdisabilities



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Statewide Assessment

The process for determining the content of an individual student’s IEP is directly tied tothe type of statewide assessment in which a student will participate. Understanding thislink between curriculum and assessment is critical. An IEP team must make a decision

about the type of statewide assessment in which a student will participate in order todesign a student’s IEP appropriately. It is only through the establishment of the linkbetween a student’s program and his/her assessment that clear expectations can bemade and local education agencies can be held accountable.

All students with disabilities are required to participate in the Louisiana EducationalAssessment Program (LEAP). The LEAP is comprised of the following:

TEST GRADES

Norm-Referenced Tests Iowa Tests of Basic Skills (ITBS)

Iowa Tests of Educational Development (ITED)

Grades 3, 5, 6, 7

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Criterion-Referenced Tests (LEAP and GEE for the21st Century )

LEAP 21

GEE 21

Grades

4, 8

10,11

Alternate Assessment

LEAP Alternate Assessment

Grades

3, 4, 5, 6, 7, 8, 9, 10, 11

Each student with a disability will participate in one of the two following assessmentprograms:

1. General Statewide Assessment

The vast majority of students receiving special education services will participate

in the general statewide assessment (norm-referenced and criterion- referencedtests), with or without accommodations. These students will participate in TheIowa Tests, LEAP 21, and GEE 21. The only students who do not participate inthe general statewide assessment are those students who meet the eligibilitycriteria for LEAP Alternate Assessment and whose respective IEP teamsrecommend LEAP Alternate Assessment.



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2. LEAP Alternate Assessment

A very small percentage of students will require a different instructional focus inorder to benefit fully from the general education curriculum. These students willparticipate in the LEAP Alternate Assessment. The decision to have a student

participate in LEAP Alternate Assessment is an annual IEP team decision, basedupon the LEAP Alternate Assessment Participation Criteria . The criteria wererevised June 2003 to reflect requirements in the No Child Left Behind (NCLB)guidelines. (Refer to Section 2 for the LEAP Alternate Assessment Participation Criteria form and the Instructions for Completing the LEAP Alternate Assessment Participation Criteria Form .)

It is important to note that, even though a student may participate in the LEAPAlternate Assessment one year, the IEP team may determine in a subsequentyear that the student should participate in the general statewide assessment. If such is the case, the team should have strong evidence to support this decision

(e.g., the student’s instructional content is more closely aligned to the generalstatewide assessment).

Although assessment decisions are made at the IEP team meetings, IEP teams shouldgive consideration to the assessment decision prior to the IEP meeting. The General Education Access Guide contains materials used to plan an IEP for a student who willlikely participate in the general statewide assessment and materials used to plan an IEPfor a student who will likely participate in the LEAP Alternate Assessment.

Curriculum Issues for Students in Alternate Assessment

Students who will participate in LEAP Alternate Assessment require a differentinstructional focus in order to benefit fully from the general education curriculum. Thesestudents are to focus on the most basic components, or critical functions, of theLouisiana Content Standards. While students meeting the LEAP Alternate Assessment Participation Criteria may address all of the standards, a subset of the standards thatwill be assessed in LEAP Alternate Assessment has been selected.

The foundation skills should also play a critical role in program development for thesestudents, as these skills will likely represent major areas of focus for students withsignificant disabilities. IEP teams should also consider the essential issues whendeveloping programs for students. Essential issues are concepts/practices that have

been researched and found to be effective and critical elements of a student’s educationprogram. (Refer to Section II of the General Education Access Guide for more detailregarding content standards and program development for students in alternateassessment.)

Curriculum Issues For Students In the General Statewide Assessment



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Students participating in the general statewide assessment will be expected to accessand make progress in the general curriculum, which in Louisiana is based upon theLouisiana Content Standards. Students should be provided the necessary supports toaddress these challenging standards, participate fully in statewide assessments, and

attain the appropriate high school exit document (i.e., high school diploma, high schoolequivalency diploma, or Skills Certificate). In order to facilitate such success, the IEPteam should

• be knowledgeable about the general curriculum and the Louisiana ContentStandards,

• be knowledgeable about how the student learns,

• be knowledgeable about researched based interventions, and

• implement goals and objectives to meet the student’s needs resulting from thedisability to enable him or her to be involved in and progress in the generalcurriculum.

In the past, the IEP process focused only on the product of the student’smultidisciplinary evaluation and/or the current level of performance. While it is importantto know a student’s standardized test score in a content area when planning the IEP, itis even more important to know how that student learns and what his profile of strengths and difficulties is. The teacher must analyze why a student has reacted toinstruction and assessment in a given manner. Innovative strategies are necessary toobtain descriptive information about the student in order to plan an individualizedprogram and to design effective teaching and learning strategies. In this way, thedynamic interactions of the student’s ability to process information, the curriculum, andthe research-based strategies can be integrated for the educational benefit of the

student. (Refer to Section III of the General Education Access Guide for more detailregarding program development for students participating in the general statewideassessment.)



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ASSISTIVE TECHNOLOGY

The legal definition of an assistive technology device is any item, piece of equipment, or product system—whether acquired commercially off the shelf, modified, or

customized—that is used to increase, maintain, or improve the functional capabilities of a child with a disability. The definition encompasses a broad range of devices from verysimple (“low technology”) to very sophisticated (“high technology”).

An assistive technology services is any service that directly assists a child with adisability in the selection, acquisition, or use of an assistive technology device. Includedin these services are

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an evaluation of the needs of a child with a disability, including a functionalevaluation of the child in the child’s customary environment;

the purchasing, leasing, or otherwise providing for the acquisition of assistivetechnology devices by children with disabilities;

the selecting, designing, fitting, customizing, adapting, applying, maintaining,repairing, or replacing of assistive technology devices;

the coordinating and using other therapies, interventions, or services withassistive technology devices, such as those associated with existing educationand rehabilitation plans and programs;

the training or technical assistance for a child with a disability, or whereappropriate, for the child’s family; and

the training or technical assistance for professionals (including individualsproviding education and rehabilitation services), employers, or other individualswho provide services to, employ, or are otherwise substantially involved in themajor life function of that child.

LEA Responsibility

Each LEA shall ensure that assistive technology devices and/or assistive technologyservices, as those terms are defined above, are made available to a student with adisability, if required, as part of the student’s special education, related services, or supplementary aids and services.

Including Assistive Technology in the IEP

Consideration should be given for every student with a disability who is eligible for an



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individualized education program as to whether the student requires assistivetechnology devices and/or services to receive an appropriate education. This decisionmay be accomplished at any time during the initial evaluation by the evaluation team, or later by the IEP team when the IEP is developed, and then again when the IEP is

reviewed and/or revised. It would be of maximum benefit to the student if the need isdetermined during the course of the initial evaluation and an assistive technologyassessment is conducted in accordance with evaluation procedures, but ultimately it isthe IEP team that must identify the student’s need for assistive technology.

