Henrico County Public Schools IEP Process in SEAS

HCPS values the importance of a clear, consistent IEP process as a vehicle for ensuring all partners in the educational process have clear expectations and understand their role in educating students with disabilities.     

ACCESSING SEAS (How to access and set a password!)  

TABLE OF CONTENTS (Choose either packet assistance or individual form assistance) 

 PACKET ASSISTANCE  

Child Study  Eligibility  Re‐evaluation Initial IEP (Elementary) 

Initial IEP (Secondary) 

Review IEP (Elementary) 

Review IEP (Secondary) 

Exit IEP IEP Addendum 

ESY 

Functional Behavioral Assessment (FBA) 

Behavior Intervention (BIP) 

Manifestation Determination Review (MDR) 

504 Service Plan (parent placement ONLY) 

 INDIVIDUAL FORM ASSISTANCE 

 

Accommodations  Addendum 

Caseloads 

District Assessment 

ESY Services

Exiting Students  Goals  

Meeting Notice  

Medicaid 

Present Level of Perf (PLoP) 

Progress Reports  Related Services  

SOL Assessment  

Special Education Services 

Transition 

Least Restrictive Environment (LRE) 

Miscellaneous 

Prior Written Notice  

Consent for Evaluation 

Excused Team Members 

Meeting Minutes  Transition  State Assessment 

Consent to Implement 

Summary of Performance

 Frequently Asked Questions 

 Obtaining Username and Password for SEAS Web: INITIAL LOGIN ONLY  

1. Using Internet Explorer or Safari, navigate to:   www.seasweb.net/vahenrico 2. Click the “Forgot your password?” link. 

  3. Enter your school email address and click Submit. 

 4. Use your school email program to retrieve your Username and Password for the SEAS program.  Return to the login screen and enter the Username and Password you received in your school email then click “Log In.” 

   5.  Once logged in, click “Change Password” to change your password. 

  6.  Remember your new password and in the future simply go to www.seasweb.net/vahenrico to login to SEAS and conduct your business.  7. If you need help, contact SEAS Tech Support: 

Monday – Friday  8:00 a.m. – 7:00 p.m. EST Toll Free: 1‐877‐221‐7327 

   

 Addendum 

  An IEP addendum is, in actuality, an alteration to the original IEP document.  It creates a new IEP by changing the agreement with all parties.  In the SEAS system (as in the vast majority of electronic IEP systems) there is not a separate “addendum” process.  To addend the IEP you simply go to the Addendum packet which contains a meeting notice, an IEP cover sheet, and a consent form.  The user may then choose the form(s) that they wish to change within the IEP and save the packet.  The program automatically keeps every version of the IEP so you will have copies of the previous version to refer to if necessary.  In terms of print documents and process, you need only print out the actual part of the IEP that was changed and the signature page.  You then have everyone sign the signature page attesting to the changes and placed the changed page into the file along with the new signature page.   

  

Caseloads  

The principal in each building, in conjunction with the department chair, has the responsibility to develop the caseloads for the special education teaching staff within the building.  Staff  have been allocated equitably across the division to ensure that schools are staffed appropriately to meet student needs.  All building principals have been provided with their staffing allocations as well as comparative statistics regarding the division and zone staffing levels.  The central office is responsible for monitoring building level caseload averages and individual class caseloads for compliance with VDOE caseload limits.  Currently, all HCPS school case load averages are well below the caseload limits established in VDOE regulation.    

Formatting  Page Numbers Currently, SEAS does not have the capability to electronically number pages.  They anticipated adding this functionality in the 2011‐12 school year.  HCPS will be utilizing this function when it becomes available.  In the interim, manual delineation is the only option.    Space in text boxes The SEAS program does not allow text to expand from one page to the next.  The program will limit your text to the pre‐determine limit of lines on that page.  If you require additional space, you will need to create an additional page of the necessary document.           

   

Location of services  Q: Location of services—we’ve been saying General ed classroom and/or resource room.  Now we have to pick one.  Or do we?  For example; this is used when a student is usually supported in the classroom, but gives us the option to go to the resource room when the student requires direct instruction or needs a room free of distractions, or is having a melt‐down, etc. A:  Special education law requires that you denote whether the service is received in a general education classroom or in a special education or resource classroom.  We are required to report the percentage of time that a child receives services outside of the general education classroom.  The program will not allow you to report either/or.  If the child is scheduled to attend class in the general education classroom that is the appropriate location for the IEP.  The need for removal in unusual behavioral circumstances is no different than a general education student being removed for an outburst.  The IEP team should dictate the primary environment in which the child is to receive the service with the understanding that extraordinary circumstances may require occasional changes to meet the child’s needs.    Q:  What is the difference between resource room education and general education—pullout re:  location of services?  A:  The IEP should list the location that the service is primarily delivered.  If the child is consistently pulled out for delivery of services then the resource room should be the location of service delivery.  If the services are delivered primarily in the general education classroom with occasional pull out for reinforcement then the general education classroom should be listed.  The location should be where the services that are listed are delivered consistently.  Consistently could reasonably be interpreted as greater than 50% of the time.                        

 

INITIAL IEP (ELEMENTARY)  

Present Level Of Performance (PLoP)  The spaces for Present Level of Performance are purposely of limited size.  A PLoP is intended to be only a snapshot of how the student is currently performing.  Nothing in the PLoP should be more than a year old.   Anyone seeking a history of the child should read their file.  Also, the discreet sections of the PLoP are purposeful as well.  These sections are broken down into the required segments of a PLoP so that no required element is left out of a long narrative.  

COMPONENTS OF THE PRESENT LEVEL OF PERFORMANCE (PLOP) * Most recent information and data, preferably within the last academic year 

 ACADEMIC AREAS: 

1. List the student’s strengths. 2. Summarize the initial or recent evaluation results for the student. 3. Describe the student’s performance, as appropriate on any current classroom based, 

local, division or statewide assessments. 4. What are the student’s present grades? 5. Describe how the student’s disability affects the involvement and progress in the 

general curriculum (justify the need for special services and any accommodations).   NON‐ACADEMIC AREAS:  *Include functional performance: (i.e. behaviors, social skills, daily life activities, mobility, extra‐curricular activities, vocational and/or technical areas, etc.) 

1. List the student’s strengths. 2. Describe the student’s current functioning level.  

 *THERE SHOULD BE A DIRECT CORRELATION BETWEEN THE PRESENT LEVELS OF PERFORMANCE AND THE OTHER COMPONENTS OF THE IEP.   

 SAMPLE 

PRESENT LEVEL OF ACADEMIC ACHIEVEMENT AND FUNCTIONAL PERFORMANCE *There should be a direct relationship between the present levels of performance and the other components of the IEP.   Describe the effect of the student's disability upon the student's involvement and progress in the general curriculum by completing the fields below. For preschool, include how the student's disability affects the participation in appropriate activities. Test scores, if appropriate, should be self‐explanatory.   Academic Areas:  1. List the student's strengths.  

John Doe has strong decoding skills as evidenced by classroom performance and evaluation. He has also demonstrated strength in math and science through teacher report and 

work product though he also appears to lack confidence and is sometimes hesitant to begin his work.  He has persistence and will complete all assigned tasks once they are started.   

 2. Summarize the initial or recent evaluation results for the student.  

Most recent eligibility completed February 01, 2010: Differential Ability Scale (DAS): GCA= 95 Verbal=80 Nonverbal=110 Spatial=100.  Woodcock‐Johnson III  February 1, 2010 Broad Math=69 (Low) Applied Problems=60. Reading Comprehension=80 Reading Vocabulary 78.  

 3. Describe the student's performance, as appropriate on any current classroom      based, local, division or statewide assessments.  

