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kb:spec-docs

VISD Special Service Docs

Tutorials

Detailed explanation for working with the forms and saving them in the appropriate manner.

Forms

Invitation

Invitation

Attach the compliance copy of this form to the bottom of you document pages for an IEP, Amendment, and Evaluation, or any other meeting that you feel it is important to document your contact inviting the parent.

Prior Written Notice

Prior Written Notice

Use this document for any IEP meeting on a student where possible “action” is discussed. Even if the decision is to NOT do an action, the Prior Written Notice should indicate that the team decided NOT to do the action. A copy should be sent to the district office even if there is no other official document generated at the meeting. You can think of this form as meeting notes. Often the most important information entered on this document is under the “Other Factors” sections. You can enter plans for your next meeting on this subject in question here or any other pieces of information that you think was important from the meeting. This form should ALWAYS be included and sent the to district office for annual and initial IEPs, Evaluations, and Amendments. Attach the Prior Written Notice behind the main body of your document with the invitation behind it..

IEP

IEP Form

IEP

Fill in ALL highlighted spaces. A Transition Plan 16 MUST be included with the annual IEP of any student who is 16 or will be turning 16 during the year of the plan. An FBA and BIP must be included in any IEP for a student eligible under the category of EBD along with behavior goals.

Important points to remember: Write SDI goals only for areas that have been identified in the latest evaluation.

  • Fill in the appropriate WASL/WAAS options for the student’s grade.
  • The PLOP must contain current assessment information on all areas that have SDI goals.
  • Write measurable goals! Ask yourself if you can see the behavior as described in your goal to count/measure it and how can you realistically do the counting/measuring.
  • Beginning and end dates for goals/objectives.
  • Signature page with all REQUIRED members of the team, including an administrator or administrative designee, SPED teacher, general education teacher, parent (if they are able to attend the meeting), student if age and ability are appropriate for attendance.
  • On an INITIAL IEP, signature for parental acceptance of special education services. This line is at the bottom of the signature page)
  • Turn in your IEP documents to the district office with the main body of IEP on top, prior written notice next, and invitation last.
  • Include signed excused team member form if appropriate.

CAUTIONS:

  1. Do not include unnecessary details or promises for specific curriculum, or names of specific people who will deliver service.
  2. Do prioritize you goals. Work with the family to prioritize the most important goal(s) in each SDI area to work on. It is better to do a few things well then try to do an impossible number of things.
  3. Do collect data on each goal. Data will be required for ESY recommendations, progress reports, program modifications during the year, and next year’s PLOP.
  4. Do provide parents with the Procedural Safeguards at least once a year at the annual IEP review,anytime there is a Manifestation Determination, and upon the initial referral for services.
  5. Do be careful of what accommodations you include. An IEP is a binding document so the accommodations you recommend must be reasonable for every class and deliverable.

IEP-Present Levels Addendum

IEP Goals Addendum

IEP Compliance Form

Aversive Plan

Progress Report

ESY Progress Report

Extended School Year Form

Transition Plan 14-16

Transition Plan 14-16

  No longer required by 2004 IDEA and 2007 WAC, but can be done for any 14-16 year old student.

Transition Plan 16

Transition Plan 16

Must be included for any student turning 16 during the year of the current annual review. The plan must include:
  • Anticipated date of graduation
  • Accumulated high school credits
  • Evaluation information related to post secondary outcomes. Identify the evaluation tool, date of evaluation and relevant information from the evaluation. Address student interests, aptitude and achievements
  • Desired post secondary outcomes in the areas of education, employment, community living, recreation/leisure, and transportation.
  • Course of study and activities to achieve post secondary outcomes.
  • Agency Linkages. Parental agreement in a signed consent is now required prior to the IEP meeting before inviting an agency representative. See documentation of parental agreement for agency representation.

Amendment

Amendment

Complete this form for any changes in service delivery, ie. SDI minutes, location, accommodations, testing options, transportation, goals/objectives. Many amendments can now be done via phone conversations. Do indicate on the Prior Written Notice that the Amendment was agreed upon via phone/e-mail discussions. A copy of the amendment must be given to ALL team members. Also send a copy of the Amendment form along with a Prior Written Notice to the district office.

Excused Team Member

Excused Team Member

A member of the IEP can be excused if the parent agrees that the attendance is not necessary because that member’s area of service is not being modified or discussed at the meting. If the member’s area will be discussed, the parent may still consent to the excusal if the member submits in writing to the parent and the IEP team members input on the IEP development prior to the meeting. Parental consent to any excusal must be in advance and in writing. The general education teacher is required if the student is or may be participating in ANY regular education environment.

Functional Behavior Assessment

Functional Behavior Assessment

You do not need to obtain parental consent to conduct an FBA. This must be included in the IEP of any student who:
  • Is eligible under the EBD category
  • Has had a Manifestation Determination
  • Has had a pattern of behavior problems.

Note: that History/Background section at the beginning of the document is continued on the last page. All text typed into this section will appear in full version at the end of the form.

Behavior Intervention Plan

Behavior Management Plan

Is developed from the functional behavior assessment and must be included in the IEP of any student who:
  • Is eligible under the EBD category
  • Has had a Manifestation Determination
  • Has had a pattern of behavior problems

Plan for Non-Cert Instruction

Plan for Non-Cert Instruction

To be completed when a general education teacher is delivering SDI in the general education setting. The SDI goal, instruction materials and delivery methods are developed by SPED certified staff. Training of general education staff and monitoring of instruction is done by the SPED certified staff.

Manifestation

Manifestation

To be completed no later than the 10th day after a student has been long term suspended or emergency expelled. This form and meeting are usually done by the Special Education Director.

Evaluation Documents

Evaluation Form

Evaluation Planning Sheet

SPED Referral and Notification

Individualized Assessment Summary

Parent Supplied Information For Evaluation

Interim Evaluation Extension Notice

Request for Medical Provider Information

Transfer Student Eligibility Statement

Transfer Student Eligibility Statement

To be completed by the building psychologist. Notify the district office when a new student has enrolled. Student should not be scheduled for classes until this form is completed and appropriate services have been determined. Send completed form along with copies of all transfer IEP documentation to the district office.

Medicaid Eligibility

Request for Release of Records

Spanish Notice of Decision

kb/spec-docs.txt · Last modified: 2020/03/12 13:15 by tgill