The General Student Information form of the IEP is the appropriate place to recordassistive technology devices and/or services, if any, that have been considered,assessed, and implemented. In fact, the student’s IEP is the primary recordingdocument for assistive technology. Sufficient information should be included on the IEPso that professionals can readily account for devices and/or services that have beenutilized successfully in the educational planning of the student.

A major problem in the ongoing assessment and planning of assistive technology for astudent can be the loss of information from one year to the next, from one professionalto the next, or from one school to the next. Therefore, the IEP becomes the centraldocument for communicating about the student’s past history, current need, and futureneed for assistive technology.

The 1999 Federal Regulations for IDEA now state that, on a case-by-case basis, theuse of school-purchased assistive technology devices in a student’s home or in other settings is required if the student’s IEP team determines that the student needs accessto those devices in order to receive FAPE. This information should be recorded in theGeneral Student Information section and may be part of the Instructional Plan as well.

The need for assistive technology may not have been recognized during the initialevaluation or reevaluation. If the evaluation did not address assistive technology, theIEP team should then consider whether or not assistive technology may be necessaryfor the student to access the general education curriculum. A referral to Pupil Appraisalfor an assistive technology assessment may be noted in the Reevaluation Commentson the IEP.

Assistive technology may also be written into the Goals and Objectives/benchmarks on

the Instructional Plan form. On the Program/Services form of the IEP, it is critical that astudent’s assistive technology be noted under Accommodations Needed for LEAPTesting if that student uses assistive technology for regular classroom assessment. If itis not recorded on the IEP, the student will not be able to use the technology for LEAPTesting.



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The Supports Needed for School Personnel section on the Program/Services form of the IEP is the appropriate place to record specialized training that might be necessaryfor school personnel to implement a student’s assistive technology into the generaleducation curriculum.

The Transition Services form of the IEP is another significant area where a student’sneed for assistive technology might be documented under School Action Steps, StudentAction Steps, Family Action Steps, and Agency Action Steps.

Refer to the Pupil Appraisal Handbook , which now has procedures for AssistiveTechnology Evaluation, and to the Louisiana Assistive Technology Screening Checklist for Educational Programming in the handbook.



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BEHAVIOR ISSUES

The 1997 amendments to IDEA are explicit in what they require of an IEP teamaddressing the behavioral problems of children with disabilities.

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The team should explore the need for strategies and support systems to addressany behavior that may impede the learning of the child with the disability or thelearning of his/her peers.

In response to disciplinary actions (which results in a change of placement) byschool personnel, the IEP team should, within ten (10) days, meet to formulate afunctional behavioral assessment plan to collect data for developing a behavior intervention plan. If a behavior intervention plan already exists, the team mustreview and revise it, as necessary, to ensure that it addresses the behavior uponwhich the disciplinary action was predicated.

What Is Functional Behavioral Assessment

Functional behavioral assessment is an approach that incorporates a variety of techniques and strategies to determine the causes and identify likely interventionsintended to address problem behaviors. Functional behavioral assessment looksbeyond the overt behavior and focuses, instead, upon identifying biological, social,affective, and environmental factors that initiate, sustain, or end the behavior inquestion. Understanding or identifying what a student “gets” or “avoids” through his/her behaviors can provide the IEP team with the diagnostic information necessary todevelop proactive instructional strategies that are crafted to address the behaviors thatinterfere with learning. These strategies should include positive behavior supports that

teach the student positive alternative replacement behaviors that serve the samefunction as the inappropriate behavior. At the same time, strategies may be developedto decrease or eliminate opportunities for the student to engage in behavior that hindersprogress or positive outcomes.

When To Conduct a Functional Behavioral Assessment

It is recommended that IEP teams that find any of the following present should consider conducting a functional behavioral assessment:

the student’s problem behavior persists despite consistently implementedbehavior management strategies that have been based on less comprehensive

and systematic methods of assessment (e.g., intuitive decision making, brief or infrequent observations, informal decision making processes);

the student’s problem behavior places the student or others at risk of harm,injury, exclusion; or

the team is considering more intrusive interventions or a more restrictiveplacement based on the student’s problem behavior.



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Conducting a Functional Behavioral Assessment

There are five steps in conducting a functional behavioral assessment.

1. Identify the problem behavior. Define the behavior in concrete terms that are

easy to communicate and can be accurately measured and recorded.2. Conduct an observation of the student and collect data on the occurrence of the

behavior.

3. Develop a “hypothesis” concerning the function or purpose of the student’sbehavior: that is, use the data collected to form an ”educated guess” as to whythe student is engaging in the problem behavior(s).

4. Develop an intervention that may/should include positive strategies, program or curricular modifications, supports to enhance quality of life, and supplementaryaids and supports required to address the disruptive behaviors in question. IEPteams may want to consider the following techniques:

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manipulate the antecedents and/or consequences of the behavior;• teach more acceptable replacement behaviors that serve the same

function as the inappropriate behavior;

• implement changes in curriculum and in instructional strategies (e.g.,ensure that the student is being taught social skills in the areas in whichthere are social skill deficits, provide instruction that is meaningful,functional, and age- appropriate);

• increase opportunities for positive involvement in peer activities;

• modify the physical environment; and

• implement the use of behavior contracts or a token economy;

5. Evaluate the effectiveness of the intervention. It is good practice for IEP teamsto include two evaluation procedures in an intervention plan: one proceduredesigned to monitor the faithfulness with which the plan is implemented; thesecond designed to measure changes in behavior. In addition, IEP teams mustdetermine a timeline for implementation and reassessment, and specify thedegree of behavior change consistent with the goal of the overall intervention.Plans need to be reviewed at least annually and revised as appropriate;however, the plan should be reviewed and reevaluated whenever any member of the IEP team feels it is necessary. Circumstances that may warrant such areview include

• the child has reached his/her behavioral goals and objectives, and newones need to be established;

• interventions no longer address the student’s current behavioral needs;

• the IEP team makes a change in placement; or

• it is clear that the behavioral intervention is not bringing about positivechanges in the student’s behavior. The team may need to modify the plan



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as written or may need to develop a new hypothesis concerning thefunction of the behavior.

Manifestation Determinations

IDEA requires that IEP teams make manifestation determinations in instances in whicha disciplinary exclusion (e.g., out of school suspension) exceeds ten (10) days. It isimportant to understand that a functional behavioral assessment and a manifestationdetermination do not serve the same purpose. A functional behavioral assessmentserves to provide specific information to the team concerning the design andimplementation of effective strategies. Manifestation determinations serve to determinewhether the student’s disability impaired the student’s understanding of theconsequences of his/her behavior, and/or whether the student’s disability impairedhis/her ability to control the behavior.

In conducting a manifestation determination, the IEP team must consider

evaluation and diagnostic results (including information gathered duringfunctional behavioral assessment),

observations,

information supplied by the student’s parents, and

IEP placement and program issues.