Division Math Assessment: Quarter I =70% Quarter 2= 88%. STAR Quarter 2=2.4. Scott Foresman End of Unit Test Quarter 2= 85% Rigby Quarter 2= 23 (mid third grade) SOL Scores Grade 3: Reading=342 Math=380 Science=335 History 356.  

  4. What are the student's present grades?  

Quarter 3 Interim Grades: Reading‐D (reads below grade level; not prepared for book report, does not use effective communication skills). Written/Oral Communication‐ C (spends inadequate time writing). Math‐D (has trouble with fractions, class attitude improving). Science‐D (careless with details). History/Social Sciences‐C (participates in history/social science discussions and projects; does not retain information). 

 5. Describe how the student's disability affects the involvement and progress in  

the general curriculum (justify the need for special services and any accommodations).  John Doe’s learning disability impacts his rate of progress in the core areas of reading and history/social science significantly and mathematics and science to a lesser degree. In particular, his relative strength in decoding words is not matched by his reading comprehension.  Presentations in verbal or written format require additional assistance for him to extract the appropriate level of meaning.  In reading this requires direct instruction in techniques for reading comprehension.  In the core content area of history and social science his disability requires direct services to assist him in extracting the appropriate level of meaning from the material.  Mathematics and science classes feature stronger and more frequent kinesthetic and experiential learning opportunities.  In these classes he is capable of accessing the curriculum with support rather than direct instruction.  All non‐core academic programs; music, PE, and computer lab may be accessed within the range of the general curriculum without modification or accommodation.   

 Non‐academic Areas:  Describe the student's performance in non‐academic areas to include functional performance: (i.e. behavior, social skills, daily life activities, mobility, extra‐curricular activities, vocational and/or technical areas, etc.)   1. List the student's strengths.  John Doe gets along well with his teachers and peers as evidenced by his positive discipline history and teacher observation. He is curious and will ask questions of peers and teachers to gather additional information.  He has a strong grasp of musical intonation and is capable of 

mimicking a wide variety of musical styles.  Participation in music is a source of pride and strength for him.  He is physically fit and is typically chosen to play in team sports by his peers.   2. Describe the student's current functioning level.  In academic situations, John Doe is very quiet and reserved.  He is hesitant to ask for assistance when he requires it, preferring to look to peers for cues on next steps.  In social situations such as recess and lunch, he appears to have more confidence in his abilities and is very animated with his peers.  He is also considered a leader in music where he is often chosen for special performances.    

Goals  Previous HCPS practice required that staff complete a minimum of 2 objectives for each goal.  This is NOT a requirement of IDEA or VDOE.  The regulations require that students have measurable goals.  The ONLY IEP requiring objectives are students utilizing the Aligned Standards of Learning (ASOL) and being assessed via the VAAP (Virginia Alternate Assessment Program).  All other students should have goals only.  The goals should meet the following criteria….  

S M A R T Specific:  The goals should state specifically the skill that is being explicitly taught.  An IEP team should NEVER have a goal that reads, “John will obtain grades of C or better in science”.  A specific goal would be “John will improve his organization skills by completing his homework checklist independently in 3 of 5 trials per week.”  Measurable:  The goal should have a specific measurement to ensure that ALL parties are aware of when a child is progressing.    Achievable:  The goal should be written taking into consideration the previous year’s performance growth.  Remember that students with disabilities are working diligently to achieve commensurate with their typically developing peers.  Thus, those students who are more than 1 year below grade level will require substantial progress to achieve a standard or advanced diploma within a reasonable time frame.  It is a collective IEP team responsibility to determine amount of progress.  Realistic:  The student must be both willing and able to achieve the goal set.  This often involves compromise among IEP team members who may see varying strength and weakness levels in a student’s ability.    Timely:  ALL IEP goals should be attainable within an academic year.  IEP teams may make adjustments during the school year as progress reports show either accelerated growth or lagging growth.  The adjustments may be made to the goals or the services provided to achieve the goals.     

Q:  Goals‐ only allow for one responsible person to be checked…shouldn't Special Ed teacher AND General Ed teacher be responsible for these? A:  While their may be multiple individuals who are expected to contribute to the student’s success in reaching their goal there should be a single individual whose primary responsibility it is to coordinate or lead the others.     

Accommodations  Instructional Accommodations The accommodations page in the SEAS IEP allows the user to enter custom accommodations rather than providing a drop down of pre‐determined accommodation choices.  This decision was purposeful in encouraging IEP teams to truly individualize the accommodations needed per student, rather than handing a parent/staff person/IEP team member a list for them to choose from as a menu.  The belief that more is better, is not consistent with the clearly delineated goal to develop independence in students with disabilities.  Accommodations should be clearly tied to the student’s disability and delivered with fidelity.    Testing Accommodations Any accommodation provided in testing MUST be provided in the instructional environment during the delivery of the content.  Utilizing accommodations in a testing environment with which students have not been familiarized during instruction is both a violation of IDEA and a disservice to the student.     

SOL/Assessment  Overview All students, including students with disabilities, are expected to participate in Virginia’s accountability/assessment program. Students in SOL tested grades and courses may take Standards of Learning (SOL) tests with or without accommodations or they may be assessed through alternate or alternative assessments, such as the Virginia Grade Level Alternative (VGLA), the Virginia Modified Achievement Standards Test (VMAST), the Virginia Substitute Evaluation Program (VSEP), or the Virginia Alternate Assessment Program (VAAP).  IEP teams will determine how students will participate in the accountability system.  The information provided below is provided for reference and decision making.   

All discussions of assessment at IEP meetings should CLEARLY indicate the effect of assessment choice on diploma options beginning at 3rd grade and continuing annually.  Standards of Learning  All students without significant cognitive disabilities should consider participation in SOL assessment first and foremost.  Students in grades 3‐8 may participate in the SOL assessments with or without accommodations in the areas of English, mathematics, science, or history/social science. The test(s) taken during a particular year will be determined by the assessments taken by students without disabilities in the same grade. When determining if students should 

participate in the SOL assessment teams should consider the student’s ability to demonstrate knowledge and skills on a traditional multiple‐choice test as well as the student’s ability to demonstrate knowledge on the Standards of Learning at grade level.    You will outline in the IEP the specific SOL tests the student will take along with the accommodations the student requires per test.    For example, 6th grade students take SOL tests in English (Reading), Math, and Social Studies.  An IEP for that student would list the three assessments and the accommodations the student requires for each test.      If a student will not participate in SOL testing, you must write a statement indicating the reason for non‐participation on the IEP.    Virginia Grade Level Alternative** **This assessment is available for 11‐12 for reading only for SWD.   The Virginia Grade Level Alternative (VGLA) is available for students in grades 3 through 8 as an alternative assessment for the Standards of Learning (SOL) reading test. Students who meet the criteria for participation in the VGLA are required to demonstrate individual achievement on grade‐level content standards in the academic content area in which they are being assessed.  Students may participate in a combination of VGLA and/or SOL tests. 

 Virginia Substitute Evaluation Program  The Virginia Substitute Evaluation Program (VSEP) is an alternative method of assessing students who by the nature of their disability are unable to participate in the Standards of Learning (SOL) assessments even with testing accommodations. The VSEP provides students with the opportunity to earn verified credits for a standard or advanced studies diploma or to meet the requirements of a modified standard diploma through non‐traditional means. 

Virginia Modified Achievement Standards Test 

VMAST is designed for students with disabilities who are learning grade‐level content. Items on the VMAST include supports and simplified items not available to students who take SOL tests in reading and mathematics. VMAST mathematics assessments for grades 3‐8 and Algebra I will be introduced during 2011‐2012. VMAST reading assessments in grades 3‐8 and high school will be introduced the following year. A time table has not been established yet for phasing out use of the VGLA for writing, history and science.  