The IEP team must determine

whether the IEP and placement were appropriate for the student. (Based on ateam review of existing information and discussion, was the student deriving

reasonable educational benefit from the IEP prior to the behavioral incident thatresulted in suspension? Are appropriate social skills, conflict resolution skills,mediation skills, etc., being taught to the student?)

whether the required supplementary aids and services were provided as noted inthe IEP. (Based on team review and discussion, were all agreed uponsupplemental aids and services delivered in good faith as documented in thestudent’s IEP?)

whether the behavioral interventions were consistently/reliably implemented asdelineated in the IEP. (Based on a team review and discussion, was there abehavior support component with the student’s IEP, and were all supportive

interventions and strategies noted in the behavior support plan in the student’sIEP implemented in a consistent manner across staff and settings?)

whether the student understood his/her behavior and could control the behavior.(Based on a review of all relevant information and team discussion, did thestudent clearly understand the ramifications of his/her behavior (e.g., whatadverse effect would his/her actions have on self and others?); and in light of thestudent’s disability in concert with documented antecedent and setting events,



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could the student exercise adequate self-control that should have resulted inappropriate behavior?)

Interim Alternative Educational Setting (IAES)

IDEA requires that the interim alternative educational setting be determined by thestudent’s IEP team. This placement must be selected so the student can participate inthe general curriculum. General curriculum is defined as the curriculum adopted by theLEA for all students pre-school through secondary education.

The IAES must enable the student to meet the goals and objectives on his/her IEP, andthe student must continue to receive services and modifications included on his/her current IEP. Any inappropriate behavior exhibited by the student must be addressedthrough modifications and appropriate behavior interventions while the student is in theinterim alternative educational setting.



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BLIND OR VISUALLY IMPAIRED

As stated in Public Law 105-17 (June 4, 1997), it is the responsibility of the IEP team todevelop an Individualized Education Program (IEP) that considers the special factors

that relate to certain disabilities. In the case of a student who has a visual impairmentor who is blind, there are two special factors that must be considered.

The Need for Instruction in Braille

When developing an IEP for a student who is blind or visually impaired, a primaryconsideration must be the appropriate learning/reading media for that student.Therefore, an ongoing learning/reading medium assessment for each student is a vitalpiece of information for the IEP team. Braille literacy issues must be considered anddocumented at each IEP meeting. In what medium does/will the student be able toread most efficiently? Print, large print, braille, or a combination of braille and printcould be an appropriate choice depending upon the specific eye condition, the severity

of the condition, or the prognosis of the specific condition. As a student progressesthrough the grades, the amount of reading necessary increases and the print size of books and textbooks decreases. Some eye diseases/conditions are degenerative;students experience a decrease in useable vision, thus indicating a need for brailleinstruction.

Factors that will help in the decision process are as follows:

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the specific condition: is the vision stable or will it degenerate?

the presence of other disabilities: very often a student will have a significantvision loss; but because of other disabilities, the option of braille is notappropriate (i.e. cerebral palsy, significant cognitive impairment).

The Need for Orientation and Mobility (O & M)

When developing an IEP, the team must consider whether the student who is blind or visually impaired is able to move safely and efficiently within the environments of thehome, school and community. The student who qualifies for Visual Impairment (VI)services, but does not receive orientation and mobility training, should be screened atleast once per academic year using a checklist such as the Orientation and Mobility Screening Checklist for School Students found in the Pupil Appraisal Handbook, to see

whether he or she may need to be assessed for orientation and mobility (O & M)training. The student who experiences a noticeable change in visual acuity asdocumented in an eye report by a medical doctor, eye care specialist, or anecdotalrecords of behavior that indicate reduced visual functioning shall be screened for O & Mtraining.



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Factors that will help in the decision process are as follows:

age of the student: everyone’s movement and travel needs change as they getolder and become more independent;

the way(s) a student functions in different environments: with some eyeconditions, lighting is a prominent factor (i.e., inside in “normal” indoor lightingtravel skills are great, but outdoors in bright sunlight, the individual may functionas though they are totally blind); and

travel needs: is this student one who will be going from class to class? up/downstairs? are there transition travel needs? how does the student get to and fromwork?



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DEAF OR HEARING IMPAIRED

As stated in IDEA Public Law 105-17 (June 4, 1997), it is the responsibility of the IEPteam to develop a Individualized Education Program (IEP) that considers the special

factors that relate to certain disabilities. In the case of a student who is deaf or hard of hearing, the following must be considered.

The Child’s Language and Communication Needs

A statement that indicates the linguistic and communicative needs of the studentshould be included. The IEP team should consider relative linguistic information,including speech and language, to determine an appropriate program. The team shoulddescribe the student’s receptive and expressive communication mode. (Is this modeefficient and sufficient for this student? What are the student’s language needs? Is thestudent functioning linguistically on grade level with hearing peers?)

The following may be used as a guide:

• Describe the student’s receptive communication.

• Describe the student’s expressive communication.

• Is this mode of communication efficient and sufficient for this student?

• Is the student’s written language on or below hearing peers? If below, the IEPshould reflect goals and objects to reflect needed activities for linguisticinterventions.

• If the student does not use manual communication, is his/her expressive spokenlanguage when compared to hearing peers on or below level? If below, the IEP

should reflect goals and objectives to improve spoken language.• If a student does use manual communication, is his/her expressive language when

compared to hearing peers on or below level? If below, the IEP should reflect goalsand objectives to improve his/her manual communication skills.

Opportunities for Direct Communication with Peers and Professional Personnelin the Student’s Language and Communication Mode

• Does the student have opportunities for direct communication (without theassistance of an interpreter/transliterator) with peers in his or her language andcommunication mode?

• Does the student have opportunities for direct communication with professional personnel in his or her language and communication mode?

Academic Level

What is the student’s academic level on all areas addressed in the IEP? A carefulassessment of the student’s academic achievement through criterion- and normed-



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referenced measures should be conducted.

Full Range of Needs Which Include Opportunities for Direct Instruction in theStudent’s Language and Communication Mode

Included in the full range of needs would be assistive listening devices, access tospeech/language services, access to auditory services, and the opportunity for directinstruction from a teacher who uses the communication mode of the student.

Placement/Service Determination

Placement decisions for deaf and hard of hearing students must be based on thestudent’s IEP. Thus, the consideration of the Least Restrictive Environment (LRE) aspart of the placement decision must be made in the context in which appropriateservices can be provided. Any setting that does not meet the communication andrelated needs of a student who is deaf, and does not therefore allow for the provision of a Free Appropriate Public Education (FAPE) cannot be considered the LRE for thatstudent.

Justification for the setting for students who are deaf or hard of hearing must bedocumented on the Placement/Service Determination checklist of the IEP form. Eachsetting should be completed on the checklist ending at the setting in which the studentis served. The above factors must be taken into consideration when completing thissection of the IEP.