Virginia Alternate Assessment Program  The Virginia Alternate Assessment Program (VAAP) is designed to evaluate the performance of students with significant cognitive disabilities who are working on academic standards that have been reduced in complexity and depth. This content is derived from the Standards of Learning (SOL) and is referred to as the Aligned Standards of Learning (ASOL). Students in grades 3 ‐ 8 who are participating in the VAAP are required to submit evidence in the same subject areas as required of their non‐disabled peers in the same grade level. (For example: Students in grade 8, would demonstrate knowledge of ASOL for English (reading and writing), math, science, and social studies).  High School students participating in the VAAP are required 

to submit evidence in reading, writing, mathematics, science, history/social sciences by the end of their completion of grade 11.... 

 Testing Accommodations The IEP Team has the responsibility for decisions regarding the need for and selection of accommodations for students with disabilities. Accommodations should be clearly outlined in the student’s IEP and selected for each assessment listed.  Accommodations considered for testing should be those that the student uses daily as a part of instruction and classroom assessments and should NOT be used only for participating in a state assessment. For more information regarding testing and testing accommodations see the Virginia Department of Education’s Procedures for Participation of Students with Disabilities in Virginia’s Accountability System or visit Virginia Department of Education’s Alternative & Alternate Assessments: http://www.doe.virginia.gov/testing/alternative_assessments/index.shtml   

  

Division Assessment  

Henrico County offers district wide assessments across K-12 to assess student needs. The Phonological Awareness Screening (PALS) is administered in the Fall and again in the Spring to all K, 1, & 2 students and 3rd grade students who have been previously identified. This assessment is the state-provided assessment for Virginia’s Early Intervention Reading Initiative. PALS is a diagnostic screening tool that can be used to monitor the fundamental components of a child’s literacy development. These components include: a student’s phonological awareness, print awareness and alphabetic knowledge. The IEP team could utilize this tool to formulate baseline of student data in reading skills and a measure of their growth over the early elementary school years. The Cognitive Abilities Tests (CogAT) is administered in Grade 2 during the Spring only. This assesses a student’s abilities in reasoning and problem solving using verbal, quantitative, and nonverbal symbols. The CogAT is a group administered ability test. A student with a current IEP could receive the accommodation of small group testing, but any other modification would invalidate the scores. This test could assist an IEP team in discovering a student’s ability to reason with words, analyze nonverbal pictures, and understanding of quantitative concepts. These are all abilities that are developed through a child’s experiences both inside and outside of the school setting. NWEA Measures of Academic Progress (MAP) are diagnostic tools used by grades 3-8 that are administered in the Fall and Spring. These are computerized adaptive assessments, which allows educators to see their students at their individual levels. As a student responds to questions the test adjusts up or down in difficulty based on student responses. These tests could assist IEP teams in identifying specific areas of weaknesses within academic areas in which to formulate instruction and goals. THERE ARE SPECIFIC ACCOMMODATIONS THAT CAN BE PROVIDED WITH MAPS TESTING. THESE ARE LISTED BELOW WITH EXPLANATIONS….

TEST ACCOMMODATIONS – MAP and MAP for Primary Grades Special Considerations The adaptive nature of MAP survey with goals assessments makes them appropriate assessments for students with a wide range of skills and achievement levels. MAP and MAP for Primary Grades assessments are designed for administration in an untimed session. Local schools and districts may determine that certain testing accommodations are appropriate for individual students. These accommodations include, but are not limited to:

reading the test directions, providing auditory amplification, testing in alternate settings, dictating responses to a scribe, and so on.

Twenty-one separate accommodations to the test are considered allowable and are listed below. These accommodations impact neither the validity nor the alignment of the assessments; they do not provide assistance in understanding or solving test items. Any and all special program students who are administered MAP or MAP for Primary Grades assessments using one or more of the accommodations listed below are subjected to the same reporting specifications as regular education students. Acceptable Accommodations for MAP and MAP for Primary Grades Assessments: Changes in Timing or Scheduling the Assessment:

Extend time Offer frequent breaks Divide testing over several sessions Administer at time of day most beneficial to student

Changes in the Test Directions Read at the Beginning of the Test:

Read or reread directions to students Sign directions for the deaf student Translate directions orally Simplify language in directions Clarify directions Highlight words in directions Use auditory amplification devices, hearing aids, noise buffers, etc.

Changes in How the Student Responds:

Dictate responses to a scribe * + Point to responses for a scribe * +

Changes in How the Test Questions are presented:

Read mathematics (not reading or language usage) text portions aloud to students * +

Use visual magnification devices Use auditory amplification devices or noise buffers

Changes in Test Setting:

Test an individual student in a separate setting Test a small group of students in a separate, but familiar location; for example, in

a Title I room or counselor’s office Minimize distractions; for example, use a study carrel

References and Tools:

Scratch paper and pencil Masks or markers to limit distractions; for example, the student may use a sticky

note to move down the screen as he or she is reading * These accommodations are allowable for Special Education students only. + Scribes, educational assistants, and other people supporting a student’s test are expected to be neutral in responding to the student during test administration. Assistance in test administration must not be “leading” a student to the correct answer. The student’s response must accurately represent the student’s own choice. The Preliminary SAT (PSAT) is a standardized test administered in the Fall only for grades 10 or 11. This test is utilized as a practice tool for the SAT’s. This tests consists of two, twenty-five minute verbal sections, two twenty-five minute Math sections, and one half-hour Writing Skills section. PSAT scores from a student’s junior year could be counted for scholarships and awards. These scores are NOT reported to colleges, so students can take the test without fear of the score affecting college opportunities. Henrico Assessments (HATS) are administered in the Spring only (excluding grade 8 and grade 10 Direct Writing Prompt). First, second, fourth, sixth and seventh graders are assessed with these assessments. Students may receive state approved accommodations based on their disability. Participation in early HATS could assist an IEP team in predicting future testing needs for the Standards of Learning tests. Students can be exempted from participation in any Henrico Assessment based on the student’s IEP and their specific needs. However, the tests should be used as indicators for a student’s overall understand of Henrico curriculum. The Henrico Writing Assessment is administered in 4th, 8th, and 10th grade. These assessments provide the same information as other Henrico Assessments, but solely looking within the area of written expression. Students can be exempted from participation in any Henrico Assessment

based on the student’s IEP and their specific needs. However, the tests should be used as indicators for a student’s overall understand of Henrico curriculum.

 

Special Education Services  

Services Drop Down Menu The special education services drop down menu represents a significant change from previous practice.  To support staff in the transition to the current practice, the following guidance was developed.    

1.  Special education services should ALWAYS be directly related to the disability for which the student was found eligible.  This means that child found eligible for attention and distractibility issues only under OHI should NOT have mathematics services in his/her IEP.  The child may struggle with mathematics, mightily, but that is not the disability nor the purview of special education.  The mathematics instruction is the responsibility of the general education program.   

2. Special education services should NEVER be a schedule.  All students within HCPS are provided a schedule, their IEP service page is not it.  The service page should delineate ONLY the services directly related to the child’s disability.   

 To illustrate the difference, please note the two separate service page examples provided below.  They are service pages for the same student. One is documented using the previous practice while the other is documented using current practice.  Previous Practice 

Service  Provider  Frequency  Location  Duration 

English  Ex Ed Teacher  47 min/5x week  Ex Ed Class  7/2/11‐12 

Collab Social Studies  

Collab Teacher  47 min/5x week  Collab Class  7/2/11‐12 

Reading  Ex Ed Teacher  47 min/5x week  Ex Ed Class  7/2/11‐12 

Math  Collab Teacher  47 min/5x week  Ex Ed Class  7/2/11‐12 

Collab Science  Ex Ed Teacher  47 min/5x week  Collab Class  7/2/11‐12 

    Current Service Documentation  

Service  Provider  Frequency  Location  Duration 

Reading – Direct Instruction 

Ex Ed Teacher  47 min/5x week  Ex Ed Class  7/2/11‐12 

Reading – Support in  Content Area 

Collab Teacher  94 min/5x week  Collab Class  7/2/11‐12 

Attention/Organizational Skills – Support in Content Area 

Collab Teacher  47 min/5x week  Collab Class  7/2/11‐12 

 The same student in the first example had merely a schedule which denoted only that he was a special education student taking these classes.  It provided no guidance regarding WHY the student was receiving the services, the purpose they served or the intent of the special education services in the instruction.  The second methodology requires IEP teams to THINK about what services the student needs, develop an IEP around the student’s disability needs and to trust/support the general education program in meeting ALL of the student’s academic needs outside of their disability.     

Least Restrictive Environment (LRE)  The extent to which the student will be able to participate in general educational programs is one of the matters to be addressed by all of the participants on the student's IEP team before the IEP is finalized.  Placement decisions must be made according to IDEIA's least restrictive environment requirements ‐ commonly known as LRE. These requirements state that, to the maximum extent appropriate, children with disabilities must be educated with children who do not have disabilities.  The law also clearly states that special classes, separate schools, or other removal of children with disabilities from the regular educational environment may occur only if the nature or severity of the child's disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily. 

In practical terms this means that ALL student IEP meetings BEGIN with full inclusion and the IEP team only considers removing the student into a self‐contained environment when there is data showing that the student has not been successful in general education with supports.   

There are two separate sets of placement options:  One for pre‐schoolers and one for school age children.  This is VERY important because when a child moves from age 5 to age 6, an entirely new set of codes apply.  Let’s look at each one of the options.   

 School‐aged Placement Codes (6‐22 years) 

 1. Public Day School 

This placement applies to anyone attending an HCPS school.    

2. Public Separate School Use for students served in separate buildings where only students with disabilities are served. Examples:  Virginia Randolph Education Center 

 3. Private Day School 

Use only for students placed by the school division (not for parentally placed students). Examples: Metropolitan Day School, Faison 

 4. Public Residential School 

Do not use this code  

5. Private Residential School Use only for students placed by the school division (not for parentally placed students).  A specialist will typically be involved for any student placed in a residential facility. 

 6. Homebound Placement  7. Hospital Program 

Do not use this code.  

8. Correctional Education Program Use for students served in local jails. 

   Preschool Placement Codes (0‐5 years)  

17. Attending a Regular Early Childhood Program   Use this code for every child attending a regular early childhood program, even if the 

child receives special education services in other environments. Regular Early Childhood Programs Include: 

Head Start 

Kindergarten 

Reverse Mainstream Classroom 

Private Preschool 

Preschool Classes offered to an eligible pre‐kindergarten population by the public school system 

Group Child Care For students ages 0 – 5, you can only report time spent in the regular class for students reported with placement code 17.  

 

18. Separate Class: Special Education Classroom   Use for special education programs that include less than 50 percent nondisabled 

children. These include, but are not limited to, special education and related services provided in special education classrooms in: 

Regular school buildings 

Trailers or portables outside regular school buildings 

Child care facilities 

Hospital facilities on an outpatient basis 

Other community‐based settings   

19. Separate School   Use for students who receive educational programs in public or private day schools 

designed specifically for children with disabilities.  20. Residential Facility   Use for students who receive educational programs in publicly or privately operated 

residential schools or residential medical facilities on an inpatient basis.  21. Home   Use for students who receive special education and related services in the principal 

residents of the child’s family or caregivers. Include children who receive special education both at home and in a service provider location. The term caregiver includes babysitters. 

 22. Service Provider Location   Use for students who receive all of their special education and related services from a 

service provider. For example, speech instruction provided in: 

Private clinicians’ offices 

Clinician’s offices located in school buildings 

Hospital facilities on an outpatient basis 

Libraries and other public facilities Do not use this code for students who also receive special education at home. Children who receive services both in a service provider location and at home are reported using code 21 – Home. 

            

                                                

Initial IEP (Secondary)  

All of the elements denoted in the initial IEP for elementary are contained within the initial IEP for secondary and are executed in a similar manner.  The only difference in the two packets is the inclusion of a transition form in the secondary IEP.   

 Transition 

 

Virginia regulations require that IEP teams begin planning for transition in effect when the student is 14 because high school diploma options and courses of study discussions beginning 

earlier than the 8th grade will enable the student to access high school courses needed for 

graduation. When the IEP team members discuss diploma options, they should refer to the graduation requirements in the Regulations Establishing Standards for Accrediting Public Schools in Virginia. At both ages, 14 and 16, planning is based upon age appropriate transition assessments that outline the student’s individual needs, strengths, preferences, and interests. Transition assessments may include observations, interviews, inventories, situational assessments, formal and informal assessments, as well as academic assessments. Transition services include activities needed to assist the student in reaching postsecondary goals and courses of study to support postsecondary goals. Transition activities may include instruction, related services, community experience, employment and other adult living objectives, daily living skills, functional vocational evaluation. A discussion should take place with the student and parents, and others as needed, to determine the postsecondary goals or post‐school vision for the student. Postsecondary goals are measurable and must be based on age appropriate transition assessments related to training, education, employment, and independent living skills, when necessary. Additionally, the goals are based on the student’s needs, while considering the strengths, preferences and interests. As the IEP is updated annually, changes can be noted as the student gets older. At age 16, or earlier if appropriate, interagency responsibilities and linkages must be addressed in the IEP.  

Each of the four geographical zones in Henrico has a full‐time transition teacher assigned to the secondary program.  These transition teachers provide direct transition services to students as well as assess programs, assist in IEP planning and writing, evaluate students and train teachers.  Please utilize their services in planning the following:  

Post‐secondary education:   

Post‐secondary training:  

Independent Living: 

Employment:  

 

 

 

 

 

A summary of performance should be given to a student when they exit the secondary program. A summary, which will help the student make the transition to postsecondary settings includes:  

• Academic achievement‐ what the youth knows such as literacy, numeracy, consumer, personal finance, and learning skills; reasoning, communication, processing, including the accommodations, supports and modifications required, etc.;  

• Functional performance‐ behavior across different environments such as how the youth interacts with peers at school, in the community, at work; self‐care, mobility, self‐determination, safety, executive functioning skills, including the accommodations and supports required, etc.;  

• Supports‐ Accommodations, modifications, assistive technology or other supports that students might need to be successful in postsecondary environments; and  

• Next Steps‐ Recommendations for attaining postsecondary goals such as attend college orientation, meet with Department of Rehabilitative Services, meet with Disability Services Counselor at community college, keep a file of current disability documentation, complete employment applications, etc.  

 

Elementary Review 

 

The review IEP does not differ from the initial IEP in terms of content.  The purpose of naming the packets separately was to provide a reporting category.  All of the features and content available in the initial IEP is available within the review IEP.  Use the review IEP packet for EVERY IEP following the initial. 

 

Secondary Review 

 

The review IEP does not differ from the initial IEP in terms of content.  The purpose of naming the packets separately was to provide a reporting category.  All of the features and content available in the initial IEP is available within the review IEP.  Use the review IEP packet for EVERY IEP following the initial. 