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EARLY CHILDHOOD EDUCATION FOR CHILDREN WITH DISABILITIES/

DEVELOPMENTAL DELAYS, AGES 3-5

Preschool IEP Team

For the preschool aged child, the members of the IEP team should include the child’sfamily; IEP facilitator or the officially designated representative of the local educationagency; an individual that can provide the instructional implication of themultidisciplinary evaluation; special education teacher or, where appropriate, at leastone special education provider; regular education teacher/early childhood educator if the child is expected to participate in the regular education environment; and other related service/early intervention personnel who have knowledge or special expertiseregarding the child, as appropriate. Related service/early intervention personnel mayinclude, but are not limited to, early interventionist, family service coordinator, child careprovider, speech/language pathologist, occupational therapist, physical therapist,

adapted physical educator and certified school registered nurse. All participantsattending the IEP meeting must be documented on the General Student Information page in the IEP Participants Section .

To promote family involvement and participation, parents should be encouraged to takesupport persons to the IEP meeting. Each local education agency must have writtenpolicies and procedures in accordance with Bulletin 1706: Regulations for Implementation of the Children with Exceptionalities Act , §442 Parent Participation for ensuring parent participation in all IEP meetings.

Preschool Placement Service Options/Determination

The child’s placement/service option should be determined following the completion of the Instruction Plan and Program/Services forms of the IEP. LEAs must provideplacement/service options for the preschool aged child with disabilities. The followingservice delivery options, which are not presented in a continuum of least restrictiveenvironment, are appropriate for the preschool aged child: early childhood setting, earlychildhood special education setting, home, part-time early childhood/part-time earlychildhood special education setting, residential facility, separate school, itinerant serviceoutside the home, and reverse mainstream setting. If the child is receivingSpeech/Language Therapy only or Adapted Physical Education only, then the setting

where the service is delivered should be checked. Placement must not be based on thechild’s disability, or the types of settings currently available in the local educationagency, nor must this decision reflect administrative convenience.

FAPE (Free Appropriate Public Education) on the child’s third birthday

The local education agency (LEA) must offer each eligible child FAPE on his/her third



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birthday regardless of the program in which the child participates or when the child’sbirthday occurs. While this requirement may present a dilemma when the child’sbirthday falls after January or during the summer, the LEA must work with public/privateproviders to ensure the eligible child receives the identified services on his/her IEP.

• Between the time the child is 2 years and 6 months and 2 years and 9 months, theLEA should attend a transition meeting initiated by the Family Service Coordinator.Transition into early childhood programs will be discussed. With parental approval,the child will be evaluated, and if eligible for IDEA, Part B services, an IEP isdeveloped and implemented by the third birthday. The LEA must also determinewhether the child is eligible for extended school year (ESY) services.

Rather than transition an eligible child from the early intervention program for a shortperiod of time, the LEA may enter into an interagency agreement with the earlyintervention program to continue through the summer. The LEA must offer FAPE;

financial responsibility must be defined in the interagency agreement. A child turningthree during the school year may continue to be served in the early interventionprogram, but the financial responsibility in offering FAPE at the third birthday remainswith the LEA.

An Interim IEP may not be developed for the preschool aged child entering Part Bpreschool special education services at age three. The evaluation and IEP must becompleted and implemented by the third birthday. An extension in timeline may not betaken if it results in the IEP being developed beyond the child’s third birthday.



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English Language Learners

In keeping with a LEA’s responsibility of providing equal educational opportunity for language minority school children who are also limited English proficient (LEP), careful

educational planning should be carried out as well as early identification of possibleunique difficulties. An awareness of possible difficulties that might be encounteredbecause of the discontinuities between English-based educational practices and thestudent's native language and cultural background is essential. The term, native language, if used with reference to an individual of limited English proficiency, means:the language normally used by that individual, or, in the case of a child, the languagenormally used by the parents of the child; or in all direct contact with a child, thelanguage normally used by the child in the home or learning environment.

When LEP students experience academic and adjustments difficulties because of a lackof cultural, social, or linguistic adaptations not sufficiently provided for in our curricula

and instructional strategies, these students are frequently referred for psychologicalevaluations and other assessments. These assessments attempt to differentiatebetween those who are experiencing academic difficulties because of culturaldifferences or limited English proficiency and those who are experiencing academicdifficulties because of emotional or learning impairments. The special education referralprocess is often premature and discriminatory for the LEP minority student.

The inappropriate processing of special education referrals in the past has resulted innot accurately identifying the LEP student with a disability and a disproportionateplacing of culturally and linguistically diverse students in programs designed for specialeducation students which do not attend to their educational needs.

Often, the impacts of sociolinguistic factors have not been properly addressed in thereferral/evaluation process. Consequently, some students have been incorrectlyidentified as disabled, while others have been accurately identified but placed inprograms that have not attended to their educational needs.

General guidelines for distinguishing differences from disorders are as follows:

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the disorder must be present in the student’s native language;

the student’s language performance must be compared with that of other

bilingual speakers who have had similar cultural and linguistic experiences; andfactors which may be contributing to the interruption of development of the nativelanguage must be identified (e.g., the family may have moved to the UnitedStates before the student could fully develop his/her native language).

If a LEP student is identified as having a disability, the student is entitled to receive bothEnglish as a Second Language (ESL) services and special education services. A LEP



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student shall not be placed in a special education program solely because of lack of hisor her English language proficiency. Disabled language minority children must haveaccess to the same types of placement options as are provided disabled monolingualEnglish speakers. It is particularly important that the IEP team consider how the

student’s level of English proficiency affects the special education and related servicesthat the student needs in order to receive FAPE.

A continuum of services between Special and Bilingual/ESL education is more effectivethan “either/or” placement. The sharing of materials, techniques, and knowledge shouldbe encouraged among service providers.

The Louisiana Administrator's Handbook: Educating the Language Minority Student with Limited English Proficiency and the booklet Considerations for Language MinorityStudents and Special Education in Louisiana offer polices, procedures, and suggestionsfor referring, evaluating, and programming for LEP students.



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EXTENDED SCHOOL YEAR PROGRAM

The Extended School Year Program (ESYP) is the provision of educational and relatedservices to students with disabilities in excess of the normal school cycle in accordance

with the student’s IEP; it must be provided at no cost to the parents of the student. Thelegal basis for extending the school year for a student with a disability is stated in §447of Bulletin 1706: Regulations for Implementation of the Children with Exceptionalities Act (R.S. 17:1941 et seq .). All students, ages 3-21, classified with a disability accordingto the Pupil Appraisal Handbook must be considered for the ESYP. The LEA may notlimit the ESYP to particular categories of disability, or unilaterally limit the type, amount,or duration of those services.

The Extended School Year Program Handbook provides the standards that encompassfour major components of the program: eligibility determination, planning,implementation, and evaluation of the extended school year program. Extended school

year program services are to be an extension of the regular school year program for students who have been determined to need this program to prevent them from losingsignificant skills that will impact their future life options.

The ESYP eligibility criteria were developed to ensure that students have equal accessto extended school year services. Refer to the Extended School Year Program Handbook for an explanation of the criteria by which students may qualify for the ESYP(e.g., regression-recoupment, critical point of instruction, self-injurious behavior,employment, transition, excessive absences, late entry, and extenuatingcircumstances).