 

  

Excused Team Members  

At a minimum, a student’s IEP Team consists of:  1.) The parent(s)/guardian(s) of the student; 2.)  At least one regular education teacher of the student (if the student participates in the regular education environment); 3.)  At least one special education teacher/special education direct service provider of the student; 4.) A building level administrator/administrative designee authorized to advise on the availability of resources within the school to serve the student; and 5.) If applicable, any related services personnel that provide services to the student (Speech/Language Pathologist, Occupational Therapist, Physical Therapist, etc.).  Other non‐essential team members may or may not include district level representatives/administrators, consultants, psychologists, social workers, advocates, etc.  If appropriate, the student may also participate in an IEP meeting.  There may be occasional instances in which essential IEP Team members may be excused from attendance at an IEP meeting.  This is only appropriate if both the parent/guardian of the child and the school division agree, in writing, that the attendance of the team member is not necessary because: a.) The team member’s area of the curriculum, related services, or specialty is not being discussed or modified; OR b.)  The team member is able to provide sufficient input, in writing, to the IEP team about their area of curriculum, related service, or specialty that would effectively supplement their attendance.  (8VAC20‐81; 34 CFR 300.321(e))      

Miscellaneous  

Q: Family Life page ???  Why is this on our IEP forms? A:  Parents of students with disabilities have the option of opting their children in/out of Family Life (as do all parents), but they also have the option of having it adapted to their child’s needs.  This is the area where you would denote whether they are participating and if so, it triggers a discussion of whether any accommodations/modifications need to be added into the IEP to allow for their appropriate participation.  Also, please visit the student services website to link to the new Family Life for Special Education curriculum designed for use with students with disabilities.  Q: Persons responsible only allow one person rather than listing more than one.  A: Yes, although multiple individuals may assist a child in reaching their goal there should always be a single person who is responsible for organizing, overseeing, primarily delivering and reporting on the student’s progress.  Shared responsibility is a reality, but only one person has the ultimate responsibility of ensuring that all parties provide their appropriate service to the student.  

Drafts  The parents/guardians of all HCPS students with IEPs should have the opportunity to, at a minimum, review their child’s Present Level of Performance (PLOP), Accommodations, and any proposed changes to Annual Goals prior to a scheduled IEP meeting.  This will ensure that parents/guardians of students are adequately prepared to participate in educational discussions about their child and, if applicable, provide new information for the team to consider.  A draft of a student’s IEP to include an updated PLOP Statement, Accommodations, and Annual Goals should be provided to the parent no later than 3 days prior to a scheduled IEP meeting.  Teachers/case managers should not draft proposals for Services, Least Restrictive Environment (LRE), or Placement Decision prior to an IEP meeting.  Please Note:  Providing an IEP draft to a parent/guardian does not serve as a legitimate substitute for holding an actual IEP meeting.  Per Virginia Special Education Regulations, “each local educational agency is responsible for initiating and conducting meetings to develop, review, and revise the IEP of a child with a disability” (8VAC20‐81)  

Progress Reports  

  Q:  Many of our teachers choose to include benchmarks/objectives under their annual goal especially in the areas of behavior and work habits.  Is it possible that the system could be changed so that only progress to the annual goal needs to be entered into the system and the present codes be used?   

A:  The federal and state regulations do not require the inclusion of objectives except for students who are currently taking the VAAP ( Virginia Alternate Assessment Program). If an IEP team chooses to utilize objectives it is a legal requirement that they report the student’s progress on those objectives as they are part of the annual goal.  Unless the IEP specifically designates in the IEP that only the annual goal and not the objectives will be reported on.  The law presumes that the objectives are PART of the annual goal, but allows the IEP team to determine how the child’s progress towards the annual goal will be measured.  It presumes that the inclusion of objectives is part of that measurement unless the IEP team designates otherwise.     Regarding the use of the “present codes” both the goals and objectives utilize the progress codes that are currently required by the Virginia Department of Education and they are identical in the program.  If the teachers do not want the additional work of reporting progress on objectives, it will require the creation of an IEP addendum to remove the objectives.  If they are in the IEP, you must report the student’s progress on them.    Q:  When the teachers do the progress reports on SEAS is that sufficient or does a copy need to be attached to the IEP in the file?   A:  It is sufficient to maintain a progress report in SEAS for all except the FINAL progress report after a full year of IEP services.  Once all four quarters of progress have been reported, print out the final report and place it in the file.  If children transfer, their progress report record needs to be on file.  There is space on the progress report for comments.  It allows you to write in comments for every goal.  Once you have chosen the code from the drop down menu, scroll down and you will see the test box for writing a narrative comment.    

Meeting Notice  

Foundational to all meetings under federal regulation is adequate notice to parents/guardians.  State and federal regulations entitle parents to receive timely and adequate notice, either written or verbal, of an IEP meeting to ensure that a parent with a child with a disability has the opportunity to participate in the meeting.  The expectation of HCPS is that even when a verbal agreement has been made, a meeting notice is developed in SEAS and sent home to the parent (either via mail or with the student).  A meeting notice is a record of whom HCPS invites to the meeting; however, parents do have a right to invite other individuals who have knowledge of their child’s needs or special expertise regarding their child.      The notice shall: 

1) Indicate the purpose, date, time, and location of the meeting and who will be in attendance;  

o Names of school personnel attending the meeting do not need to be included on the notice.  Only the personnel’s position or role must be included. 

2) Inform the parent(s) that at their discretion or at the discretion of HCPS, other individuals who have knowledge or special expertise regarding the child, including related services personnel, as appropriate, may participate in meetings.  

 Notice for Secondary Transition Planning In cases where the purpose of an IEP meeting is to discuss a student’s secondary transition planning or postsecondary goals, HCPS will invite the student to attend the meeting. In SEAS you will notice that the meeting notice includes: 

1) A line to type the name of the parent and/or student who has been invited, 2) Check boxes to indicate that the parent and/or the student were invited,  3) An embedded statement that addresses transition planning for students 14 and older.   

o If the parent has provided consent for the invitation, identify any other agency that will be invited to send a representative.  Note:  The parent must consent to sharing educational information about their child with a person not employed by HCPS before the person’s participation in the meeting. 

 In SEAS there is a generic meeting notice form entitled IEP Meeting Notice (Henrico) that: 

1) Can be used for all meetings, such as, child study, eligibility, IEP, 504, manifestation, etc. o The SEAS user can choose one of these options from a drop down menu.   

2) Has a section to check (all that apply) the purpose of the meeting  3) Has a section to check (all that apply) the meeting participants (positions only) of who 

HCPS is inviting.   4) Has an embedded statement that notifies the parent who they can contact in case they 

have questions or concerns.   o Please type the name of the specialist for your zone and their contact 

information in that section.    Page Two of the Meeting Notice (designed for parents to complete and return to the school) 

1) If you do not receive this section back prior to the meeting, please: a. Have the parent complete it at the meeting, or  b. Use the “For office use only” section to document your attempts to notify the 

parent of the meeting.  Note:  The IEP team must proceed with the meeting after three documented attempts have been made to include the parent.    

  

                     

   

Prior Written Notice The prior written notice, referred to in this document as the PWN, is a vital component of the procedural  safeguards  that  schools make  available  to  special  education  students  and  their parents.  Providing  a  timely  and  correct  PWN  is  essential  to  protecting  the  rights  of  special education students and their parents.   If completed accurately, the PWN provides a clear record for the student, parent, and school of the decisions that have been made; the basis for those decisions; and the actions that will or will  not  be  taken.  This  record may  be  referred  to  in  any  number  of  circumstances,  such  as subsequent meetings or dispute resolution situations, or as a clarification and reminder to all parties of commitments made. The prior written notice documents any proposals or  refusals with regard to special education matters.   The  basic  components  serve  as  additional  reminders  of  the  PWN’s  importance  in  informing parents of decisions that have been made. The PWN must provide:   

1) A description of the school’s action(s), proposed or refused  2) An explanation of why the school proposes or refuses to act  3) A description of other options the school considered and why they were rejected  4) A description of evaluations, tests, records, or reports the school used as a basis for the 

action proposed or refused  5) A description of other factors relevant to the school’s proposal or refusal  6) A statement that procedural safeguards are available to the parents and how to get a 

description of them  7) A statement of whom the parents of a child with a disability may contact to get help in 

understanding their rights and the rights of their child afforded under the protection of the Individuals with Disabilities Education Act of 2004 (IDEA ’04).  