The ESYP screening date will not be earlier than the Friday after Easter; the LEAs willbe notified of the ESYP screening date each year by the SDE. The teacher withprimary responsibility for IEP development, along with the instructional team, makes theeligibility determination on or before the screening date. The parents are then notified inwriting no later than the fifth operational day after the screening date about whether thestudent is eligible or ineligible for the ESYP. If the parent(s) disagree(s) with theeligibility decision, he or she may request an ESY IEP meeting to review the eligibilitydecision.

For the student who qualifies for extended school year services, the ESY IEP team

must meet to develop the ESY IEP before the beginning of the extended school year program. The IEP team is involved in a very individualized decision-making processbased on the student’s specific needs identified throughout the regular school year datacollection and screening. (Refer to the “ESY Program Planning Guidelines” in theExtended School Year Program Handbook for directions for the completion of themandated ESY IEP form and for strategies to assist the ESY IEP team in decisionmaking about instruction, programming, and services.)



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The IEP team may identify goals and objectives from the regular school year IEP and/or they may determine that new goals and objectives must be written. The team willdecide the child’s need for integration with individuals without disabilities, the settingwhere the extended school year services should take place, the services that the

student will need to receive, the amount of time per day needed to instruct the student,the number of sessions per week needed, the number of weeks needed to address theobjectives, and the transportation services needed for the student.

When the parent(s) accepts ESYP services and signs and dates the IEP to indicate“fully informed consent,” then the program must be implemented. The parent(s), of course, may decline services. However, if a consensus cannot be reached and theparent(s) disagrees with the ESY IEP team decision (regarding eligibility or programming), she or he must be informed of his or her due process rights andprocedures.

To the maximum extent possible, local education agencies must provide extendedschool year instruction in a setting that contributes to the student’s integration and thatis the least restrictive environment option for that student. The services necessary tomeet the goals and objectives of the ESY IEP are to be provided.

It is also the local education agency’s responsibility to keep careful records in order toevaluate the student’s performance and progress, to document instructional activities onlesson/activity plans, to document assessment data, and to provide progress reports onthe student’s outcomes. The LEA must also evaluate ESYP outcome data to determineprogram effectiveness and report ESYP data in accordance with state-mandatedprocedures.

The Extended School Year Program Handbook , Appendix B, has samples of documentation forms.



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HEALTH SERVICES

School health services are those related services designed for a student with anexceptionality who has a special health need and who is unable to participate in his or

her educational program without the use of such health services. School healthservices include but are not limited to health management/monitoring, healthtreatments, and health technology. The service must be provided to the student by, or under the direction of, a certified school nurse.

The school employed registered nurse or physician is required to assess each studentin the educational setting and develop a written individualized healthcare plan (IHP). AnIHP can be written for students with and without disabilities. IHPs may be written for students who have a health concern, disease or disorder such as anemia, asthma,cerebral palsy, diabetes, Down Syndrome, seizures, etc., who need procedures such asmodified activities of daily living including lifting and positioning, toileting/diapering,

feeding; and addressing all procedures requiring a physician’s prescription includingspecial diet, the administration of medication at home or at school, catheterization,suctioning, and others.

The school nurse’s assessment of the health status of the student should identify thenursing concerns, health care goals and interventions required, the level of expertisenecessary to perform specific tasks, and the training and supervision required for thestaff. The information obtained from this assessment should be shared with the IEPteam in order to complete the student’s Individualized Healthcare Plan (IHP). Refer toSection 2 for the IHP form and the instructions for use. The IHP is attached to andbecomes part of the IEP. Changes to the IHP should be made as necessary.Situations that may require a change to the IHP include the following:

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to reflect the student’s changing health condition and or prescriptions from thephysician, or

to modify the instructional goals, or

to prepare for a change in the placement of a student.

The IEP team should consider the following points and make adjustments whenpossible to enhance the ability of a student with special health needs so that he or shecan benefit from his special education:

highlight on the IEP any life-threatening allergies or other alerts;consider the stamina of the student when planning the educational goals;

consider the impact of medications on the ability of the student to concentrate;

maximize the windows of alertness for cognitive activities;

incorporate privacy for health procedures in the daily schedule;



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include appropriate goals for learning to prevent and control communicabledisease(s);

minimize the intrusiveness of health procedures in and outside the classroom;

when appropriate, write behavioral objectives for any health procedure in whichthe student may participate in his own care in each area of development;

arrange the classroom and make other environmental changes to encourage thestudent to be an integral part of peer activities;

include parents in identifying methods of communication to encourage thestudent to participate in his or her own health care; and

consider emergency and transportation needs related to the student’s healthcondition.

Useful information for including students with special health care needs in theclassroom setting may be found in documents developed by the Louisiana Departmentof Education, such as Clean Intermittent Catheterization in the Educational Setting; Guidelines for Training: Noncomplex Health Procedures ; The Policy for the Prevention and Control of Communicable Diseases ; and The Policy for the Administration of Medication to Students .



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OUT-OF-DISTRICT PLACEMENT

When the local education agency (LEA) is unable to find a suitable placement in view of the student’s educational needs in consideration of the least restrictive environment,

and when the parents are in agreement, the LEA may pursue an out-of-districtplacement or referral for educational purposes.

Out-of-district means that the educational services will be provided outside the LEA of jurisdiction. An IEP team may decide that the most appropriate way to meet thestudent’s need is to place or refer the student “out-of-district” for educational services.The decision to place or refer a student must be mutually agreed upon between thesending and receiving LEAs.

Explanation of Terms

Placed means that a student receives services in another LEA or an approvednonpublic school and that the sending LEA retains jurisdiction and fiscal responsibility.Responsibility for FAPE remains with the sending LEA and in the case of placement inan approved nonpublic facility, also with the State Board of Elementary and SecondaryEducation (SBESE).

Referred means that a student receives services in another LEA and that the jurisdiction and fiscal responsibility are transferred to the receiving LEA. Responsibilityfor FAPE then rests with the receiving LEA.

Jurisdiction is the right of a LEA to exercise authority over all students residing within

its geographic area and over each student placed in an educational program within thegeographic area of another LEA or in an approved educational program out of the state.

Preparation for Out-of-District Placement

The LEA should contact a representative of a possible receiving school or LEA todiscuss the student’s needs, exchange pertinent data as required by the school or LEA(with parental approval for release of records), and discuss the student’s eligibility andpotential for admission. These contacts should be documented. When one or morepotential placements are found, the LEA must apply in writing to the Department(Division of Special Populations) to request approval to serve the studentoutside the LEA or return the student to the former LEA. The application requestmust include a current evaluation report and a current IEP that describe the student’sneeds. The request must also include the reasons the LEA cannot meet these needsappropriately and must justify the proposed out-of-district placement as the leastrestrictive environment.

The responsible (sending) LEA must ensure that the required members of the IEP team



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are in attendance at an IEP placement meeting to decide on an out-of-districtplacement. In addition, a representative of the receiving school or LEA must be invited.If the representative cannot attend, the sending LEA shall use other methods to ensureparticipation by the receiving LEA, including individual or conference telephone calls.

Responsibilities Following Out-of-District Placement

If a responsible (sending) LEA places a student in another LEA or facility, the sendingLEA retains jurisdiction and, therefore, responsibility for ensuring the provision of special educational and related services. At each annual IEP update, the IEPcommittee should review the student’s placement in view of the least restrictiveenvironment rules and consider the possible return of the student. If a change inplacement or a return to the former or another LEA is considered, representatives of both LEAs must be involved in the IEP.

If responsible (sending) LEA refers a student to another (receiving) LEA, the receiving

LEA assumes jurisdiction and, therefore, responsibility for ensuring the provision of special educational and related services. At each annual IEP update, the IEPcommittee should review the student’s placement in view of the least restrictiveenvironment rules and consider the possible return of the student. If a change inplacement or a referral to another LEA is considered, representatives of both LEAsmust be involved in the IEP.

Exemptions

The specific approval procedures as described above do not apply if a formalinteragency or cooperative agreement approved by the Department of Education exists

between the “sending” system and the “receiving” system, school, or facility, or if thestudent has been placed directly by the parent at the Louisiana School for the Deaf or the Louisiana School for the Visually Impaired.



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PARENTAL INVOLVEMENT

In the Individuals with Disabilities Education Act (IDEA), Public Law 105-17, parentparticipation is recognized as a vital component in all aspects of a child’s special

education. Beginning with identification, evaluation and educational placement of achild, moving forward through the planning and implementation of the IEP andcontinuing throughout the child’s school career, the parental participation is important.

It is the responsibility of the IEP team to assist the parents in understanding theimplications of the proposed IEP and to realize the importance of parental input indeveloping the child’s educational program (IEP) for the year and in making educationaldecisions on behalf of the child.

Parents’ Rights

IDEA clearly defines the rights of children with disabilities and of their parents. Afundamental provision of the law is the right of parents to participate in the educationaldecision-making process. This provision includes the parents’ rights to

a free appropriate public education (FAPE) for their child. Free means at no costto the parents. Appropriate means meeting the unique educational needs of thechild.

be notified whenever the school wishes to evaluate their child, wants to changethe child’s educational placement, or refuses their request for an evaluation or achange in placement.

initiate an evaluation if they think their child needs special education or relatedservices.

informed consent, meaning they understand and agree in writing to theevaluation and educational program decisions for their child. Their consent isvoluntary and may be withdrawn at any time.

obtain an independent educational evaluation (IEE) if they disagree with theoutcome of the school’s evaluation.

request a reevaluation if they suspect their child’s present educational placementis no longer appropriate. The school must reevaluate the child at least everythree (3) years, but the child’s educational program (IEP) must be reviewed at

least once during each calendar year.have the child tested in the language he or she knows best. For example, if thechild’s primary language is Spanish, Spanish is the language in which he or shemust be tested. Also, students who are deaf have the right to an interpreter during the testing.



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review all of their child’s records. The parents may obtain copies of theserecords, but the school may charge a reasonable fee for making copies. Onlythe parents and those persons directly involved in the education of the child willbe permitted access to personal records. If the parents feel that any of the

information in their child’s records is inaccurate or misleading or violates theprivacy or other rights of their child, they may request that the information bechanged. If the school refuses their request, the parents have the right torequest a hearing in order to challenge the questionable information in the child’srecords.

be fully informed by the school of all rights that are provided to them under thelaw.

participate in the development of their child’s individualized education program(IEP), or, in the case of a child under school age, the development of anIndividualized Family Service Plan (IFSP). The school must make every possibleeffort to notify the parents of the IEP or IFSP meeting and then arrange it at atime and a place that are convenient for them. The child’s initial IEP or IFSPcannot be implemented without the parents’ written consent.

have their child educated in the least restrictive setting possible. Every effortshould be made to develop an educational program that will provide the greatestamount of contact with children who are not disabled.

request a due process hearing to resolve differences with the school that couldnot be resolved informally.

Parents’ Responsibilities

Parental responsibilities to ensure that a child’s rights are being protected are lessclearly defined than are parental rights. These responsibilities vary considerablydepending on the nature of the child’s disabling condition and other factors. Inaccepting these responsibilities, parents should find the some of the followingsuggestions to helpful.

The parents of a child with disabilities should

develop a partnership with the school or agency. Parents are an importantmember of the IEP team. They should share relevant information about their child’s education and development. The parents’ observations and suggestions

can be a valuable resource to aid in the child’s progress.

ask for clarification of any aspect of the program that is unclear. Educational andmedical terms can be confusing, so they should not hesitate to ask.

learn as much as they can about their rights and the rights of the child. Theparents should ask the school to explain the rights as well as the policies andregulations in effect in the district and state before they agree to a special



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educational program for the child.

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make sure they understand the program specified on the IEP or IFSP beforeagreeing to it or signing it. The parents should ask whether what is plannedcorresponds with their knowledge of their child’s needs.

make sure their child is included in the regular school activities program. Do notforget nonacademic areas such as lunch and recess and other areas such as art,music, and physical needs.

monitor their child’s progress. If their child is not progressing, they shoulddiscuss the lack of progress with the teacher and determine whether the programshould be modified. As a parent, parents can initiate changes in their child’seducational program.

discuss with the school or agency any problems that may occur with their child’sassessment, placement, or educational program. It is best to try to resolve theseproblems directly with the agency, school or district. In some situations, the

parents may be uncertain as to which direction they should take to resolve aproblem. Most states have protection and advocacy agencies that can provideparents with the guidance they need to pursue their case.

keep records. There may be many questions and comments about their childthat they will want to discuss, as well as meetings and phone conversations theywill want to remember. It is easy to forget information useful to their child’sdevelopment and education if it is not written down. It is best if parents keep all of their child’s special education records in one place.

join a parent organization. In addition to the opportunity to share knowledge,experiences, and support, a parent group can be an effective force on behalf of

the child. Many times parents find that as a group they have the power to bringabout needed changes to strengthen and broaden special services.

What Parents Can Offer the IEP/IFSP Process

In the final analysis, parents of children with disabilities should be involved in theprocess as much as they want to be and as much as they can be. Varying degrees of involvement are possible. The following are suggestions for ways that parents canbecome involved:

before attending an IEP or IFSP meeting, parents should make a list of thingsthey want their child to learn. They should discuss any differences between their list and the school’s or agency’s list; they should take notes about aspects of their child’s behavior that could interfere with the learning process. Parents candescribe methods they have found to be successful in dealing with thesebehaviors.

take any information the school or agency may not already have to the IEP or IFSP meeting. Examples include copies of medical records, past school records,



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or test or medical evaluation results. Reports do not say all there is to say abouta child. Parents can add real-life examples to demonstrate their child’s ability incertain areas.