 Henrico County practice is outlined below:  In cases where all options discussed at the IEP meeting were included in the IEP and the information used to make the decisions is included in the present level of performance, the imbedded Prior Written Notice in the IEP form itself is sufficient.  This will likely constitute the vast majority of IEP’s in which all parties are in agreement regarding all matters discussed.  In cases where ANY option at the IEP meeting was proposed and rejected (ie: not included in the IEP) or where other relevant factors were NOT included in the IEP, then that needs to be documented in a separate written Prior Written Notice form.         

      

Eligibility

A student may receive special education services when a multidisciplinary team determines that the student: 1) is considered to have a disability under federal and state laws and regulations governing special education, and 2) due to that disability, requires specially designed instruction to meet his/her unique needs. In Henrico County Public Schools, this decision is made at the school level by an Eligibility Group. Under federal laws and regulations, the child’s parent participates as a group member during the eligibility process. School personnel will work closely with the parent to explain the decision-making process. It is our goal to help parents feel comfortable with the procedure and become active participants in the meeting. In addition to the parents, the Eligibility Group consists of qualified professionals. Contributing members of the Eligibility Group are: administrator/designee, school psychologist, school social worker, teacher, the parent(s), and other school personnel contributing components to the eligibility consideration. If a child meets the criteria for Speech/Language Impaired as the primary disability, the Eligibility Group is composed of the administrator/designee, speech/language pathologist, the student’s teacher, and the parent. Other staff members may be present to contribute to the consensus determination. This information is designed to assist Eligibility Group members in making clear and consistent decisions. It is recommended that administrators/designees review this booklet to ensure that the correct procedures are followed.

BEFORE THE ELIGIBILITY MEETING

A. SCHEDULE THE ELIGIBILITY MEETING Most schools hold eligibility meetings on a specific day of the week according to the schedules of the psychologist and social worker assigned to the building. With this in mind, contact the parent to identify a mutually convenient date and time. Inform them that copies of the reports to be presented at the meeting will be available for review two days prior to the meeting. Collaborate with school staff about possible meeting dates. Confirm the date by mailing notice of the eligibility meeting to the parent.

B. NOTIFY SCHOOL-BASED STAFF Notify school staff.

C. COLLECT REPORTS FOR REVIEW Reports to be presented must be typed and placed in the student education record no later than two business days prior to the eligibility meeting so the parents may have access to the

reports. Each professional conducting an assessment or completing a report is responsible for submitting the report in a timely manner.

AT THE ELIGIBILITY MEETING

A. SETTING THE STAGE The eligibility chair will welcome the participants and introduce group members, stating their roles and their relationships to the student. The eligibility chair will state the purpose of the meeting and provide a brief description of the proceedings. The eligibility chair will present a summary of the background information and the reason for the evaluation.

B. PRESENTATION OF REPORTS

Each evaluation team member will present a summary of his/her report to the group. Highlights of the summary will be recorded on the Eligibility Group Summary of Deliberations. A written copy of the evaluation reports must be provided to the parent(s).

C. PARENTS PROVIDE INFORMATION

After reports are presented, the eligibility chair will ask the parent(s) if there are any questions or any additional information they would like the group to consider.

D. DECISION-MAKING PROCESS

The eligibility chair will review the decision-making process used in Henrico County Public Schools. Group members are asked which disabilities they would like the group to consider. The Operational Criteria Worksheets are selected from the file/notebook.

E. OPERATIONAL CRITERIA WORKSHEETS ADDRESSED

Each Operational Criteria Worksheet is considered separately. The eligibility chair reads the definition of the disability. The eligibility chair ensures that the required reports have been obtained. The eligibility chair reads each criteria aloud. The group discusses each item and comes to a consensus. It is not necessary for the group to come to complete agreement on each item. Dissenting opinions are noted on the Eligibility Group Summary of Deliberations with an explanation. (See F. and G.)

F. CHILD DETERMINED ELIGIBLE FOR SPECIAL EDUCATION Based on the information in the Operational Criteria Worksheets, the Eligibility Group identifies the presence of a disability that requires special education. If there is disagreement among group members, each member’s opinion is taken and an effort is made to reach consensus. Using language contained in the Operational Criteria Worksheets, a written summary that consists of the basis for the group’s eligibility decision is composed. Members of the Eligibility Group sign the Eligibility Minutes form indicating that they agree or disagree with the decision. If any member disagrees with the consensus of the group, he/she must write a statement of explanation presenting that member’s conclusions. A child may be determined to have more than one disability, based on Operational Criteria Worksheets.

G. CHILD DETERMINED INELIGIBLE FOR SPECIAL EDUCATION

Based on the information in the Operational Criteria Worksheets, the group may find a child ineligible for special education. If there is disagreement among group members, each member’s opinion is taken and an effort is made to reach consensus. If a child is found ineligible, the group is required to make recommendations for further programming. One of the recommendations may be a referral to the child study or intervention teams; additional recommendations will be case and child specific. Implement Response to

Intervention process to continue assessing the effectiveness of interventions in general education. The Essential Deliberations statement is composed. Members of the Eligibility Group sign the form indicating their agreement or disagreement with the decision. If a member disagrees with the consensus of the group, he/she must write a statement of dissent. This statement may be written on the dissent page.

H. DISAGREEMENT OF PARENT

If the parent expresses disagreement with the group’s decision, the eligibility chair indicates the section entitled “Impartial Due Process Hearing” in the procedural safeguards document. The eligibility chair describes the mediation and due process activities and informs the parent how to access each one. The notice of the proposed action is provided to the parents with a copy of their procedural safeguards. If mediation is selected by parents, they may access more information on this subject through the Virginia Department of Education website. (http//www.pen.k12.va.us/VDOE/dueproc/) If mediation or a due process hearing is requested by the parents, the Director of Exceptional Education should receive a letter from the parents. It is critical at this time to be sure that the eligibility group informs parents that support for their child will be implemented in academic and/or behavioral areas, no matter what the decision of the eligibility group is.

I. DISTRIBUTION OF PAPERWORK

The parent receives the signed copy of the Eligibility Minutes, the Procedural Safeguards document, and the Prior Written Notice. The Prior Written Notice may be completed after the meeting in more complex cases and when parents and school are not in agreement. Parents should receive the Prior Written Notice as soon as possible. If applicable, the parent also receives a copy of the LD Addendum and a copy of the Conclusions of Dissenting Members. The eligibility chair ensures that the parent has no additional questions or concerns.

AFTER THE ELIGIBILITY MEETING

A. IF PARENT DID NOT ATTEND MEETING Mail a copy of the above-described paperwork to the student’s home. Call them to inform them of the group’s decision and respond to any questions they might have. Let them know that you will be sending documents in the mail. This is also a good time to schedule the IEP meeting if the child has been found eligible or the child study/ intervention team meeting if the student is ineligible for special education.

B. STUDENT FOUND INELIGIBLE

If the student has been found ineligible for special education, review the Essential Deliberations and check the recommendations made by the Eligibility Group. Take action as necessary. Students who are found ineligible for special education may be referred to the child study/ intervention team to develop an appropriate child study plan.