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find out what related services are being provided. In addition to the child’s

teacher, many other specialists and professionals may have contact with thechild through the provision of related services. Parents should ask eachprofessional to describe the kind of service he or she will be providing and whatstudent growth they might expect to see as a result of these services.

ask what they can do at home to support the program. Many skills the childlearns at school can also be used at home. Parents should ask to meet with theteacher when their child is learning a new skill that could be practiced at home.

make sure the goals and objectives on the IEP or IFSP are specific. Thisrequirement will ensure that everyone teaching the child is working toward thesame goals. Parents should ask questions to make sure that they understand

and agree with each of the goals and objectives before signing the IEP or IFSP.after the meeting has ended, the parents’ job is not finished. Parents shouldmonitor their child’s progress throughout the year.

regard the child’s education as a cooperative effort. If at any point the parentsand the school cannot reach an agreement over the child’s educational anddevelopmental needs, the parents should ask to have another meeting. Thismeeting would allow time for the parents and the school or agency to gather more information and data. If after a second meeting there is still a conflict over your child’s program, the parents should ask for a mediation meeting or a dueprocess hearing.

Learning Disability Association (L.A.), 4156 Library Road, Pittsburgh, PA 15234



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PHYSICAL EDUCATION/ADAPTED PHYSICAL EDUCATION

Physical education (PE) is a mandated curriculum area for all students in Louisiana. Itis an essential part of the basic educational program and contributes to the

development of the total individual. Every student is entitled to participate in a programof physical activity, specially designed if necessary. A well-planned, sequential programof physical education contributes significantly to the learning experience of all students.

To the maximum extent appropriate, students with disabilities should be educated withnon-disabled students in the regular physical education class. When a student withdisabilities participates fully in the regular physical education program without anyspecial modifications, it is not necessary to describe or refer to PE in the IEP other thanindicating the provision of instruction. When simple accommodations to the regular PEprogram are necessary for the student to participate (e.g., interpreter for a student withhearing impairment, mobility assistance for a student with visual impairment, or child

specific aide for a student with a behavior disorder), those modifications must bedescribed in the IEP.

When a student with disabilities needs adapted physical education (APE) according tocriteria established in the Pupil Appraisal Handbook , the program must be addressed inall applicable areas of the IEP (e.g., present levels of educational performance, goalsand objectives, and the level of service to be provided). The initial provision of adaptedphysical education services is determined by the IEP team using the input of theadapted physical education evaluator and the results and recommendations of themotor evaluation. The continuation of services is determined at the annual review usingthe input of the adapted physical education teacher.

Physical education program requirements for students with disabilities must becomparable to those provided nondisabled students. Bulletin 741: Louisiana Handbook for School Administrators sets forth the minimum physical education requirements.Instructional time—whether daily PE, APE, or a combination of the two programs—should parallel the daily and weekly physical education requirements established inBulletin 741. The two exceptions to this rule are as follows

Preschool Students with Disabilities

Adapted physical education must be offered to those preschool students who

possess an identified motor deficit and whose need is documented through theevaluation process. Services are provided according to need and not in terms of what is provided able-bodied children of comparable age. The frequency (daysper week) and duration (minutes per session) are based on individual need andare determined by the IEP team.



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Students at the Secondary Level

Services must be afforded to students with disabilities throughout their schoolcareer. Two Carnegie units in the area of health and physical education arerequired for graduation. Two additional units may be taken as electives.

After the comparability requirements have been met at the secondary level (twoCarnegie units or the equivalent of), the IEP team may choose to continueadapted physical education or discontinue the services. However, if the decisionis to continue adapted physical education, the service must be made availablethrough the age of twenty-one, if appropriate.

A student who is currently receiving adapted physical education may exit the programthrough the IEP team process. The system alone may not individually decide toterminate the instructional service. Prior to discontinuing adapted physical education,the IEP team should

carefully review current information about the student’s performance andprogram toward achieving annual goals in the motor area;

examine reevaluation reports (if applicable, other assessment data and teacher recommendations);

discuss possible modifications that would facilitate the integration process; and

discuss the student’s ability to participate successfully in regular physicaleducation on a daily basis.



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PRIVATE SCHOOL STUDENTS

The Individuals with Disabilities Education Act Amendments of 1997 (IDEA), Public Law 101-17, clearly indicate that a LEA is not responsible for the provision of a free

appropriate public education (FAPE) to a child whose parents have voluntarily enrolledthe student in a private school. Rather, these students, once their parents have refusedservices from a public local education agency, may be entitled to have services madeavailable to them through a “services plan.” This services plan is the document that setsforth the specific special educational and related services that a public local educationagency will provide to a private school student who is found eligible for public schoolIDEA funds. Eligibility is determined after a LEA has determined the amount of funds itwill designate to provide IDEA services to students voluntarily enrolled and after consultation with non-public school administrators. This services plan must bedeveloped in the same manner as IEPs are developed with the additional requirementthat a private school representative attend the services plan meeting or provide input

regarding the services to be provided. (Refer to Section 2 for the Services Plan formand instructions.)



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SPEECH/LANGUAGE PATHOLOGY SERVICES

Speech/Language Pathology Services are special educational services that can either be direct or related.

Direct Services

If a student is classified with the exceptionality of speech or language impairment andreceives only speech/language pathology services, these services are considered adirect service. A student receiving speech/language pathology services (speechtherapy) is eligible for any and all special education services if the IEP team determinesthe student needs the additional assistance. A student with a speech or languageimpairment may be placed in any setting determined through the IEP process. Aspeech/language pathologist must be on the IEP team and must play an integral part inthe implementation of the IEP. A student receiving speech/ language pathologyservices as a direct service is eligible for accommodations/ modifications in the

classroom and for LEAP testing. A student receiving speech/language pathologyservices (speech therapy) as a direct special educational service must be re-evaluatedbefore being exited from special educational services.

Related Services

If a student is classified under any exceptionality of special education other than speechor language impairment, and his or her educational needs require speech/languagepathology services (speech therapy) in addition to other special educational services,then speech/language pathology services are considered a related service. A studentreceiving speech or language therapy as a related special educational service can be

exited from speech or language therapy services through a decision made by the IEPteam at an IEP meeting.

Speech or Language Impairment Only IEP

The Speech or Language Impairment Only IEP is a specialized Individual EducationalProgram (IEP) form. This form is to be used only when speech/language therapy is theonly special educational service included on the student’s IEP, regardless of the settingin which the student receives speech/language therapy. If a student with a speech or language impairment does not require any test accommodations for LEAP and/or accommodations/modifications in the regular education classroom, then this IEP formmay be used.

If the student requires specific test accommodations for LEAP, or accommodations/modifications in the regular class, the accommodations and/or modifications must benoted on the IEP. If a student with a speech and language impairment requiresany modifications or accommodations, the regular IEP form must be used.