C. STUDENT FOUND ELIGIBLE

If the student was found eligible for special education services, schedule the IEP meeting to occur within thirty (30) calendar days of the eligibility meeting. Review the Essential Deliberations statement for IEP recommendations and related services to be considered. Ensure the presence of the appropriate related service provider(s) at the meeting.

QUESTIONS AND ANSWERS ABOUT ELIGIBILITY

RESPONSE TO INTERVENTION What role does RtI play in eligibility decisions?

The expectation is that eligibility groups will help determine if specialized instruction is needed by applying the response to intervention process. (This RtI criteria option will only be applied for the SLD criteria in Reading for grades 2-5) This RtI process includes goal setting, progress monitoring, and use of evidence-based interventions.

GENERAL QUESTIONS: What part do private evaluations play in eligibility consideration? Henrico County Public Schools has the right to complete the evaluation of the child and

the responsibility to review private evaluations. Private evaluations should be viewed as supplemental to components completed by school personnel.

In interpreting evaluation data for the purpose of determining if a child has a disability

and determining the educational needs of the child, the Eligibility Group shall: (a) draw upon information from a variety of sources, including aptitude and achievement tests, parent input, teacher recommendations, physical condition, social or cultural background, and adaptive behavior; and (b) ensure that information from all these sources is documented and carefully considered.

When the Eligibility Group determines that information is not sufficient to make an eligibility decision, what do they do? The group must either not find the student eligible (initial eligibility) or maintain current

eligibility. A re-evaluation may then be initiated and eligibility determined based on new evaluative reports. If a selected component is determined to not be essential to the eligibility decision, complete the eligibility meeting based on available information.

Can we find a student eligible based on oral information given during the meeting when this information is not included in written form? All available information, written and oral, should be used in making eligibility

decisions. Written documentation should always be present. For example, a student with a health impairment (other than ADHD) must have the health impairment documented by a physician. This documentation is necessary, even when the parent may have given verbal information pertaining to the health impairment in the social history or shared medical information during the eligibility meeting.

What is meant by “current” evaluation? An evaluation may be considered current if it was completed within the 12 months (6

months for preschool) prior to the eligibility meeting. Any current report deemed relevant can be used when making an eligibility decision with the exception of a hearing test, which must be administered within the 65-day time frame allowed for the eligibility process.

What assessment components should be used for re-evaluation?

Minimally, the educational component (to include standardized achievement testing) should be updated. Questions or concerns about student progress may justify the need for additional evaluative components. The group should refer to the Student Planning Worksheet and previous evaluations.

Can a report be updated? Yes. The decision to update rather than readminister an assessment component is an

individual professional decision. When the professional updates a report, he/she is accepting that report as a current reflection of the student’s performance/ability. If the decision is made to update, NEW information must be added (for example, the psychologist who decides not to readminister a cognitive abilities test but who does conduct an interview or a classroom observation).

Does the Eligibility Group decide if a student is eligible to receive related services? With the exception of speech/language, vision, and hearing services, the IEP Team

determines whether or not a related service is required in a student’s IEP based upon review of the goals and objectives, appropriate assessment reports, and local guidelines for provision of related services. However, the Eligibility Group may review the related service evaluation, document the results on the Eligibility Minutes Summary form, and recommend that the service be considered by the IEP Team.

What do I tell parents about mediation and due process? Both mediation and due process are avenues parents may pursue if they are in

disagreement with any decision regarding evaluation, identification, or placement of their child in special education. Due process may be initiated by the parent contacting the Executive Director of Exceptional Education or the Virginia Department of Education. Mediation may be initiated by the parent writing a letter to the Executive Director of Exceptional Education that states the reason for disagreement. An explanation of mediation and due process is in the procedural safeguards document, which will be given to the parent at any meeting involving special education.

Copies of forms for requesting mediation or due process are available from the VDOE’s

Office of Dispute Resolution and Administration website: http://www.pen.k12.va.us/VDOE/dueproc/.

What assessment components should be used for re-evaluation? The educational evaluation (to include standardized achievement testing) and the observation should be minimally completed. Questions or concerns about student progress may justify the need for additional evaluative components. The group should refer to the Student Planning Worksheet and previous evaluations.

When an evaluation is initiated at a child study meeting and the team suspects a child has fine motor issues, can an occupational therapy (OT) assessment be selected as an evaluative component?

No. OT is a related service to the IEP, and an OT assessment can only be initiated at an IEP meeting. However, an occupational therapist may be invited to a child study meeting, and may offer suggestions for teacher and parent to address fine motor concerns. The OT may also observe the student in the classroom and offer additional recommendations for home and school assistance.

If an IEP team determines that a student has made progress on an IEP, no further IEP goals are needed, and the student no longer requires special education services, how should the student be terminated from special education services?

A full evaluation is needed, an eligibility meeting is held, and if the consensus is that the student is no longer eligible, with parental written consent, the student is then exited from special education.

What should the IEP team do if a parent wants their child out of special education immediately and will not consent to any re-evaluations?

Parents have the right to refuse special education services. The parent should notify HCPS in writing that they want their child removed from special education and refuse special education services. This means ALL services, if a parent disagrees with level of services or specific services only then the team should utilize the standard dispute resolution. If a parent removes their child from special education services HCPS retains the right to disagree and file a due process if we believe special education is necessary for FAPE.

AUTISM: Do you have to have a medical diagnosis of autism? No. We consider autism an educational label, not a medical diagnosis. A medical

diagnosis of autism or a Pervasive Developmental Disorder (PDD), however, may provide supportive data in making an eligibility decision. If there is no medical documentation of autism, there must be sufficient documentation in the reports to support the determination. This will include observations, reports from school personnel, and behavioral checklists.

DEVELOPMENTAL DELAY: When a child is approaching his or her seventh birthday, does he/she need to go back to eligibility even if it has not been three years since the last evaluation? Yes. All children who have been identified as Developmentally Delayed must be re-

evaluated and go through the eligibility process to determine a categorical disability and the need for continued special education.

Can you give a categorical designation to a child before the age of seven? Absolutely! A categorical designation is required if the child clearly meets the criteria. EMOTIONAL DISABILITY: When an emotional disability is suspected, besides evaluative components, what else should be done? Best practice recommends that in most cases a functional behavior assessment and behavior plan be implemented prior to eligibility meeting. Can a student be socially maladjusted and still have an emotional disability? Yes. A student with an emotional disability may present with significant problems in

behavior. A severely depressed student, for example, may well act out in ways that violate norms of behavior in school – smoking, fighting, abusing substances, verbally abusing others, etc. However, the student may not be found eligible solely on the basis of

social maladjustment. In order to be eligible under Emotional Disability (or any disability category), the student must meet the applicable criteria.

Can a student be drug involved and be identified as emotionally disabled? Yes. However, substance abuse, by itself, is not an emotional disability. The Eligibility

Group must investigate if the characteristics of emotional disability were present before the onset of the substance abuse.

If a student was hospitalized for psychiatric reasons, does he/she automatically qualify for ED services? No. Students may be hospitalized for psychiatric reasons, which may or may not qualify

them for ED services. Severe behavior problems often precipitate psychiatric hospitalizations for students who would not qualify for ED services. Moreover, a psychiatric diagnosis does not necessarily qualify a student for ED services. The Eligibility Group must carefully examine the data presented in order to determine if the diagnosis creates an adverse educational impact.

Can a very young child be identified as a child with emotional disability? Yes. The data must clearly support the determination that the child has an emotional

disability; however, such an identification will be a rare occurrence. HEARING IMPAIRMENT: Do we need to have a current audiological assessment to determine eligibility for hearing impairment? A current audiological assessment for an initial evaluation should occur within 65 days. Can a student be both hearing impaired and learning disabled? Yes, but it is a rare occurrence. The data must clearly show that the specific learning

disability is not caused by the hearing impairment and the Essential Deliberations statement must provide strong evidence that the hearing impairment is not exclusionary for a learning disability.