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Speech and Language Impairment Only IEP Reference Card

The Speech And Language Impairment Only IEP Reference Card is to be used todiscuss accommodations for LEAP, accommodations/modifications in a regular class,and placement/service determination service models. The Instructional Plan form of the

regular IEP is used to write the goals and objectives/benchmarks for the student.Instructional information—such as summary of educational needs and performance,and annual goals and objectives/benchmarks—is provided for each area in whichspecial educational services are needed. No goal or objective may be changed withoutreconvening the IEP team.

Transition services are required for students with a speech or language impairment.(Use the Transition Services form of the IEP to document the services. If a student is14, include a statement of transition program needs that focuses on the student’scourse of study (e.g., vocational education program, electives, etc.) in the GeneralStudent Information section. If a student is 16 years (or younger, if determined by the

IEP team), then transition services must be identified and addressed on the transitionservices page of the IEP.)



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TRANSITION SERVICES

The importance of a successful transition from school to adult life for students withdisabilities has been recognized by federal legislation, which mandates the formalization

of this passage through the Individualized Education Program (IEP) process.

Transition services is defined in the Individuals with Disabilities Education ActAmendments of 1997 (IDEA), Public Law 101-17, as a coordinated set of activities for astudent, designed within an outcome-oriented process, which promotes movement fromschool to post-school activities, including post-secondary education, vocational training,integrated employment (including supported employment), continuing and adulteducation, adult services, independent living or community participation. Thecoordinated set of activities must be based upon the individual student’s needs, takinginto account the student’s preferences and interests, and include instruction, relatedservices, community experiences, the development of employment and other post-

school adult living objectives, and, when appropriate, acquisition of daily living skills andfunctional vocational evaluation.

The following mandates are effective July 1, 1998:

for each student beginning at age fourteen (14), and updated annually, astatement of transition service needs of the student under the applicablecomponents of the student’s courses of study (such as participation in advanced-placement courses or a vocational education program);

for each student beginning at age sixteen (16), (or younger, if determinedappropriate by the IEP team), a statement of needed transition services for the

student, including, when appropriate, a statement of the interagencyresponsibilities or any needed linkages;

beginning at least one year before a student reaches the age of majority under State law, a statement that the student has been informed of his or her rightsunder this title, if any, that will transfer to the student on reaching the age of majority. When a student with a disability reaches the age of majority and hasnot been interdicted or the subject of a tutorship proceeding, the student’s parentmay allege to the LEA that the student lacks the ability to provide informedconsent with respect to his or her educational program. In the event that theparent makes such an allegation, the student has the right to dispute the parent’sallegation, either orally or in writing, or by any other method of communication.Any protest or objection to the parent’s allegation shall result in the student’seducational rights being transferred fully to the student at the age of majority,unconditionally. If the student makes no such dispute or objection, the parentshall retain the student’s educational rights. LEAs are required to document inthe student’s IEP that the parents and the student have been informed of therights herein and that they have accepted or declined these rights; and the localeducational agency shall invite a representative of any other agency that is likely



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to be responsible for providing or paying for transition services. If an agencyinvited to send a representative to a meeting does not do so, the localeducational agency shall take other steps to obtain participation of the other agency in the planning of any transition services. If a participating agency, other

than the local educational agency (LEA), fails to provide the transition servicesdescribed in the IEP, the local educational agency shall reconvene the IEP teamto identify alternative strategies to meet the transition objectives for the studentset out in the IEP.

The IDEA Amendments of 1997 maintain sixteen as the age when students’ IEP’s mustcontain statements of needed transition services. These two requirements - one for students aged 14 and older and one for students aged 16 and older - seem confusinglysimilar. However, according to the Committee on Labor and Human Resources’ Report to Accompany S. 717 (the report that accompanied the proposed IDEA to Congress toexplain the intent behind the proposed changes), the purpose of including the

statements for students beginning at age 14, “is to focus attention on how the student’seducational program can be planned to help the student make a successful transition tohis or her goals for life after secondary school. This provision is designed to augment,and not replace, the separate transition services requirement for students beginning nolater than age 16...” Including transition services needs beginning at age 14 promotesthe concept that the student’s high school program must now focus on desired post-school outcomes.

For those students who need transition services, the Transition Services page of theIEP must be completed as the first step in the development of the IEP. Long-range,comprehensive, thoughtful, and systematic planning that is person-centered marks the

foundation of effective transition planning. The student’s preferences and interestsshould form the basis of the development of the transition component of the IEP.Documentation of such is required at all phases in the transition planning process.These preferences and interests should be firmly grounded in the development of afuture vision statement that accurately captures and properly portrays the student’s andhis or her family’s dreams, aspirations, and hopes. The end result of the development of a future vision statement should be reflected in the post-school outcomes desired by thestudent and his or her family. Action steps for the school system, student, family, andadult agencies must be identified, implemented, and evaluated in order to support theattainment of these adult outcomes.

This approach recognizes that education alone cannot provide or do everything neededto prepare every student for adult life. Rather, this approach requires the fullparticipation, commitment, and acceptance of responsibilities by parties or agenciesbeyond the educational system. Given the complexity and long-term nature of transition, it is clear that neither families, local education agencies, adult agencies, stateagencies, nor post-secondary education institutions can nor should individually carry theentire planning, fiscal, or programmatic responsibilities for transitioning adolescents and



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young adults with disabilities from school to adult life. It is imperative to identify the fullrange of services, programs, and supports, both formal and informal, that must be put inplace before the student exits the local education agency and/or that the student willneed to remain in place after exiting the local education agency. Likewise, it is critical to

identify the agencies, organizations, and institutions that need to become involved in thestudent’s life and that will need to remain involved with the student after he or she hasexited the local education agency. Transition planning requires a cooperative,coordinated, and collaborative effort between and among the various parties andagencies involved in the delivery and receipt of transition services.

The transition component of the IEP serves as a blueprint for the development of theremainder of the IEP. The General Student Information section captures the student’stransition program needs, including transition service needs beginning no later than age14. In addition, those school action steps that are instructional in nature must bereflected on the Instructional Plan form(s) in the student’s IEP objectives. Thus, many

of the IEP objectives should be derived from, directly related to, and indicative of thevarious outcomes and action steps listed on the Transition Services form(s) of the IEP.With the transition component of the IEP serving as a road map, a “T” is to be placed byeach transition-related objective.

The relationship between the transition component of the IEP and the remainder of theIEP is much more than the identification of action steps and corresponding objectives.It constitutes a formal plan to identify, link, and secure the full range of needed post-school services, programs, and supports to ensure a greater likelihood that all studentswill attain, in a timely manner, their desired adult outcomes. The critical recognition thatlocal education agencies alone cannot guarantee students with disabilities a successful

transition to needed post-school programs, services, and/or supports bothacknowledges and underscores that transition is a multi-faceted concern and heightensthe necessity for local education agencies, families, adult agencies, and other publicand private entities to align and coordinate their efforts to meet the needs of transition-age adolescents and young adults with disabilities.

iep handbook for students w disabilities_bulletin 1530

Documents