INTELLECTUAL DISABILITY: What are areas of adaptive behavior? Adaptive behavior skills are those that help us to function in nonacademic activities.

Areas of adaptive behavior will vary according to the instrument used for measurement. They may include self-care, communication, daily living skills, social skills, self-direction, health, safety, and leisure.

Do we need formal measures of adaptive behavior or can we use descriptions of behavior found in a social history or teacher narrative? At least one formal measure must be reported. It is also useful to gather evidence for

deficits in adaptive behavior from one or more reliable independent sources (i.e., teacher education reports; educational, developmental, and medical evaluations).

Can a student be found eligible as intellectually disabled (ID) with standard scores in academics above the ID range? Students can be found eligible as ID with some achievement scores above the ID range.

(ID range is two or more standard deviations below the mean, i.e., a standard score of 70 or less.) High splinter skills should not negate the preponderance of evidence supporting the ID identification.

Can a student be found eligible as intellectually disabled with standard scores in adaptive behavior above the ID range? It is expected that students being considered for ID have composite scores two or more

standard deviations below the mean (i.e., a standard score of 70 or less). However, all available information should be considered in making a determination of ID.

Do ID students with standard scores of 40 or less who also have physical impairments, emotional issues, etc., need to be given additional eligibility identifications? No. Typically, these students require no additional identifications. What happened to the Severe Disability category? The Severe Disability category no longer exists separately. Students with standard scores

of 40 or less are now identified as having an intellectual disability. MULTIPLE DISABILITIES: What is meant by “multiple disabilities”? A student with multiple disabilities will meet the criteria for at least two disability

categories. The educational impact of these concomitant impairments will be so severe that they cannot be accommodated in a special education program solely for one of the impairments. In the rare cases when a student is found eligible for multiple disabilities without ID, the Eligibility Group must provide a clear statement for this position.

ORTHOPEDIC IMPAIRMENT: Does an OI student automatically receive occupational and physical therapy? No. OI students qualify for OT and PT in the same way as any other student receiving

special education services. The students must go through the referral and evaluation process, and it is the responsibility of the IEP team to consider whether these services are required to support the special education program.

Can a student have cerebral palsy and not be found eligible for services? Yes. As a student with OI, there has to be educational impact. There are students with

CP who do not require special education services. Does a student with OI have to exhibit a severe discrepancy between ability and achievement to determine educational impact? No. The impact of physical disability may not be reflected on standardized testing. In

some cases, the student will be impacted in the area of fine-motor skills, production of class work, or in organizational skills. The Eligibility Group needs to refer to all data, particularly the teacher education reports, to obtain data relevant to the educational impact.

OTHER HEALTH IMPAIRMENT: Are students with ADHD automatically considered eligible under OHI? No. ADHD may be considered under OHI. The student must first meet the Henrico

County criteria as a student with ADHD. Then, the nature of the attentional deficit and its impact on educational performance must be considered. Eligibility Groups must review the modifications/accommodations to the general education environment that have been made.

If ADHD is suspected, besides evaluative components, what other information can be

provided in the eligibility meeting? Best practice indicates that a child study team address issues at school related to ADHD

and develop interventions, implement progress monitoring, and maintain data to show effects of plan. This information may be helpful to the team in determining the impact, if any, of the disability on access to the instructional program.

Are children with a neurological impairment automatically considered eligible under OHI? No. It depends on the nature of the impairment and its educational impact. SPECIFIC LEARNING DISABILITY: Must there be a significant discrepancy between ability and achievement in order to consider SLD? The amount of discrepancy is one criterion; however, all available information should be

used in making a determination of learning disabilities. If an Eligibility Group elects to find a student learning disabled despite the lack of a significant discrepancy, the specific rationale supporting this decision must be clearly delineated in the Essential Deliberations statement.

For a child suspected of having a specific learning disability, the documentation of the

group’s determination of eligibility must also include a statement of: a. whether the child has a specific learning disability; b. the basis for making the determination; c. the relevant behavior noted during the observation of the child; d. the relationship of the behavior to the child’s academic functioning; e. the student has had appropriate remediation for observed academic

weaknesses with evidence of data progress monitoring; f. the educationally relevant medical findings, if any; g. whether there is a severe discrepancy between the child’s achievement and

ability that is not correctable without special education; h. the determination of the group concerning the effects of any environmental,

cultural, or economic disadvantage; limited English proficiency, emotional disability, visual, hearing or motor impairment, intellectual disability; and

i. evidence of a deficit in psychological processing. If a student initially identified as having a SLD that interferes with reading, then later presents concerns in math, do we need to initiate a formal re-evaluation or could the IEP committee add math goals to the plan?

This student should be referred to the child study team to write an intervention plan to address math. The response to intervention process would be initiated to determine if the

student is progressing in math with additional support from general education. If math progress is noted, no further action related to special education would be needed. If there is a lack of math progress based on goal setting, documented progress monitoring, and various levels of intervention, this data would be shared with the IEP team to determine if a math goal should be added to the IEP.

Can a VI, HI, or otherwise disabled student be considered LD?

Students with other disabilities may be considered for LD, but exclusionary criteria must be considered. To qualify for LD, the academic deficit cannot be caused by a visual, hearing, or motor disability; intellectual disability; emotional disability; or environmental, cultural, or economic disadvantage.

TRAUMATIC BRAIN INJURY: Is a student with a brain tumor eligible under TBI? No. A brain tumor is considered a health impairment. Is a student with severe brain damage eligible under TBI? A traumatic brain injury must be caused by an external physical force. If the brain

damage was caused by an external force, e.g., a gunshot wound or blow to the head, then the student could be considered for TBI.

How current does the brain injury have to be to be considered for TBI? An injury that occurs anytime after the period immediately following birth can be

considered for TBI if the injury meets the requirements of the definition. Does the injury have to be permanent? No. There are degrees of recovery from a traumatic brain injury. SECTION 504: When and how do we consider Section 504 eligibility? Section 504 eligibility should always be considered after a student is found ineligible for

special education under IDEIA. An eligibility group may consider Section 504 eligibility alone when the impairment is solely a medically based disability with accommodations for the student as the main need. The eligibility group should carefully consider the Section 504 eligibility flow chart that is included in this manual.

To determine eligibility for Section 504, the eligibility group must determine that there is

a physical or mental impairment that substantially limits the student’s performance in a major life activity. An impairment that is episodic or in remission is a disability if it would substantially limit a major life activity when active. Be sure to identify the specific physical or mental impairment and write it in the summary of deliberations statement in the eligibility minutes.

The determination of whether an impairment substantially limits a major life activity

shall be made without regard to the ameliorative effects of mitigating measures. These include medication, medical supplies, equipment or appliance, low-vision devices, prosthetics including limbs and devices, and hearing aids and cochlear implants or other implantable hearing devices, mobility devices, or oxygen therapy equipment and supplies. Ordinary eyeglasses and contact lenses are not included in this provision.

The definition of a person with a disability contains the addition of reading, concentrating, thinking, communicating, bending, lifting, standing, sleeping, and eating as “major life activities,” along with the established major life activities of learning, working, breathing, speaking, walking, hearing, seeing, performing manual tasks, and caring for oneself. The term “major life activity” also includes the operation of a major bodily function. This definition of disability does not apply to impairments that are transitory (actual or expected duration of six months or less) and minor. In the summary of deliberations statement, also include how the physical or mental impairment substantially limits or impacts the major life activity.